Pre-Lesson Preparation

Open the Marty the Robot app and build the code, from the teacher guide, into the workspace:

This code will have Marty move one arm to model counting of one collection. The second arm will move to model counting a second collection.

Marty will then perform a thinking action and reveal which collection is more by leaning in that direction and waving the arm that is closest to the greater collection.

Save this code in the app and give it an appropriate name.

Warm-Up

Share with learners the objectives and success criteria for the day's lesson, from slide 2 of the presentation in the resource section; perhaps display this before the lesson starts and keep it displayed until another slide is needed.

Tell learners that they are going to play a game where they will need to count collections.

This game will require some open space in the middle of the room and access to four corners of the room. There are four A4 images in the resources section, one for each corner of the room. Each of the images will need to be attached to the wall in a corner.

1. Ask learners to make a line facing you.

2. Tell learners you are going to close your eyes and count to 5.

3. Tell learners they will need to move to a corner in the 5 seconds.

4. Tell learners you are going to say a say a number. If the number of objects in their corner is the same, they need to sit beside you. If the number of objects in their corner is different, they can stay standing. Count the objects on the images in each corner, with learners, to check.

5. Ask learners who are still standing if their collection is more or less than the number that was said. Count to reinforce. Counting up to the number you say, with the fingers on one hand, and counting to the number on their image, with the fingers on the other hand, would support the comparison.

6. The game continues until one or two learners are left.

7. Repeat as desired.

The goal is to have learners practice comparing amounts of collections.

Get Learning

Learners need to practice counting collections and comparing their counts. Have learners find a partner and tell them they are going to compare rabbit ears.

Learners need to sit and face one another for this activity. Demonstrate this with a learner of your choice.

1. Both partners will put two hands above their head, but attached like a rabbit's ears, with fists clenched.

2. Tell learners need to think of a number that they are going to make with fingers on one hand.

3. On the count of three, learners will raise that many fingers on one of their hands.

4. Call out, "Who has more?" Or, "Who has less?"

5. Learners will compare how many fingers they have on the hand that is showing with the fingers on their partner's hand.

6. Together learners will create the correct sentence: (greater number) is more than (lesser number) or vice versa.

7. Repeat as desired.

Show learners two collections of objects. Say to learners, "We need to find out which collection is more. We are going to count the first group and then we are going to count the second group. Marty is going to help us keep track of the count. We say a collection is more than another when we have to count more objects in that group."

Have various paired collections of objects: 3 and 4, 5 and 1, 2 and 2, etc. Tell learners that we are going to count each group with Marty: you will need to start with the collection on Marty's left-hand side for each of the collections. The code provided will allow you to quickly change the values for each of the collections so that Marty can count each with the class.

At the end of each count, Marty will lean to and wave with the side with the greater of the collections. You will see in the videos, below, that we recommend various objects for a collection: not a uniform thing to count, so that learners focus on how many in each group - 'that group has more than this group' - rather than 'that group has bigger objects than this group'. Repeat this count with several collections.

In order to make use of the two collections, you first have to enter the values for the collections for Marty's left arm (number1) and right arm (number2) in the code. Additionally, you need a green card and a space on the table where there is no color to have Marty count the first collection, the second collection and then make the comparison judgement.

For the last comparison, display a hand with fingers corresponding to the count, raising a new finger each time Marty's arm moves. Then, show the other hand for the other group of objects so that learners can see that the hand with more fingers raised represents the group with more objects.

Time for Practice

Share with learners the activity page that they will work on, either in small groups or individually. Model how to use the page to show their understanding of counting and adding.

Below are ideas as to how to make best use of the activity page.

1. The first part of the activity pages has learners review connecting words and numerals to pictorial representations. Learners need to record the value in the five-frame as a word and numeral.

2. The second activity shows Marty moving their arm up a distance to represent the first collection. A five-frame shows the value of each movement/collection. This support is removed as the questions progress; learners should be encouraged to fill in the five-frame to show their understanding.

3. The second picture, from the second activity shows the movement for a second collection.

4. Have learners fill in the numbers to complete the sentence, they could draw circles to represent the values or write numerals.

5. Use Marty to model the activity questions as and when you want.

Cool Down

Bring learners back together to discuss where they were successful with counting and adding.

Suggested questions you might ask:

• Who was able to compare collections like Marty did?
• Who can say which collection is more? Can you show me?

If you use a formative assessment strategy, like thumbs up or thumbs down, use that here to get a feel for learner confidence with the topic.

Carry out any end of lesson routines.