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Core concept: There are different ways to combine quantities to find the total.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- quantities can be represented by numerals, visual representations and words
- different strategies can be used to combine 2 quantities
- 2 smaller quantities can be counted by ones to find the total
- information can be arranged in a data display and interpreted to answer questions.
Success Criteria:
Success Criteria:
Students can:
Students can:
- match numbers 13 to 19 with visual representations and numerals
- use strategies to combine 2 quantities to find the total
- explain the strategies they use to combine 2 quantities to find the total
- arrange information in a data display and interpret the information to answer questions.
Daily number sense: Number salad – 15 minutes
Daily number sense: Number salad – 15 minutes
Build student understanding of recognising and reading quantities and numerals 13-19 by playing number salad.
Build student understanding of recognising and reading quantities and numerals 13-19 by playing number salad.
Activity: Combining dots – 15 minutes
Activity: Combining dots – 15 minutes
Ask students to indicate how many possibilities they found with their fingers. Select several students to share possible combinations and record all possible combinations under the numeral 6.
Ask students to indicate how many possibilities they found with their fingers. Select several students to share possible combinations and record all possible combinations under the numeral 6.
Repeat this process for the numeral 3 and record the possible combinations under the numeral. Compare the possible combinations of 6 and 3. Ask students what they notice and to share their reasoning for why the possibilities differ between the 2 quantities.
Repeat this process for the numeral 3 and record the possible combinations under the numeral. Compare the possible combinations of 6 and 3. Ask students what they notice and to share their reasoning for why the possibilities differ between the 2 quantities.
Activity: Roll the dice – 35 minutes
Activity: Roll the dice – 35 minutes
Roll 2 dice and ask students to combine the 2 quantities to find the total. Ask students to think about how they work out the number of dots there are altogether.
How did you work it out?
How did you work it out?
Roll 2 large standard dice. Ask students to indicate with a thumbs up when they have worked out the total. Select a student to share the way they worked out the total. Ask if any other students worked out the total in a different way. Use ‘Talk moves’ to allow students to share thinking, reasoning and discuss the more efficient methods of combining quantities.
Who worked it out a different way?
Who worked it out a different way?
Demonstrate how to colour a box on the graph to match the total, beginning with the square at the bottom of the grid.
Roll the dice several more times. Ask students to call out the total and select one student to colour the box on the dice graph display which matches the total, ensuring boxes are coloured from the bottom up.
Activity: Students work in pairs. Students take turns to roll both dice, combining the quantities for each roll to find a total and colour a box in the matching column on the dice graph.
Activity: Students work in pairs. Students take turns to roll both dice, combining the quantities for each roll to find a total and colour a box in the matching column on the dice graph.
Pause the game and ask students the following questions:
Which number on your graph has the most boxes coloured?
Are there any numbers you have not yet coloured on your graph?
Has anyone coloured at least one of each number on the graph?
Students resume the game and continue for several more minutes.
Circulate amongst students to observe the strategies used to combine quantities and record on the graph.
Display all the student graphs and ask students:
What do you notice?
Which number was most often coloured on the graph?
Which number was least often coloured on the graph?
Are there any graphs the same?
Why do you think the results were like this?
Select students to share how they combined the quantities on the dice to find the total.
Cover dice to practise subitising quantities. Practise combining quantities by counting on from the larger quantity as a class. Use other strategies explained by students to demonstrate and practise together.
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