Embedded Files
Core concept: The smaller parts within 5 help us to understand 5.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the number representing a quantity contains all the previous numbers within it
- the relationships between the smaller parts of 5 remain constant
- 5 is made up of smaller parts.
Success Criteria:
Success Criteria:
Students can:
Students can:
- identify a quantity as a collection including all numbers in the count
- see the small groups that combine to make 5
- separate 5 into smaller parts.
Daily number sense: Numeral formation – 10 minutes
Daily number sense: Numeral formation – 10 minutes
Build student understanding of how to recognise quantities and represent them with numerals. Support students by providing explicit instruction of numeral formation.
Build student understanding of how to recognise quantities and represent them with numerals. Support students by providing explicit instruction of numeral formation.
Subitising: Match my collection – 15 minutes
Subitising: Match my collection – 15 minutes
Provide each student with a piece of plain paper and a selection of loose items.
Provide each student with a piece of plain paper and a selection of loose items.
Note: Loose items, such as pasta, gumnuts, pebbles, buttons, shells, and craft pom poms, are objects that students can interact with, move, combine, and use in a variety of ways
Note: Loose items, such as pasta, gumnuts, pebbles, buttons, shells, and craft pom poms, are objects that students can interact with, move, combine, and use in a variety of ways
Investigating five-frames – 20 minutes
Investigating five-frames – 20 minutes
Show an image of a five-frame and ask students what they notice.
Provide a variety of materials for students to create a five-frame. Establish success criteria with students for how to create a five-frame. Suggested materials include:
sticks of varying sizes and PVA glue
pipe cleaners
modelling clay
sticks
interlocking plastic building blocks or similar construction toys.
As students are working, move around the room and ask questions such as:
How did you work out how to make 5 squares?
How can we check there are 5 squares here?
How could you fix your design to show 5 squares?
Take photographs of student work or video conversations with students for assessment data.
Consolidation and meaningful practice: Combinations to 5 game
Consolidation and meaningful practice: Combinations to 5 game
Display a model of a five-frame on the board and place counters in squares to represent the quantities 0 to 5 in various arrangements, similar to those shown in Figure 7.
Display a model of a five-frame on the board and place counters in squares to represent the quantities 0 to 5 in various arrangements, similar to those shown in Figure 7.
Figure 7 – Quantities 0 to 5 in five-frames
Figure 7 – Quantities 0 to 5 in five-frames
Mask the image after revealing it to the students for 1 or 2 seconds.
Mask the image after revealing it to the students for 1 or 2 seconds.
Ask students to use their five-frame and counters to match the one on the board. Move around the room to check students’ work. Reveal the image again and allow students to compare and check their work.
Ask students to use their five-frame and counters to match the one on the board. Move around the room to check students’ work. Reveal the image again and allow students to compare and check their work.
Pause between examples and ask students questions, such as:
Pause between examples and ask students questions, such as:
What do you notice about the way this quantity is made?
What do you notice about the way this quantity is made?
How many empty boxes are there?
How many empty boxes are there?
How many more do I need to make 5 and how do you know?
How many more do I need to make 5 and how do you know?
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