I know ____ last What would you do so there would be enough? because it is the greatest How many more will he need to get? Why? (biggest) amount. What are the ways we can check if there is enough? This is an essential Strategies to Compare: element. Students need many opportunities to match using one-one Subitizing- Students seeing correspondence to see that the groups with that don’t have enough have fewer the sameness and difference items. Also focus on the fact that both groups will contain the same number between groups e.g. 4 is while the group with more has extra items. Using fingers, counters, and more than two because they manipulatives to match to check is essential to support students’ construction both have two but 4 has of understanding. two more. Noticing: What to look for! Matching- Students using Students’ ability to verbalise what they notice in terms of the total amount of one-to-one correspondence bears vs. the amount of plates shown. to check which group has Students’ ability to justify whether there are enough or whether there are not enough. more/ fewer. Counting- Students counting Students’ ability to change an amount either by adding or taking away so that each and comparing there is exactly enough. the number word said e.g. I Example of Conflict: know 6 is more than 4 Just Enough putting out 3 ice-creams. Now we have just enough so all of the because 6 comes after four bears can have an ice-cream. Orchestrate classroom discussion and debate. when I count. Example of Dilemma: Number positional Hmm! Okay so I see four bears and I know that they each need a plate for their comparision- Students sandwich. I wonder is there a quick way of figuring this out? recognsing that the number Recording: positioned further along the The teacher records the bears and the different items for reflection and number track is a greater comparision focuing on the language of enough and sameness. amount. *Teacher: Before exposing students to concepts ensure that you have a clear sense of how you are going to support students develop and extend their explanations and justifications including the language necessary.
I know ____ last because it is the greatest (biggest) amount. Strategies to Compare: Subitizing- Students seeing the sameness and difference between groups e.g. 4 is more than two because they both have two but 4 has two more. Matching- Students using one-to-one correspondence to check which group has more/ fewer. Counting- Students counting each and comparing the number word said e.g. I know 6 is more than 4 because 6 comes after four when I count. Number positional comparision- Students recognsing that the number positioned further along the number track is a greater amount. *Teacher: Before exposing students to concepts ensure that you have a clear sense of how you are going to support students develop and extend their explanations and justifications including the language necessary. What would you do so there would be enough? How many more will he need to get? Why? What are the ways we can check if there is enough? This is an essential element. Students need many opportunities to match using one-one correspondence to see that the groups with that don’t have enough have fewer items. Also focus on the fact that both groups will contain the same number while the group with more has extra items. Using fingers, counters, and manipulatives to match to check is essential to support students’ construction of understanding. Noticing: What to look for! Students’ ability to verbalise what they notice in terms of the total amount of bears vs. the amount of plates shown. Students’ ability to justify whether there are enough or whether there are not enough. Students’ ability to change an amount either by adding or taking away so that there is exactly enough. Example of Conflict: Just Enough putting out 3 ice-creams. Now we have just enough so all of the bears can have an ice-cream. Orchestrate classroom discussion and debate. Example of Dilemma: Hmm! Okay so I see four bears and I know that they each need a plate for their sandwich. I wonder is there a quick way of figuring this out? Recording: The teacher records the bears and the different items for reflection and comparision focuing on the language of enough and sameness.