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WS02 - Donuts

Mathematics, Year 1

By the end of Year 1, students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120. They solve problems involving addition and subtraction of numbers to 20 and use mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies. Students use numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit.

 

They compare and order objects and events based on the attributes of length, mass, capacity and duration, communicating reasoning. Students measure the length of shapes and objects using uniform informal units. They make, compare and classify shapes and objects using obvious features. Students give and follow directions to move people and objects within a space.

 

They collect and record categorical data, create one-to-one displays, and compare and discuss the data using frequencies.

Number

AC9M1N01

recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts

Number

AC9M1N02

partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones

Number

AC9M1N03

quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting

Number

AC9M1N04

add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies

Number

AC9M1N06

use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem

Annotations

 

1. Represents the situation with 7 groups, each with a share of 5 donuts.

 

2. Represents the problem as repeated addition of 5.

 

3. Recognises that a pair of fives make ten.

 

4. Additively combines 10 and 10 to make 20 and a further 10 to make 30.

 

5. Combines 5 and 30 to make 35 and recognises the place value of 3 tens and 5 ones to write the numeral 35.

 

6. Uses place value to partition two-digit numbers into tens and ones, and combines 5 and 5 to make 10.

 

7. Uses a number line and skip counting in fives to add 15 to 35.

Annotations

 x
1

Explains that the situation is represented by a diagram showing 7 packets with 5 donuts in each packet.

 10 17 15 40
2

Explains how the diagram of the situation can be represented as repeated addition of 5 added 7 times.

 22 33 12 55
3

Explains how two fives can be paired to make a total of ten.

 34 40 13 60
4

Describes using a strategy of repeated addition of tens.

 41 49 20 70
5

Uses an understanding of place value to explain a calculated result of 35.

 49 53 25 85
6

Uses the result of the calculation to answer how many people.

 58 61 15 50
7

Demonstrates an understanding of place value partitioning into tens and ones to add two-digit numbers.

 62 82.25 15 50
Transcript

[Student] 3 packets of donuts with 5 in them.

 

[Teacher] And how many packets did you draw?

 

[Student] 7.

 

[Teacher] 7 packets, and then what were you thinking?

 

[Student] Since I knew there was 5 in every one,

 

[Student] I did 5, 10... I did, 7 fives for each packet

 

 

[Student] and then I added 2 fives together,

 

[Student] 2 fives together and then another 2.

 

[Student] I joined them and every single one made 10,

 

[Student]  so I added 2 of them. The 10 and 10 make 20.

 

[Student] I mean, yeah,

 

[Student] and then I added another 10, which made 30.

 

[Student] Now I have 1 more 5 left,

 

[Student] so I added it with the 30 and it made 35.

 

[Teacher] So that was the 35 donuts that you had,

 

[Teacher] so how many people were there if everyone had 1 donut?

 

[Student] 35.

 

[Student] 35 plus 15.

 

[Student] So I added the, (pause)

 

[Student] 5 and 5 which made 10.

 

[Student] And then I added the 30 and the 10, which made 40.

 

[Student] And then I added the 40 and the 10 make 50.

 

[Teacher] So how many people would there be now?

 

[Student] 50.