Embedded Files
Core concept: Collections can be shared into equal groups.
Warm-up/Daily number sense: Before and after – 10 minutes
Warm-up/Daily number sense: Before and after – 10 minutes
Build student understanding of one more and one less by writing a numeral before or after a given number.
Build student understanding of one more and one less by writing a numeral before or after a given number.
Provide pairs with a 20-sided dice and writing materials. Player 1 rolls the dice and writes the numeral in the middle of the page. Player 2 writes the 2 numbers that come before and after their partner’s number. Players swap roles and repeat.
Provide pairs with a 20-sided dice and writing materials. Player 1 rolls the dice and writes the numeral in the middle of the page. Player 2 writes the 2 numbers that come before and after their partner’s number. Players swap roles and repeat.
Activity: A day at the beach – 30 minutes
Activity: A day at the beach – 30 minutes
Spencer, Chloe and Ella spent the day at the beach collecting shells. The 3 children each built a sandcastle and wanted to decorate their castles with the shells.
Spencer, Chloe and Ella spent the day at the beach collecting shells. The 3 children each built a sandcastle and wanted to decorate their castles with the shells.
Provide each pair of students with a copy of Resource 5: Sandcastle template, writing materials and a collection of up to 20 counters to represent the shells.
Provide each pair of students with a copy of Resource 5: Sandcastle template, writing materials and a collection of up to 20 counters to represent the shells.
In pairs you will use the sandcastle template and counters to find as many ways as possible to give each child an equal share of shells.
In pairs you will use the sandcastle template and counters to find as many ways as possible to give each child an equal share of shells.
Students record their findings on individual whiteboards.
Students record their findings on individual whiteboards.
Use 'Talk moves' to discuss:
How do you know you have found all possible solutions?
Are there any ways to distribute the shells other than one-by-one?
What did you notice when there was an unequal share?
How many shells would you need in total to decorate all the sandcastles with 7 shells each?
Have students choose one of their solutions and record their thinking on Resource 5: Sandcastle template using drawings, words and numerals (see Figure 8).
Connect and summarise the mathematics – 10 minutes
Connect and summarise the mathematics – 10 minutes
Explain to students that there were an equal number of shells on each castle, but the second castle’s shells fell off.
Explain to students that there were an equal number of shells on each castle, but the second castle’s shells fell off.
Ask students to use concrete materials to find out how many shells they need to add to the second castle to make them equal.
Ask students to use concrete materials to find out how many shells they need to add to the second castle to make them equal.
Use ‘Talk moves’ to discuss:
Use ‘Talk moves’ to discuss:
What do you notice?
What do you notice?
How many in each group?
How many in each group?
How many altogether?
How many altogether?
Draw students’ attention to the relationship between the number of shells in each group as parts of the whole collection.
Draw students’ attention to the relationship between the number of shells in each group as parts of the whole collection.
Provide students with Resource 6: Missing shells. In pairs, students repeat the activity with Student 1 placing counters on a sandcastle, and Student 2 determining how many they need to place on the second sandcastle to make them equal.
Provide students with Resource 6: Missing shells. In pairs, students repeat the activity with Student 1 placing counters on a sandcastle, and Student 2 determining how many they need to place on the second sandcastle to make them equal.
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