vortifeedback.blogg.se

Hold them up one at a time, so that the students can all see them. (Purpose: To subitise groups of up to five dots.)

Play Spot the Spots, using the red and green 1 to 5 dot cards from Copymaster 1a, or the 1 to 5 koru cards from Copymaster 1b.

Students might draw collections of objects for a given numeral, such as the number of siblings they have in their whānau or their pets at home. Use items that have significance to the students, such as their artworks, cultural artifacts, or toys/mascots. Take digital photographs so the class can make a display of pictures that match each number from one to five, or further if students show proficiency. The person who guesses correctly has the next turn. Have students look about the classroom to identify the group of items you have seen. Pose the problem of finding matching collections, by changing the number in the group from three. Explain that you could give a clue about the items by saying, “I spy with my little eye, three of something.” You might give directional clues as well to develop the vocabulary of movement and position, e.g., “The items are at the front of the room.” Numbers spoken in te reo M āori can be interchanged with English numbers. Give an example, such as a group of three computers at the back of the classroom. (Purpose: To identify numbers of items in groups up to five.)Įxplain that in the classroom, some things we see might be in groups of two, three, four or five.

To recognise and match words and symbols with the amounts they represent.

To understand that written words and oral words can be represented with a single symbol.

To understand that an amount or number of items can be represented with a single unique symbol.Choose 2-3 activities for a single session or spread each session over more than one day. This unit includes several activities for each session. using objects that are of significance to your students, such as seashells, pictures of their favourite native animals, or items of sport equipment.replacing “Ten in the bed’ with another counting book such as “One Kooky Kereru” by Jahri Jah Jah, or a story that is familiar to your students.using te reo Māori words for one (tahi) to ten (tekau) throughout all activities in this unit.Many of the activities in this unit suggest ways to adapt them to engage with the interests and experiences of your students. using a calculator to 'record' the operation.providing additional support in session 2, activity 2 by giving students numerals to trace around as they hear them in the story.encouraging students to image the actions on physical materials, by masking or asking anticipation questions, such as “How many ruru will be in the tree then?”.extending the numbers and numerals in sessions 1 and 2 to nine.The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to differentiate include: The early numeracy stages are defined by a student’s ability to count items, but the ability to subitise or partition an instantly recognised small group of objects into its parts is also important. In this unit of work, subitising is given an emphasis.

The focus in this unit of work is to have students record expressions, using symbols correctly and with confidence. An equation is a statement asserting the equality of two expressions (e.g. As many adults use this language interchangeably, students must be supported to connect these operation words with the symbol that represents them.Īn expression in mathematics is a combination of symbols (e.g. Students do not always connect "addition", "adding", "and", "plus", or "subtraction", "minus", "takeaway", "less". The language associated with addition and subtraction can be confusing. As the symbols that represent the number operations of addition and subtraction are introduced, the students should ‘operate’ on items in real contexts. We say we operate on them, and these operations change them. Students hear and see words that are associated with the amounts, and so need to come to understand that a single symbol is representative of all forms of that number, written and spoken, and that the same symbol can represent sets of different items.īeing able to quantify and record amounts is just the beginning. This process begins with the introduction of numerals as symbols that represent amounts or numbers of objects. As the symbols become well understood, they also become tools for thinking. This sequence of lessons lays a fundamental and important foundation for students to recognise, read and write symbols to record and communicate mathematical ideas.