Page 6 - Demo

It is through hands-on experiences in regularly counting sets of objects that children come to an understanding of cardinality. As they count various collections, they will inevitably come to understand and conclude that the last number in the count sequence denotes the total size of that set. It doesn%u2019t matter how many times the set is counted; it will always be the same, remaining constant, once no more items are added or taken away. Why, one might ask, is cardinality so important? It is simply this. Once we know the total of different sets of objects e.g. 6 red bricks in one stack and 8 yellow bricks in the other stack, then we can use numbers to analyse, compare and describe both stacks, make statements and draw conclusions. We can say that there are 2 more yellow bricks than red bricks (8-6=2), we can say that there are 14 bricks altogether (6+8=14), we can say that there are fewer red bricks etc.The cardinal number of a set represents the totality of the collection. The idea of cardinality is acquired by children through lots of counting activities, involving collections of various sizes, but within the ceiling of children%u2019s number experience. It is important that children learn to recognise and write numbers in association with counting sets e.g. if they count 6 bears in a set, then they should write the number 6 to denote the total number of bears.Learning outcomes%u2022 We are learning to count sets of bricks up to 6%u2022 We are learning to match and then write the total number of bricks in each set%u2022 We are revising our 2D shapesMaterialsFour cut-out shapes (circle, square, triangle, rectangle), sets of 6 bricks, numeral cards 1 to 6.ProcedureGather the children on the floor. In addition to focusing on number, this lesson is an opportunity to revise the four main shapes. Throw down each of the 2D shapes in turn, name each and discuss/revise shape properties, e.g. what do you notice about the rectangle? It has 2 long and 2 short sides. What%u2019s the difference between a square and a rectangle?Ask different children to place various quantities of bricks onto each shape e.g. Jack, please place 6 bricks on the rectangle. Mary, put 3 bricks on the square. Lauren, on the triangle, place 4 bricks. Lisa, I want you to put 5 bricks into the circle. Then pose some questions:%u2022 How many bricks in the circle? If we took 1 away, how many would be left?%u2022 How many bricks in the triangle?%u2022 How many bricks in the rectangle? %u2022 If we took half away, how many would be left?%u2022 How many bricks in the square?%u2022 Which shape has the most bricks? Which shape has the least number of bricks?%u2022 How many more bricks are in the rectangle than in the triangle?%u2022 Which shapes have an %u2018odd number%u2019 of bricks? (What does %u2018odd%u2019 mean?)%u2022 Which shapes have an %u2018even number%u2019 of bricks? (What does %u2018even%u2019 mean?)%u2022 Big question: how many bricks are on the page altogether?TasksPhotocopy a sheet for each child. They count the bricks in each shape and write the total number quantity within the shape. They colour the bricks.Lesson 1: Grobby counts bricks to find %u2018how many?%u20194