'Place Value: reSolve Garden' is one of our new teaching sequences for V9
- On the 'Sequence overview' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Our design decisions' tab shows how key mathematical ideas develop over the sequence, and feature an overview video to explain the sequence design.
- Have you taught this sequence? Use the Feedback button to let us know how it went!
Tasks in this sequence
Task 1 • How many seeds?
Students learn that grouping individual items into units helps us to keep track of the count and facilitates efficient counting strategies.
Task 2 • Making tens
Students learn to group 10 ones to form a unit of 1 ten.
Task 3 • Planting seeds
Students learn to connect the number of tens in a collection to the number of ones.
Task 4 • Planting 50
Students build their understanding that 10 ones can be grouped to form a unit of 1 ten.
Task 5 • Planting more seeds
Students learn to trust that a unit of 1 ten will always contain 10 ones.
Suggested implementation
This time plan is just one way that you might choose to implement this sequence. We have used a warm-up activity at the start of most lessons, and some tasks are split across two lessons. Task 3 introduces the powerful mathematical idea that 10 ones are equal to 1 ten, which is explored further in the Task 4 Build activity. We have repeated Task 3 and the Build activity to give students time to explore this powerful mathematical idea.
The timing provided in the tasks’ documentation align with this implementation advice. This is one way that you might implement this sequence.
| Week 1 | Week 2 | |
|---|---|---|
| Monday | Task 1 • How many seeds?
| Task 4 • Planting 50
|
| Tuesday | Task 2 • Making tens
| Task 3 • Planting seeds
|
| Wednesday | Task 2 • Making tens
| Task 5 • Planting more seeds
|
| Thursday | Task 3 • Planting seeds
| Task 5 • Planting more seeds
|
| Friday | Task 3 • Planting seeds
| Task 4 • Planting 50
|
Curriculum and syllabus alignment
Achievement standards
Students connect number names, numerals and quantities, and order numbers to at least 120. They demonstrate how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones. Students partition collections into equal groups and skip count in twos, fives or tens to quantify collections to at least 120.
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
Sequence design overview
10 of these is 1 of those is a powerful mathematical idea in place value. 10 ones are equal to 1 ten, 10 tens are equal to 1 hundred, and so on. This sequence is designed to build students’ understanding that 10 ones is a unit of 1 ten.
This video illustrates the progression of learning goals, student activity, and representation through the sequence. It also shows how the context of the reSolve Garden is used as a powerful tool to build students’ understanding of place value.
The information presented in the video is summarised in the Sequence framework.
Sequence framework
| Learning goals | Students’ mathematical activity | Representation | Context | |
|---|---|---|---|---|
| Task 1 | A collection of ones can be grouped together to form a unit. | Students partitioning a collection into equal-sized groups with some left-overs. They use the groups to skip count the total in a collection. | Equal-sized groups with remainders represented as left-overs. | Counting seeds to put into seed packets. |
| Task 2 | 10 ones can be grouped together to form a unit of 1 ten. | Students partition a collection into as many groups of ten as possible, and any remainders are represented as left-over ones. | Equal groups of ten with remainders represented as left-over ones. | Using groups of ten to count seeds to put into seed packets. |
| Task 3 | 10 ones can be grouped to form a unit of 1 ten. This idea is central to the structure of two-digit numbers. | Students use a ten-frame to represent a quantity as groups of ten with some left-over ones. | Ten-frames to create groups of tens and ones with each part of the collection visible to students. | Planting packets of seeds into a seed punnet shaped as a ten-frame. |
| Task 4 Build | 10 ones can be grouped to form a unit of 1 ten. This idea is central to the structure of two-digit numbers. | Students use a ten-frame to represent two-digit numbers as tens and ones. | Ten-frames to build tens. The tens are partially abstracted as they are clustered as a group. | A game for mindful practice of the key idea that 10 ones is equal to 1 ten. |
| Task 5 | We can trust that a unit of 1 ten will always contain 10 ones. This idea is central to the structure of two-digit numbers. | Students represent two-digit numbers as tens and ones. | A ten-frame is used to structure a unit of 1 ten. | Planting packets of seeds into a seed punnet shaped as a ten-frame. |
'Place Value: reSolve Garden' is one of our new teaching sequences for V9
- On the 'Sequence overview' tab you'll find all the tasks in this sequence, a suggested implementation plan and curriculum alignment.
- The 'Our design decisions' tab shows how key mathematical ideas develop over the sequence, and feature an overview video to explain the sequence design.
- Have you taught this sequence? Use the Feedback button to let us know how it went!