## Wake up

End of Stage 1 (end of Year 2)

## Foundation Statement strands

The following strands are covered in this activity:

## Description of activity

Students work out how many eggs are hidden in a basket after being shown the number of eggs outside the basket.

Whole class introduction:

1. Students sit in a circle with one student in the centre as the ‘rooster’. Students sitting in the circle are the ‘farmers’. The ‘rooster’ has 10 eggs, a basket and a piece of cloth.
2. The ‘farmers’ fall asleep.
3. The ‘rooster’ hides some of the eggs under the cloth in the basket and leaves the remaining eggs outside the basket.
4. The ‘rooster’ says ‘cock-a-doodle-doo’ and the ‘farmers’ wake up.
5. The ‘farmers’ count the number of eggs outside the basket. They work out how many eggs are hidden in the basket.
6. Students give their answer and explain how they worked it out.

Paired activity:

1. In pairs, students repeat the activity several times using counters, a container and a piece of cloth.
2. They record their results individually using pictures, numerals and/or symbols.

Extension:

Students repeat the activity with 15 eggs.

The suggested time allocation for this activity is 30 minutes.

## Suggested materials

For each pair: 10 counters, a container, a piece of cloth

## Prior learning

Students have practised copying and continuing simple number patterns that increase or decrease. They have used patterns to assist counting forwards and backwards by ones, twos, fives and tens. Students have applied and discussed strategies to create combinations for numbers to 10.

Board of Studies NSW, Mathematics K–6 Syllabus, pp 47, 74
Board of Studies NSW, Mathematics K–6 Sample Units of Work, p 43

## Outcomes

Addition and Subtraction (NS1.2)
Uses a range of mental strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
Patterns and Algebra (PAS1.1)
Creates, represents and continues a variety of number patterns, supplies missing elements in a pattern and builds number relationships
Applying Strategies (WMS1.2)
Uses objects, diagrams, imagery and technology to explore mathematical problems
Communicating (WMS1.3)
Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
Reasoning (WMS1.4)
Supports conclusions by explaining or demonstrating how answers were obtained

## Criteria for assessing learning

Students will be assessed on their ability to:

• use objects, diagrams or numerals to record addition and subtraction of one and two-digit numbers
• describe a given situation using mathematical language, materials and/or diagrams
• explain how an answer was obtained