Embedded Files
Core concept: Everyday situations and stories require sharing and distributing of materials.
Warm-up/Daily number sense: Building towers – 15 minutes
Warm-up/Daily number sense: Building towers – 15 minutes
Students take turns to roll a die and use the number of bricks to build up a tower. For example, if a student rolls a 4, they must build a tower of 4 and place it in one of the boxes. If the student places this tower on the number 5, they then need to add one more brick to complete the tower. Towers can be built up in any way and combinations that students choose.
Students take turns to roll a die and use the number of bricks to build up a tower. For example, if a student rolls a 4, they must build a tower of 4 and place it in one of the boxes. If the student places this tower on the number 5, they then need to add one more brick to complete the tower. Towers can be built up in any way and combinations that students choose.
Take turns to roll the die and build up towers until one player gets the exact roll to complete the last tower.
Take turns to roll the die and build up towers until one player gets the exact roll to complete the last tower.
Ask the students:
Ask the students:
- How many blocks do you have?
- How many more do you need to get to your target number?
- What strategy did you use to build your tower and work out how many more you needed to complete the tower?
An alternative to this game is:
An alternative to this game is:
- Build the towers and play in reverse, taking away bricks.
- Change the number of towers students build.
- Change the number of blocks needed for each tower.
Ask the students to describe one thing to do differently if they were to play the game again tomorrow. Prompt students to explain their thinking.
Ask the students to describe one thing to do differently if they were to play the game again tomorrow. Prompt students to explain their thinking.
Activity: Birthday Party – 35 minutes
Activity: Birthday Party – 35 minutes
In groups of 4, provide students with 4 plates and a ball of modelling clay. Ask the students to make a plate of biscuits from the modelling clay then share with each other. Observe the students’ abilities to share equally. Ask the students:
In groups of 4, provide students with 4 plates and a ball of modelling clay. Ask the students to make a plate of biscuits from the modelling clay then share with each other. Observe the students’ abilities to share equally. Ask the students:
- What do you notice?
- What do you wonder?
- Can you describe the group?
- Do the people you shared with have the same amount?
- Is it fair or equal? Why?
Modelled and Guided
Modelled and Guided
Explain that it is Sahlia’s birthday and she is having a party. Display 6 counters and 2 plates. Ask students how the biscuits should be handed out equally between Sahlia and her friend at the party.
Explain that it is Sahlia’s birthday and she is having a party. Display 6 counters and 2 plates. Ask students how the biscuits should be handed out equally between Sahlia and her friend at the party.
Using 2 plates and counters, model sharing unequal groups onto each of the plates. Ask the students:
Using 2 plates and counters, model sharing unequal groups onto each of the plates. Ask the students:
- What do you notice?
- What do you wonder?
Place the counters back together and ask the students to draw a picture of what the plates would look like to be fair or equal.
Place the counters back together and ask the students to draw a picture of what the plates would look like to be fair or equal.
Share students’ records and ask students to explain their thinking. Ask students:
Share students’ records and ask students to explain their thinking. Ask students:
- Can you find another way to put the biscuits on the plates so that it is equal?
- Can you show me how they are equal or the ‘same as’?
Model sharing of counters into equal groups by dealing counters ‘one for you, one for me, one for you, one for me’, until the collection is exhausted.
Model sharing of counters into equal groups by dealing counters ‘one for you, one for me, one for you, one for me’, until the collection is exhausted.
Ask the students if the groups are equal or the ‘same as’ now. Prompt students to explain their thinking.
Ask the students if the groups are equal or the ‘same as’ now. Prompt students to explain their thinking.
Independent
Independent
Explain that Sahlia also has 18 cupcakes to share equally onto 2 plates for the table. Ask how many cakes will go on each plate. In pairs, students count out 18 counters and use 2 paper plates to show a way of dividing the cupcakes equally.
Explain that Sahlia also has 18 cupcakes to share equally onto 2 plates for the table. Ask how many cakes will go on each plate. In pairs, students count out 18 counters and use 2 paper plates to show a way of dividing the cupcakes equally.
Use ‘Talk moves’ to support student reasoning. Ask students:
Use ‘Talk moves’ to support student reasoning. Ask students:
- How do you know you have 18? Can you prove it?
- Have a look at __'s plate. Are they the same? How can you prove it?
- Have a look at __’s plate. What makes that one different? How do you know?
Explain that Sahlia has invited 9 friends to her party and they will play a game in pairs. Each pair will need a balloon. Ask students to work out how many balloons Sahlia will need, using counters or a drawing.
Explain that Sahlia has invited 9 friends to her party and they will play a game in pairs. Each pair will need a balloon. Ask students to work out how many balloons Sahlia will need, using counters or a drawing.
Use 'Talk moves’ to support students’ reasoning. Ask the students:
Use 'Talk moves’ to support students’ reasoning. Ask the students:
- How are you working this out?
- How did you know what to do first?
answers to strategic questioning to determine individual level of understanding and recording of sharing (MAO-WM-01, MAE-FG-02).
answers to strategic questioning to determine individual level of understanding and recording of sharing (MAO-WM-01, MAE-FG-02).
Consolidation and meaningful practice: Just share them – 10 minutes
Consolidation and meaningful practice: Just share them – 10 minutes
Summarise the lesson together, drawing out some key mathematical ideas about equal shares with students. Ask students:
Summarise the lesson together, drawing out some key mathematical ideas about equal shares with students. Ask students:
- What does it mean when you are told to ‘just share them’?
- When is a time you must share equally?
- What do we need to remember when sharing?
Record student thinking on an anchor chart.
Record student thinking on an anchor chart.
Page updated
Report abuse