Embedded Files
Core concept: Quantities can be composed in multiple ways
Daily number sense: Numeral formation for 1 to 5 – 10 minutes
Daily number sense: Numeral formation for 1 to 5 – 10 minutes
Build student understanding of representing numbers 1 to 5 through explicit instruction of numeral formation.
Build student understanding of representing numbers 1 to 5 through explicit instruction of numeral formation.
Explicitly model numeral formation for numerals 1 to 5. Ask students to write the numeral on the floor.
Explicitly model numeral formation for numerals 1 to 5. Ask students to write the numeral on the floor.
Remove the modelled writing from the board. Give students lined paper and ask them to write the numerals 1 to 5 on the paper.
Remove the modelled writing from the board. Give students lined paper and ask them to write the numerals 1 to 5 on the paper.
Observe numeral formation as students write.
Observe numeral formation as students write.
Musical groups – 10 minutes
Musical groups – 10 minutes
Play music and ask students to move around the space until the music pauses. Call out a number between 1 and 5, and ask students to group themselves to represent that number and sit down. Hold up a card representing the quantity as you call the number.
Play music and ask students to move around the space until the music pauses. Call out a number between 1 and 5, and ask students to group themselves to represent that number and sit down. Hold up a card representing the quantity as you call the number.
Students who are not in a group remain standing. Observe the strategies students use when forming groups and use this information to guide discussion. Ask questions such as:
Students who are not in a group remain standing. Observe the strategies students use when forming groups and use this information to guide discussion. Ask questions such as:
Are all groups the correct size?
Are all groups the correct size?
Is there anyone standing that could join a group and make it the correct size?
Is there anyone standing that could join a group and make it the correct size?
If the students who aren’t in a group joined together, would they make the correct sized group?
If the students who aren’t in a group joined together, would they make the correct sized group?
Number match bingo game 1 to 5 – 15 minutes
Number match bingo game 1 to 5 – 15 minutes
Show students the number displays created during Early Stage 1 Unit 2
Show students the number displays created during Early Stage 1 Unit 2
for quantities 1 to 5. Use these displays to review the various ways numerals can be represented.
for quantities 1 to 5. Use these displays to review the various ways numerals can be represented.
Introduce the bingo game and provide students with a copy of Resource 1: Number match bingo and counters.
Introduce the bingo game and provide students with a copy of Resource 1: Number match bingo and counters.
Students flip over a dice pattern card in the pack and place a counter over any matching representation of that quantity on their bingo board. Repeat this process until a student has covered all images and calls out ‘bingo’ to claim a win. As students play, refer to the class number displays to support student thinking.
Students flip over a dice pattern card in the pack and place a counter over any matching representation of that quantity on their bingo board. Repeat this process until a student has covered all images and calls out ‘bingo’ to claim a win. As students play, refer to the class number displays to support student thinking.
Students can play the game in small groups or as a whole class.
Students can play the game in small groups or as a whole class.
Consolidation and meaningful practice: All about 5 – 15 minutes
Consolidation and meaningful practice: All about 5 – 15 minutes
Show students Resource 2: Dice pattern for 5 for 2 to 3 seconds. Ask students how many dots they see. This will provide a useful insight into which students can subitise 5.
Show students Resource 2: Dice pattern for 5 for 2 to 3 seconds. Ask students how many dots they see. This will provide a useful insight into which students can subitise 5.
Show the dots again and ask students to notice the smaller quantities inside 5. Show the dice pattern for 5 for 2 to 3 seconds. Invite students to point to the smaller quantities they notice and model how to circle the parts identified by the student.
Show the dots again and ask students to notice the smaller quantities inside 5. Show the dice pattern for 5 for 2 to 3 seconds. Invite students to point to the smaller quantities they notice and model how to circle the parts identified by the student.
Provide each student with an individual copy of Resource 2: Dice pattern for 5. Invite students to circle the smaller quantity of dots they notice. Students draw around the dots as shown in Figure 1. Label each representation with the student's name. Repeat for each student in the class.
Provide each student with an individual copy of Resource 2: Dice pattern for 5. Invite students to circle the smaller quantity of dots they notice. Students draw around the dots as shown in Figure 1. Label each representation with the student's name. Repeat for each student in the class.
Figure 1 – Student samples of dot patterns
Figure 1 – Student samples of dot patterns
Create a display for 5 with Resource 3: Seeing the dots. Arrange student responses around the dice pattern as seen in Figure 2.
Create a display for 5 with Resource 3: Seeing the dots. Arrange student responses around the dice pattern as seen in Figure 2.
Figure 2 – Class display of How did we see the dots?
Figure 2 – Class display of How did we see the dots?
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