Embedded Files
Core concept: Ten-frames help us to understand the smaller parts within 10.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- a ten-frame shows the smaller parts in quantities up to 10
- 6 and 7 are made up of smaller parts
- 6 and 7 can be represented in different ways.
Success Criteria:
Success Criteria:
Students can:
Students can:
- create a ten-frame
- use a ten-frame to represent smaller parts within 6 and 7
- represent 6 and 7 in different ways.
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.
Stampolines 6 and seven – 15 minutes
Stampolines 6 and seven – 15 minutes
Provide students with 6 and then 7 interlocking blocks each. Students Think-Pair-Share and make a different stampoline to their partner.
Provide students with 6 and then 7 interlocking blocks each. Students Think-Pair-Share and make a different stampoline to their partner.
Invite a pair of students to share their stampolines with the whole class and ask if anyone has a different stampoline. Photograph the various stampolines created.
Invite a pair of students to share their stampolines with the whole class and ask if anyone has a different stampoline. Photograph the various stampolines created.
Provide each student with an additional interlocking block. Ask students how many blocks they have now.
Provide each student with an additional interlocking block. Ask students how many blocks they have now.
Have students repeat the same process of making stampolines with 7 blocks and share their stampolines with the whole class. Ask questions such as:
Have students repeat the same process of making stampolines with 7 blocks and share their stampolines with the whole class. Ask questions such as:
Is it possible to make two towers of equal height with 7 blocks?
Is it possible to make two towers of equal height with 7 blocks?
Was it possible to make 2 towers of equal height with 6 blocks?
Was it possible to make 2 towers of equal height with 6 blocks?
Photograph the various stampolines created with 7 blocks to add to a display of 7
Photograph the various stampolines created with 7 blocks to add to a display of 7
Investigating ten-frames – 25 minutes
Investigating ten-frames – 25 minutes
Activity: Display the standard dice pattern of 5 using magnetic counters.
Activity: Display the standard dice pattern of 5 using magnetic counters.
Ask students:
Ask students:
How many are there?
How many are there?
How do you know?
How do you know?
Use student responses to establish that the dice pattern structure helps us to recognise the quantity 5 automatically and this is known as subitising.
Use student responses to establish that the dice pattern structure helps us to recognise the quantity 5 automatically and this is known as subitising.
Move the counters one by one into a five-frame. Ask students:
Move the counters one by one into a five-frame. Ask students:
How many are there?
How many are there?
How do you know?
How do you know?
Use student responses to develop a shared understanding that the five-frame is a structure that helps us to recognise 5 automatically.
Use student responses to develop a shared understanding that the five-frame is a structure that helps us to recognise 5 automatically.
Ask students what they could use to represent more than 5 items?
Ask students what they could use to represent more than 5 items?
Consolidation and meaningful practice: Representations of 6 and 7
Consolidation and meaningful practice: Representations of 6 and 7
Create an anchor chart for 6, similar to Figure 10.
Create an anchor chart for 6, similar to Figure 10.
Figure 10 – Anchor chart all about the number 6
Figure 10 – Anchor chart all about the number 6
Using the central image of a dice pattern for 6 as a stimulus, ask students to share the different ways to represent 6. Use student responses to add information to the anchor chart.
Using the central image of a dice pattern for 6 as a stimulus, ask students to share the different ways to represent 6. Use student responses to add information to the anchor chart.
Ask students to share what they know about 6 by showing at least 3 different ways of representing 6.
Ask students to share what they know about 6 by showing at least 3 different ways of representing 6.
Provide counters, blocks, ten-frames or loose items to support students’ representations of 6. Students record ideas.
Provide counters, blocks, ten-frames or loose items to support students’ representations of 6. Students record ideas.
Do the same activity for seven.
Do the same activity for seven.
Collect work samples as assessment data.
Collect work samples as assessment data.
This table details assessment opportunities and differentiation ideas.
This table details assessment opportunities and differentiation ideas.
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