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Year level: 4
Zee was a new student at CLTC in 2015, because of this no data had been
collected from the previous years.
At CLTC students are not required to undertake the Interview past Year 2, unless
theyre at risk. This meant I was unable to compare Zees results with the data
from all Year 4 students.
However, Zee did undertake a Maths On-demand Number test scoring 2.7 and a
pre-test on Place Value scoring 3.5. This was beneficial as it gave an indication of
his overall Maths ability.
Having not taught Zee before, the class teacher was unable to implement
teacher judgment to adjust and modify Zees level for Maths groups, which she
would normally do if she felt the pre-testing didnt reflect the childs capability.
With this in mind, the Maths Interview was helpful for the class teacher as it
provided detailed evidence of Zees abilities in relation to specific number
concepts, namely multiplication and division.
Prior to the test he seemed comfortable and relaxed. I had told him that it was
my first time undertaking the test and apologised if the process was a little slow.
Throughout the test, Zee attempted every question he was asked to the best of
his ability. Zee completed sections C (Addition and Subtraction) and D
(Multiplication and Division). These two areas were chosen as the class had just
completed Addition and Subtraction strategies and were beginning Multiplication
strategies, a convenient and applicable situation.
This test would allow me to identify the remaining gaps in Zees Addition and
Subtraction knowledge and target possible areas of weakness for future
teachings on Multiplication and Division.
Zee was confident when adding simple numbers together. For example in
Q18, Q21 (d) and Q23 (b) when the question required Zee to add any 1 digit
number to a 2-digit number ending in 8 or 9, he was able to round to ten and
add the remainder every time.
Zee was able to draw on knowledge of doubles for simple addition and
subtraction problems as evident in Q21 (a) and Q22. Similarly in Q22 (b) he
used known doubles to add 8 + 7, e.g. double 7 add 1.
Zee can correctly read number sentences aloud and was able to work out
addition and subtraction problems (Q24 & Q25) by using the formal
algorithms.
Weaknesses
Zee lacks the ability to effectively utilise mental strategies when estimating
answers to solve large subtraction problems (Q25).
Learning outcomes
1. Level 3 - Recognise and explain the connection between addition and
Weaknesses
Zee struggled with Q31 and asked for materials to solve the problem. He
was unable to visualise what the question was asking. I continued to
prompt him by rewording/paraphrasing the question differently,
count by 7s.
Learning Outcomes
Problem Solving; Complete the set by finding the missing number from
16, 9
6 x 2 = 12
3x3=9
6 x 3 = 18
3 x 4 = 12
6 x 4 = 24
This can be completed for the 4 times tables to work out the 8 times tables.
Allow time for Zee to practice using this strategy mentally.
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Resources: Calculators
Reference:
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/m
aths/continuum/pages/multistrat35.aspx#a1
4 in a row horizontally
4 in a row vertically
4 in a row diagonally
All four corners
Resources:
Multo Cards: 0 x 0 through 9 x 9; Multo grids (4 x 4)
Reference: http://www.maths300.esa.edu.au/index.php?
option=com_content&view=article&id=184
Thursday Worded Problems
Addition/Subtraction/Multiplication
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Monday Sharing
Learning Intention: To explore the concept of division through equal sharing.
Success Criteria: Use and visually represent the partition strategy to solve
worded division problems
Activity
Students are given simple stories to practice sharing. In pairs students read the
story and share counters onto a division mat to form an array that answers the
question. E.g.
Tuesday - Stories.
Learning Intention: To explore the concept of division through sharing
Success Criteria: Create worded division problems that require using the sharing
strategy.
Activity
Students are given division equations (e.g. 42 shared among 7 equals 6) and
create their own stories, similar to the ones used in the previous activity. In pairs
students swap stories and solve them using arrays on the division mat.
Resources: Division boards, counters, stories.
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Assignment References
Bobis, J., Mulligan, J. & Lowrie, T. (2004) Mathematics for Children. Frenchs
Forest, NSW: Pearson Education
Booker, G., Bond, D., Sparrow, L. & Swan, P. (2010) Teaching Primary
Mathematics. Frenchs Forest, NSW: Pearson
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Reys, R., Lindquist, M., Lambin, D. & Smith, N. (2012) Helping Children Learn
Mathematics. New York City, New York: John Wiley & Sons.
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La Trobe University
Bachelor of Teaching (Primary)
LESSON PLAN FORMAT
Name: Jayde Brownhill
School: Charles Latrobe Teaching College
Date: 21-05-2015
Topic: Maths
Year Level: 4
Learning Purpose:
The lesson helps to strength the understanding of the inverse relationship between addition and
subtraction. This is an important precursor to developing efficient mental computation strategies when
dealing with the addition and subtraction of larger numbers.
AusVELS reference:
Level 3 - Recognise and explain the connection between addition and subtraction (ACMNA054)
Learning Intention:
- Recognise three single digit numbers that are related through the operations of addition and
subtraction.
- Recognise that there are two related addition and two related subtraction equations in a fami
of facts
Success Criteria:
-Write and read sets of related addition and subtraction equations
Time
Group set up
Materials
Activities
Sizzling Starter:
5 mIns
5 mins
All
Whiteboar
students
d/ Markers
on the
floor
Engagement:
Ask students to think of three numbers they like between 1-10.
Accept all groups of 3 numbers and write them on the board.
E.g. 1, 2, 3; 4, 6, 8; 1, 5, 4 etc. Write up to 10.
Explain to the students that there are some sets that make fact
families. In pairs, students select a set of three numbers to
investigate. Pose the question What equations can you make
with your numbers?
25 mins
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Digit
cards,
Small
symbol
groups &
cards,
they can using their numbers only once. They model this on
working in
empty
pairs
tens
frame,
counters
. 42, 50, .
All
students
their pairs.
gathered
Ask students:
- What equations did you create?
on the
floor
Why?
Journal &
Reflection:
Reflection
Starters.
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http://www.aaamath.com/add34ax1.htm
Did the students achieve the learning outcome? Why/ Why not?
Was I clear in my instructions?
Did I provide effective opportunities to extend students?
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