Embedded Files
Core concept: Visual representations can assist in combining and separating quantities.
Warm-up/Daily number sense: Number dash – 10 minutes
Warm-up/Daily number sense: Number dash – 10 minutes
Build student understanding of counting forwards and back by playing number dash.
Build student understanding of counting forwards and back by playing number dash.
Display a number chart and practice choral counting from 1 to 30.
Display a number chart and practice choral counting from 1 to 30.
Place students into groups of 3 or 4 and provide each group with a shuffled set of number cards 1-20, see Resource 7: Number cards 2
Place students into groups of 3 or 4 and provide each group with a shuffled set of number cards 1-20, see Resource 7: Number cards 2
Call out a number range and have students place their number cards in order. Some suggested ranges include:
Call out a number range and have students place their number cards in order. Some suggested ranges include:
1 up to 20
1 up to 20
20 down to 1
20 down to 1
5 up to 15
5 up to 15
20 down to 10.
20 down to 10.
Select a group to read out the numbers in the order they have placed them and ask the class if the order is correct. Every group that gets the sequence correct wins a point. Select students to identify a number before or after a given number.
Select a group to read out the numbers in the order they have placed them and ask the class if the order is correct. Every group that gets the sequence correct wins a point. Select students to identify a number before or after a given number.
Students reshuffle the cards and play continues until a group reaches 5 points.
Students reshuffle the cards and play continues until a group reaches 5 points.
Activity: Count on me – 30 minutes
Activity: Count on me – 30 minutes
THINK-PAIR-SHARE: How do you count 5 using one or two hands?
THINK-PAIR-SHARE: How do you count 5 using one or two hands?
Students share their ideas with the class and record all the different ways to count 5.
Students share their ideas with the class and record all the different ways to count 5.
Highlight the different combinations and explain that mathematicians solve problems in different ways.
Highlight the different combinations and explain that mathematicians solve problems in different ways.
In pairs, ask students to explore the different ways of counting 7 on their fingers and have them record as many combinations as possible on Resource 9: Class hand template.
In pairs, ask students to explore the different ways of counting 7 on their fingers and have them record as many combinations as possible on Resource 9: Class hand template.
Ask students the following questions:
Ask students the following questions:
What is the most common way of making the number 7 with your fingers?
What is the most common way of making the number 7 with your fingers?
Which way is the most efficient? Explain your thinking.
Which way is the most efficient? Explain your thinking.
What finger combination was the most difficult to make? Why?
What finger combination was the most difficult to make? Why?
Explain that 5 can be used as a reference to form numbers between 6 and 10. Model how to do this using the number 7 by showing 5 fingers on one hand and 2 on the other.
Explain that 5 can be used as a reference to form numbers between 6 and 10. Model how to do this using the number 7 by showing 5 fingers on one hand and 2 on the other.
In pairs, students show each other how they could make the numbers 6, 8, 9 and 10 by using 5 as a reference. For example, using 5 fingers on one hand and adding the additional fingers on the other hand.
In pairs, students show each other how they could make the numbers 6, 8, 9 and 10 by using 5 as a reference. For example, using 5 fingers on one hand and adding the additional fingers on the other hand.
observational data (MAO-WM-01, MAE-RWN-01, MAE-RWN-02, MAE-CSQ-01, MAE-CSQ-02)
observational data (MAO-WM-01, MAE-RWN-01, MAE-RWN-02, MAE-CSQ-01, MAE-CSQ-02)
work sample – Resource 9: Class hand template (MAO-WM-01, MAE-CSQ-01, MAE-CSQ-02)
work sample – Resource 9: Class hand template (MAO-WM-01, MAE-CSQ-01, MAE-CSQ-02)
Consolidation and meaningful practice: Class display – 15 minutes
Consolidation and meaningful practice: Class display – 15 minutes
As a class, create a display using Resource 8: Teacher hand template, to model all the different finger pattern combinations for numbers up to 10. This can be displayed in the classroom as a visual representation for students.
As a class, create a display using Resource 8: Teacher hand template, to model all the different finger pattern combinations for numbers up to 10. This can be displayed in the classroom as a visual representation for students.
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