Embedded Files
Core concept: Numbers can be represented in different ways.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- 7, 8 and 9 can be represented with words, images and numerals
- 7, 8 and 9 can be represented as part-whole.
Success Criteria:
Success Criteria:
Students can:
Students can:
- represent 7, 8, and 9 with numerals and models
- describe the smaller parts within the numbers 7, 8, and 9.
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.
All about 7 – 15 minutes
All about 7 – 15 minutes
Build student understanding of the number 7 by creating an anchor chart. Show students the blank Resource 6: All about 7 anchor chart and draw students’ attention to the numeral 7.
Build student understanding of the number 7 by creating an anchor chart. Show students the blank Resource 6: All about 7 anchor chart and draw students’ attention to the numeral 7.
Start by explicitly modelling the formation of the numeral 7. Provide students with writing materials so they can practise the numeral.
Start by explicitly modelling the formation of the numeral 7. Provide students with writing materials so they can practise the numeral.
Model writing numerals 0 to 7 and draw a clear dot below the number 1, then a second dot below the number 2 and so on, until you have 7 dots. Use this model to demonstrate that zero represents nothing and the count begins at one. Explain that each number in the counting sequence adds exactly one more.
Model writing numerals 0 to 7 and draw a clear dot below the number 1, then a second dot below the number 2 and so on, until you have 7 dots. Use this model to demonstrate that zero represents nothing and the count begins at one. Explain that each number in the counting sequence adds exactly one more.
Provide time for students to practise writing numerals 0 to 7.
Provide time for students to practise writing numerals 0 to 7.
Review the different ways we have explored the representation of numbers with resources such as ten-frames, two-sided counters, domino combinations and numerals.
Review the different ways we have explored the representation of numbers with resources such as ten-frames, two-sided counters, domino combinations and numerals.
Students Think-Pair-Share and create at least 2 ways to represent 7.
Students Think-Pair-Share and create at least 2 ways to represent 7.
Ask students to share their representations with the class and use student responses to add to Resource 6: All about 7, as shown in Figure 11.
Ask students to share their representations with the class and use student responses to add to Resource 6: All about 7, as shown in Figure 11.
Figure 11 – All about the number 7 anchor chart
Figure 11 – All about the number 7 anchor chart
Representing 8 and 9 in a ten-frame – 10 minutes
Representing 8 and 9 in a ten-frame – 10 minutes
Exploring 8 – 20 minutes
Exploring 8 – 20 minutes
Use Resource 7: All about 8, to record student learning as an anchor chart.
Use Resource 7: All about 8, to record student learning as an anchor chart.
Create a dice pattern of 4 and 4 in the centre of the anchor chart and ask students what they notice. Accept their responses. This anchor chart can be added to as students share their observations about number combinations to 8.
Create a dice pattern of 4 and 4 in the centre of the anchor chart and ask students what they notice. Accept their responses. This anchor chart can be added to as students share their observations about number combinations to 8.
Explain to students that you are going to play a game called ‘snap it’ to learn about part-whole combinations to 8.
Explain to students that you are going to play a game called ‘snap it’ to learn about part-whole combinations to 8.
Show students 8 connected linking cubes and ask students how many cubes are being shown. Ask a student to count the cubes. Write the answer, 8, on the chart and explain to students that this is the whole.
Show students 8 connected linking cubes and ask students how many cubes are being shown. Ask a student to count the cubes. Write the answer, 8, on the chart and explain to students that this is the whole.
While holding the 8 cubes up to the class, explain that you are going to ‘snap’ the length of cubes into 2 parts.
While holding the 8 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, 8 is 5 and 3 as seen in Figure 14.
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, 8 is 5 and 3 as seen in Figure 14.
Figure 14 – 8 is 5 and 3 using linking cubes
Figure 14 – 8 is 5 and 3 using linking cubes
Connect the cubes back together and repeat the process to show one or two more snaps.
Connect the cubes back together and repeat the process to show one or two more snaps.
Ask students to work with a partner to figure out how many different ways they can snap the 8 cubes into 2 parts. For each way they find, students record the number of cubes in each part and the total.
Ask students to work with a partner to figure out how many different ways they can snap the 8 cubes into 2 parts. For each way they find, students record the number of cubes in each part and the total.
Provide students with a large pile of coloured linking cubes in 2 colours and ask students to make as many combinations to 8 as they can. Students keep each combination they make.
Provide students with a large pile of coloured linking cubes in 2 colours and ask students to make as many combinations to 8 as they can. Students keep each combination they make.
Ask students to share the number combinations they made for 8 and add these to the anchor chart.
Ask students to share the number combinations they made for 8 and add these to the anchor chart.
Student representations of 9 – 20 minutes
Student representations of 9 – 20 minutes
Refer students back to the anchor chart shown in Figure 11 and explain to the class that they are going to make their own chart all about the number 9.
Refer students back to the anchor chart shown in Figure 11 and explain to the class that they are going to make their own chart all about the number 9.
Ask students to brainstorm the ways we can represent numbers and create a list on the board. Use the ideas in the brainstorm list to develop success criteria.
Ask students to brainstorm the ways we can represent numbers and create a list on the board. Use the ideas in the brainstorm list to develop success criteria.
Provide hands on resources such as linking cubes, two-sided counters, counters, ten-frames and loose items and explain to the class that you would like them to create each representation of 9 before drawing it onto their chart.
Provide hands on resources such as linking cubes, two-sided counters, counters, ten-frames and loose items and explain to the class that you would like them to create each representation of 9 before drawing it onto their chart.
Provide time for students to create their chart and use Resource 8: All about 9, to record student learning.
Provide time for students to create their chart and use Resource 8: All about 9, to record student learning.
Share students’ charts with the class.
Share students’ charts with the class.
This table details assessment opportunities and differentiation ideas.
This table details assessment opportunities and differentiation ideas.
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