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Lesson Aim: To build knowledge and understanding of 5 and 10 as benchmark…

- - - - Screen numbers after building initial understanding in order to support pupil's subitising
        
        Subitising is described as fundamental in supporting children's understanding of number (Van de Walle et al, 2020)
        
        Allow pupils to take control and screen numbers themselves to show to their peers in order to assess understanding of building the numbers, and develop a sense of ownership of their learning
        
        After pupils have given their answer for the number of beads when flashed, ask how they know it - this can be helpful to assess their understanding of number concepts and mental images of the number (Van de Walle et al, 2020) .i.e. do they know it because it is 2 away from 10, because it has 5 red beads and 3 white ones, or are they counting individually
      - Structure of Rekenreks supports mastery of partitioning and patterning activities (Tournaki et al, 2008)
        
        These are essential components of subitisation strategies and are critical for the learning process of addition and subtraction (McClain & Cobb, 1999, cited in Tournaki et al, 2008)
        
        Helps pupils, particularly those with learning difficulties, move from simply counting numbers, to partitioning them and organising them in efficient ways, as well as supporting understanding of how different numbers relate to each other (Tournaki, et al, 2008)
        
        The change of colour after five beads allows pupils to approach groups of 5 informally, and understand and apply a new concept without being overwhelmed by the idea of other bases (Tournaki, et al, 2008)
      - Include numbers both higher and lower than the initial number within the I wish I had game to build understanding of both addition and subtraction together
        
        This is identified as critical for the learning process - adition and subtraction should be taught in combination and not as separate mathematical functions in order to reinforce their inverse relationship (Tournaki et al, 2008; Van de Walle, 2020)
      - Play in small groups
        
        This is recommended as an effective grouping practice to allow pupils to practice and receive high levels of teacher support and feedback (Bryant et al, 2008)
        
        However, others argue it negatively affects pupils views of themselves (MacIntyre & Ireson, 2002)
- - - - Open ended questioning provides opportunities for pupils to show their learning in different ways, highlighting how teachers can support different approaches to problem solving rather than focusing on one answer or representation, this supports flexibility and creativity that can be transferred to future problem solving (Wickstrom et al, 2019)
        
        Draw attention to any different representations during both the opening phase with bunny ears, and at the teaching table with the Rekenreks
        
        Questioning aimed to support the development of social norms which support student centred teaching - pupils expected to justify and explain their solutions, make sense of others' explanations, and indicate agreement of disagreement (Stephan, 2014a)
    - - "Observation is the root of all we do as teachers" (Renken, 1994:51)