| Activity Outcome | Using small numbers in a family context that is familiar to young students. (Length. Mass) |
| MTS Set | 1
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| NSW Curriculum | NS1 Whole Numbers |
| Topics | Understand Whole Numbers
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| Keywords | Represent numbers, Personal Context, Number Sense, Count |
| Grouping | Independent and whole class |
| Resources | Photo from home of the child's family would be an advantage. |
| Lesson Notes | - Note: Keep the completed student activity sheets for use with Activities 003 and 004.
- Assist the children with the reading of the questions, in particular the phrases common to each question: 'how many' and 'are in your family'.
- Ask questions about their drawings such as: Who is this big person? Is the youngest also the smallest? How much do you have to grow to be as tall as mum? Is the tallest person the heaviest? Are you heavier or lighter than your brother?
- Will your family always look like this? How might your family have changed in 1 year? 5 years? Who is the oldest? Who is the third youngest?...
- Children ask each other similar questions to those on the activity sheet: How many children are in your family?...
- Collect student activity sheets for later use with Activities 3 and 4.
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| Reflections | Did you write the correct number for each question? How did you work out how many fingers are in your family? How can we find out whose family has the most fingers and toes? Peter's family have 30 fingers, how many are in his family?...
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| Integration Links | See Activity 001 S&E: Culture: What is a family? What things are important to families? How are family's the same? How are they different? Do you know any TV families? Are they real? How ar
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| Internet Links | See Activity 001
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| Answers | Not applicable |
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