Embedded Files
Core concept: Objects and numbers can appear different but have the same value.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- mathematicians can communicate their thinking and reasoning coherently and clearly
- mathematicians can record using drawings, numerals, and words.
Success Criteria:
Success Criteria:
Students can:
Students can:
- create zoo animal enclosures using the same amount of animal legs and share their reasoning about quantities
- create, recognise, and record their thinking using models, drawings, numbers, and words.
Activity: Zoo animal party – 30 minutes
Activity: Zoo animal party – 30 minutes
Pose the scenario:
Pose the scenario:
The zookeepers need help; they are organising a zoo animal party.
The zookeepers need help; they are organising a zoo animal party.
Can you help them organise the animals into enclosures for the zoo animal party? Each animal enclosure must have the same amount of animal legs.
Can you help them organise the animals into enclosures for the zoo animal party? Each animal enclosure must have the same amount of animal legs.
Ask students what that might look like. Record additional student responses to add to the class display.
Ask students what that might look like. Record additional student responses to add to the class display.
Display 2 pieces of paper that represent the 2 enclosures.
Display 2 pieces of paper that represent the 2 enclosures.
Show students a collection of materials such as craft sticks, modelling clay, match sticks, pencils, counters, leaves, and sticks.
Show students a collection of materials such as craft sticks, modelling clay, match sticks, pencils, counters, leaves, and sticks.
Tell students that, in pairs, they will use the materials to create animals to add to the 2 enclosures (2 pieces of paper). Remind students that animals have different numbers of legs, and each enclosure needs the same amount of animal legs. Students can decide what materials they will use to make the animals.
Tell students that, in pairs, they will use the materials to create animals to add to the 2 enclosures (2 pieces of paper). Remind students that animals have different numbers of legs, and each enclosure needs the same amount of animal legs. Students can decide what materials they will use to make the animals.
Ask students:
Ask students:
How will you make your animals with 2 and 4 legs using materials?
How will you make your animals with 2 and 4 legs using materials?
What could the animals in the animal enclosure look like?
What could the animals in the animal enclosure look like?
Can you think of another way?
Can you think of another way?
How will you keep track of the number of legs if you have more than one animal?
How will you keep track of the number of legs if you have more than one animal?
Model using a whiteboard to record and keep track of legs.
Model using a whiteboard to record and keep track of legs.
In pairs, students make animals using materials of choice to put into the 2 enclosures (paper). Each enclosure needs the same amount of animal legs, as in Figure 13.
In pairs, students make animals using materials of choice to put into the 2 enclosures (paper). Each enclosure needs the same amount of animal legs, as in Figure 13.
Students record their thinking on mini whiteboards.
Students record their thinking on mini whiteboards.
Take photographs of students’ animal enclosures to share with the class and to add to the class display.
Take photographs of students’ animal enclosures to share with the class and to add to the class display.
Invite students to share their thinking and record the combinations on a chart using drawings, numerals and words that will be added to the class display.
Invite students to share their thinking and record the combinations on a chart using drawings, numerals and words that will be added to the class display.
Ask students:
Ask students:
What were some of the challenges you found when creating your animal?
What were some of the challenges you found when creating your animal?
What were some of the strategies you used to make sure each enclosure had the same amount of animal legs?
What were some of the strategies you used to make sure each enclosure had the same amount of animal legs?
Did you need to change the animals in your enclosures?
Did you need to change the animals in your enclosures?
How did you know that your animal enclosures had the same amount of animal legs?
How did you know that your animal enclosures had the same amount of animal legs?
Consolidation and meaningful practice: Zoo – 20 minutes
Consolidation and meaningful practice: Zoo – 20 minutes
Display Resource 9: Zoo animal cards and tell students they are going to create a zoo with 2 animal enclosures that have equivalent animal legs independently.
Display Resource 9: Zoo animal cards and tell students they are going to create a zoo with 2 animal enclosures that have equivalent animal legs independently.
Ask students to look at the display of the zoo animal cards and select the animals they will put into each of their enclosures.
Ask students to look at the display of the zoo animal cards and select the animals they will put into each of their enclosures.
Tell students that 2 pieces of paper will be the animal enclosures.
Tell students that 2 pieces of paper will be the animal enclosures.
Students plan their enclosures by drawing 2 animal enclosures with the same amount of animal legs on their mini white boards.
Students plan their enclosures by drawing 2 animal enclosures with the same amount of animal legs on their mini white boards.
Provide students with the opportunity to turn and talk with a partner to share their thoughts.
Provide students with the opportunity to turn and talk with a partner to share their thoughts.
Students collect animal cards needed to create a zoo with 2 animal enclosures with the same amount of animal legs.
Students collect animal cards needed to create a zoo with 2 animal enclosures with the same amount of animal legs.
Students create their zoo with their chosen animal cards.
Students create their zoo with their chosen animal cards.
Students gallery walk to view other zoos.
Students gallery walk to view other zoos.
As a class, allow students time to share and explore their ideas. Ask the students how they chose the animals for each of the enclosures to make sure both enclosures had the same amount of animal legs.
As a class, allow students time to share and explore their ideas. Ask the students how they chose the animals for each of the enclosures to make sure both enclosures had the same amount of animal legs.
Students continue rich mathematical conversations about their learning. Suggest ways to share their learning with peers, family, and school community. This could be in a newsletter, buddy class visit, or gallery walk.
Students continue rich mathematical conversations about their learning. Suggest ways to share their learning with peers, family, and school community. This could be in a newsletter, buddy class visit, or gallery walk.
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