Embedded Files
Core concept: Smaller numbers can be found in bigger numbers.
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: Visual Representation of numbers – 10 minutes
Activity: Visual Representation of numbers – 10 minutes
Activity: Visual representation of number bonds to 10 – 10 minutes
Activity: Visual representation of number bonds to 10 – 10 minutes
Students select a number bond to 10 from the number visual, for example 7 and 3. Revisit with students that 7 and 3 always makes 10, no matter how the 7 and 3 are represented.
Students select a number bond to 10 from the number visual, for example 7 and 3. Revisit with students that 7 and 3 always makes 10, no matter how the 7 and 3 are represented.
Give students opportunity to explore their selected number bond that makes 10. Have them make the number bond with dominoes, dice, and ten-frame.
Give students opportunity to explore their selected number bond that makes 10. Have them make the number bond with dominoes, dice, and ten-frame.
(MAO-WM-01, MAE-CSQ-01, MAE-CSQ-02)
(MAO-WM-01, MAE-CSQ-01, MAE-CSQ-02)
Consolidation and meaningful practice: Poster sharing – 10 minutes
Consolidation and meaningful practice: Poster sharing – 10 minutes
Students share their posters with the class, verbally explaining their representations. Display the posters in the classrooms.
Students share their posters with the class, verbally explaining their representations. Display the posters in the classrooms.
Discuss and connect the mathematics that numbers can be represented in different ways. Explicit highlight with students that 7 of something with 3 of something will always be 10 of something. These mathematical regularities are helpful when combining quantities together.
Discuss and connect the mathematics that numbers can be represented in different ways. Explicit highlight with students that 7 of something with 3 of something will always be 10 of something. These mathematical regularities are helpful when combining quantities together.
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