Lianna Robinson 2013

Stage 1 Mathematics: Number Addition and Subtraction

Term 3: Friends of 20 NSW BOS SYLLABUS OUTCOMES: NS 1.2 Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two digit numbers KEY IDEAS: Model addition and subtraction using concrete materials Develop a range of mental strategies and informal recording methods for addition and subtraction Record number sentences using drawings, numerals, symbols and words Language: Addition, subtraction, equals, is the same as, take away, plus, minus, equivalent 2. Equivalent Equations to 20 Learning Intention: to make number sentences that equal 20 Students in small groups are given 2 sets of number cards (0-20), symbol cards (=,+,-,x,/). Students are asked to create as many number sentences as they can where both sides equal 20. They are required to record the equivalent equations they create.

Resources: Counters, number cards, take-away cups, interlocking blocks, bowls, dice, decks of cards 1. Adding Counters Learning Intention: to divide 20 into 2 groups Students are given 20 counters and a work mat marked with two large circles. Students are asked to place some of the counters in one circle and some in the other. Possible questions include: How many counters did you put into each circle? How many counters are there altogether? As students give their answers, the teacher models recording this as a number sentence. Students are asked to make as many different combinations to 20 as they can. The activity is repeated and students practise recording number sentences. 3. Take-away Cup Learning Intention: to practice and record friends of 20 Part A Students count aloud while the teacher drops 20 counters into a cup. Students are asked to state the total number Of counters in the cup. The teacher then removes and displays some of the counters. Possible questions include: How many counters are left in the cup? How do you know? Students are encouraged to explain or demonstrate how the answer was obtained. The teacher empties the remaining counters from the cup and students check their answer. Students record the process as a number sentence. The activity is repeated using a different

4. Blocks on the Bowl Learning Intention: to practice and record friends of 20 In pairs, students are given a collection of cubes (up to 20) and a bowl. The bowl is turned upside down on the desk. Student A places the blocks on top of the bowl and Student B counts the blocks. While Student B looks away, Student A removes some of the blocks and places them under the bowl. Student A asks Student B How many blocks are under the bowl? Student B records their answer. They check the actual number of blocks altogether. Students swap roles and repeat the activity using a different number of blocks. Possible questions include: How many are left?

Lianna Robinson 2013 number of counters. Part B In pairs, students repeat Part A and are asked to record their actions and solutions using drawings, words and/or numerals. 5. Counter Take-away Learning Intention: to practice friends of 20 using subtraction In pairs, students each count out 20 counters and line them up in two rows of 10. In turn, students roll a die and take away the corresponding number of counters from their collection. Students should be encouraged to remove all counters from one line before taking them from the other. Students use their own methods to record the process eg 20 I6 I0 9 5 2 0 Students continue the activity, taking turns to remove the counters until a student has no counters remaining. Extension: Students could subtract larger numbers by rolling 2 or 3 dice. 7. Take-away Popsticks Learning Intention: to practice friends of 20 using subtraction In pairs, each student counts a particular number of Popsticks up to 20, into a paper bag. In turn, students roll one or two standard dice (add together the two numbers obtained). They take that number of Popsticks out of the bag and count how many are left. Students record the activity using an empty number line eg 1 1 1 1 1 1 1 1 1 1 1 36 37 38 39 40 41 42 43 44 45 46 Students record their equations. Extension: Start with 100 Popsticks, some in bundles of 10. Students could throw the dice and use the numbers obtained to represent a two-digit number (eg a 3 and a 2 could be 32 or 23) to be added to or subtracted from the number of Popsticks in the bag. What does ten take away five equal? I am thinking of a question where the answer is 5. What could the question be? How many altogether?

6. Make 20 Learning Intention: to make number sentences that equal 20 The teacher removes the picture cards (Kings, Queens, Jacks) from a standard pack of playing cards. The Ace is used to represent one. In small groups, each student is dealt six cards. The aim of the activity is to add all six card numbers together to make the closest total to 20 (but no greater than 20). Students should record their calculations Extension: Students could have target numbers greater than 20.

Lianna Robinson 2013

Stage 1 Mathematics: Number Multiplication and Division

NSW BOS SYLLABUS OUTCOMES: NS1.3 Uses a range of mental strategies and concrete materials for multiplication and division KEY IDEAS: Rhythmic and skip count by ones, twos, fives and tens Model and use strategies for multiplication including arrays, equal groups and repeated addition Model and use strategies for division including sharing, arrays and repeated subtraction Record using drawings, numerals, symbols and words Resources: Language: Counters, cups, interlocking cubes, popsticks Groups of, multiplication, division, multiply, divide, rows of, columns of, array 1. Skip Counting in a Circle 2. Making Groups to Count Learning Intention: to practice skip-counting Learning Intention: to make and count groups Students sit in a circle and skip count around of the circle in a variety of ways. In small groups, students are given a large Students could skip count by: collection of interlocking cubes. They are asked to estimate and then count the twos by putting both arms into the circle as each student says their number in the sequence cubes. Students share their methods for counting the (2, 4, 6, ) cubes and discuss more efficient strategies for fives by holding up one hand and wiggling counting. their fingers as each student says their number The teacher may need to suggest to the students in the sequence (5, 10, that they connect the cubes in groups and skip 15, ) count to determine the total. tens by holding up both hands and wiggling Possible questions include: all fingers as each student says their number in How did you estimate the total number of the sequence (10, 20, 30 ). Students then practice skip counting using a 100 cubes? chart and colouring in each sequence a different How did you count the cubes? Did you change your original estimate after colour. counting to 10? Can you group the cubes to help you count them quickly? Students record their calculations as repeated addition number sentences. Repeat the activity by 2s, 3s, 5s, 10s. 3. Arrays 4. Arrays Part 2 Learning Intention: to link counting to Learning Intention: to link counting to multiplication using arrays multiplication using arrays Show students a multiplication equation. Using counters, students create their own arrays Model the creation of the corresponding array. and calculate the corresponding multiplication Discuss the features of an array. equation. Possible questions include: Students record their arrays and equations. How many counters were there altogether? How did you work it out? Provide students with same multiplication equations and counters.

Lianna Robinson 2013 Have them make and record the corresponding array as well as the completed equation.

5. Arranging Desks Learning Intention: to equally divide a collection. The teacher prepares multiple copies cards with a 3x3 array of triangles, squares and hexagons. Each student is given a collection of teddy bear counters. The teacher presents the following scenario: There are 16 bears in a class. The teacher can choose to sit three bears at each of the triangular tables, four bears at each of the square tables or six bears at each of the hexagonal tables. Students investigate which table shape the teacher could use so that the correct number of bears is sitting at each table. Possible questions include: Which shapes did you try? Can you describe what you did? How many square tables were needed? What table shape could the teacher use if there were 12 bears21 bears30 bears? Students write a sentence to explain their conclusion and draw a picture to illustrate it. 7. Lots of Legs Learning Intention: to solve number problems Students are given problems such as: there are 20 legs. How many animals? there are 21 legs. How many stools? there are 16 legs. How many aliens? In small groups students discuss and record the variety of possible responses.

6. Popsticks in Cups Learning Intention: to equally divide a collection In pairs, students place five cups on a table and put an equal number of popsticks in each cup. Possible questions include: How many cups are there? How many popsticks are in each cup? How many popsticks did you use altogether? How did you work it out? Can you estimate the answer to the multiplication or division problem? Is it reasonable? How can you check your estimation? Students share and discuss their strategies for determining the total number of popsticks eg students may use rhythmic or skip counting strategies. Students are asked to record their strategies using drawings, numerals, symbols and/or words. The teacher may need to model some methods of recording to students. Extension: Students are given a different number of cups and repeat the activity. 8. Number Problems Learning Intention: to write and solve a number problem The teacher poses a variety of number problems involving multiplication or division for students to solve. Students should be encouraged to pose their own problems for others to solve. As a prompt, students could be asked to write problems about 20 biscuits, 30 oranges or 40 tennis balls. Students should be given access to a variety of materials to model and solve the problems. Possible questions include: What strategy did you use to solve this multiplication problem? Can you record how you solved it? Did your strategy work better than your friends? Why?

Lianna Robinson 2013

Stage 1 Mathematics: Number Mass

NSW BOS SYLLABUS OUTCOMES: MS1.4 Estimates, measures, compares and records the masses of two or more objects using informal units KEY IDEAS: Estimate and measure the mass of an object using an equal arm balance and appropriate informal units Compare and order two or more objects according to mass Record measurements by referring to the number and type of informal units used Language: Weigh, weight, unit, heavier, lighter 2. Weighing Balls and Worms Learning Intention: to create a level balance and understand that shape does not effect mass. Students, in groups, experiment with play dough to find that changes in an objects shape does not change its weight. 1. Give each student a ball of play dough. 2. Ask them to check that their "balls" are the same weight by using their see-saws. 3. If they are different ask them to make them the same by removing some of the play dough. 4. Ask the students to make a cat using their play dough. Will your cats be the same weight? Why /Why not? Check on the balance scales. 5. Ask the students to remake their "cat" into the longest worm they can. Whose worm is longest? Whose worm is heaviest? Check? Why are they the same weight? 6. Ask the students to make their "worm" into different sized balls. Whose has made the most balls? Which ball is the heaviest? Check? If you both put all your balls together on the seesaw what do you think will happen? What do you notice? Why is the seesaw balanced? 7. Ask the students to draw a picture of what they found out.

Resources: Soft drink cans, shoe box lids, play dough, toys, bags of beads, balance scale 1. See-saws Learning Intention: to identify objects that balance. Students in small groups to make a see-saw using a soft-drink can and a shoe box lid. They then use the see-saw to find objects that are the same weight. 1. First make a see-saw. Stop the soft drink can from rolling by fixing it to the table by putting play dough rolls on each side. 2. Now see if the students can balance the lid on the can when it is empty. 3. Now use classroom objects to see if they can find things that make the seesaw balance. 4. Students draw a picture to show some of the things that balanced. 5. As the students work ask questions that focus on the way that things balance: How did you make your see-saw? What are some things you found that balance? Show me. Have you ever been on a see-saw? What happens?

Lianna Robinson 2013 3. Weighing Using Informal Units. Learning Intention: to compare a group of three objects using informal units. 1. Look at two soft toys of similar size but of different mass. Ask a student to put her toy in the centre of the circle. Which of these toys do you think is the heaviest? Why do you think that? How could you check? 2. Let the students take turns comparing the mass of the toys by holding them. How could you describe the weight of the two toys? List these on the board. 3. Introduce another soft toy. Is this toy heavier or lighter or inbetween? Put the three toys in order of weight. 4. Place a balance scale in the centre of the students. Do you know what this is? What can you tell me about scales? How could we use these to check the order of our toys? Have the students share their ideas and use the balance scales to check the order of the toys. 5. Place one of the toys (the lightest) in one end of the balance scales. How many of these beads do you think it would take to balance the toy? Ask for estimates. 6. Give each student a bag of 10 beads. Ask them to check the beads in their bag. Add the bags to the balance scale until the toy is balanced. This may require using some individual beads at the end. 7. Count the number of beads together: 10, 20, 30, 31, 32, 33 8. Look at the second toy. How many beads do you think this toy weighs? 9. Take turns adding bags of beads to the scales counting as they are added. Record: Rabbit 33 beads Bear 45 beads