Embedded Files
Core concept: Equal sharing is distributing items one at time into a set number of groups.
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: The doorbell rang – 40 minutes
Activity: The doorbell rang – 40 minutes
Show the book, The Doorbell Rang by Pat Hutchins. Predict what might happen in the story then read the book.
Show the book, The Doorbell Rang by Pat Hutchins. Predict what might happen in the story then read the book.
Give each student 12 counters and Resource 1: The doorbell rang.
Give each student 12 counters and Resource 1: The doorbell rang.
Ask students to use counters to model the first 3 scenarios and draw their findings. Use ‘Talk moves’ to discuss:
Ask students to use counters to model the first 3 scenarios and draw their findings. Use ‘Talk moves’ to discuss:
- How can you make sure each person has the same share of biscuits?
- How do you know everyone has the same share?
- How do you know how many biscuits there are altogether?
Discuss: Students can share items equally by distributing the items one by one (equally sharing) or by forming groups (equal grouping).
Discuss: Students can share items equally by distributing the items one by one (equally sharing) or by forming groups (equal grouping).
Pose the problem: Grandma arrived with a plate full of biscuits, but she does not know how many biscuits there are in total. Grandma says each person is only allowed 2 cookies and there are 6 children altogether. How many cookies will Grandma will need?
Pose the problem: Grandma arrived with a plate full of biscuits, but she does not know how many biscuits there are in total. Grandma says each person is only allowed 2 cookies and there are 6 children altogether. How many cookies will Grandma will need?
Give students time to use counters to act out the problem and record their results on Resource 1: The doorbell rang.
Give students time to use counters to act out the problem and record their results on Resource 1: The doorbell rang.
completed Resource 1: The doorbell rang worksheets (MAO-WM-01, MAE-FG-02).
completed Resource 1: The doorbell rang worksheets (MAO-WM-01, MAE-FG-02).
Consolidation and meaningful practice: Pop stick sharing – 10 minutes
Consolidation and meaningful practice: Pop stick sharing – 10 minutes
Explain how students will make fair shares of items. Students will use equal sharing by distributing items using a 1:1 ratio, into a set number of groups. Remind students that they won’t know how many are in each group until all the objects have been distributed.
Explain how students will make fair shares of items. Students will use equal sharing by distributing items using a 1:1 ratio, into a set number of groups. Remind students that they won’t know how many are in each group until all the objects have been distributed.
Give each student 12 craft sticks and 3 cups and ask students to share the craft sticks into the cups one at a time. Explain that this is called equal sharing.
Give each student 12 craft sticks and 3 cups and ask students to share the craft sticks into the cups one at a time. Explain that this is called equal sharing.
Ask students to describe what they see in terms of groups and how many there are in each group.
Ask students to describe what they see in terms of groups and how many there are in each group.
Explain that sometimes, when creating fair shares, students might only know how many are in each group, but not how many groups there are. This is called equal grouping.
Explain that sometimes, when creating fair shares, students might only know how many are in each group, but not how many groups there are. This is called equal grouping.
Display a pile of 12 craft sticks.
Display a pile of 12 craft sticks.
Ask students to make groups of 4 craft sticks, until there are none left.
Ask students to make groups of 4 craft sticks, until there are none left.
Ask students to describe what they see in terms of groups and how many there are in each group.
Ask students to describe what they see in terms of groups and how many there are in each group.
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