Embedded Files
Core concept: Equal groups can be formed as countable units.
Warm-up/Daily number sense: Zap zero – 10 minutes
Warm-up/Daily number sense: Zap zero – 10 minutes
Build student understanding of number word sequences by counting backwards from 20.
Build student understanding of number word sequences by counting backwards from 20.
Ask students to gather in a circle as a whole class.
Ask students to gather in a circle as a whole class.
Explain to students that they will be counting backwards from 20 to zero.
Explain to students that they will be counting backwards from 20 to zero.
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says ‘zero’ is zapped and sits down. Continue the game with students commencing the backward count from 20 again. observations of game-based learning opportunity (MAO-WM-01, MAE-RWN-01).
This process continues until one student remains standing.
This process continues until one student remains standing.
Activity: Outdoor sharing – 40 minutes
Activity: Outdoor sharing – 40 minutes
Explain that examples of equal groups can be found all around, including in nature.
Explain that examples of equal groups can be found all around, including in nature.
Take students outside to collect a variety of natural materials such as stones, sticks, shells, seed pods and more. Give students 2 minutes to collect these.
Take students outside to collect a variety of natural materials such as stones, sticks, shells, seed pods and more. Give students 2 minutes to collect these.
While students are sharing, ask:
Is each circle equal or the same?
How did you distribute the objects equally in the groups?
How many in each group?
How many altogether?
Open ended task: Ask students to collect 16 small items. Explain that students can also distribute the same number of items into unknown groups.
Open ended task: Ask students to collect 16 small items. Explain that students can also distribute the same number of items into unknown groups.
Ask students to find out all the different ways to share 16 small items, so the groups are equal.
Ask students to find out all the different ways to share 16 small items, so the groups are equal.
Ask students to record all the different methods by drawing.
Ask students to record all the different methods by drawing.
Repeat with other natural materials such as flowers, sticks, leaves and so on.
Repeat with other natural materials such as flowers, sticks, leaves and so on.
Consolidation and meaningful practice: Connect and summarise the mathematics – 10 minutes
Consolidation and meaningful practice: Connect and summarise the mathematics – 10 minutes
Summarise the lesson together, drawing out some key mathematical ideas about equal shares. Use a fishbowl to demonstrate student methods. Ask students:
Summarise the lesson together, drawing out some key mathematical ideas about equal shares. Use a fishbowl to demonstrate student methods. Ask students:
What strategy did you use to share the items equally?
What strategy did you use to share the items equally?
How is your strategy the same or different?
How is your strategy the same or different?
Has anyone revised their thinking or strategy for sharing? Why or why not?
Has anyone revised their thinking or strategy for sharing? Why or why not?
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