Embedded Files
Core concept: Number relations help us to understand that a whole number is made up of parts.
Warm-up/Daily number sense: Pouncing on prey – 15 minutes
Warm-up/Daily number sense: Pouncing on prey – 15 minutes
Build student understanding of counting with one-to-one correspondence by connecting number names, numerals and quantities.
Build student understanding of counting with one-to-one correspondence by connecting number names, numerals and quantities.
Explain that students will play a counting game about making collections of prey for jumping spiders. Describe how jumping spiders make sudden leaps and pounce on prey instead of building webs.
Explain that students will play a counting game about making collections of prey for jumping spiders. Describe how jumping spiders make sudden leaps and pounce on prey instead of building webs.
Display Resource 5: Jumping spider gameboard.
Display Resource 5: Jumping spider gameboard.
Model how to play ‘pouncing on prey’ by rolling 2 dice and locating a square on the gameboard that matches the total number of dots on both dot dice patterns combined. Build a tower of prey using small wooden blocks on top of the chosen square. If there are no vacant squares available to match a number rolled, roll 2 dice again. Continue playing ‘pouncing on prey’ until all the gameboard squares have been filled with matching towers.
Model how to play ‘pouncing on prey’ by rolling 2 dice and locating a square on the gameboard that matches the total number of dots on both dot dice patterns combined. Build a tower of prey using small wooden blocks on top of the chosen square. If there are no vacant squares available to match a number rolled, roll 2 dice again. Continue playing ‘pouncing on prey’ until all the gameboard squares have been filled with matching towers.
Activity: Spider segments – 30 minutes
Activity: Spider segments – 30 minutes
Model how to play ‘spider segments’ using Resource 7: Spider segments by rolling a 6-sided number dice and drawing the corresponding dice pattern in the first box. Add the corresponding number of legs to the thorax using sticks to represent the number shown on the dice. Use additional sticks to find out how many more sticks are needed to make 10 parts, legs and fangs for the spider and write the numeral in the second box (see Figure 3).
Model how to play ‘spider segments’ using Resource 7: Spider segments by rolling a 6-sided number dice and drawing the corresponding dice pattern in the first box. Add the corresponding number of legs to the thorax using sticks to represent the number shown on the dice. Use additional sticks to find out how many more sticks are needed to make 10 parts, legs and fangs for the spider and write the numeral in the second box (see Figure 3).
Student manipulation of materials to demonstrate conceptual understanding (MAO-WM-01, MAE-CSQ-02).
Student manipulation of materials to demonstrate conceptual understanding (MAO-WM-01, MAE-CSQ-02).
Consolidation and meaningful practice: Try for a total of ten – 15 minutes
Consolidation and meaningful practice: Try for a total of ten – 15 minutes
Students play ‘try for a total of 10’ in small groups. Students will lay out a deck of playing cards face up in rows and columns with all picture and number 10 cards removed from the deck. Ace cards represent the number one (see Figure 4).
Students play ‘try for a total of 10’ in small groups. Students will lay out a deck of playing cards face up in rows and columns with all picture and number 10 cards removed from the deck. Ace cards represent the number one (see Figure 4).
Model removing sets of cards that have a total of 10 and explain that the aim of the game is to eliminate all cards.
Model removing sets of cards that have a total of 10 and explain that the aim of the game is to eliminate all cards.
Provide time for students to play ‘try for a total of 10’ focusing on the reasoning provided for combining the symbols or numerals on playing cards to 10.
Provide time for students to play ‘try for a total of 10’ focusing on the reasoning provided for combining the symbols or numerals on playing cards to 10.
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