Embedded Files
Core concept: Smaller groups of numbers can be found hiding inside larger numbers.
Warm-up/Daily number sense: Musical groups – 15 minutes
Warm-up/Daily number sense: Musical groups – 15 minutes
Build student understanding of forming groups by combining people into groups.
Build student understanding of forming groups by combining people into groups.
Students spread out around the room.
Students spread out around the room.
Note: You may like to use background music and pause the music.
Note: You may like to use background music and pause the music.
Ring a bell or pause music, then call out a number.
Ring a bell or pause music, then call out a number.
Ask the students to make groups of that size.
Ask the students to make groups of that size.
Ask students:
Ask students:
- Are all the groups equal?
- How many are in each group?
- How many groups are there?
Activity: Bunches of jellybeans – 35 minutes
Activity: Bunches of jellybeans – 35 minutes
Ask students:
Ask students:
- Just by looking and noticing, how many jellybeans are there?
- Is there another way to arrange the jellybeans to find the total?
Model arranging the jellybeans on a ten-frame using Resource 7: Ten-frame.
Model arranging the jellybeans on a ten-frame using Resource 7: Ten-frame.
Ask students:
Ask students:
- What do you notice?
- Is it easier to use a structure like the ten-frame to count the jellybeans?
- Is there a way that you can put the jellybeans in equal bunches or equal groups?
Students use counters to discover how many ways they can bunch the jellybeans. Explain each bunch must have the same number of beans. Explain that students don’t yet know how many bunches there are or how many will be in each bunch.
Students use counters to discover how many ways they can bunch the jellybeans. Explain each bunch must have the same number of beans. Explain that students don’t yet know how many bunches there are or how many will be in each bunch.
Ask students to use pictures, symbols, and numerals to record mathematical ideas and thinking.
Ask students to use pictures, symbols, and numerals to record mathematical ideas and thinking.
Ask students to record all solutions by drawing pictures, numbers, and symbols. observation of manipulating beads and recordings of bunches of balloons (MAO-WM-01, MAE-FG-01, MAE-FG-02).
Ask students to record all solutions by drawing pictures, numbers, and symbols. observation of manipulating beads and recordings of bunches of balloons (MAO-WM-01, MAE-FG-01, MAE-FG-02).
Consolidation and meaningful practice: Toy Shop – 15 minutes
Consolidation and meaningful practice: Toy Shop – 15 minutes
Display the interactive Toy Shop.
Display the interactive Toy Shop.
Listen to problem one: ‘I would like to buy 6 cars for my 2 nephews’.
Listen to problem one: ‘I would like to buy 6 cars for my 2 nephews’.
Ask students to use their mathematical imagination and turn and talk to discuss the following questions:
Ask students to use their mathematical imagination and turn and talk to discuss the following questions:
- What will this look like?
- What strategy did you use?
- Would anyone change their strategy? Why or why not?
- How many cars are there altogether?
Use the interactive display to deal the 12 cars between the 2 boxes.
Use the interactive display to deal the 12 cars between the 2 boxes.
Repeat with other problems on the Toy Shop.
Repeat with other problems on the Toy Shop.
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