halves, number of parts Achievement Standard: given six. How counters. quarters to the size of a Divide collections and shapes many lollies How would 3. Ask students: and eighths fraction. into halves, quarters and would there have we work out how many is of shapes eighths. been altogether? half of these counters? and Or Sam had half 4. Model with the students collections. of the toy cars. the dividing of counters into He had 5 cars. two grouping circle, thus How many cars making Half. altogether? 5. Record the fraction in Allow students to written form, explaining use hands on where the numbers have materials to come from and if we add solve problems. the two halves back together they would equal the beginning number. 6. Repeat with different numbers of counters. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMNA026 Students will Activity Process – Students complete a number Double sided counters Investigate copy, continue, Explore Patterns on pattern on the Number Pattern 1-100 Hundreds board (A3) Mathswire number create and Hundreds Board. Base Board – given a rule and a Number Pattern Base Board website provides sequences, describe patterns Ask students to starting number. Calculator growing patterns initially with numbers. make a yellow, *Students identify the rule – as introduction Whiteboard Makers those yellow, red given a completed number to algebraic increasing patterns on the pattern. principles. and 1-100 hundreds *Students identify missing Students should decreasing board. elements of a number pattern – draw and/or 2.3.7 by twos, Remove all the given the rule and missing describe the next Number threes, red counters, numbers in the pattern. couple of stages Patterns fives and revealing skip in the pattern ten from counting in 2 Achievement Standard – and create an any threes. Identify the missing element in input/output starting Discuss the a number sequence. table to describe point, then pattern the relationship moving to observed, for between the other example: stage and the sequences. Diagonal number of blocks ACMNA035 patterns, the used. Students Describe digits add up to should be patterns 3, 6 or 9. challenged to
halves, quarters and eighths of shapes and collections. number of parts to the size of a fraction. counters. 3. Ask students: How would we work out how many is half of these counters? 4. Model with the students the dividing of counters into two grouping circle, thus making Half. 5. Record the fraction in written form, explaining where the numbers have come from and if we add the two halves back together they would equal the beginning number. 6. Repeat with different numbers of counters. Achievement Standard: Divide collections and shapes into halves, quarters and eighths. given six. How many lollies would there have been altogether? Or Sam had half of the toy cars. He had 5 cars. How many cars altogether? Allow students to use hands on materials to solve problems. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.3.7 Number Patterns 2 ACMNA026 Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences. ACMNA035 Describe patterns Students will copy, continue, create and describe patterns with numbers. Activity Process – Explore Patterns on Hundreds Board. Ask students to make a yellow, yellow, red patterns on the 1-100 hundreds board. Remove all the red counters, revealing skip counting in threes. Discuss the pattern observed, for example: Diagonal patterns, the digits add up to 3, 6 or 9. Students complete a number pattern on the Number Pattern Base Board – given a rule and a starting number. *Students identify the rule – given a completed number pattern. *Students identify missing elements of a number pattern – given the rule and missing numbers in the pattern. Achievement Standard – Identify the missing element in a number sequence. Mathswire website provides growing patterns as introduction to algebraic principles. Students should draw and/or describe the next couple of stages in the pattern and create an input/output table to describe the relationship between the stage and the number of blocks used. Students should be challenged to Double sided counters 1-100 Hundreds board (A3) Number Pattern Base Board Calculator Whiteboard Makers
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