PLACE VALUE

Year Level: Grade 1

Learning intention: Based on the interview with the student I believe the most important teaching
point would be in regards to trusting a count of ten. The interview results suggested that the student
could count to 26 but did not see the 2 as a count of ten and instead saw it as 26 ones, or 20 ones
and 6 ones which illustrates a lacking in place value knowledge and trusting the count of ten. (See
Appendix 1)The AfCM advice suggests that in order for this student to progress, they would need to
gain experience in making, naming and recording tens and ones and their proper place value. (DET,
2013)The learning intention for this class would be: to be able identify the place value for two-digit
numbers based on their tens and ones
Link to Australian Curriculum: Count collections to 100 by partitioning numbers using place
value (ACMNA014) (ACARA, 2015) this relates to my learning intention as it requires students
to trust the count for groups of ten and making, naming and recording numbers in terms of the tens
and ones (place-value)
Warm-up activity:
Chicken Scramble (Department of Education, 2006)
Aim: To check the extent to which a student trusts the count for large collections
Link: Consolidate that students can count large collections of numbers efficiently.
Materials: Large number of counters (70-90 per student), paper plates
Time: 15-20mins
The Game:

The teacher spreads out the collection of counters along the floor.

Students are then to try and collect the counters like chickens (pecking at the counters) (if
students take too much comment on there being some greedy chickens who might need to
share)

Chickens then count their counters stop the students half way and ask how many Note if
students lose count. What are their counting strategies

Introduce the paper plates and see if this helps students group.

Discuss efficient counting strategies.

If students have access to effective counting strategies progress onto next task.

Whole Group Task:

Building tens and ones (Smith, 2015)
Aim: Students will be able to make, name and record whole numbers to 99 and identify the numbers
in terms of their place value.
Learning Intention: Student will be able to count collections to 100 and identify their place value.
Link to Curriculum: Students develop strategies to count to 100 using place value.
Materials: MAB blocks (tens and ones) paper and pencils
Time: 20mins
The Lesson

Tell the students you care going to give them some blocks to count. Ask them what strategy
they will use to count these blocks? (2's, 3's, 5's, 10's)

Give students a large numbers of blocks and ask them to write down the number they have,
and how they counted them. What difficulties did they have? Did they lose count? Did they
miss some?

Then ask students what might be an easier way to count when we have such a large number?
(Group them)

Then ask the students to group the blocks they have into tens.

Then show students the ten blocks from the MAB and discuss how we could use these to
make counting easier. 10 ones become 1 ten.

Ask questions such as What happens to our ones when we change for a ten?) etc

Place then tens on the floor and ask students to model them with numbers you will provide
(8, 13, 22, 35 etc)

Ask students to show their models and discuss.

Small group task

Puzzle Place Values (Wiggins, 2014)
Aim: Students apply knowledge of modelling place value to make a puzzle game
Link: Builds on understanding of place value for two digit numbers
Materials: MAB blocks, Paper, pencils, scissors.
Time: 20mins

Game:

Students are given cards with pictures of MAB blocks on them modelling a number and they
must write down what the number is next to it or the card will have a number and they must
draw the corresponding blocks (students may trace around MAB blocks)

Students are then required to cut the paper into half like a puzzle (zig zag line).

Once completed two students swap cards and match each of the pictures with the number.

Whole Group Review:

Place Value Loopy (New Zealand Maths, 2010)
Aim: To consolidate student knowledge of place value with two digit numbers.
Link: Students are able to determine numbers based on their place-values.
Materials: Place value Loop cards, pictures of place values modelled, poster, glue, pencil
Time: 10-15mins
The Game:

Students are given a card each and must read them allowed. The teacher begins with their
firstwho am I? The Student with the corresponding card then answers and finds their
picture and sticks them to the poster. Once student has had their turn they find the
corresponding picture and stick them to the poster. See appendix 2

MULTIPLICATIVE THINKING:
Year Level: 3 (for a student in grade 4)
Learning Intention:
Based on the Interview with the child I believe the most important teaching point would be in
regards to mental addition strategies. As this student did not appear to have the necessary skills for
addition up to 20, further tasks will be prove difficult. The interview results suggested that this child
does not have access to mental strategies beyond the count of 1, 2, or 3 and does not know their
number facts to 20 (see Appendix 3). The AfCM advice suggests that in order for this child to
progress, they would need to develop mental strategies such as count on, count on from larger,
doubles, near doubles and make to to 10.(DET, 2013) The learning intention for this class would be:
to be able to solve mathematical problems using efficient mental strategies for addition and
subtraction to 20
Link to Australian Curriculum
Recall addition facts for single-digit numbers and related subtraction facts to develop increasingly
efficient mental strategies for computation (ACMNA055) (ACARA, 2015) this relates to my
learning intention as it requires part-part-whole knowledge of number facts to 10, and the the
knowledge of doubles and near doubles to assist with computation to 20.

Warm up Activity:
MYSTERY PARTS GAME (T, 2012)
Aim: based on the information they have students must work out the unknown numbers
Link to learning intention: Consolidate that student know their number facts from 1-5 and 1-10.
Materials: Mixture of number cards, subitising cards and 10 frame cards 1-10
Time: 10minutes
The Game:

Ask two students to stand and give them a number each that together add up to five
(students are not to look at their number) and ask them to hold them against their forehead
so the students sitting can see and their opponent can see.

Students sitting are to add up the total of the two numbers.

One of the standing students then asks one of the sitting students what the number is. If the
rest of the class agree the student continues

Both students are to work out what their number is based on what the total is and what
number the other student is holding.

Once students understand the game progress to numbers 1-10

Check for understanding: If students are able to complete each number question it means they have
they know their number facts to 10 and can progress to number facts to 20
Whole Group Task:
I WISH I HAD 20: (K-5MTR, 2015)
Aim: Students must work out ways to add up to different numbers
Link: Introduce students to the different mental strategies that can be used to make numbers up to
20
Materials: 2 ten frame cards (this can be done on a whiteboard, using Interactive whiteboard or
modelling with ten frames and counters on the floor)
Time: 20minutes

Begin with one ten frame card with a 5 counters and tell students I wish I had 10

Students then work out how many counters are needed to make 10 (5)

Teacher then asks What did we do to the first number? - aim of the discussion is to
encourage students to see doubling

Continue with other numbers variations I wish I had 6, I wish I had 4 etc

Can this technique be used for larger numbers?

Ask students to model doubles up to 20 using 2 ten frames and different coloured counters.

Once students have grasped this, move on to doubling and one more.
Begin by asking students what they would do if 'I wish I had 13' with a ten frame that had 6.
Once grasped ask students to model with their own.
Move on to double and two more once students show an understanding.
Teacher then to write prompts on the board double double and one more, double and two more,
double and one less, double and two less.
If students are progressing can start to introduce half
Small Group Task:

Snap to 20 (NZM, 2010)

Aim: Students apply knowledge of doubles and doubles plus one more to a fun game
Link: Builds on mental strategies to 20.
Materials: 2 packets of playing cards with joker, jack, queen and king removed. Pencil and paper
Time: 15 minutes

Students flip one card over at the same time and when they get a pair they yell 'snap'.
Student then needs to say what double the pair makes. Then record (double 4 is 8).

If first round completely easily students then progress onto variations (double and one more)
Students say snap when they have two cards that are double and one more (4 and 5 is
double 4 and one more is 9). Students record their doubles.

If time students can progress onto double and 2 more or double and one less

WHOLE GROUP REVIEW:

Tell Me All you know (Rsd10, 2015)
Aim: To consolidate number facts to 20 just learnt in previous two activities and have them written
down for students to be able to see for future reference.
Link: Students recall number facts to 20
Time: 15minutes
Materials: Poster, paper with number on it, pencil

Each student is given a number between 1 and 20 (for those students that finish quickly they
may have another number that has not been used)

Students are to list all the number fact they know for that number. The teacher will first
model on the board: 6 is 4 less than 10, 5 and 1, double 3, 3 and 3 etc Student can also
illustrate on a drawn 10 frame etc

Once students have finished they report back to the whole class and stick their number facts
to the poster with their number. Other students are encouraged to help with any number facts
that might have been missed.

REFERENCES:
Australia Curriculum Assessment and Reporting Authroirty. [ACARA]. (2015). The Australian
Curriculum: Mathematics [website]. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1
Department of Education (2006). Learning and Assessment Framework Zone 1 Introducing
Targeted Interventions [pdf] Retreieved from
https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/lafzone1intro.pdf
Department of Education and Training [DET] (2013) Assessment for Common Misunderstandings
[website] Retrieved
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/p
ges/misunderstandings.aspx
K-5 Math Teaching Resources [K-5MTR] (2015) Ten Frames and Dot cards [website] Retrieved
http://www.k5mathteachingresources.com/ten-frames.html
New Zealand Maths (2010) Place Value Loopy Building with Tens and Ones [pdf] Retrieved
http://nzmaths.co.nz/sites/default/files/BuildingWithTenscm2.pdf
New Zealand Maths (2010) Snap [website] Retrieved http://nzmaths.co.nz/content/snap
Regional School District 10 [RSD10] (2015) What is a Ten Frame and why is it a useful tool for
developing early number relationships and fact fluency? [pdf] Retrieved
http://www.region10ct.org/math/region10mathsitefaq/What%20is%20a%20Ten%20Frame.pdf
Siemon, D., Beswick, K, Brady, K., Clark, J., Faragher, R. & Warren, E. (2011). Teaching
Mathematics: Foundations to Middle Years, pp. 258-603. Melbourne: Oxford University Press.
Smith, Megan (2015) Tens and Ones Places: Lesson plan. [website] Retrieved http://www.teachnology.com/lessons/lsn_pln_view_lessons.php?action=view&cat_id=5&lsn_id=25895
T, M (2012, April 25). Mr's T's first grade class [Blog post]. Retrieved from
http://mrstsfirstgradeclass-jill.blogspot.ca/search/label/Part%20Part%20Whole

Wiggins, Jennifer (2014). Tens and Ones Puzzles [pdf] Retrieved

https://www.teacherspayteachers.com/Product/Tens-and-Ones-Puzzles-Plus-Follow-Up-Activities
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