Embedded Files
Core concept: Equal groups can be formed by sharing.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- equal groups can be combined to find a total
- a group of objects can be shared to create smaller equal groups
- mathematicians use models and drawings to find solutions to stories about grouping and sharing.
Success Criteria:
Success Criteria:
Students can:
Students can:
- combine equal groups to find a total
- share objects to create smaller equal groups
- accurately model or draw a mathematical story about grouping or sharing to find the solution to a problem.
Daily number sense: Reading and ordering numerals – 15 minutes
Daily number sense: Reading and ordering numerals – 15 minutes
Build student understanding of accurately reading the ‘teen’ and multiples of 10 with the same initial sounds by reading numbers on a number tree.
Build student understanding of accurately reading the ‘teen’ and multiples of 10 with the same initial sounds by reading numbers on a number tree.
In preparation for this lesson, use Resource 6: Numeral cards to print numbers 13 to 19 on one colour card and 30 to 90 on a different colour card. Punch a hole in each card and tie each card onto a small outdoor shrub or collection of branches in a bucket of sand indoors.
In preparation for this lesson, use Resource 6: Numeral cards to print numbers 13 to 19 on one colour card and 30 to 90 on a different colour card. Punch a hole in each card and tie each card onto a small outdoor shrub or collection of branches in a bucket of sand indoors.
Provide students with the opportunity to look carefully at the number tree. Ask students:
Provide students with the opportunity to look carefully at the number tree. Ask students:
What do you notice about what is hanging in the tree?
What do you notice about what is hanging in the tree?
What do you wonder?
What do you wonder?
What can you tell me about it?
What can you tell me about it?
Read each card together, ensuring that students are clearly and accurately articulating the pronunciation of each number name. Ask students what similarities and differences they notice in the collection of numbers.
Read each card together, ensuring that students are clearly and accurately articulating the pronunciation of each number name. Ask students what similarities and differences they notice in the collection of numbers.
Use student responses to establish the relationship between the groups of numbers represented by different coloured cards and the similarity between pronunciations of numbers.
Use student responses to establish the relationship between the groups of numbers represented by different coloured cards and the similarity between pronunciations of numbers.
Use opportunities in the discussion to select specific cards to re-read and highlight the correct pronunciation of similar number names, for example, 19 and 90 or 16 and 60.
Use opportunities in the discussion to select specific cards to re-read and highlight the correct pronunciation of similar number names, for example, 19 and 90 or 16 and 60.
Activity: Sharing oranges – 25 minutes
Activity: Sharing oranges – 25 minutes
Show students a whole orange and explain that you would like to share the orange with others. Ask students to predict how many pieces of orange there will be if the orange were cut down the middle and invite students to provide reasons for their thinking.
Show students a whole orange and explain that you would like to share the orange with others. Ask students to predict how many pieces of orange there will be if the orange were cut down the middle and invite students to provide reasons for their thinking.
Cut the orange down the middle. Ask students to explain how many people could share the orange and how many pieces each person would receive.
Cut the orange down the middle. Ask students to explain how many people could share the orange and how many pieces each person would receive.
Repeat the process of predicting, cutting and discussing the possibilities for sharing as you cut the orange into 4 pieces and then 8 pieces.
Repeat the process of predicting, cutting and discussing the possibilities for sharing as you cut the orange into 4 pieces and then 8 pieces.
Show students pages 12-13 of Each Orange Had 8 Slices by Paul Giganti Jr. Discuss the 3 questions posed in the book and ask students to use modelling clay and craft sticks to investigate a solution for the first 2 questions.
Observe how students model the story to find solutions. Ask questions, such as:
Observe how students model the story to find solutions. Ask questions, such as:
How have you modelled the story?
How have you modelled the story?
How many whole oranges did you create from the modelling clay to begin with?
How many whole oranges did you create from the modelling clay to begin with?
How many times did you need to cut the orange to match the number of pieces in the story?
How many times did you need to cut the orange to match the number of pieces in the story?
How many pieces of orange do you have now?
How many pieces of orange do you have now?
How many people could you share your orange pieces with, so each person has one piece?
How many people could you share your orange pieces with, so each person has one piece?
How many people could you share your orange pieces with, so each person has 2 pieces?
How many people could you share your orange pieces with, so each person has 2 pieces?
After students have created a model to solve the first 2 questions in the book, ask students to share the way they have modelled the story to answer the questions. Use ‘Talk moves’ to share different approaches to solving the problems.
After students have created a model to solve the first 2 questions in the book, ask students to share the way they have modelled the story to answer the questions. Use ‘Talk moves’ to share different approaches to solving the problems.
Ask students what they could use to model the seeds in the oranges to work out the answer to the third question in the book.
Ask students what they could use to model the seeds in the oranges to work out the answer to the third question in the book.
Provide students with loose items to investigate the third question and invite students to share what they have discovered.
Provide students with loose items to investigate the third question and invite students to share what they have discovered.
Activity: Noticing equal groups – 15 minutes
Activity: Noticing equal groups – 15 minutes
What do you notice?
What do you notice?
Use student responses to identify the different items depicted on the page and the equal groups of flower petals and black bugs on each petal.
What mathematical questions could be investigated from the illustrations?
What mathematical questions could be investigated from the illustrations?
Consolidation and meaningful practice: Sharing grapes – 15 minutes
Consolidation and meaningful practice: Sharing grapes – 15 minutes
My Aunty bought a bunch of grapes. There were 16 grapes in the bunch for 2 people to share equally. How many grapes would each of us get?
My Aunty bought a bunch of grapes. There were 16 grapes in the bunch for 2 people to share equally. How many grapes would each of us get?
Ask students to use the materials provided to model or draw the story and answer the question.
Ask students to use the materials provided to model or draw the story and answer the question.
Observe the way students solve the problem and the methods they use to distribute the objects in equal groups. Use questions to elicit student thinking, such as:
Observe the way students solve the problem and the methods they use to distribute the objects in equal groups. Use questions to elicit student thinking, such as:
How many people are you sharing the grapes between?
How many people are you sharing the grapes between?
How are you keeping track of sharing the grapes fairly?
How are you keeping track of sharing the grapes fairly?
What is a way you can check how many grapes you get each?
What is a way you can check how many grapes you get each?
Explain that your cousin joined you and now the grapes need to be shared between the 3 of you. Provide students time to explore how to share 16 grapes between 3 people
Explain that your cousin joined you and now the grapes need to be shared between the 3 of you. Provide students time to explore how to share 16 grapes between 3 people
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