Part- Part Whole
A practical activity for children to learn the number facts to 20. Students are required to add the parts in each of the gumball machines and write the total in the box provided.
A great resource for numeracy rotations, formative assessment or fast finishers.
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Learning goals
- We are learning to read, write and order numbers to 20 using concrete materials, connecting quantities, numerals and number names.
- We are learning to count forwards and backwards up to 20.
- We are learning to recognise and name the number of objects in a collection up to 5 using subitising.
- We are learning to subitise small collections of objects.
- We are learning to count collections of items (e.g. coins) and skip count by 5s or 10s to record how many in the collection.
- We are learning to count in ones, twos, fives and tens, to and from 100.
- We are learning to show that one- and two-digit numbers can be partitioned in different ways, such as partitioning two-digit numbers into tens and ones.
- We are learning to count collections to 100 using place value groupings.
- We are learning to add and subtract numbers within 20, using a variety of strategies, e.g. counting on, counting back, partitioning, subitising and part-part whole knowledge of numbers to 10 and to use the language of 'plus' and 'minus' in story problems.
- We are learning to model problems involving addition and subtraction, including simple whole-dollar money problems, in practical role-play situations.
- We are learning to use a range of strategies, to solve simple addition and subtraction problems.
Curriculum alignment
AC9M1N05
9
Use mathematical modelling to solve practical problems involving additive situations, including simple money transactions; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
AC9MFN02
9
Recognise and name the number of objects within a collection up to 5 using subitising
AC9MFN01
9
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
AC9M1N04
9
Add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies
AC9M1N03
9
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
AC9M1N02
9
Partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones
ACMNA014
8.4
Count collections to 100 by partitioning numbers using place value
ACMNA015
8.4
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
ACMNA012
8.4
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
ACMNA001
8.4
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
ACMNA003
8.4
Subitise small collections of objects
MA1-5NA
old
Uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MAe-1WM
old
Describes mathematical situations using everyday language, actions, materials and informal recordings
MAe-2WM
old
Uses objects, actions, technology and/or trial and error to explore mathematical problems
MAe-3WM
old
Uses concrete materials and/or pictorial representations to support conclusions
MAe-4NA
old
Counts to 30, and orders, reads and represents numbers in the range 0 to 20
MA1-6NA
old
Uses a range of mental strategies and concrete materials for multiplication and division
MA1-4NA
old
Applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-3WM
old
Supports conclusions by explaining or demonstrating how answers were obtained
MA1-2WM
old
Uses objects, diagrams and technology to explore mathematical problems
MA1-1WM
old
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MAE-RWN-02
new
Reads numerals and represents whole numbers to at least 20
MA1-CSQ-01
new
Uses number bonds and the relationship between addition and subtraction to solve problems involving partitioning
MA1-RWN-02
new
Reasons about representations of whole numbers to 1000, partitioning numbers to use and record quantity values
MA1-FG-01
new
Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems
MAE-RWN-01
new
Demonstrates an understanding of how whole numbers indicate quantity
VCMNA072
Compare, order and make correspondences between collections, initially to 20, and explain reasoning
VCMNA086
Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero
VCMNA088
Count collections to 100 by partitioning numbers using place value
VCMNA069
Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point
VCMNA089
Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts
VCMNA094
Recognise the importance of repetition of a process in solving problems
VCMNA071
Subitise small collections of objects
VCMNA087
Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line
VCMNA092
Recognise, describe and order Australian coins according to their value
VCMNA090
Represent practical situations that model sharing
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
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