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# LESSON 12 – Partitioning and building numbers with MABs 28/05/18

LEARNING AREA: Mathematics YEAR LEVEL: R/1
LESSON TOPIC: Place Value TIME: 30 minutes

AIM:
Achievement Standard
By the end of Year 1... Students carry out simple additions and subtractions using
counting strategies. They partition numbers using place value.
Content Descriptors
Number and Algebra > Number and Place Value:
Count collections to 100 by partitioning numbers using place value (ACMNA014).
Elaborations
 Understanding partitioning of numbers and the importance of grouping in tens.
 Understanding two-digit numbers as comprised of tens and ones/units.
*This lesson also draws upon addition and subtraction skills.
Represent and solve simple addition and subtraction problems using a range of
strategies including counting on, partitioning and rearranging parts (ACMNA015).
Elaborations
 Developing a range of mental strategies for addition and subtraction problems

LESSON OUTCOMES:
Students will continue to explore the hundred, tens and ones place values using MAB
blocks.
Students will continue to explore adding hundreds, tens and ones together to make a
number.

REFERENCES & RESOURCES:
Students will receive a pack with 2 dice in it, and six tens MABs and six ones MABs.
Differentiated groups: They will have 3 dice and also six hundreds blocks.
Red, yellow and green traffic light cards.

STUDENT ASSESSMENT:
Observation of students throughout the lesson.
Conferencing with students – e.g. asking how many 10s and 1s they need.

SELF ASSESSMENT:
Traffic light cards.
TEACHING PROCEDURE:
TIME STEPS TEACHING STRATEGIES –
EXPLANATORY NOTES
4 mins 1. INTRODUCTION
Describing to the whole class what we’re
exploring today
Coming from the middle room, ask students to In junior primary classrooms positive
come into the classroom and sit in front of the reinforcement is used often to reinforce
interactive whiteboard, ready to watch a video. students conducting appropriate
Reinforce positive behaviour. behaviours (Duchesne, McMaugh,
https://www.youtube.com/watch?v=a4FXl4zb3E4 Bochner & Krause, 2013). In this case
*Stop video at 2mins. the positive reinforcement in the form of
praise was given e.g. “I can see that
Direct students to quickly and quietly move into a Blayde is making A choices by showing
circle. me the 5 Ls and is ready to learn”.
Who’s showing 5?
Reinforce positive behaviour.

Today we are going to be doing something
similar to bundling but we’re going to be using
MAB blocks.

Questioning Here I have used questioning with
Who remembers what number this represents? prompts in the form of MAB blocks,
Show 10s stick. supporting students’ response (Duchsne
Remember each one of these is a GROUP of et al., 2013).
ten. I also strive to ask students that may not
Who remembers what number this represents? have their hands up as a means of
Show 1s block. checking for listening and understanding.
Why is it important to know which place each students appropriate questions with their
number goes in? – Can help us to read, write readiness level in mind.
and say the number properly, helps us to
understand the order of numbers – can’t be like
35, 10, 23, etc.
6 mins 2. EXPLICIT TEACHING WITH MODELLING
Today we’re going to continue to practice place
value as it’s very important, whether it’s at school
or at home. It can help us in lots of ways.
Be aware of student positioning ensuring that Again, I have chosen to use positive
they can all see. reinforcement in the form of reward a
I need a volunteer to help me show the class student by choosing them to be a helper.
what we’re going to do. I also verbalised that this student was
Choose someone nearby that is making A making A (positive) choices, letting the
choices. class know why the student was chosen
to encourage others to do the same.
Model the task: Here I use modelling to explicitly show
- Today we’re going to work in partners. One students what they need to do to
person is going to roll 2 dice and then the complete the task. This provides
other person is going to gather the MAB students with an example of what to do
blocks. and how to particularly partition the
- I’ll roll the 2 dice. number. In scaffolding the task this way
- Ask the class what the number is. students will gradually be able to
- If I roll the dice I’m not going to make the complete similar and more complex tasks
number. The OTHER person is going to by themselves, showing their knowledge
make the number. and understanding (Duschesne et al.,
- Ask student helper – How many 10s do we 2013)
need? Student to gather tens. This lesson also uses manipulatives to
- Ask class how many ones do we need? support the teaching of abstract concepts
- Then the person that rolled the dice has to (Piaget as cited in Moyer, 2001). This
check the answer. So we have... tens and provides students with the opportunity to
... ones visualise the hundreds, tens and ones
*Show another two examples. and how numbers are partitioned into
these components.
Students will work in pairs, as this is the
first time that they have used the MAB
blocks for this unit. One student will
make the number while the other person
will check that it has been made
correctly. This allows students to work
cooperatively in which they can support
each other in their learning as they
explore abstract ideas (Duchesne et al.,
2013).
Thumbs up if you’re ready to give it a go... Non-verbal demonstration of whether
students are ready to have-a-go at the
activity or not. A quick way to monitor
whether some students may need to see
the activity shown again or if they may
need extra help during the lesson.
Approx. 3. JOINT EXPLORATION & PRACTICE The equipment has already been sorted
14 mins Students to gather their equipment and find a into resealable bags ensuring that
table to work on. students can easily retrieve what they
**You will have approx. 5 - 6 minutes each to do need with limited fuss and can get
the rolling/or gathering... then you will swap roles. straight into the activity. This creates flow
I’ll tell you when to swap over. and smoothness within the lesson,
Have countdown timer on the interactive despite students needing to move around
whiteboard to let students know how long they (Duschesne et al., 2013).
have. Differentiated task for students that need
Differentiation: a more “appropriate level of challenge”
Call over extension students to communicate the (Jarvis, 2010, p. 3) extension. By
Luke, Roman, Jacob and Lochlan to have three I am supporting them in engaging in
dice and work on hundreds. learning in a more meaningful way
(Jarvis, 2013).
6 mins 4. CONCLUSION (whole class share/reflect)
Students to pack equipment away and sit back
on the ground, in front of the board.
Questioning Review the lesson through questioning
How many ones are in 45?
How many groups of 10?
How many groups of 10 are in 89?
How many ones?

Class reflection using traffic light system. This is a quick and timely informal self-
Traffic light assessment assessment at the end of the lesson.
Show green: Who found that task super easy? Students were provided with an
Show yellow: Who found it to be ok... or they opportunity to honestly self-assess their
maybe needed a tiny bit of help...? own feelings and progress from the
Show red: Who found it hard and needed more lesson (Duchesne et al., 2013). This also
help? provided me with feedback for my own
Who thinks they could try to do it by themselves teaching as to whether the tasks were
tomorrow? not at the appropriate readiness level for
Who thinks they could maybe try three dice and any students.
do hundreds?
Students to hand up traffic light cards and wait
for instructions for the next lesson.
Reference List:

Duchesne, S. M., & Bochner, A. S and Krause, K (2013). Educational psychology: For

Learning and Teaching (4th ed.). Victoria: Cengage Learning.

Jarvis, J. (2013). Differentiating learning experiences for diverse students. In P. Hudson

(Ed.), Learning to teach in the primary school (pp. 52-70). Port Melbourne,

Victoria: Cambridge University Press.

Moyer, P. S. (2001). Are we having fun yet? How teachers use manipulatives to teach

mathematics. Educational Studies in mathematics, 47(2), 175-197.