Embedded Files
Core concept: A group of items can be sorted in different ways. Items can be organised in a display to see groups clearly.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- collections can be organised and counted in different ways and the quantity remains constant
- items can be sorted in different ways
- sorting and displaying a group of items allows information about the group to be seen clearly.
- the information they know helps to make possible predictions about the future
Success Criteria:
Success Criteria:
Students can:
Students can:
- organise and count a collection up to 30 accurately
- sort a collection of items in a range of different ways
- notice information about the group of items in a data display
- ask and respond to questions about a group of sorted items.
Daily number sense: Rekenrek teens – 15 minutes
Daily number sense: Rekenrek teens – 15 minutes
Build student understanding of numbers 10-20 by exploring quantities on a rekenrek.
Build student understanding of numbers 10-20 by exploring quantities on a rekenrek.
Warm-up activity: Toy tumbles – 10 minutes
Warm-up activity: Toy tumbles – 10 minutes
Model how to sort a collection of mixed items, such as toys, in different ways.
Model how to sort a collection of mixed items, such as toys, in different ways.
Select one toy from a collection and discuss the characteristics of the toy. Ask students what they notice about that toy. Ask students if there is another toy that shares a characteristic common to the selected toy. For example, a toy with 4 legs may have this characteristic in common with another toy.
Select one toy from a collection and discuss the characteristics of the toy. Ask students what they notice about that toy. Ask students if there is another toy that shares a characteristic common to the selected toy. For example, a toy with 4 legs may have this characteristic in common with another toy.
Use modelling to explain the process of finding characteristics that are the same and different to sort the collection of toys. Students combine the toys again and negotiate a new way to sort the same collection of toys. Circulate amongst the groups to record observations of the strategies students use to sort the collections of toys.
Use modelling to explain the process of finding characteristics that are the same and different to sort the collection of toys. Students combine the toys again and negotiate a new way to sort the same collection of toys. Circulate amongst the groups to record observations of the strategies students use to sort the collections of toys.
Activity: Shake and drop data – 30 minutes
Activity: Shake and drop data – 30 minutes
Place 10 × 2-sided counters in a cup. Shake the counters in the cup and drop them onto a surface. Spread the counters out gently to reveal which colour is facing up for each counter.
Place 10 × 2-sided counters in a cup. Shake the counters in the cup and drop them onto a surface. Spread the counters out gently to reveal which colour is facing up for each counter.
Cover the counters with a sheet of paper and ask students how many of each colour they saw.
Cover the counters with a sheet of paper and ask students how many of each colour they saw.
Reveal the counters. Ask a student to use colour to sort the counters into 2 groups.
Reveal the counters. Ask a student to use colour to sort the counters into 2 groups.
Cover the counters with a sheet of paper again and ask students how many of each colour they saw.
Cover the counters with a sheet of paper again and ask students how many of each colour they saw.
Use Resource 1: Graph grid to arrange the counters into 2 columns and ask students how many of each colour they saw.
Use Resource 1: Graph grid to arrange the counters into 2 columns and ask students how many of each colour they saw.
Discuss which arrangement of the counters made it easiest to see how many of each colour there were.
Discuss which arrangement of the counters made it easiest to see how many of each colour there were.
Collect the counters into the cup again.
Collect the counters into the cup again.
Ask students if it is possible for a third colour to drop from the cup. Use student responses to build a shared understanding of the information we know about the counters and how this helps us to predict the future.
Ask students if it is possible for a third colour to drop from the cup. Use student responses to build a shared understanding of the information we know about the counters and how this helps us to predict the future.
Shake the counters in the cup and drop them on a surface. Arrange counters into the grid with one counter per square to create an object graph of counters by colour. Explain that both columns of counters must start at the same starting point to compare the 2 groups clearly.
Shake the counters in the cup and drop them on a surface. Arrange counters into the grid with one counter per square to create an object graph of counters by colour. Explain that both columns of counters must start at the same starting point to compare the 2 groups clearly.
Compare the result with the student models of predictions.
Compare the result with the student models of predictions.
Provide pairs of students with a cup, and a copy of Resource 1: Graph grid. Pairs of students combine their 2-sided counters in the cup. Ask students to generate an object display for shake and drop. Students take turns shaking, dropping and arranging the counters and photographing the display using a digital device. Students count the 2 columns in the display.
Provide pairs of students with a cup, and a copy of Resource 1: Graph grid. Pairs of students combine their 2-sided counters in the cup. Ask students to generate an object display for shake and drop. Students take turns shaking, dropping and arranging the counters and photographing the display using a digital device. Students count the 2 columns in the display.
Consolidation and meaningful practice: What can we see about quantities in a grid? – 10 minutes
Consolidation and meaningful practice: What can we see about quantities in a grid? – 10 minutes
Explore an example of a shake-and-drop display to share with the class. Briefly show the example for 2-3 seconds and ask students which column had more. Discuss how the arrangement in the grid allows us to see information quickly.
Explore an example of a shake-and-drop display to share with the class. Briefly show the example for 2-3 seconds and ask students which column had more. Discuss how the arrangement in the grid allows us to see information quickly.
Show the same example and ask students questions, such as:
Show the same example and ask students questions, such as:
How many are in each column?
How many are in each column?
Are the quantities the same or different?
Are the quantities the same or different?
Students look at a photograph of one of their own data displays and compare it with the example shared with the class.
Students look at a photograph of one of their own data displays and compare it with the example shared with the class.
Ask students:
Ask students:
Does anyone have the same results as this example?
Does anyone have the same results as this example?
How many are in your tallest column?
How many are in your tallest column?
Does anyone have the same colour showing the most on their data display?
Does anyone have the same colour showing the most on their data display?
Does anyone have the opposite colour showing the most on their data display?
Does anyone have the opposite colour showing the most on their data display?
Did anyone have the same quantity of both colours?
Did anyone have the same quantity of both colours?
Did anyone have one colour only?
Did anyone have one colour only?
Discuss the way the data displays support comparing 2 groups.
Discuss the way the data displays support comparing 2 groups.
Explain that data displays make it easy to find out information about a collection when it is arranged in a grid.
Explain that data displays make it easy to find out information about a collection when it is arranged in a grid.
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