Early Years: Demonstrating Literacy and Mathematics Behaviour

Demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationships.

Primary: Number Sense

Represent multiplication as repeated equal groups, including groups of one half and one fourth, and solve related problems, using various tools and drawings.

Context

Two to four students and the teacher.

Students should have prior experience with number magnitude.

Explain to the students they will be doing a scavenger hunt among the items in front of them.

Take two of one kind of item and show them to the students. Explain the first thing they need to find is two pieces of one item, just as you have modeled for them.

If I chose the counting bears as my first object, then I will need to take two counting bears. If you double one item, you get two.

Model taking two pieces of one item and doubling that number.

If I choose the blocks as my second item, I would take two blocks and then double the number by taking two more. What do we have in total? (Four)

Ask the students to represent the double of three with a different object and line them up in increasing amounts in front of them.

Let students play freely to determine for themselves how high they can double.

Look Fors

Do the children know the magnitude of the numbers when asked to pull them?

Are the children counting the objects individually or can they subitize?

What observations are they making as they create their doubles?

How high of a doubling number can the children create?

Extension

Have the children work on “doubling their doubles.” (See video example)

Start with one and two, then remark upon how it changes when you get to four (one, two, four, eight, 16, 31…etc.).