Embedded Files
Core concept: The smaller parts of 10 help us to understand 10.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- 10 is made up of smaller parts
- the relationships between the smaller parts of 10 remain constant.
Success Criteria:
Success Criteria:
Students can:
Students can:
- see the small groups that combine to make 10
- separate 10 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.
Pinch 10 – 15 minutes
Pinch 10 – 15 minutes
Explain to students that they are going to practise estimating quantities more or less than 10 by playing Pinch a ten (4:54).
Explain to students that they are going to practise estimating quantities more or less than 10 by playing Pinch a ten (4:54).
Students watch Pinch a ten (4:54) to learn how to play the game.
Students watch Pinch a ten (4:54) to learn how to play the game.
Provide each group of students with Resource 9: Pinch 10 gameboard and a bowl of at least 70 counters.
Provide each group of students with Resource 9: Pinch 10 gameboard and a bowl of at least 70 counters.
Ask students to play the game in pairs.
Ask students to play the game in pairs.
Shake, rattle, drop – 15 minutes – 25 minutes
Shake, rattle, drop – 15 minutes – 25 minutes
Activity: Provide students with a blank ten-frame and 10 two-sided counters to play the game.
Activity: Provide students with a blank ten-frame and 10 two-sided counters to play the game.
Show students how to shake the 10 counters in their clasped hands and drop them on the floor.
Show students how to shake the 10 counters in their clasped hands and drop them on the floor.
Separate the counters into a red and yellow pile. Explain that the red counters will be the first part of the part-whole and the yellow counters will be the second part of the part-whole.
Separate the counters into a red and yellow pile. Explain that the red counters will be the first part of the part-whole and the yellow counters will be the second part of the part-whole.
Show students how the red and blue counters are placed inside the ten-frame. Count each group and discuss the 2 parts that make up 10.
Show students how the red and blue counters are placed inside the ten-frame. Count each group and discuss the 2 parts that make up 10.
Model how to use numerals and words to write the part-whole relationship created.
Model how to use numerals and words to write the part-whole relationship created.
Repeat the process again if necessary.
Repeat the process again if necessary.
Provide time for students to play the game individually or in pairs.
Provide time for students to play the game individually or in pairs.
Consolidation and meaningful practice: Part-whole combinations to 10
Consolidation and meaningful practice: Part-whole combinations to 10
Provide time for students to share the part-whole combinations they created during shake, rattle, drop.
Provide time for students to share the part-whole combinations they created during shake, rattle, drop.
Write each combination on the board. Make an anchor chart for the friends of ten.
Write each combination on the board. Make an anchor chart for the friends of ten.
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