Planning tool

Students:

• share collections equally by dealing
• make equal groups and count by ones to determine the total
• represent sharing and grouping.

Some students may:

• have difficulty working out what mathematical operation or strategy to use to work out a number story connected to sharing. Use concrete materials to share out small collections that can be shared equally. Talk through representations that demonstrate sharing and grouping.

The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.

Learning intention:

• We are learning to describe situations that use multiplication and division.

Why are we learning about this?

• We use multiplication and division in everyday life.

What to do:

1. When engaged in creative play, notice situations involving sharing into equal groups. Consider questions like:

• There are 6 pieces of fruit. How can we share the pieces fairly between all 3 of us? I see there are 6 buttons. What if I took these 2 away, how many would be left?
• I notice there are 4 gumnuts. What if you shared them equally with your friend - how many would we each get?

2. Read storybooks and notice situations involving equal groups and sharing. Model curiosity and pose questions such as:

• Each character has two apples. How many apples altogether?
• I see 5 buttons in the story. Could we share 5 buttons equally between the two of us? Why or why not?

3. Link multiplication and division to everyday situations. Use examples such as the following:

• When out walking, notice small collections to count or subitise, for example: There are some birds. How many birds altogether? How did you count them?
• Collect natural materials like leaves or gumnuts. Talk about how many in the collection. And then think about different ways they could be shared. Can this collection be shared equally between 2 people? What might that look like? What about sharing equally between 3 people? Is that possible? Why or why not?
• When drawing pictures, notice and describe multiplicative aspects such as the number of legs on multiple people. How many people have you drawn? How many legs does each person have? What’s the total number of legs altogether?

Success criteria:

I can:

• share small collections equally by dealing
• think about certain sharing situations as being fair or unfair
• make equal groups and count or describe how many in each group.