| Activity Outcome | Reading, writing, saying and counting whole numbers to 100's. Area. Volume. |
| MTS Set | MTS4
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| NATIONAL Curriculum | The Number System |
| Topics | Multiples
Understand Whole Numbers
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| Keywords | Large Numbers, Counting |
| Grouping | Whole class and learning pairs |
| Resources | MAB small cubes - several hundred per learning pair |
| Lesson Notes | - Find Out 1. Ask: How many small cubes do you estimate will cover the square? Students jot down their response on the square. Discuss strategies used to make estimates.
- Focus student attention on the inquiry steps: Find Out, Materials, My Plan, My Working, My Finding. Discuss the plan students are to follow.
- Students use the small cubes to check their estimates. Ask: How did you count your small cubes? ("I counted the rows of 10." " I counted from 1 to 100." "I counted 10 rows of 10 and did a sum."...).
- Ask: Why is it a good idea to compare answers with other groups?
- Find Out 2. Ask: Can you imagine how many cubes would fit on the square if you had another layer? Third layer?...
- Direct students to work in learning pairs to find a way to use the table to help solve the inquiry question. Discuss ideas from around the class. (Students are learning that, to solve a complex problem involving many layers of cubes, we can solve a simpler problem first involving a single layer of cubes and then use patterns in numbers to predict a solution to the complex problem.)
- After students have found solutions ask questions such as: How many cubes in five layers? 7 layers?... where answers are given in multiples of 100 and into 1000's.
- Extend: Investigate layers of cubes on other squares and rectangles.
- Extend - Ask: How much space would we need if we stacked 1000 MAB large cubes?
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| Reflections | Ask: How are all cubes the same? How might cubes be different?
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| Internet Links | |
| Answers | Not applicable |
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