Make Five Together

Overview

Students use real objects, fingers, counters, ten-frames and quick visual images to compare collections, combine parts and represent number bonds to 5. The lesson builds on counting small collections and recognising familiar dot patterns, while beginning to connect part–part–whole relationships with practical addition.

Learning intentions

• WALT compare collections by counting and matching objects.
• WALT combine two parts to make a whole.
• WALT recognise and represent number bonds to 5.
• WALT count collections and explain how we know how many there are.

Success criteria

• I can count each object once and say how many altogether.
• I can say which collection has more, fewer or the same.
• I can show two parts that make 5.
• I can explain my thinking using objects, drawings, fingers or words.

Curriculum links

• Number — partition and combine collections up to 10 using part–part–whole relationships and subitising.
• Number — quantify and compare collections to at least 20 using counting and explain reasoning.
• Foundation number understanding, with early preparation for adding and subtracting within 20 using materials and part–part–whole knowledge.

Lesson structure (40 minutes)

1. 0–5 min · Welcome and subitising hook. Open the visual number hook slides and briefly flash images showing 1–5 dots, fingers and objects; students say how many they saw and describe the parts they noticed without counting where possible. Teacher says, “Today we will find different ways to make 5,” and records student strategies using drawings and numerals.

2. 5–12 min · Whole-group comparison: Yuendumu leaf game. Teacher models a respectful, simplified Yuendumu leaf game using two small collections of leaves or counters, ensuring students understand that this is a classroom adaptation and not a complete representation of cultural practice; students predict, count and compare the collections. Show two groups, such as 4 and 6, using the comparison and counting slides; ask, “Which has more? How do you know?” Students use one-to-one matching, counting or visual recognition and explain whether there are more, fewer or the same.

3. 12–22 min · Teacher-led small group: combining collections. With all six students gathered around a mat, teacher presents practical situations such as, “Two leaves are here and three more arrive. How many are there now?” Students physically push two collections together, count the whole and represent it on a five-frame. Repeat with bonds to 5, including 0+5, 1+4, 2+3, 3+2, 4+1 and 5+0. Students use counters and number boards from the number bonds matching cards to match parts to the whole, then say, “5 is ___ and ___ more.” Model that the parts can be swapped while the whole remains 5.

4. 22–34 min · Rotations and independent practice. Set up three pairs, with approximately four minutes at each station; use the rotation instruction slides to display a picture and one short direction for each activity.

• Station A — Make 5: Students use markers and five-boards to show a target bond, draw it and say the matching sentence.
• Station B — Who has the most?: Partners turn over two collections or picture cards, count each group and identify who has more, fewer or the same. Extend cards to collections up to 20.
• Station C — Story and record: Students make a collection up to 20 to solve a simple story, such as “There are 7 birds. 3 more land. How many birds are there?” They combine the collections with counters and draw or record the result. During rotations, teacher works alongside students, asking individuals to demonstrate one bond to 5 and checking one-to-one counting. If time permits, students complete selected items on the number bonds and counting worksheet rather than attempting every section.

5. 34–38 min · Shared strategy check. Bring students back together and display three quick images: a subitised group, two parts making 5 and two collections to compare. Students respond with fingers, counters or mini-whiteboards, then explain one answer to a partner. Use the discussion and reasoning slides to prompt: “What did you see first?”, “How did you check?” and “Can the parts be changed around?”

6. 38–40 min · Exit ticket and review. Give each student a small five-board or mini-whiteboard. Ask them to show 5 as two parts, draw or write the parts, and answer, “Which group has more: 4 or 2?” Students share their representation before packing away; teacher photographs or notes responses for the next lesson.

Resources

• the visual number hook slides
• the number bonds and counting worksheet
• Leaves or leaf-shaped counters for the adapted comparison game
• Counters, markers and five-frames
• Number boards to 5
• Mini-whiteboards, markers and erasers
• Small collections or picture cards showing groups up to 20
• Floor mat or table trays
• the number bonds matching cards

Assessment

• Observe whether students count each object once, understand that the final counting word gives the total, and compare collections using more, fewer or the same.
• During the small group and rotations, record which students can represent at least two bonds to 5 and explain the parts and whole.
• Use the final five-board response to identify students needing further work with counting, subitising or part–part–whole language.

Differentiation

• Support: Use smaller collections first, arrange objects in clear lines or five-frames, provide hand-over-hand pointing prompts and use the sentence frame “___ and ___ make ___.” Allow students to respond with objects, fingers, drawings or spoken language rather than requiring written numerals.
• EAL/D and communication support: Pair spoken instructions with gestures, photographs and consistent vocabulary: part, whole, more, fewer, same and altogether. Rehearse answers with a partner before whole-group sharing.
• Dyslexia-friendly options: Use uncluttered worksheets, large clear print, high contrast, ample space and minimal written text. Read all instructions aloud, avoid requiring copying, and let students use counters or oral explanations.
• Extension: Invite students to find all the different ways to make 5, explain why 2 and 3 is the same as 3 and 2, or create a story involving two collections up to 20. Ask confident counters to record an addition sentence and justify their answer.