A pictorial representation of a problem where bars are used to represent the known and unknown quantities.

A line with numbers placed in their correct position.

Explore the numbers 6 to 10 using the parts and wholes on a number line

Maths

Count a set of objects and match the spoken number to the written numeral and number name

Represent the numbers 6 to 10 using a five and a bit structure

Compare two numbers and say which is greater than or less than the other

Identify the whole and parts of the numbers 6 to 10 using the five and a bit structure

Explain where 6, 7, 8 and 9 lie on a number line

Estimate where 6, 7, 8 and 9 lie on an unmarked number line

Order and sort numbers into odd and even sets

Skip count in odds and evens

Explain what odd and even numbers are and the difference between them

Explain how even and odd numbers can be partitioned

Partition the numbers 6 and 7 in different ways

Partition the numbers 8 and 9 in different ways

Partition the numbers 6 to 10 in different ways

Identify a missing part when a whole is partitioned into two parts

In this unit pupils will represent numbers 6 - 10 by partitioning in different ways. They will learn what odd and even numbers are and how they can be partitioned. They will identify a missing part when a whole is partitioned into 2 parts. In the future unit pupils will explain 11-19 cardinally and ordinally. They will double and halve numbers 6-9. They will add and subtract within 20.

In prior learning, pupils will have explored the composition of numbers to 10 and be able to subitise up to 5. In this unit pupils will represent numbers 6 to 10 by partitioning in different ways and learn what odd and even numbers are and how they can be partitioned.

In this unit pupils will represent numbers 6 - 10 by partitioning in different ways. They will learn what odd and even numbers are and how they can be partitioned. They will identify a missing part when a whole is partitioned into two parts where one of the parts is known.

Composition of numbers 6 to 10

Which beads represent the red and white birds?

What number do the cubes represent on the number line?

The number line shows the whole is 8. One part is 5 and the other part is {{ }}

What is the missing part on this number line?

What is the missing whole on this number line? The missing whole is {{ }}

Which fingers match this sentence: 8 is the whole. 5 is a part and 3 is a part.

Which sentence matches the part-part-whole model?

What is the missing whole in this part-part-whole model?

What is the missing part in this part-part-whole model?

Jacob has used 5 and a bit to equal 8 Which pictures show 8 as the whole, 5 as a part and ___ as the other part?

Explore the numbers 6 to 10 using the parts and wholes on a number line

Lesson outcome