'Number: Margot's macaroni' is a reimagining of classic sequence "Grandma's Soup", aligned to AC V9
- On the 'In this sequence' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Behind this sequence' tab shows how key mathematical ideas develop over the sequence.
- Have you taught this sequence? Use the Feedback button to let us know how it went!
Tasks in this sequence
Task 1 • A handful of macaroni
Students take a handful of macaroni and investigate efficient strategies for counting the number of macaroni pieces in their handful.
Task 2 • Macaroni grab
Students count their macaroni using efficient strategies and use a number line to compare their handfuls to Grandma Margot’s handful.
Task 3 • One last handful
Students count a final handful of macaroni using efficient strategies and use the number line to compare their total to 100.
Suggested implementation
We recommend implementing this teaching sequence over three consecutive days, with the lesson timings provided in the documentation designed to support this approach. The sequence focuses on efficient counting strategies to at least 100, an idea that is further developed in Place Value: reSolve Garden. For this reason, we suggest teaching Number: Margot’s macaroni before Place Value: reSolve Garden.
Curriculum and syllabus alignment
Achievement standards
Students connect number names, numerals and quantities, and order numbers to at least 120. They partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120. Students use mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies.
Australian Curriculum V9 alignment
Number
Recognise, represent and order numbers to at least 120 using physical and virtual materials, numerals, number lines and charts
Partition one- and two-digit numbers in different ways using physical and virtual materials, including partitioning two-digit numbers into tens and ones
Quantify sets of objects, to at least 120, by partitioning collections into equal groups using number knowledge and skip counting
Use mathematical modelling to solve practical problems involving equal sharing and grouping; represent the situations with diagrams, physical and virtual materials, and use calculation strategies to solve the problem
Each task in this sequence uses the Launch-Explore-Connect-Summarise task structure. The sequence is structured around the context of following Grandma Margot’s soup recipe. The recipe calls for a handful of macaroni. But handfuls vary in size, and students quickly see the problem with such an imprecise measure. Grandma Margot’s handful happens to be exactly 100 macaroni pieces, and this sets the challenge for the investigation:
- How can we grab a handful with 100 macaroni pieces, just like Grandma’s?
- How can we quickly check if our handful really has 100 pieces?
Central to the sequence is the development of efficient counting strategies. Students explore how organising a collection into equal groups makes counting quicker, easier, and more accurate. Different arrangements also support them to keep track of their counting and reduce errors.
Students also learn to use a number line as a mathematical tool for representing and comparing quantities. The number line allows them to visualise how close their handful is to Grandma’s, and to compare different handfuls with accuracy.
This sequence supports students to build and consolidate their number sense through grouping, skip-counting, and the use of number lines. It enables them to apply counting skills in a new context, deepen their appreciation of efficient strategies, and see how mathematics can resolve everyday problems in practical and engaging ways, just like checking Grandma’s recipe.
Sequence framework
| Learning goals | Students’ mathematical activity | Representation | Context | |
|---|---|---|---|---|
| Task 1 | Organising a collection into equal groups simplifies counting as it removes the need to count each item individually. | Students explore and apply efficient strategies to count a large collection. | Equal-sized groups to facilitate efficient counting. The amount of macaroni pieces in students' handfuls represented as a number, and the size of all handfuls in the class ordered in a line from smallest to largest. | Students are introduced to Grandma Margot’s soup recipe which includes the ambiguous measure of “a handful of macaroni”. |
| Task 2 | A number line is a useful tool for representing and comparing quantities. | Students continue to explore and apply efficient strategies to count a large collection. They use a number line to compare their total to 100. | Equal-sized groups to facilitate efficient counting. Ordered numbers are transformed into a number line to accurately show the distance between numbers so students' handfuls can be more easily compared. | Students learn that there is 100 pieces of macaroni in Grandma’s handful. |
| Task 3 | Organising a collection into equal groups simplifies counting as it removes the need to count each item individually. A number line is a useful tool for representing and comparing quantities. | Students apply efficient strategies to count a large collection. They use a number line to compare their total to 100. | Equal-sized groups to facilitate efficient counting. A number line to compare the size of students’ handfuls with 100. | Students attempt to take a handful of macaroni as close to 100 as possible. |
'Number: Margot's macaroni' is a reimagining of classic sequence "Grandma's Soup", aligned to AC V9
- On the 'In this sequence' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Behind this sequence' tab shows how key mathematical ideas develop over the sequence.
- Have you taught this sequence? Use the Feedback button to let us know how it went!