Embedded Files
Core concept: Comparing, combining, separating and forming equal groups can be used in everyday situations.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- quantities can be compared and adjusted through combining and separating
- items can be shared equally by distributing one by one or using other methods
- mathematical language helps describe the actions used to solve problems
- mathematical problems can be solved in everyday situations.
Success Criteria:
Success Criteria:
Students can:
Students can:
- find a solution by comparing, combining and separating
- create equal groups of items by sharing items one by one or with other methods
- explain thinking and reasoning with clear mathematical language
- solve problems through modelling an everyday situation through play.
Activity: Guess who’s coming to tea – 40 minutes
Activity: Guess who’s coming to tea – 40 minutes
The following items will be displayed during the lesson: 3 small tablecloths, 4 plates, 2 teacups, one vase, 7 flowers, a packet of 10 serviettes, 3 platters, 4 scones, 12 strawberries, one bowl of cream, 3 small bowls of jam, 2 teaspoons and 2 teapots. Prior to the lesson, place 2 plates, 4 teacups, 2 vases, 2 flowers, 2 scones, 2 bowls of cream, 4 teaspoons and one teapot in a shopping bag and hide it ready for later in the lesson.
Explain that 6 guests will visit the café and all the items are prepared for the event. Display the items above and ask students to help work out if anything else is needed.
Ask students how many tables and chairs are needed for 6 people if they have 3 tablecloths and would like the same number of people to sit at each table. Students turn and talk and share their ideas.
Count how many tables are in the room and discuss how many will need to be pushed aside and how many will need to be positioned in the café space. Use student responses to reach an agreement on a solution and ask students to work together to set up the tables and tablecloths.
Gather students together and display the plates, cups, serviettes, vases and flowers. Count each set and compare the quantity with the number of guests.
Use ‘Talk moves’ to allow all students to engage with addition and subtraction strategies. Guide students to agree on which items match the quantity needed. Identify which items do not match the quantity needed. Support students to use strategies to work out how many more or less are needed for each item. Write a shopping list for the items still needed, based on students’ responses.
Draw a picture of the food and describe the quantities that will be provided for one table. Explain that one table will receive a platter including: 2 scones, 4 strawberries, one bowl of cream, one small bowl of jam, a teaspoon for each bowl and a pot of tea. Explain that the bowl of cream, the bowl of jam and the tea in the pot will be shared between the 2 guests at the table.
What will one person eat and drink if these items are shared between two (2) people?
What will one person eat and drink if these items are shared between two (2) people?
Pretend that you are going shopping and retrieve the shopping bag of items from the hidden place.
Lay out all the items and ask students to work together in small groups to set up the platters and tables in preparation for the guests. Have pretend guests such as teddies or invite other members of the school to join as guests at the play café.
Consolidation and meaningful practice: Disappearing items – 15 minutes
Consolidation and meaningful practice: Disappearing items – 15 minutes
Ask students to imagine a meal that could be served at the café, and to draw it on Resource 11: Café meal. Ask students to carefully draw how many of each food item will be served on one plate.
Provide students time to draw a meal.
Gather students and explain that the meal they have designed is going to be served to 2 café guests. They need to work out how many of each food item is needed and write it on a list. Provide students with Resource 12: List of items. Ask students to write or draw each item on the list and record the total number of each item required.
This table details assessment opportunities and differentiation ideas.
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