Embedded Files
Core concept: We can use rhythm and movement to understand the counting sequence.
There are patterns in our number system.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- using rhythm and movement can help to understand the counting sequence
- the number before is one less and the number after is one more than a given number.
- dice dot and finger patterns are symbols that represent a quantity of objects
- numbers can be compared and ordered to 20.
Success Criteria:
Success Criteria:
Students can:
Students can:
- count forwards to 30 and backwards from 20 to the rhythm
- find a number that is one less and one more from a given number.
- represent the total shown on dice dot patterns in a variety of ways
- order and compare numbers to 20.
Daily number sense: Stick tapping/drum beating – 10 minutes
Daily number sense: Stick tapping/drum beating – 10 minutes
Build student understanding of forward and backward counting sequences by creating rhythm and movement.
Build student understanding of forward and backward counting sequences by creating rhythm and movement.
Lead students to the playground and gather in a circle.
Lead students to the playground and gather in a circle.
Explain to students that they will be playing a counting game by slowly tapping a stick on the ground in time to each number said aloud. Encourage all students to chorally count aloud and work on developing a steady rhythm.
Explain to students that they will be playing a counting game by slowly tapping a stick on the ground in time to each number said aloud. Encourage all students to chorally count aloud and work on developing a steady rhythm.
Begin by counting forwards to 30 and then backwards from 20 to the rhythm of stick tapping. Stop at different times and ask students, "Find a number that is one less and find the number that is one more."
Begin by counting forwards to 30 and then backwards from 20 to the rhythm of stick tapping. Stop at different times and ask students, "Find a number that is one less and find the number that is one more."
Vary the game by having students count forwards and backwards from different starting points.
Vary the game by having students count forwards and backwards from different starting points.
Develop a ‘switch’ and challenge students to begin by counting forwards and then when you call out ‘switch’, students change direction and count backwards.
Develop a ‘switch’ and challenge students to begin by counting forwards and then when you call out ‘switch’, students change direction and count backwards.
Activity: Incey Wincey – 35 minutes
Activity: Incey Wincey – 35 minutes
In pairs, students will choose to be either the sun or the rain. Students take turns to throw the dice and move the spider up or down the drainpipe according to their roll. Students use a large dice to determine how many jumps to take and direct the 'spider', counting each time they land. The game is played until either the sun or the rain reaches the end of the drainpipe.
In pairs, students will choose to be either the sun or the rain. Students take turns to throw the dice and move the spider up or down the drainpipe according to their roll. Students use a large dice to determine how many jumps to take and direct the 'spider', counting each time they land. The game is played until either the sun or the rain reaches the end of the drainpipe.
Activity: Caterpillar parts – 30 minutes
Activity: Caterpillar parts – 30 minutes
Tell a story about a caterpillar named Camilla. Explain that, unfortunately, Camila was having trouble finding enough bush tucker to fill her stomach. To find out how much bush tucker Camilla needs to fill her stomach students will need to roll 3 dice 5 times.
Tell a story about a caterpillar named Camilla. Explain that, unfortunately, Camila was having trouble finding enough bush tucker to fill her stomach. To find out how much bush tucker Camilla needs to fill her stomach students will need to roll 3 dice 5 times.
Model completing Resource 4: Caterpillar ordering by rolling 3 dice and finding the total of the dice dot patterns combined. Repeat this process 5 times and write the numerals on plastic lids. Compare these numerals by placing the lids in ascending order (see Figure 2).
Model completing Resource 4: Caterpillar ordering by rolling 3 dice and finding the total of the dice dot patterns combined. Repeat this process 5 times and write the numerals on plastic lids. Compare these numerals by placing the lids in ascending order (see Figure 2).
Consolidation and meaningful practice: Up and down – 15 minutes
Consolidation and meaningful practice: Up and down – 15 minutes
Introduce ‘Up and Down’ by explaining that this game will be played in small groups. A student will deal out 4 cards face up to each player with all picture cards removed from the deck. The remaining cards are placed in a pack in the middle of the table.
Introduce ‘Up and Down’ by explaining that this game will be played in small groups. A student will deal out 4 cards face up to each player with all picture cards removed from the deck. The remaining cards are placed in a pack in the middle of the table.
Model how to play ‘Up and Down’ by showing the aim of the game is to be the first player to arrange your cards in either ascending or descending order. The order does not need to be in consecutive order. For example, 1, 2, 3, 4. It could be 1, 3, 4, 7 (see Figure 5).
Model how to play ‘Up and Down’ by showing the aim of the game is to be the first player to arrange your cards in either ascending or descending order. The order does not need to be in consecutive order. For example, 1, 2, 3, 4. It could be 1, 3, 4, 7 (see Figure 5).
The first player to arrange their cards in order is the winner of that round.
The first player to arrange their cards in order is the winner of that round.
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