Embedded Files
Core concept: Dice dot patterns help us to recognise quantities instantly.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- dice have recognisable patterns for the numbers 1 to 5
- dice have patterns that we can trust
- a dice pattern represents a specific quantity.
Success Criteria:
Success Criteria:
Students can:
Students can:
- subitise dice patterns 1 to 5
- create and represent whole numbers using objects, drawings, words, and symbols
- instantly recognise how many dots on a die without counting by ones.
Daily number sense: Make an AB pattern using dice – 10 minutes
Daily number sense: Make an AB pattern using dice – 10 minutes
Build student understanding of patterns by exploring AB patterns using dice.
Build student understanding of patterns by exploring AB patterns using dice.
Ask students what they know about patterns. Students turn to a partner and share at least 2 ideas.
Ask students what they know about patterns. Students turn to a partner and share at least 2 ideas.
Invite some students to share with the whole class and use class display board to reinforce shared understanding of key features of patterns.
Invite some students to share with the whole class and use class display board to reinforce shared understanding of key features of patterns.
Show students a set of dice. Explain that students will be making a repeating pattern using the images on these dice. Model an AB pattern using the faces of the dice, as shown in Figure 7.
Show students a set of dice. Explain that students will be making a repeating pattern using the images on these dice. Model an AB pattern using the faces of the dice, as shown in Figure 7.
Figure 7 – Dice AB pattern
Figure 7 – Dice AB pattern
Use the counting sequence of ones flexibly
Use the counting sequence of ones flexibly
Count forwards to at least 30 and state the number after or before a given number, without needing to count from one
Identify and distinguish the ‘teen’ numbers from multiples of ten with the same initial sounds
Count backwards from a given number 20 or less
Identify the number before as 'one less' and the number after as 'one more’ than a given number
Subitising means identifying how many dots there are by looking and thinking, not counting by ones.
Subitising means identifying how many dots there are by looking and thinking, not counting by ones.
Warm-up: How many dots? – 10 minutes
Warm-up: How many dots? – 10 minutes
Seeing numbers in different ways.
Seeing numbers in different ways.
What number do you see above? What would you notice if I changed the colour of one of the counters?
What number do you see above? What would you notice if I changed the colour of one of the counters?
Is there another way to change the colours of the counters to see 3 in a new way?
Is there another way to change the colours of the counters to see 3 in a new way?
What about the number 4?
What about the number 4?
The colours help us to see the smaller numbers inside larger numbers.
The colours help us to see the smaller numbers inside larger numbers.
What about the number 5?
What about the number 5?
The colours help us to see the smaller numbers inside larger numbers.
The colours help us to see the smaller numbers inside larger numbers.
Activity 1: Dice dot patterns with objects – Provide students with dice dot cards placed face down. Turn a dice dot pattern card over for 2-3 seconds. Students use resources such as animals, counters, buttons, linking cubes or similar, to make the same pattern using the resources. Turn the card over to check that the patterns match.
Activity 1: Dice dot patterns with objects – Provide students with dice dot cards placed face down. Turn a dice dot pattern card over for 2-3 seconds. Students use resources such as animals, counters, buttons, linking cubes or similar, to make the same pattern using the resources. Turn the card over to check that the patterns match.
Activity 2: Dice dot memory/snap – Use dice pattern cards to play memory or snap game.
Activity 2: Dice dot memory/snap – Use dice pattern cards to play memory or snap game.
subitising cards.pdfToo hard?
Too hard?
Students have difficulty accurately representing dice dot patterns:
Support students with dice patterns to 3.
Provide students with limited resource choices to a smaller amount.
Students have difficulty matching dice dots to numerals and number names. Allow students to only use the dice pattern cards and subitise verbally.
Too easy?
Too easy?
Students are readily able to represent and match dice dot patterns with quantities. Reduce the amount of time the dice dot card is shown to the student.
Consolidation and meaningful practice: Melting snowman – 10 minutes
Consolidation and meaningful practice: Melting snowman – 10 minutes
- Allocate students a number between 2 and 5 (higher than 5 for those students who can subitise confidently).
- Explain that students are going to do more subitising. Revise that subitising means identifying how many dots there are by looking and thinking, not counting by ones. Prompt students to remember their number. Explain that, when students see the dot pattern that matches their number, they should melt like a snowman and sit down on the carpet.
- Flash a dice dot pattern card to the students. Students will sit down as they see the dot pattern that matches their number. The game ends when all students are sitting down.
- Play the game through once, then re-allocate students new numbers and play again.
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