Learning
Focus/Learning Objectives
Counting
Strategies.
(See
Mathematics Developmental Continuum Division Progression Points)

Vocabulary:
Adding, Addition, Counting on,
counting up, 100’s chart, open number line, more, less, same, total, sum,
Subtraction, minus, counting
back, counting backwards, difference.
Multiplication, repeated
addition, skip counting, array, columns, rows.
Sharing, division, equal
groups, each, whole, fairly.


Warm Up
Game

Whole
Class Introduction

Student
Activity

Share/Reflection


5 mins

10 mins

25  35


Monday

Skip
Counting.
Around the
World. Discuss counting by 2’s. (2,4,6,8,0)
Play counting by 2’s and see how far you can get
in 4 minutes. Provide token to each student who says a number ending with a
zero. 3 tokens for two zeros.

On the
weekend I bought a bag of lollies. There were 18 lollies. How could I share
them with my friends? (Do not discuss solutions)

Students
show all possible solutions. Provide 18 counters per pair of students. P/N/W

Discuss
solutions.
Put
into a table.
How
come when you share with more people each person gets less lollies?

Tuesday

Skip
Counting.
Around
the World. Discuss counting by 3’s. (3,6,9,2,5,8,1,4,7,0)
Play counting by 3’s and see how far you can get in 4 minutes.
Provide token to each student who says a number ending with a zero. 3 tokens
for two zeros.

I
bought 24 fish to put into my fish bowls. I want the same number of fish in
each bowl. How many fish do I put in each fish bowl.

Students
show all possible solutions. Provide 24counters (different from yesterdays)
per pair of students. P/N/W

Discuss
strategies.
Compare
# sentences.
Make
explicit the link s between division, multiplication, repeated addition,
repeated subtraction.
(
eg.,123=4, 4x3=12,
4+4+4=12, 12444=0 )

Wednesday

Skip
Counting.
Around
the World. Discuss counting by 4’s. (4,8,2,6,0)
Play counting by 4’s and see how far you can get in 4 minutes.
Provide token to each student who says a number ending with a zero. 3 tokens
for two zeros.

At my
party we had ½ an hour to play as many games as we liked. Each game was
played for the same amount of time. How long did we play each game? Discuss
what games we might play.

Students
show all possible solutions. Provide 30counters (different from yesterdays)
per pair of students. P/N/W

Discuss
strategies.
Compare
# sentences.
Make
explicit the link s between division, multiplication, repeated addition,
repeated subtraction.
(
eg.,123=4, 4x3=12,
4+4+4=12, 12444=0 )

Thursday

Skip
Counting.
Around
the World. Discuss counting by 5’s. (5,0)
Play counting by 5’s and see how far you can get in 4 minutes.
Provide token to each student who says a number with a 50 in it. 3 tokens
hundreds.

We
baked some cookies and decided to share them. How many cookies did each
person get? Use Play Doh or similar to make cookies.

Students
show all possible solutions. Provide counters. P/N/W

Discuss
strategies.
Compare
# sentences.
Make
explicit the link s between division, multiplication, repeated addition,
repeated subtraction.
(
eg.,123=4, 4x3=12,
4+4+4=12, 12444=0 )

Friday

Greedy
Pig

The zoo
keeper wanted the same number of animals in each enclosure. Each type of
animal stood in an array. How many
animals did she put into each enclosure and how many animals were there?

Students
draw solution and write matching number sentences. P/N/W

Discuss
solutions.
Discuss
division words and make Sharing Word Wall.

Division  Progression Points
Dimension

Level

Progression Point

Number

1.25

 Drawing
of diagrams to show sharing of up to 20 items

1.75

 Identification
of half of a set of objects, including recognition of the need for 1/2
when sharing an odd number of objects

2.0 Standard

… Students describe simple fractions such as one half, one third and one
quarter in terms of equal sized parts of a whole object, such as a quarter of
a pizza, and subsets such as half of a set of 20 coloured pencils.
They describe and calculate simple multiplication as repeated addition,
such as 3 × 5 = 5 + 5 + 5; and division as sharing, such as 8 shared between
4.

2.25

 Use
of written number sentences such as 20 ÷ 4 = 5 to summarise sharing
(partition) and ‘how many?’ (quotition) processes

2.75

 Use
of fact families (5 × 7 = 35, 35 ÷ 7 = 5) to solve division problems

3.0 Standard

… Students devise and use written methods for: division by a singledigit
divisor (based on inverse relations in multiplication tables).

3.75

 Use
of inverse relationship between multiplication and division to validate
calculations

Working Mathematically

2.75

 Selection
of multiplication and division as more efficient processes than repeated
addition and subtraction

Structure

3.0

… Students recognise that the sharing of a collection into equalsized
parts (division) frequently leaves a remainder.


