Unit

Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Multiplication
Level of schooling: year 2
School and class context:


What is the learning focus?
Concept(s): Thinking and Working Scientifically/Mathematically:
Skip counting by 2, 3, 5 and 10 Problem solving: applying mathematical knowledge and strategies to a range of
scenarios to find solutions.

Demonstrate that multiplication is Reasoning: being able to provide explanations for their thinking and ‘justifying
repeated addition strategies used and conclusions reached’ (Reys et al. 2012, P. 94).

Grouping of objects to solve Communication: students must be able to clearly communicate their
multiplication problems mathematical ideas through visual, verbal and written means.

Representing arrays using concrete
materials
Dispositions:
Students will develop the ability to make connections between multiplication and real life scenarios in which it can be
applied to. This unit also aims to foster a positive attitude towards mathematics and recognising its importance in our
lives.

How will the students engage with this learning? (Provide here an outline of five sequential learning experience using any of the given
structures from the Maths/Science learning cycle or the 5Es model)

Prior Knowledge/Engagement Learning Experiences (s):

Lesson 1:
Introduction-
Split students into groups of 5 (5 groups) and ask them to count how many people are in their group. Students will
then write on a piece of paper how many people are in their group and each group will hold it up. Ask the students to
discuss with their group how many students are in the whole class and represent it visually. A student from each
group will come up and show the class how their group worked out their answer on notebook on the smart board.
This will enable the teacher to see whether students added up each group or whether they counted each student
individually. This should take approximately 15 minutes.

The teacher will then explain that grouping the students is a strategy for counting how many there are in the class
rather than counting each person individually. The teacher will display the following questions on the board and read
them for the next activity.
1. How many marbles are in each group?
2. How many groups are there?
3. How many marbles do you have?
The teacher will give the students 3 bags of marbles with 5 marbles in each one, the students will have to group the
marbles and find out how many marbles they have in total. After students have put their marbles into groups they
will draw the number of marbles in each group and write the number underneath or next to it so that the teacher has
a record of what they can do at the start of the unit. Approximately 20 minutes should be allocated for this activity,
to allow for students who take more time to complete the activity. The teacher should move around the room and
take photos of the students work to put in their portfolio at the end of the unit.

For early finishers the teacher could ask, ‘how many marbles would there be if I added one more bag with the same
amount as the others?’ For students who find the task challenging the teacher could give them less bags of marbles
or bags with less marbles in them in order to simplify it. The teacher could work with a group of these students while
other students are working, to break down the task into smaller parts and ask them questions that prompt them to
think about how they could solve the problem and answer the questions.

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.

Using the interactive ABCYA number grid from one to 100, in appendix 1, students can colour in the squares to show
repeated addition. For this activity the teacher will ask the students to use blue to show skip counting by 2, red for 5
and green for 10 (colours are just examples). Students must firstly colour in the squares when they are skip counting
by 2, 5 and 10. Students can then save a screen shot of their chart or print it for the teacher to look at. This will be a
record of students’ ability to skip count and this knowledge can be transferred into multiplication (2, 5 and 10 times
tables and grouping by these numbers). The teacher can then explain the concept of repeat addition and show
students that they are demonstrating this through skip counting by using notebook on the smart board to visually
represent it. 25 minutes should be allocated to this activity. This activity relates to the content descriptor ACMNA012,
for year 1 and will enable me to gain an insight into students’ learning from the previous year.

For those who finish this activity early or find this task simple to complete they can add in skip counting by 3 and 4.
For those who struggle to complete this task they can use counters or other materials to help them.

Exploratory /Explore & Explain Learning Experiences:
Lesson 2:
Students will be able to explore the different groups they can create using concrete materials such as counters,
blocks etc. and use these materials to calculate the total amount using multiplication/ repeated addition. The teacher
should allow for 10 minutes of free exploration to enable students to grasp the concept of creating a number of
equal groups and finding the total.

Building on from the previous activity, students can create their own equal groups using the materials then draw
them in their books, like in appendix 2 and write the total in each group then work out and record how many there
are in total. This will enable students to gain both a concrete and pictoral understanding of grouping. For the
students who find this activity simple the teacher may give them larger numbers that they can work with or they can
help a student who is struggling because explanations given by another student may be easier for them to
understand than those from a teacher. 15 minutes should be allocated for this activity.

Students will then experiment repeat addition by starting with a number and then adding the same amount each
time using the concrete materials (either the same ones from the last activity or different ones) and also recording it
pictorially. Students can use whiteboards to record their exploration rather than always using their books, in order to
keep them engaged using a range of activities. The teacher should allow approximately 10 minutes for students to
complete this activity. Like in past activities, the teacher should move around the room and take photos of the
students’ work for their portfolios.

The teacher will then bring the students onto the carpet and ask the students what they learnt from their exploration
and ask the students who respond to explain their thinking by drawing on the smart board. The teacher will then ask
the students to go back to their tables and pick one of their grouping examples to explain to their table group using
the concrete materials how they grouped them, how many are in each group, demonstrate the repeated addition
and state the total amount. Students will each take turns to explain their grouping to the table group. The teacher
should allow 25 minutes for this activity.

Lesson 3:
Teacher will introduce and model the use of the multiplication sign as a starting point for students’ further
exploration. It is important to explain its relevance to the use of concrete materials or pictoral representations, for
example if you have 5 groups of 2 counters the equation would be 5 x 2 because one number represents the number
in each group and the other represents the number of groups. Students will then fill in a chart like the one in
appendix 3, which requires them to move from a concrete representation of multiplication, to a pictorial
representation and then finally symbolic using the multiplication notation. Students will choose an a number of
counters and separate them into equal groups in the first column, they will then represent this by drawing it and
writing the number of counters in each group, they will then write out the equation and the answer in the third
column. This activity should take around 20 minutes for students to complete. For early finishers the teacher could
give them an equation and ask them to work backward from the equation to concrete representation. Those who are
struggling to complete the activity may pair up with another students and work together to complete the activity
however, they should have their own chart completed.
Before completing the next exploration activity the teacher will introduce the concept of arrays by modelling it on

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
the smart board. It is important to demonstrate the use of columns and rows. The teacher will then use counters on
the floor to show students another example, with students sitting in a circle. Before moving on to the next
exploration activity students will participate in the array interactive activity on the smart board from Scootle,
outlined in student resources and appendix 4. Students will look at the array problem on the board and put their
hand up to volunteer, the teacher will pick a student to type in their response and explain it to the class. The teacher
must ensure that no student goes up twice to ensure that students have an equal chance to participate. This activity
should take 20 minutes to complete. The interactive whiteboard enables students to share their ideas with other
students and explaining their thinking may benefit the students who don’t understand the concept. The activity has a
part where students can customise the arrays, which enables students to experiment with different numbers.

Students will work in pairs to play the array matching game that the teacher has previously prepared. The teacher
should create a set of cards for each pair that has a number of multiplication facts that students must match with the
answer and the correct array, like that in appendix 5. The teacher should print these on card and cut them out for
students to use. This game will enable students to take turns and pair the arrays with their appropriate fact and
answer and requires them to apply everything they have learnt throughout the lessons so far. An extension of the
activity could be that students have to explain why the three cards match to their partner in order to develop the
vocabulary relevant to the topic and for describing their thinking. This activity should take around 20 minutes
depending on how many cards the teacher prepares for each set. The teacher should walk around and take photos
of the students work so that the images can be put in their portfolio at the end of the unit.

Investigations /Problem solving/Elaboration Learning Experiences:
Lesson 4
This lesson will enable students to apply what they have learnt to different real life examples and this can be done
through worded problems. The teacher should start by reading the book ‘Amanda Bean’s Amazing Dream’ by Cindy
Neuschwander. It would be desirable to have multiple copies of this book so that students could refer back to it,
preferably one between two or one per table group. Throughout this book it is important to stop and point out the
multiplication problems and ask students questions such as, ‘how many sheep are on this page?’ or ‘how many
knitting needles do each of the grandmas have?’ and note their responses on the board so that they can refer to
them later.

The task for students is to choose one of the multiplication problems from a page and solve it using multiple
strategies including using concrete materials, arrays or visual diagrams. The aim of this task is for students to apply
the different multiplication strategies they have learnt to a range of scenarios. For example if there are sheep riding
bikes and Amanda wants to find out how many wheels there are the students must multiply the amount of
bikes/sheep by two because there are two wheels per bike. Students must choose at least two strategies to find their
answer and check it. Students can also create their own picture from the page they chose as a visual representation
of the problem they solved. This activity, including reading the book should take about 40 minutes, in order to keep
students engaged. For students who do not finish their work, they may need time to finish it of later however,
making the activity too long may mean that students lose interest.

The teacher will now discuss strategies for solving worded multiplication problems, firstly starting by reading the
question, finding the numbers that need to be multiplied and then using strategies to solve it e.g. repeated addition,
arrays and grouping using concrete or pictoral representations. The teacher should use examples ask students to help
solve problems in order to keep them engaged. Using the smart board could be an effective tool because it means
that images can be included and the questions can be displayed on the board. The teacher should allow time for
clarifying any questions that students have before moving onto the next task. This explanation should take
approximately 10 minutes.

The students will choose one of the problem solver cards, as seen in appendix 6 and find the answer to the problem
using concrete materials, pictorial representations, arrays or symbolically. The cards are varied in difficulty, which
caters for both students who find the task challenging and those who need more challenging tasks. Students should
start by writing out their question and then using strategies to find the answer and record it. An extension of this
activity would be that students create their own problem and swap with another student and solve their problem.
This activity should take approximately 10 minutes however, some students may need extra time to finish off.

After views & reflection/ Evaluation learning Experience

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Lesson 5:
This lesson is an opportunity for students to evaluate their own learning and reflect on the progress they have made.
Students will complete the activity from the engage activity, for a second time in order for them to reflect on the
change in strategies they used to find the total number of marbles. The teacher should allow the students 15 minutes
to complete the activity with the marbles, finding the total number and recording their response and the strategies
used. The teacher will then ask the students to sit in the circle on the floor for a discussion. The teacher will ask the
students to raise their hand if they found the marble activity simpler when they did it the second time and will then
select students to talk about why they thought it was or wasn’t easier. This will lead to discussion about the
strategies students used, the teacher will go around the circle and ask students to talk about the strategies they used
to find the total number of marbles and whether these were different from the first time they completed the task.
This activity should take roughly 30- 40 minutes depending on how long the discussion goes for

Students will each be given a folder to put together a portfolio of their work from throughout the unit in order from
the beginning to the end in order to show the progression of their understanding. Allowing students to put together
their own portfolio allows them to have ownership of their work and requires them to look back through their work
and reflect. The teacher should hold onto the students work throughout the unit and take photos where possible and
hand them out to students to put in their portfolio, so that work doesn’t get lost throughout the unit. The teacher
should allow 15 to 20 minutes to hand out work and for students to put together their portfolio. The teacher should
list the pieces of work students should have in their portfolio, on the board to help them order it.



How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? How will you What forms of
& Who leads the record your feedback will you
assessment? assessments? provide?
Concept(s): Throughout the unit the teacher The teacher will assess The anecdotal Verbal feedback
- Skip counting by 2, 3, will also take anecdotal notes students formatively notes could be throughout all of
5 and 10 about their observations of each through anecdotal recorded in a the activities
student. Examples of notes could notes throughout the number of ways focusing both on
- Demonstrate that be taking note of conversations unit to provide ongoing however, to ensure strengths and
multiplication is with students that demonstrated evidence of students’ that they are encouragement as
their understanding. progression of organised and well as guidance for
repeated addition
learning. accessible a table improvements or

I will use the work that students with each students’ changes that may
- Grouping of objects have produced throughout the The assessment of the name, like that in be needed.
to solve multiplication whole unit that is in the portfolios will be lead appendix 7 would
problems portfolios they put together and by the teacher and will be useful. Comments will be
create criteria for the students to take place at the end provided for each
-Representing arrays be assessed upon. The portfolio of the unit. The The portfolio student on the
using concrete will allow students to have a students will put assessment will be rubric in relation to
materials range of opportunities to show together the portfolio recorded on a each of the criteria.
their development of together during the rubric with
understanding. This rubric will be fifth lesson, which will feedback, using the
used for reporting to parents and allow them to look criteria outlined in
for the teacher to address through their work and appendix 8.
whether areas of the curriculum reflect on their
have been met. This rubric will learning.
also indicate to the teacher
where additional support is The teacher should
needed for students who do not ensure that they sit
meet the assessment criteria. with a student and
watch them work at
least once throughout
the unit to ensure that
they get to observe
each student closely.
Thinking and Working Thinking and working The assessment will The anecdotal Throughout the
Mathematically/ mathematically will be assessed take place throughout notes could be unit the teacher

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Scientifically: throughout the whole unit to the entire course of recorded in a table should provide
- Problem solving: allow students to have a number the unit and the like the one in encouragement
applying of opportunities to demonstrate teacher will take note appendix 7 and point out
mathematical their problem solving, reasoning of if each student however, the students strengths
knowledge and and communication skills. meets the criteria for teacher may need and provide them
Observations and informal thinking and working more room so with constructive
strategies to a range
conversations with students will mathematically. The multiple copies feedback about
of scenarios to find be used to assess students’ ability teacher will also take may be needed areas that they can
solutions. to think and work anecdotal notes to (one for each of the improve. Teachers
mathematically. support the checklist, areas of thinking can also ask
- Reasoning: being which could include and working students questions
able to provide Using a checklist will enable the examples of when mathematically). to prompt deeper
explanations for their teacher to see which students students have used thinking particularly
thinking and need additional support in problem solving, The checklist in when it comes to
‘justifying strategies certain areas. Anecdotal notes reasoning and/or appendix 9 will be their explanation of
used and conclusions can also be used to support the communication skills. used to check off their thinking and
use of the checklist. It is crucial students’ ability to the processes used
reached’ (Reys et al.
that the teacher has a clear idea The teacher should use problem to solve problems.
2012, P. 94). of what they are looking for, for ensure that they sit solving, reasoning
each area of thinking with a student, watch and communication
- Communication: mathematically. them work and discuss skills when applying
students must be able their work at least their knowledge of
to clearly once throughout the multiplication.
communicate their unit to ensure that
mathematical ideas they get to observe
through visual, verbal each student closely.
and written means.

Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Number and algebra Sub- Strand: Number and place value
Descriptor: : Achievement Standards: Proficiencies (for Mathematics) General capability
‘Recognise and represent ‘By the end of Year 2, -Understanding: making -Numeracy
multiplication as repeated students recognise connections between -Critical and creative
addition, groups and arrays increasing and decreasing addition and multiplication. thinking
(ACMNA031)’ number sequences
involving 2s, 3s and 5s. -Problem solving: solving
‘Investigate number They represent problems using concrete
sequences, initially those multiplication and division and visual representations
increasing and decreasing by by grouping into sets’ to find the answer.
twos, threes, fives and tens
from any starting point, then -Reasoning: justifying their
moving to other sequences thinking and methods for
(ACMNA026)’ solving problems.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)
Reys, RE, Lindquist, MM, Lambdin, DV, Smith, NL, Rogers, A, Falle J, Frid, S & Bennet, s 2012, Helping children learn
mathematics, 1st edn, John Wiley and Son Australia, Milton, Qld.: Used for gaining an understanding of mathematical
concepts and the aspects of thinking and working mathematically.

Origo Education 2013, ‘Using language stages to develop multiplication concepts (CLSM)’, Scootle, viewed 14th April
2017, < http://www.scootle.edu.au/ec/viewing/S6195/index.html>. : enabled me to understand the appropriate
mathematical knowledge to use throughout a multiplication unit.

Australian Academy of Science 2016, ‘5Es Teaching and Learning Model’, Primary Connections, viewed 14th April 2017,
<https://primaryconnections.org.au/about/teaching>. : This resource enabled me to understand how to structure
each of my lessons in order to make them interactive and hands on so that I can most effectively facilitate learning.

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Australian Curriculum, Assessment and Reporting Authority 2017, Australian Curriculum F-10: Mathematics, viewed,
13th April 2017, < http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1>.: Enables me to
understand the concepts that students should be taught at certain ages and the standards to which they should be
achieving. The curriculum also enables me to understand what students should have learnt in past years of schooling
in order for me to effectively build on their prior knowledge.

Victeach 2009, ‘Multiplication - word problems and arrays cards’, TES, viewed April 16 2017,
<https://www.tes.com/teaching-resource/multiplication-word-problems-and-arrays-cards-6015039>.: I used this
resource as inspiration for my problem cards in my fourth lesson for problem solving.


Student Resources (resources that engage students with the learning)
ABCya.com 2017, ‘Interactive number chart’, ABCYa.com, viewed 14th of April 2017, <
http://www.abcya.com/interactive_100_number_chart.htm>.

Education Services Australia, 2016, ‘The array’, Scootle, viewed 14th of April 2017, <
http://www.scootle.edu.au/ec/viewing/L106/index.html#>.

Burns Neuschwander, C 1998, Amanda Bean’s amazing dream, Scholactic US, New York.

Appendix 1: ABCya grid

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.

Source: ABCya.com 2017, ‘Interactive number chart’, ABCYa.com, viewed 14th of April 2017, <
http://www.abcya.com/interactive_100_number_chart.htm>.

Appendix 2: pictoral representation of grouping

Appendix 3: Concrete, pictoral and symbolic representation of multiplication
Counters Picture Equation

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix 4: The Array

Source: Education Services Australia, 2016, ‘The array’, Scootle, viewed 14th of April 2017, <
http://www.scootle.edu.au/ec/viewing/L106/index.html#>.

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix 5: Array matching game

J J J J

4 x 2 8
J J J J





J J J J J

5 x 3 J J J J J 15



J J J J J




J J J J J J

6 x 3 J J J J J J 18



J J J J J J



J J J

3 x 3 J J J 9



J J J

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix 6: problem solver cards

Emily has grown 3

strawberry bushes and each
one has 5 strawberries on
it. How many strawberries
does Emily have?

Matt is baking 6 cookies

and needs 5 chocolate chips
for each one. How many
chocolate chips does he
need?

Ellie has 2 birdcages and

10 birds in each one.
How many birds does
Ellie own?

Lily has 3 dolls and each

one has 2 dresses. How
many doll dresses does
Lily own?

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
 James bought 4
packets of toy cars
and in each packet
there are 10 cars. How
many toy cars does
James have?

Liam bought 3 bags of

carrots at the shops
and each bag has 5
carrots. How many
carrots did he buy?

Lisa wanted to buy 2

lollipops for 2 of her
friends. How many
lollipops does she
need?

Mia wanted to buy 10

treats for each of her
3 dogs. How many
treats does she need?

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix 7: Anecdotal notes table



Student 1: Student 2:

















































Appendix 8: Portfolio Rubric

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Name: Portfolio Assessment Date:
Criteria Beginning Developing Good Excellent Comment
Can skip Unable to skip Able to show some Able to skip count Able to confidently
count by 2, 3, count. Still ability to skip count by 2, 3, 5 and 10 skip count by 2, 3, 5
5 and 10 developing this with a number of with few errors. and 10 and can apply
ability. Additional errors. No Beginning to this knowledge to
support will be put understanding of understand the link multiplication
in place to support connection between skip scenarios.
this student to between skip counting and
develop in this counting and multiplication.
area. multiplication.
Demonstrate Still developing the Shows some Able to confidently Able to confidently
that concept that understanding of demonstrate that demonstrate that
multiplication multiplication is the connection multiplication is multiplication is
is repeated repeated addition. between repeat repeated addition repeated addition
addition and using concrete using concrete
addition.
multiplication and/or pictorial materials, pictorial
however, is still representations representations and
gaining confidence however, still symbolic
in representing it. developing the use representations.
of symbolic
representations.
Can group Unable to see the Shows some Understands that Understands that
objects to connection understanding of grouping is a grouping is a strategy
solve between grouping grouping as a strategy for solving for solving
multiplication and multiplication, strategy for solving multiplication multiplication
needs further multiplication problems and can problems and is able
problems.
support to develop problems however, use concrete to confidently
this understanding. is still working materials and/ or represent it using
towards being able pictorial concrete materials,
to represent it. representations of pictorial
such grouping. representations and
symbolic
representations. Can
explain their reasoning
behind choices made.
Able to Currently unable to Understands what Able to represent Shows a clear
represent demonstrate an an array is and that arrays using understanding of the
arrays using understanding of it is a strategy for concrete materials. use of arrays and how
concrete arrays as a strategy solving Understands that to represent them
for solving multiplication arrays are a through concrete and/
materials.
multiplication problems however, strategy for solving or pictorial
problems. is still developing multiplication representations. Able
the ability to problems. to verbalise
represent arrays understanding and
using concrete shows knowledge of
materials. the use of columns
and rows.
Able to select Struggles to solve Still developing Can solve Can confidently solve
and apply multiplication ability to solve multiplication multiplication
strategies to problems and multiplication problems with few problems using
solve simple unable to apply problems however, errors and can multiple strategies.
strategies to solve shows an apply more than Can explain their
multiplication
them. understanding of one strategy. Still thinking clearly.
problems. the strategies used developing the
to solve them. ability to verbalise
their thinking.

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
Appendix 9: Thinking and working mathematically checklist
Student Problem solving Reasoning Communication


























- Problem solving: applying mathematical knowledge and strategies to a range of scenarios to find solutions.

- Reasoning: being able to provide explanations for their thinking and ‘justifying strategies used and conclusions
reached’ (Reys et al. 2012, P. 94).

- Communication: students must be able to clearly communicate their mathematical ideas through visual, verbal and
written means.

©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.