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Assignment Task One: Cassandra Lia: S00142660
2. Nutshell Statement (Maximum 150 words)
Olivia has a sense of place value with two digit numbers and is thus able to read and order
numbers beyond 1000, and able to interpret three digit numbers. She also shows an
understanding of number conservation and cardinality, trusting her counting whilst solving
problems. Whilst capable of counting on, Olivia struggles to count back which appears to
hinder her in solving subtraction problems. She struggles with subtraction facts, even when
using her fingers to model. Olivia models multiplication strategies as she thinks in terms of
equal groups to solve basic equations. She skip counts in twos to solve simple
to solve multiplication problems. However, whilst she is able to create equal groups in
twos and using doubling strategies, hinders her in solving simple problems efficiently.
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Assignment Task One: Cassandra Lia: S00142660
3. Lesson Plan
Lesson Title: Gummy Bear Grouping
Learning intention/s:
Skip counting twos, threes, fives and tens, and recognising the importance of grouping
objects in equal ways.
3a. Base this on the previous step (2). If the student has previously grouped in threes,
prompt them to group in 5s or 10s as this is what were concentrating on in this lesson.
What would happen if we were to group in 5s?
The student may want to count all the gummy bears rather than counting in groups:
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Assignment Task One: Cassandra Lia: S00142660
- Present the student with the hundreds chart. Point to the numbers they are trying to skip
count and ask them to count along as you point at them
Can you count along as I point to the numbers. What interval are we counting in?
Which number are we
counting the multiples of
Then direct the student back to the groups of gummy bears.
Can you see a similarity between what we just counted and the groups of bears?
Materials:
- 60 Gummy bears
- 24 egg carton
- Sticky notes
- 100s chart
- Pencil
- Students work book
- Petti (2000, November 9)
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Assignment Task One: Cassandra Lia: S00142660
4. Lesson Rationale (Maximum of 200 of your own words)
The lesson chosen for Olivia focuses on connecting skip counting with grouping in terms of
multiplicative strategies. It was apparent during the Mathematics Assessment Interview
that although Olivia is able to partition problems, she is not achieving this in an efficient
way, or modelling the use of skip counting beyond twos. The lesson is aimed at allowing
Olivia to develop her metacognitive skills, in which she observes her own behaviours in
counting by considering how to group the bears, and reviews her own thought process
(Reys, Lindquist, Lambdin, Smith, Rodgers, Falle, Frid and Bennet (2012). The use of
concrete materials, such as the gummy bears as counting tools, and the egg carton as a
grouping tool, take her back to the materials stage of the Pirie Kieren model (Wright
(2014)), as she struggled using imaging during the interview. The lesson particularly
emphasizes the use of grouping, and its relation to multiplication, as determined in the
introduction of the lesson, opposed to using formal strategies. The lesson would hopefully
assist in achieving understanding of strategies beyond simple doubling strategies to garner
mathematical understanding.
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Assignment Task One: Cassandra Lia: S00142660
Student B: Elijah (If suppression of name
required call them B)
Grade/Year: 1
Date Interviewed: 2/4/14
Note: Attach the original record sheets from your interview of each
student to the back of the hard copy you submit to the Faculty of
Education dropbox. Keep a photocopy for yourself as backup.
5. Growth Point Table
Domain Assigned Growth Point
Counting 2
Place Value 2
Addition and Subtraction 1
Multiplication and Division 1
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Assignment Task One: Cassandra Lia: S00142660
6. Nutshell Statement (Maximum 150 words)
Elijah is capable of modelling addition and subtraction problems using concrete materials
and is also able to self correct small errors. He has a good understanding of counting
principles, and uses known facts to assist in solving problems. Elijah does not trust
cardinality as he chooses to count all for addition problems unless he is able to use prior
known facts such as 2+2 or 4+4. Similarly, Elijah, whilst thinking in terms of groups for
multiplication equations, adds the groups together rather than using multiplicative
strategies. He is unable to imagine an array, needing to have it visible. Elijah is able to read
and order three digit numbers and has a deep understanding of the value of tens and ones.
In particular, Elijahs struggle with the counting back sequence appears to hinder him in
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Assignment Task One: Cassandra Lia: S00142660
7. Lesson Plan
Lesson Title: Teddy Bear subtraction
Learning intention/s:
Solve simple subtraction equations using counting back strategies.
3a. The teacher will present a scenario to the student, first using mental strategies to
solve, then writing down strategies.
- I want you to listen to this question. If you have nine plants, and I take away 3 of
them, how many do
you have left?
- If you have 11 lolly snakes and you eat 4 of them, how many do you have left?
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Assignment Task One: Cassandra Lia: S00142660
- If you start of the year with 24 grey lead pencils, and you use 13 of them, how
many do you have left at
the end of the year?
3a. If the student is struggling with step/stage 2 do not move on with this step.
Materials:
- Chalk (to write on carpet)
- Plastic teddy bears
- A3 counting strip
- Pencil
- Students workbook
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Assignment Task One: Cassandra Lia: S00142660
8. Lesson Rationale
The Mathematics Assessment Interview highlighted that Elijah struggles with elements of
the counting back strategy, thus hindering him in terms of solving basic equation problems.
As stated by Reys et al. (2012), subtraction requires prior knowledge of place value and
basic facts. The New Zealand Government (2012) iterates that counting strategies are the
first step to solving addition and subtraction problems. Elijah has shown that he is capable
in terms of place value, and therefore the lesson was created to focus on basic facts, such
as counting. The lesson uses elements of the Pirie Kieren model, using materials and
imaging (Wright (2014)). I chose to use counting strips to assist Elijah in visualizing the
numbers. The lesson allows the student to use materials at first before moving on to
imaging. This is where Elijah particularly struggled in the interview. Therefore, I believe it
would be beneficial to go back to using materials for a brief period before attempting to
imagine numbers and concepts mentally. The lesson encourages Elijah to count out loud
and explain his thinking, thus allowing him to justify his mathematical thinking, and, as
stated by Reys et al. (2012), think about his own thinking.
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Assignment Task One: Cassandra Lia: S00142660
9. References
Australian Curriculum, Assessment and Reporting Authority (2012, February 22).
Mathematic scope and sequence. Retrieved from http://www.vcaa.edu.au
Baek, J. M. (2005). Childrens mathematical understanding and invented strategies
for multidigit multiplication. Teaching Children Mathematics, 12 (5), 242-247.
Retrieved from www.nctm.org
New Zealand Government (2012). Book 5: Teaching addition, subtraction, and place
value. Wellington, New Zealand: Ministry of Education
Petti, W. (2000, November 9). Multiplication idea bank. Retrieved from
http://www.mathcats.com
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rodgers, A., Falle, J., Frid,
S., & Bennett, S. (2012, 1st Australian Edition). Helping children learn
mathematics. Milton, Australia: John Wiley & Sons
Write, Vince. (2014). Lecture 1: Teaching Mathematics [Lecture]. Retrieved from
http://www.leo.acu.edu.au
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