Embedded Files
Core concept: Rekenreks help us see the smaller parts within the whole.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- a rekenrek is structured with 2 rows of 2 visible groups of 5 in each row so 5 and 10 are visible as a reference
- a rekenrek is a useful structure to help us see the smaller parts in the whole
- quantities are made from smaller parts.
Success Criteria:
Success Criteria:
Students can:
Students can:
- accurately count out parts for a rekenrek and construct a rekenrek structure
- use a rekenrek with the correct starting position and model numbers to the left
- represent the same number in different ways on a rekenrek.
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.
Introducing a rekenrek – 10 minutes
Introducing a rekenrek – 10 minutes
Show students a rekenrek. Use prompt questions to elicit student responses to develop a shared understanding of the rekenrek.
Show students a rekenrek. Use prompt questions to elicit student responses to develop a shared understanding of the rekenrek.
Watch up to (2:13) to prepare to introduce the lesson.
Watch up to (2:13) to prepare to introduce the lesson.
Use student responses to discuss the links between representations to support their understanding of numbers. For example, the fingers on each hand, five-frames and ten-frames.
Use student responses to discuss the links between representations to support their understanding of numbers. For example, the fingers on each hand, five-frames and ten-frames.
Exploring the rekenrek – 20 minutes
Exploring the rekenrek – 20 minutes
Using a rekenrek to model a quantity: begin in the starting position with all beads pushed to the right end of the rows. Beads are moved to the left end of the row or rows to represent quantities.
Using a rekenrek to model a quantity: begin in the starting position with all beads pushed to the right end of the rows. Beads are moved to the left end of the row or rows to represent quantities.
Use a scaffold, similar to the oval of colour used in the Introducing rekenreks video, to orient students to the left section of the rekenrek that displays quantity. Ensure all beads are pushed to the far right and explain that this represents zero.
Use a scaffold, similar to the oval of colour used in the Introducing rekenreks video, to orient students to the left section of the rekenrek that displays quantity. Ensure all beads are pushed to the far right and explain that this represents zero.
Use a rekenrek to model how to represent one using the top row and alternatively using the bottom row. Explain that the number of beads seen on the left side is the quantity represented on a rekenrek.
Use a rekenrek to model how to represent one using the top row and alternatively using the bottom row. Explain that the number of beads seen on the left side is the quantity represented on a rekenrek.
Ask students how they could represent the number 4. Invite students to imagine how they would move beads across to make 4 on the rekenrek. Ask a student to move beads on the rekenrek to represent 4.
Ask students how they could represent the number 4. Invite students to imagine how they would move beads across to make 4 on the rekenrek. Ask a student to move beads on the rekenrek to represent 4.
Consolidation and meaningful practice: Part-whole combinations to 10
Consolidation and meaningful practice: Part-whole combinations to 10
accurately count out parts for a rekenrek and construct a rekenrek structure
accurately count out parts for a rekenrek and construct a rekenrek structure
use a rekenrek with the correct starting position and model numbers to the left
use a rekenrek with the correct starting position and model numbers to the left
represent the same number in different ways on a rekenrek.
represent the same number in different ways on a rekenrek.
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