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Core concept: Knowing number combination patterns builds trust in number facts.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- numbers, like 3 and 2, are a special kind of pattern because, whenever there is 3 of something and it is combined with 2 of something, there will be 5 of something
- making a model helps work out the solution to a problem.
Success Criteria:
Success Criteria:
Students can:
Students can:
- create models to show different ways that a quantity can be split into 2 parts
- represent their models by drawing them.
Daily number sense: Think board number combinations (we can show number combinations in various ways) – 15 minutes
Daily number sense: Think board number combinations (we can show number combinations in various ways) – 15 minutes
Snap it – 20 minutes
Snap it – 20 minutes
Explain to students that you are going to play a game called ‘snap it’ to learn about part-whole combinations to 5.
Explain to students that you are going to play a game called ‘snap it’ to learn about part-whole combinations to 5.
Show students 5 connected linking cubes and ask students how many cubes are being shown. Ask a student to count the cubes. Write the answer 5 on the board and explain to students that this is the whole.
Show students 5 connected linking cubes and ask students how many cubes are being shown. Ask a student to count the cubes. Write the answer 5 on the board and explain to students that this is the whole.
Whilst holding the 5 cubes up to the class, explain that you are going to ‘snap’ the length of cubes into 2 parts.
Whilst holding the 5 cubes up to the class, explain that you are going to ‘snap’ the length of cubes into 2 parts.
Snap the cubes and hold up the 2 parts. Ask students how many are in each part. Write the response on the board, for example, 5 is 3 and 2.
Snap the cubes and hold up the 2 parts. Ask students how many are in each part. Write the response on the board, for example, 5 is 3 and 2.
Connect the cubes back together and repeat the process to show 1 or 2 more snaps.
Connect the cubes back together and repeat the process to show 1 or 2 more snaps.
Explain to students that they are going to work with a partner to try to figure out how many different ways they can snap their cubes into 2 parts. For each way they find, students record the number of cubes in each part and the total.
Explain to students that they are going to work with a partner to try to figure out how many different ways they can snap their cubes into 2 parts. For each way they find, students record the number of cubes in each part and the total.
Provide time for students to explore ‘snap it’ with a partner.
Provide time for students to explore ‘snap it’ with a partner.
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
With students, co-construct a statement about combinatorial patterns being a mathematical regularity that we come to trust, for example, 3 and 2 always make 5. Add student examples to illustrate this statement. You could add this to a class pattern display.
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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