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Core concept: Number knowledge can be used to compare numbers.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- counting or subitising can be used to determine which has more, less, or if 2 collections are the same
- recognising patterns in numbers allows comparisons.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare 2 groups of dots to determine how many more
- reorganise, model, and describe combinations to 10.
Activity: Number Busting – 30 minutes
Activity: Number Busting – 30 minutes
Discuss that students can also investigate and compare numbers using things like a ten-frame. Explain that this is a structure they can use to help understand a number’s relationship to other numbers and the numbers that sit inside of it.
Discuss that students can also investigate and compare numbers using things like a ten-frame. Explain that this is a structure they can use to help understand a number’s relationship to other numbers and the numbers that sit inside of it.
Explain that the ten-frame has 10 boxes, which is why it is called a ten-frame. Count each box with one-to-one correspondence. Ask students to notice how many boxes are on the top row and how many are on the bottom row.
Explain that the ten-frame has 10 boxes, which is why it is called a ten-frame. Count each box with one-to-one correspondence. Ask students to notice how many boxes are on the top row and how many are on the bottom row.
Watch Balancing Numbers 2 – part 3 (2:57) (play at 0:30 and pause 1:08).
Watch Balancing Numbers 2 – part 3 (2:57) (play at 0:30 and pause 1:08).
Ask pairs of students to choose a toy and then estimate and record how many bundles of craft sticks are the same weight as the toy.
Ask pairs of students to choose a toy and then estimate and record how many bundles of craft sticks are the same weight as the toy.
Using hefting, students measure their toy in one hand and the bundles of craft sticks in another hand.
Using hefting, students measure their toy in one hand and the bundles of craft sticks in another hand.
Remind students that if the bundle of 10 is too heavy and is more than the toy in weight, they will need to take the bundle off and add one craft stick at a time to ensure items are the same in weight. If the bundle of 10 is too light and is less than the Hulk in weight, they will need to add one craft stick at a time to ensure items are the same in weight.
Remind students that if the bundle of 10 is too heavy and is more than the toy in weight, they will need to take the bundle off and add one craft stick at a time to ensure items are the same in weight. If the bundle of 10 is too light and is less than the Hulk in weight, they will need to add one craft stick at a time to ensure items are the same in weight.
Students should then place bears in one hand and craft sticks in the other to check if they are the same by hefting.
Students should then place bears in one hand and craft sticks in the other to check if they are the same by hefting.
Use ‘Talk moves’ to support students to predict which are too heavy or too light and then count craft sticks and record their results in workbooks.
Use ‘Talk moves’ to support students to predict which are too heavy or too light and then count craft sticks and record their results in workbooks.
Watch the last video Balancing Numbers 2 – part 4 (0.54).
Watch the last video Balancing Numbers 2 – part 4 (0.54).
Add counters to display the number 7, with 5 in one row and 2 in another row.
Add counters to display the number 7, with 5 in one row and 2 in another row.
Ask students:
Ask students:
What number is displayed? How do you know?
What number is displayed? How do you know?
What smaller numbers can you see in the arrangement?
What smaller numbers can you see in the arrangement?
Can you see them in parts and put back together?
Can you see them in parts and put back together?
How many more dots will you need to make it equivalent to 10?
How many more dots will you need to make it equivalent to 10?
Do you think there is another way we could see 7?
Do you think there is another way we could see 7?
What smaller numbers can you see in the arrangement now?
What smaller numbers can you see in the arrangement now?
Is there another way?
Is there another way?
Activity: Organise the collection on the ten-frame.
Activity: Organise the collection on the ten-frame.
Describe their collection in terms of its arrangement on the ten-frame (see Figure 6).
Describe their collection in terms of its arrangement on the ten-frame (see Figure 6).
Investigate other ways they can organise their items.
Investigate other ways they can organise their items.
Describe the other ways.
Describe the other ways.
Draw and record 3 different ways they thought about their collection.
Draw and record 3 different ways they thought about their collection.
Consolidation and meaningful practice: Secret arrangements AKA tens frame battle ship– 10 minutes
Consolidation and meaningful practice: Secret arrangements AKA tens frame battle ship– 10 minutes
In pairs, provide Resource 5: Blank ten-frame and counters for each student.
In pairs, provide Resource 5: Blank ten-frame and counters for each student.
One player secretly arranges some counters on a ten-frame. The other player asks questions that can be answered yes or no, trying to gain enough clues to work out the arrangement of counters. Example questions include:
One player secretly arranges some counters on a ten-frame. The other player asks questions that can be answered yes or no, trying to gain enough clues to work out the arrangement of counters. Example questions include:
Is the top row full?
Is the top row full?
Is there an empty box in the bottom row?
Is there an empty box in the bottom row?
Are there 3 counters in the bottom row?
Are there 3 counters in the bottom row?
This table details assessment opportunities and differentiation ideas.
This table details assessment opportunities and differentiation ideas.
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