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Core concept: A quantity is made up of smaller parts that, in turn, can form part of a larger quantity.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- big numbers are made up of smaller numbers
- two parts can combine to make a whole
- drawings, words, and numerals can be used to record addition.
Success Criteria:
Success Criteria:
Students can:
Students can:
- use what they know about dot patterns to identify number combinations
- create models to show different ways 5 can be split into 2 parts
- describe part-part-whole combinations using objects, drawings, words, and symbols.
Watch Ducks Away!
Watch Ducks Away!
Explain to students that they are going to watch a re-enactment of ‘Ducks away’ and observe different ways 5 can be represented when the ducks fall into the water.
Explain to students that they are going to watch a re-enactment of ‘Ducks away’ and observe different ways 5 can be represented when the ducks fall into the water.
Questions: Once you have watched the video, ask questions such as:
Questions: Once you have watched the video, ask questions such as:
- What did you notice happened to the number of ducks on top of the bridge?
- Did the number of ducks in the water get bigger and bigger?
- Were there always 5 ducks in total?
Activity: Ask students to draw a picture of the ducks and the bridge, showing a number combination of their choice. Annotate students’ work with the matching number sentence if they are unable to write themselves.
Activity: Ask students to draw a picture of the ducks and the bridge, showing a number combination of their choice. Annotate students’ work with the matching number sentence if they are unable to write themselves.
Too hard?
Too hard?
Students cannot recognise the dot patterns 1 to 5:
Allow the student to develop confidence with 1 to 3 first.
Show the dot pattern for 4 seconds to allow the student a little longer to subitise.
After showing the dot pattern, allow the student to make or draw the pattern and determine how many dots.
Spend time in small groups, or one-on-one time with the student, showing a dot pattern, counting each dot, and identifying how many dots there are. Then quickly show the dot pattern to the student and see if they can subitise. Repeat with dot patterns for 2 and 3.
Too easy?
Too easy?
Students easily identify standard and non-standard patterns for 1 to 5. Expose the student to the dot pattern for 6 and beyond.
Consolidation and meaningful practice: We can use manipulatives to make our number combination – 15 minutes
Consolidation and meaningful practice: We can use manipulatives to make our number combination – 15 minutes
Ask a student to show their illustration and discuss the part-whole combinations shown in the illustration.
Explain that you are going to make the part-whole combination shown in the student's illustration using linking cubes. For example, 5 is 3 and 2 as shown in Figure 18.
Figure 18 – Example of 5 is 3 and 2 using linking cubes.
Explain that the purpose of this is to show that 5 is made up of smaller numbers just like students drew in their illustrations. Model how the linking blocks can be pulled apart to show 3 and 2, and then joined together to show the whole, 5.
Note: As you model the part-whole combination, explicitly connect the vocabulary to the action. For example, as you create the part-whole relationship 3 and 2, explain that the parts are 3 and 2 and the whole is the total, 5.
Repeat with another student's illustration, modelling the part-whole relationship with linking cubes again.
This table details assessment opportunities and differentiation ideas.
Domino patterns to 5 – 15 minutes
Explain to students that they are going to use linking cubes to create part-whole combinations to 5 in response to a domino they are shown.
Provide each student with enough linking cubes in one colour and enough in another colour.
Using Resource 6: Domino patterns that total 5, show the class a domino and ask a student to identify how many dots are on the domino. Make the corresponding part-whole relationship with linking cubes and prompt students to copy the part-whole combination (see Figure 19).
Figure 19 – Example of the domino displayed by the teacher and the matching linking cube made by the student
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