Professional Documents
Culture Documents
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.
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)
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.
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.
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.
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
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:
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
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