This resource was developed in partnership with the NSW Mathematics Strategy Professional Learning team, Curriculum Early Years and Primary Learners, and Literacy and Numeracy.

Using the resource

This resource is the second section of a 6-part resource supporting number knowledge. Use this resource in conjunction with the other resources in this series to support a connected network of critical mathematical concepts, skills and understanding.

Supporting tasks

Refer to the resource (available for download via the Universal Resources Hub) for full instructions on how to use each of these tasks and includes materials, related tasks and learning intentions..

Part-part-whole

Part-part-whole discussion should explain the 2 critical relationships: the parts a quantity can be decomposed into, or composed of; and all numbers can be related to other wholes.

Task 1: Introducing rekenreks

Student watch ‘Introducing rekenreks’ and reflect and discuss a number problem.

Task 2: 6 is...

Students watch ‘6is…’ and consider all the different ways to make 6.

Composing and decomposing numbers

Providing students with opportunities and experiences in composing and decomposing numbers can assist in the development of flexible additive strategies. When students know the parts of numbers and see how they relate to other numbers, they can use this understanding to additive problems, using derived facts, bridging to ten and so on.

For example, a student can use what they know about double 3 to determine that 3 and 4 is double 3 and then 1 more (as 4 is one more than 3), totalling 7.

Task 3: Building towers

Students watch the 'building towers' video to learn how to play.

• Variation 1: Build the towers and play in reverse. Taking away blocks each time until there are no blocks left.
  

• Variation 2: Change the number of towers you build.
  

• Variation 3: Change the number of blocks needed for each tower.
  

Task 4: Dotty 6

Students watch ‘Dotty 6’ to learn how to play

• Variation 1: show students a video without audio of the game being played. Can they work out the rules?
  

• Variation 2: Change the total. So instead of Dotty 6, make it Dotty 12 or Dotty 21, for example
  

• Variation 3: Change the number cards you use. So instead of numbers 1 - 6, you could make cards from 1 - 10, or only use odd numbers, for example
  

• Variation 4: Change the grid from 3 x 3 to 4 x 4
  

Place value

Most students instantly recognise the fingers of 2 hands as a powerful representation of ten. Visit Hands Up: engaging students as a resource for teachingExternal link for more information.

Task 5: Number busting

Students watch ‘Number Busting’ to learn techniques

Task 6: Rekenrek Duel 1 and 2

Students watch ‘Rekenrek Duel’ to learn how to play

Task 7: Power Dot Pro

Students watch ‘Power Dot Pro’ to learn how to play

• Variation 1: Adjust the number range by taking cards out.
  

• Variation 2: Use single dominoes instead of tiny polka dot cards.
  

Source: Math for Love

Access the resource

Part 2: Building relationships (part-part-whole) (staff only)

Related supporting number knowledge resources

• Part 1: Connecting number names, numerals and quantities

• Part 3: Building important relationships - more than, less than, equivalent in value to
  

• Part 4: Benchmarks of 5 and 10
  

• Part 5: Comparing, ordering, sequencing and estimating
  

• Part 6: Building place value (including renaming)

Contact

For more information, contact literacy.numeracy@det.nsw.edu.au