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Differentiation
Gearing Up Gearing Down
Give children who are ready and able the For children who are struggling with the
opportunity to explore the same activities, activity decrease the number of counters in
but with larger numbers. Place the extended their collection, start with 5 and move up to
students in groups together and place more 10 when children have more confidence.
counters in their bag, up to 20 depending on Additionally, you could partner up
their abilities. struggling students with students who
understand the activity and can assist them.
LESSON OUTLINE
Introduction (10 minutes)
Children are seated in small groups at their tables.
Get the students to count aloud together from 1 to 10. Ask students: what can we use to
help us count to the number 10? Allow students to share their ideas. Explain to students that
they will be using their fingers to help them count to 10 today.
Provide students with a piece of coloured paper and two hand templates. Get students to
glue down the palms of their hand sheets to the coloured paper – fingers should not be
glued down so that students can move them up and down. Get students to count to 10
again by drawing the numbers on each of the 10 fingers, then get them to fold all the fingers
down and draw 1-10 on the opposite side of the fingers.
Exploration (30 minutes)
Ask students: what do you think the word ‘add’ means? Allow students to share their ideas
and explain that it means to join two or more numbers together to make a larger number.
Show students that they can use their hand sheets to add numbers together to make 10 by
flipping the fingers up and down to find different combinations. Get students to work
together on their tables to find all the different ways they can add numbers to make 10. Get
children to draw their findings on a separate piece of paper. At the end students should be
encouraged to share and draw their answers on the whiteboard. Discuss the results. Ask the
students if they see any patters? Do they see any combinations that are the same? (Adapted
from EDUC5183 workshop 1, 2017).
Karly Neoh #110234311
EDUC5183 – ASSESSMENT ONE
Differentiation
Gearing Up Gearing Down
Challenge students with larger numbers, of Provide students who are struggling with
addends of up to 1000, depending on the flashcards that use smaller numbers, maybe
student’s abilities. To extend them even with addends of up to 100, depending on
further, you could also add an additional their ability. Start small and go larger as the
number to the sentence to make the process student’s confidence grows. Also provide
longer (e.g. ___ + 14 + 6 = 32) student with concrete objects, (such as
unifix cubes, digiblocks), to help them
visualize the problem.
LESSON OUTLINE
Introduction (15 minutes)
Children are seated in a circle around the whiteboard.
Present students with a set of 3 number cards (start with simple numbers e.g. 30, 22, 52)
and a subtraction and addition symbol card on the white board. Ask the students if anyone
can think of a way to rearrange the numbers on the board to create a true number sentence
using only these numbers and either + or -. Record the students’ ideas on the board (e.g. 30
+ 22 = 52, 22 + 30 = 52, 52 – 30 = 22, 52 – 22 = 30). Repeat again with a different set, this
time using larger numbers (e.g. 205, 415, 620). Again record the students’ ideas on the
board (e.g. 205 + 415 = 620, 415 + 205 = 620, 620 – 205 = 415, 620 – 415 = 205). Can the
students see any patterns? Are any of the combinations the same? Discuss the
commutative property of the addition combinations.
Ask students: how are addition and subtraction related to each other? Invite students to
discuss their ideas and reasoning. Ask students if they have heard of the word ‘inverse’ and
what does it mean? Allow students to share their ideas and guide them towards the
understanding that inverse means the opposite or reversed or something.
Exploration (25 minutes)
Students are not seated at their tables.
Students should now understand that the term ‘inverse’ means opposite or the reverse of
something and that addition and subtraction are the inverse operations of each other.
Ask students ‘what would you do if an equation had one missing number?’
Karly Neoh #110234311
EDUC5183 – ASSESSMENT ONE
Provide groups of students with a set of five flashcards – these will have either an addition
or subtraction problem, as well as one number missing (e.g. 21+ ___ = 30 or 880 – ___ =
446). Get the students to discuss ideas and solve the problems in small groups at their
tables. Once they have solved the missing number ask them to write all the combinations
for those numbers (e.g. 21+ 9 = 30, 9 +21 = 30, 30 – 9 = 21, 30 – 21 = 30). Students should be
encouraged to record in any way that makes sense to them. When this is done ask them
some questions about their discoveries. Are some questions easier than others? Why/why
not? Are any of the combinations of the operations the same?
Reflection (10 minutes)
Encourage the students to share something that they have learnt from today’s lesson about
the relationship between addition and subtraction. If anyone is confident they can come up
with a problem involving subtraction or addition and a missing number to share on the
board for the class to work out. Solve this together as a class and ask another student to
write the inverse of that operation. Encourage students to share the different methods they
used to solve it.
Karly Neoh #110234311
EDUC5183 – ASSESSMENT ONE
Differentiation
Gearing Up Gearing Down
To extend students that are finding the task Provide students who are struggling with one
easy provide them with two normal dice of normal die and tell them that this always
different colours (e.g. blue and red). Tell represents negative numbers. They will start at
them that the blue die is positive numbers the positive +10 end. The winner is the first
and the red die is negative numbers. They one to reach -10.
have to roll both die at the same time and
have to calculate whether they have scored
a positive or a negative number from that.
LESSON OUTLINE
Introduction (15 minutes)
Students are seated in a circle with
Place a number line in the middle of the circle ranging from negative 10 to positive 10, but to
begin with, only draw the positive numbers 0 to 10 on the number line. Leave the negative
numbers blank (adapted from EDUC5183 workshop 4, 2017). Ask the students if there only
positive numbers in the world? Allow students to share their answers and guide them towards
the understanding that positive numbers are not the only numbers in the world. Ensure that
students understand there are both positive and negative numbers. Ask the students if
anyone would like to have a go at completing the number line and drawing in the negative
numbers.
Write the word ‘integers’ on the whiteboard, along with the following numbers around it: 2, -
102, +4, -14, 15, 2.5, ¼, 37.86, $204.35, 32.5%. Ask the students if they have heard of the word
‘integer’? Allow students to share their ideas and lead them toward the understanding that
integers are whole numbers, which can be either positive or negative. Ask the students: which
numbers on the whiteboard are integers (whole numbers, either negative or positive)? Allow
students to share their answers – mark integers with a green tick and mark those that aren’t
integers with a red cross to demonstrate examples of integers to students.
Karly Neoh #110234311
EDUC5183 – ASSESSMENT ONE
REFERENCES
Australian Curriculum Assessment and Reporting Authority (ACARA) 2016, The Australian
Curriculum: Mathematics, version 8.3, retrieved 31 February 2017
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1.
Reys, R 2017, Helping Children Learn Mathematics, Milton, QLD, John Wiley & Sons
Australia Ltd.
Rogers, A 2017, EDUC5183 Workshop Week 1: 2017 – Sample lessons: Number, University of
South Australia, Adelaide.
Rogers, A 2017, EDUC5183 Workshop Week 4: 2017 – Number line game, University of South
Australia, Adelaide.
Karly Neoh #110234311
EDUC5183 – ASSESSMENT ONE
APPENDIX A
APPENDIX B
Examples of Addition & Subtraction Flashcards
21 47
+ __ __ – __ __
= 30 = 12
__ __ __ __ __ __
+ 105 – 221
= 525 = 325
770 842
+__ __ __ – __ __ __
= 995 = 722