Embedded Files
Core concept: Rekenreks help us to explore numbers to 10.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the small parts within a number are visible on a rekenrek and they can slide these together
- subitising numbers helps to build larger quantities on a rekenrek
- a rekenrek helps show how all numbers relate to 5 and 10.
Success Criteria:
Success Criteria:
Students can:
Students can:
- use one or two slides to make a number to 10 on the rekenrek.
- make different representations of the same number using the rekenrek
- describe the smaller parts within the whole for a representation of a number on a rekenrek.
Daily number sense: Numeral formation – 10 minutes
Daily number sense: Numeral formation – 10 minutes
Rekenrek duel – 30 minutes
Rekenrek duel – 30 minutes
Students face each other and turn over a card to see the number represented.
Students face each other and turn over a card to see the number represented.
Students turn back to back and use one or two slides on the rekenrek to create the number they saw.
Students turn back to back and use one or two slides on the rekenrek to create the number they saw.
Students turn and face each other and show the representation they have made. Each student shares one thing they notice about the smaller parts in the number.
Students turn and face each other and show the representation they have made. Each student shares one thing they notice about the smaller parts in the number.
Students have a second turn with the same number. They turn back-to-back again and make another representation of that number which must be different to the first one that they and their partner created.
Students have a second turn with the same number. They turn back-to-back again and make another representation of that number which must be different to the first one that they and their partner created.
Students face each other and share the second representation they have made, saying one thing they notice about the smaller parts within the number.
Students face each other and share the second representation they have made, saying one thing they notice about the smaller parts within the number.
Each turn, students get a point on the scoreboard if they use only one or two slides. If they have both made 2 different representations in a turn, each student gets a point. If their representations are the same, no one gets a point. Points are tallied up for the pair as a team.
Each turn, students get a point on the scoreboard if they use only one or two slides. If they have both made 2 different representations in a turn, each student gets a point. If their representations are the same, no one gets a point. Points are tallied up for the pair as a team.
At the end of the game, ask students to share how many points each pair got. The winner is the pair with the most points.
At the end of the game, ask students to share how many points each pair got. The winner is the pair with the most points.
Monitor for students creating representations on a rekenrek with one or two slides. Share in conversations with students about the smaller parts they notice within each quantity and the other possibilities they could create.
Monitor for students creating representations on a rekenrek with one or two slides. Share in conversations with students about the smaller parts they notice within each quantity and the other possibilities they could create.
Consolidation and meaningful practice: Match my rekenrek number – 15 minutes
Consolidation and meaningful practice: Match my rekenrek number – 15 minutes
Each student holds their rekenrek in their lap and makes a number of their own choice between 0 to 10.
Each student holds their rekenrek in their lap and makes a number of their own choice between 0 to 10.
Play some music as students walk around the space and find someone else who has created the same number on their rekenrek. When the music stops, pairs sit down with their partner. If any students have not been able to find a matching pair, invite students to share the number they have made. Students describe their representation of the number.
Play some music as students walk around the space and find someone else who has created the same number on their rekenrek. When the music stops, pairs sit down with their partner. If any students have not been able to find a matching pair, invite students to share the number they have made. Students describe their representation of the number.
Repeat this cycle several times.
Repeat this cycle several times.
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