Combining - Planet Maths

Combining
Strand: Number
Strand unit: Analysis of
Number
Curriculum Objectives
Explore and analyse the components of numbers 3, 4 and 5.
Construct and examine the story of 3, 4 and 5 by combining and partitioning.
Explore the commutative property of addition in the stories of 3, 4 and 5.
Pages in the textbook: 42, 43, 44 and 45
Add
1
Add
+
Fig xxx-xx
= 3
1 +
Fig xxx-xx
How many ways can you put the 3 bears into the hula hoops?
Here are
4 bears and 2 hula hoops. Use 5 cubes to help you.
How many ways can you put the
0
+
1
=
+
3
=
Fig xxx-xx
+
+
+
+
+
Draw
4 bears into the hula hoops?
= 4
= 4
= 4
Number 5
Fig xxx-xx
How many ways can you put 5 spots on Butterfly’s wings?
Use cubes or counters.
Here are 5 bears and 2 hula hoops.
+
=
+
Add
+
+
How many ways can you
put the 5 bears into the
hula hoops?
+
+
+
+
+
+
= 4
= 4
4 worms in the garden.
=
=
=
=
=
=
Draw 5 apples
.
5
5
5
5
5
5
Write the story of 5.
+
+
+
Draw 5 buns
= 5
= 5
= 5
+
+
+
= 5
= 5
= 5
.
0
=
Explore the components of number 3.
Page 43
Strand
Strand
Strand Unit
Strand Unit
Number
Number
Analysis of number
xx
Explore the components of number 4.
X
43
Page 44
44
Strand
Strand Unit
Number
Analysis of number
Combining to explore the components of number 5.
Page 45
Strand
Strand
Strand Unit
Strand Unit
Number
Number
Analysis of number
xx
Objectives
Objectives
Number
Analysis of number
Objectives
Objectives
Strand
Strand Unit
Objectives
42
Objectives
Write the numeral.
3
Page
42+
Partitioning
X
number
5.
to explore the components of
45
Let’s look back: What the Junior Infants programme covered
1. Partition sets of objects 1–5 with a straw or pencil to show component parts.
2. Combine sets of objects totals to 5.
3. Identify pairs of related facts: 1 and 2 is the same as 2 and 1.
Maths skills used in this topic
Applying and problem-solving
Select and apply appropriate strategies to complete tasks or solve problems
Reasoning
Reason, predict and observe
Implementing
Implement and apply what you know
Concrete materials
Bears, cubes, counters, beads, pegs, blocks, Photocopiable showing 1 large circle (hula hoop) (see
page 168), Photocopiable showing 2 large circles (hula hoops) (see page 165)
Vocabulary
One, two, three, four, five, How many…?, How many altogether?, How many more do
you need to make 3/4/5?
Linkage
Number: Addition
All strands: Problem solving
63
Integration
Physical Education: Counting pieces of equipment, keeping score tally
Art: Mixing colours to make new shades
Pre-page ideas
Page 42:
Class activities to revise counting/combining totals to 5. Simple number stories using cubes/counters/
bears.
Benny has 3 sweets and his friend has 2. How many sweets do they have altogether?
Max ate 1 bun and Mum ate 2. How many buns did they eat altogether?
Lisa got 2 balloons for her birthday. Gran came to visit her and gave her 2 more. How many
balloons does Lisa have altogether?
Anna has 5 friends and 3 sweets. How many more sweets will she need to be able to give them
1 sweet each?
Ellen’s 4 friends are coming for tea. She has only 2 buns left because she ate the rest for lunch.
How many more buns will she need to be able to give her friends 1 each?
Tom has 2 friends and 5 lollipops. Does he have enough lollies to give them 1 each? How many
will he have left for himself?
Benny Bear has 3 balloons and 2 friends. Will he have any balloons left after he has given his
friends 1 each?
Page 43:
1. (a) Distribute a lollipop stick, a card with 1 large circle on it and 4 bears to each child in the class.
(b) Make a large circle with a rope at the top of the class. Invite 4 volunteers to come up to
the circle and stand inside it. Ask the rest of the children to suggest different ways to ‘split’ the
group of 4 into 2 subsets. Use a large stick/metre stick to show the dividing line between the
subsets in each case. Illustrate and record each suggestion on the blackboard pictorially and as
an addition sentence.
(c) Invite the children to demonstrate each correct suggestion individually, using their own card,
set of bears and a lollipop stick.
Page 44:
Repeat the above exercise, using 5 bears. Repeat the procedure as often as necessary in order
to establish a sound understanding of the components of 5. At a later stage, invite the children
to attempt to construct the story of 5 independently or working in pairs. Children experiencing
difficulties may find it helpful to work with a more capable peer.
Page 45:
Play Finger Game (children hold up and cover the fingers on 1 hand as appropriate):
3 fingers + how many fingers = 5?
1 finger + how many fingers = 5?
2 fingers + how many fingers = 5?
64
Lesson suggestions
1. (a) Develop an understanding of the commutative property of addition by exploring the various
ways in which a set of 5 objects can be ‘broken up’ into 2 separate sets. Make 2 ‘hula hoops’/
rope circles at the top of the classroom. Distribute 5 bears and a card with 2 circles/hula hoops
drawn on it to each child. Invite 5 volunteers to come to the top of the room.
(b) Ask the class to suggest various ways of dividing the 5 volunteers between the 2 hula hoops.
Record each suggestion pictorially and as an addition sentence on the blackboard. Invite the
children to demonstrate each sum, using their own ‘hula hoops’ and bears.
(c) Repeat the procedure as necessary in order to establish a sound understanding of the
commutative property of addition in relation to each number. At a later stage, invite the
children to attempt to repeat the process independently. Children experiencing difficulties may
find it helpful to work with a more capable peer.
Story of 5 Game
Invite 5 volunteers to come up to the 2 large ‘hula hoops’ at the top of the classroom and to
arrange themselves into 2 subsets inside the hoops. Ask the class to call out the appropriate
matching addition sentences and record these on the blackboard. On a given signal, e.g. a
whistle or handclap, the group at the top must rearrange themselves into 2 alternative subsets
and repeat the procedure. The class may replicate the addition sums using their individual
‘hula hoops’ and bears.
Parental involvement
5 people will eat a meal:
There are 4 plates on the table. How many more do we need?
There are 2 cups on the table. How many more do we need?
There are 3 knives on the table. How many more do we need?
Photocopiable templates
The story of 4. Draw whiskers on the cats. Colour each cat.
2+
3+
=4
=4
4+
=4
+
1+
=4
The story of 4. Use cubes.
165
Page 168: Combining Number
Name: _______________________________________
168
Date: ___________________
= 4
+
= 4
+
= 4
+
= 4
+
= 4
Page 169: Number
Name: _______________________________________
=4
. Colour.
© Folens Photocopiables
Date: ___________________
© Folens Photocopiables
© Folens Photocopiables
=
Page 165: Number
Name: _______________________________________
+
0+
Draw 4 balloons
Date: ___________________
169
65