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Core concept: Numbers can be represented in different ways.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- they can see numbers in terms of their parts
- a quantity can be partitioned in different ways to make comparisons.
Success Criteria:
Success Criteria:
Students can:
Students can:
- make visual representations of part-whole relationships of numbers up to 10 on a rekenrek
- create different combinations to 10 and recognise relationships between combinations.
Activity: Number Busting – 30 minutes
Activity: Number Busting – 30 minutes
Pose the scenario, animal food has arrived at the zoo. Inside the truck, you see parcels. Inside each of the parcels, there are 10 food bars (craft sticks). In each parcel, the food bars only come in 2 colours. The zookeepers are wondering what all the combinations could look like.
Pose the scenario, animal food has arrived at the zoo. Inside the truck, you see parcels. Inside each of the parcels, there are 10 food bars (craft sticks). In each parcel, the food bars only come in 2 colours. The zookeepers are wondering what all the combinations could look like.
Provide a large pile of craft sticks. Ask the students to count 10 craft sticks and place in the envelope (see Figure 10). Sticks must only be 2 colours.
Provide a large pile of craft sticks. Ask the students to count 10 craft sticks and place in the envelope (see Figure 10). Sticks must only be 2 colours.
Figure 10 – Envelopes with 10
Figure 10 – Envelopes with 10
As an alternative, students could fill envelopes with 2 colours of counters.
As an alternative, students could fill envelopes with 2 colours of counters.
Repeat the process until students have made 5 envelopes each of different combinations. Ask students to label the envelopes with the number 10.
Repeat the process until students have made 5 envelopes each of different combinations. Ask students to label the envelopes with the number 10.
In pairs, each student opens one envelope each.
In pairs, each student opens one envelope each.
Ask students:
Ask students:
Do you have the same as your partner?
Do you have the same as your partner?
What is different?
What is different?
What is the same?
What is the same?
Ask students to represent their collection by using 2 different coloured counters on a ten-frame.
Ask students to represent their collection by using 2 different coloured counters on a ten-frame.
Repeat the process for each envelope.
Repeat the process for each envelope.
As a class, record learning in the Floorbook. For example, 10 is the same as 5 and 5, and 2 and 8.
As a class, record learning in the Floorbook. For example, 10 is the same as 5 and 5, and 2 and 8.
Ask students:
Ask students:
Would it be fair to give each animal one envelope and know they have the same amount? How do you know?
Would it be fair to give each animal one envelope and know they have the same amount? How do you know?
Would any animal be getting more? How do you know?
Would any animal be getting more? How do you know?
Are the envelopes the same amount or equivalent? How can we prove this?
Are the envelopes the same amount or equivalent? How can we prove this?
As a class, introduce the equal-arm balance. Demonstrate placing different envelopes with different combinations in each pan and record. For example, 5 and 5 are the same as 2 and 8. Add new learning to the anchor chart.
As a class, introduce the equal-arm balance. Demonstrate placing different envelopes with different combinations in each pan and record. For example, 5 and 5 are the same as 2 and 8. Add new learning to the anchor chart.
Record new learning in the Floorbook by drawing, photographing, or by documenting student discussion.
Record new learning in the Floorbook by drawing, photographing, or by documenting student discussion.
This table details assessment opportunities and differentiation ideas.
This table details assessment opportunities and differentiation ideas.
Consolidation and meaningful practice: 10 or bust – 15 minutes
Consolidation and meaningful practice: 10 or bust – 15 minutes
Provide each player with a ten-frame, 10 counters, and one die:
Provide each player with a ten-frame, 10 counters, and one die:
Each player has 3 rolls to make 10.
Each player has 3 rolls to make 10.
Players can choose to miss one turn but not on their last roll.
Players can choose to miss one turn but not on their last roll.
If a player goes over 10, they have ‘busted’ and are out of the game.
If a player goes over 10, they have ‘busted’ and are out of the game.
The player closest to 10 is the winner.
The player closest to 10 is the winner.
After playing the game, ask students:
After playing the game, ask students:
Did you work out a way to play this game so that you didn’t lose?
Did you work out a way to play this game so that you didn’t lose?
What was your strategy? Did it work?
What was your strategy? Did it work?
Was it helpful to place the counters in a special position on the ten-frame? For example, did you fill the top row of 5 on the ten-frame first to make it easier to see what you needed to combine to 10?
Was it helpful to place the counters in a special position on the ten-frame? For example, did you fill the top row of 5 on the ten-frame first to make it easier to see what you needed to combine to 10?
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