Embedded Files
Core concept: A quantity remains the same, no matter how it is arranged.
Warm up: What's the time Mr Wolf? – 20 minutes
Warm up: What's the time Mr Wolf? – 20 minutes
Begin by playing ‘What’s the time Mr Wolf?’ in an open space where students can safely move around.
Begin by playing ‘What’s the time Mr Wolf?’ in an open space where students can safely move around.
After a few turns of the game, gather students together and display an analog clock that allows for the hour hand and minute hand to be manipulated.
After a few turns of the game, gather students together and display an analog clock that allows for the hour hand and minute hand to be manipulated.
Ask students to describe the features of the clock. Focus on the numbers and the hands.
Ask students to describe the features of the clock. Focus on the numbers and the hands.
Explain that the hour hand indicates what hour it is. It takes one hour to travel from one number to the next. The hour hand takes 12 hours to make one full rotation around the clock. Model this on the clock as you are speaking.
Explain that the hour hand indicates what hour it is. It takes one hour to travel from one number to the next. The hour hand takes 12 hours to make one full rotation around the clock. Model this on the clock as you are speaking.
The long hand on the clock is the minute hand. We call it the minute hand because it moves every minute. Ask students to describe the position of the long hand on the clock. When it is o’clock, the long hand points to the 12.
The long hand on the clock is the minute hand. We call it the minute hand because it moves every minute. Ask students to describe the position of the long hand on the clock. When it is o’clock, the long hand points to the 12.
Point the hour hand to the 2 on the clock and read the o’clock time together.
Point the hour hand to the 2 on the clock and read the o’clock time together.
Read the story What’s the time, Mr Wolf? by Debi Gliori. Ask students to notice the words and phrases used in the story that describe the time throughout the day. Record any language used to describe time that students notice in the book.
Read the story What’s the time, Mr Wolf? by Debi Gliori. Ask students to notice the words and phrases used in the story that describe the time throughout the day. Record any language used to describe time that students notice in the book.
Foot parade – 40 minutes
Foot parade – 40 minutes
Introduce students to the idea of a parade, like the one the ants did in the song. Ask students:
Introduce students to the idea of a parade, like the one the ants did in the song. Ask students:
- What is a parade?
- What are some parades that you’ve seen or experienced?
Explain that parades usually include people marching from one place to another as a crowd watches.
Explain that parades usually include people marching from one place to another as a crowd watches.
How many feet does each animal have?
How many feet does each animal have?
record this on the image below each animal.
Activity: Ask students to design their own animal parade that will add up to 10. When they are sure they have the correct number of feet, students can glue their animal parade onto a larger piece of paper.
Activity: Ask students to design their own animal parade that will add up to 10. When they are sure they have the correct number of feet, students can glue their animal parade onto a larger piece of paper.
Assessment: student work samples. (MAO-WM-01, MAE-RWN-02, MAE-CSQ-01, MAE-CSQ-02)
Assessment: student work samples. (MAO-WM-01, MAE-RWN-02, MAE-CSQ-01, MAE-CSQ-02)
Take the students on a gallery walk of the different animal parades with 10 feet. Ask students questions, such as:
Take the students on a gallery walk of the different animal parades with 10 feet. Ask students questions, such as:
- How did you choose the animals to be in your foot parade?
- What methods have you used you work out how many feet there are in each parade altogether?
- Are there any parades that use the same combination of animals?
- Are there any parades that use only one type of animal?
- Can you point out 2 parades that are completely different and explain why?
Consolidation and meaningful practice: What a parade – 10 minutes
Consolidation and meaningful practice: What a parade – 10 minutes
Look at the parades on display. Remind students that what they have done is work out a variety of number combinations to 10. Review combinations and the part–whole relationships in numbers up to 10.
Look at the parades on display. Remind students that what they have done is work out a variety of number combinations to 10. Review combinations and the part–whole relationships in numbers up to 10.
Students work in pairs with the Resource 6: Animal parade deck images to create:
Students work in pairs with the Resource 6: Animal parade deck images to create:
- the parade with the most animals that still adds up to 10
- the parade with the fewest animals that still adds up to 10.
Pose questions such as:
Pose questions such as:
- Which animal made a parade longer and why?
- Which animal made a parade shorter and why?
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