Embedded Files
Core concept: Thinking in equal groups makes counting easier.
Daily number sense: Domino carpark – 15 minutes
Daily number sense: Domino carpark – 15 minutes
Demonstrate that each domino will be placed into a parking spot based on its total number of dots. For example, a domino with one dot on top and 2 dots on the bottom will go into the number 3 spot. Explain this is a race against the clock.
Organise students into groups. Provide a gameboard for each player and place all dominoes facing down. Students take turns to flip over a domino and place in the correct spot on gameboard.
Note: If the parking spot is full, the player places the domino back into the pile and the player’s turn is over.
Continue taking turns until one player has filled their board and won the game.
Activity: Pairs of Legs – 30 minutes
Activity: Pairs of Legs – 30 minutes
Ask students:
Ask students:
What do you notice?
What do you notice?
What do you wonder?
What do you wonder?
What do you notice about the legs the animals have?
What do you notice about the legs the animals have?
Provide time for students to match the animal to the number of legs it has. Ask students to put a silent thumb up next to their chest when they are done.
Provide time for students to match the animal to the number of legs it has. Ask students to put a silent thumb up next to their chest when they are done.
Ask the students what their strategy was for counting the legs.
Ask the students what their strategy was for counting the legs.
Ask students if there is another way to count the legs and have them keep a thumb against their chest if a different strategy was used.
Ask students if there is another way to count the legs and have them keep a thumb against their chest if a different strategy was used.
Repeat process, until a student mentions counting by pairs. Using a marker, circle the groups of legs in pairs. Explain that this is one group of 2, this is another group of 2, and so on.
Repeat process, until a student mentions counting by pairs. Using a marker, circle the groups of legs in pairs. Explain that this is one group of 2, this is another group of 2, and so on.
Ask students to think of anything else that comes in pairs, other than legs. Suggestions may include sets of ears, eyes, shoes, earrings, and so on.
Ask students to think of anything else that comes in pairs, other than legs. Suggestions may include sets of ears, eyes, shoes, earrings, and so on.
Note: Use this opportunity to pose problems or questions that can be solved by forming groups.
Display a basket of socks (5 pairs). In groups, ask the students to form groups of 2 socks and explain how many there are altogether. Students should record their grouping using a drawing, words and numerals and explain how they worked out the total.
Ask students:
What would happen if I added another pair of socks?
Can you represent this in your drawing?
How many groups are there now?
How many in each group?
How many altogether?
Ask students to represent the groups of socks using counters.
Consolidation and meaningful practice: Feet under the table – 15 minutes
Consolidation and meaningful practice: Feet under the table – 15 minutes
Have students sit in groups of 4 around a table. Ask students to work out how many feet are under the table, without looking. Students may use counters to help work it out.
Have students sit in groups of 4 around a table. Ask students to work out how many feet are under the table, without looking. Students may use counters to help work it out.
Students record their thinking using drawings, symbols, and words.
Students record their thinking using drawings, symbols, and words.
Use ‘Talk moves’ to share students thinking and how they represented the feet under the table.
Use ‘Talk moves’ to share students thinking and how they represented the feet under the table.
Ask students how their picture would change if another person joined the table.
Ask students how their picture would change if another person joined the table.
Summarise the lesson together, drawing out some key mathematical ideas about using pairs or groups of 2 to count efficiently.
Summarise the lesson together, drawing out some key mathematical ideas about using pairs or groups of 2 to count efficiently.
Page updated
Report abuse