Embedded Files
Core concept: Numbers can be represented in different ways.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- numerals and their representations can be compared
- mathematicians notice and describe relationships between numbers.
Success Criteria:
Success Criteria:
Students can:
Students can:
- represent and compare numbers by identifying part-part-whole of numbers
- use words, numerals, and drawings to record relationships between part-part-whole of numbers.
Activity: Same but different Part 1 – 30 minutes
Activity: Same but different Part 1 – 30 minutes
Explain to students that when they notice how numbers are represented in different ways, they can think about the numbers’ relationship to other numbers. Explain, 4 is represented by a 3 and one, but it can also be represented by 2 lots of 2.
Explain to students that when they notice how numbers are represented in different ways, they can think about the numbers’ relationship to other numbers. Explain, 4 is represented by a 3 and one, but it can also be represented by 2 lots of 2.
Ask students:
Ask students:
Can anyone see anything different?
Can anyone see anything different?
What smaller numbers can you see in the arrangement?
What smaller numbers can you see in the arrangement?
Do you think there's another way we could see 4?
Do you think there's another way we could see 4?
Record student learning on a number poster for number 4 (see Figure 12).
Record student learning on a number poster for number 4 (see Figure 12).
Repeat this activity using the number 6.
Repeat this activity using the number 6.
In pairs, ask students to make posters showing different ways of expressing or representing different numbers. The posters can be displayed on a wall and added to over time.
In pairs, ask students to make posters showing different ways of expressing or representing different numbers. The posters can be displayed on a wall and added to over time.
Ask students:
Ask students:
What is the same about these images?
What is the same about these images?
What is different about these images?
What is different about these images?
Are the images equivalent?
Are the images equivalent?
Consolidation and meaningful practice: Same but different – Part 2 – 10 minutes
Consolidation and meaningful practice: Same but different – Part 2 – 10 minutes
Class participates in a classroom gallery walk to share the recording of ideas on posters.
Class participates in a classroom gallery walk to share the recording of ideas on posters.
Ask students to turn and talk and discuss:
Ask students to turn and talk and discuss:
What was your strategy to find out all the combinations? Did it work?
What was your strategy to find out all the combinations? Did it work?
Was it helpful to use different colours to represent numbers?
Was it helpful to use different colours to represent numbers?
Why is it helpful to know numbers can be represented in different ways?
Why is it helpful to know numbers can be represented in different ways?
Do you think knowing combinations of a number helps you solve other mathematical problems? Can you explain how?
Do you think knowing combinations of a number helps you solve other mathematical problems? Can you explain how?
Ask students to record any new learning in the Floorbook.
Ask students to record any new learning in the Floorbook.
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