BACU [AUSTRALIAN CATHOLIC UNIVERSITY Assignment cover sheet Note: (1) The attention of students is drawn to: the Academic Regulations, the Academic Honesty Policy and the Assessment Policy, all of which are accessible via http://www ,acu.edu.au/policy/136703 (2) A de-identified copy of your assignment may be retained for University quality (audit) processes, benchmarking or moderation. Student ID Number/s: | Student Sumameds: Given names: 00154579 Loomes 7 Rebecca | - - Course: Bachelor of Education Primary ‘School: Education Unit code: EDMA 202 Unit title: Learning and Teaching Mathematics 1 Due date: 11/04/2014, Spm Date submitted: 11/04/2014 * Lecturer-in-Charge: Vince Wright ‘Tutorial Group/Tutor: Matt Sexton y . Assignment Title and/or number: One: Interviews, Growth points, Nutshell Statements and Lesson Plans DECLARATION OF ORIGINALITY By submitting this assignment for assessment, I acknowledge and agree that: 1. This assignment is submitted in accordance with the University’s Academic Regulations, Assessment Policy and the Academic Honesty Policy. 1 also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties attached to being found guilty of committing such offences, 2, No part of any assessment item has been copied from any other source without acknowledgement of the source. 3. No part of this assignment has been written by any other person, except to the extent of collaboration and/or group work as defined in the unit outline. is assignment has not been recycled, using work substantially the same as work I have completed previously and which has been counted towards satisfactory completion of another unit of study credited towards another qualification, unless the Lecturer in Charge has granted prior written consent to do so.’ 5. A copy of the original assignment is retained by me and that I may be required to submit the original assignment to the Lecturer in Charge upon request. 6. the Lecturer-in-Charge may, for the purpose of assessing this assignment: 6.1, reproduce this assignment; 6.2. authorise the reproduction of this assignment; 6.3. provide a copy of this assignment to another member of the University; and/or 64. Communicate, or authorise communication of, a copy of this assignment to a plagiarism checking service, such as the “Turnitin” service operated by iParadigms LLC (or such other service utilised by the University at its absolute discretion). T acknowledge that a plagiarism service provider may then retain a copy of this, assignment on its database for the purpose of future plagiarism checking. Signature of students): 0 he AnoM 2 pate: | ly 4.2014Student A: Lachlan Maclean Grade/Year: 1 Date Interviewed: 26/3/14 1. Growth Point Table Domain Assigned Growth fo ~CCounting - | ~~ Place Value 1 ve ‘Addition and Subtraction 3 ie Multiplication and Division 2 7, Who checked your growth point judgements? Student’sname: yfnun, 2a pate: |) /4 /2014 ~ ~ ii/4 (2014 Note: Their signature/s should be on the hard copy beneath each table. 2. Nutshell Statement (Maximum 150 words) a. Voy orto Laghlan/ias able to count forwards by ones from numbers ranging from 1123 and count back from 24 ® sequentially. Lachlan shows an understanding of cardinality by being able to identify the total number lg] och £ Qo wUL or Wiine of Beary h 3s provitiing-evidenee-ef one to one corsespondence as he counted aloud ol ayes the exdct number of Be 's. Lachlan was ble to use counting on strStegies to zolve nm problems as well as count back Wa using fingers as aids, He was able to use tens facts, knoWfacts and doubling to solve simple additi¥f problems. Lachlan’s lack of knowledge about number lines hindered his ability yout number line to find the centre mark on the number line. Lachlan was able to count in 2's, isa 0's but without the pattern he yas unable to know where to start counting 5 more from 35 yearn, SRE3, __Lesson Plan (Use the template below and write into it. Maximum of 500 of your own words) Lesson Title: Learning intention/s: W. From this lesson | want the student to understand pbieatures of a number fine and be able to locate where numbers should lie on a scale between 0-100.The AusVELs scope and sequence criteria requires a student in grade 1 to be able to recognise, model and read numbers on a a and locate ' them, \ (ACMINAO13 gree e5: ENGAGE, EXPLORE Lesson introduction (aligning-tuning in-motivating- ‘the hook’) Ki When the student comes in and sits on the floor | will roll out a large number line that has a scale between 0-100. | will explain the toplepefber lines and provide an understanding of the task which is to identify areas on the number line af¥d understanding how a number line works. | will also explain that we can use the animal cut outs to mark places on the number scale. | will present the items to the student and demonstrate that we can use them to mark places on the pumber line. een SRNIDNA T= Up ewra ed eS ON) prRRIY ACR 5: EXPL( :, EXPLAIN, ELABORATE SPORE BLAN eng OB ta, Development/investigation The student will work on gee problems where they can use the materials to demonstrate their answer. To begin the task | wil/demonstrate to the student that we can use a large number line to help us see how a number line wo¥ks. | wy te child to stand up and walk about on the number jije to see how the number line i structunét will ask the student “What do you notice about the nyipber line?" ! | will then ask the studens96come away from the number line and ask the den to identify certain numbers on YE number fhe. “Can you please stand on the first number that is presented on the number line?” You can leave a picture of an animal there. “Can you please stand on the last number on the number line?” And leave an animal picture the. | would explain to the student that on number line we have a halfway mark that is which is a number that is exactly half way between 1-100 “Can you stand on this mi 4 ‘the student stands on this mark I can ask him “why do you think that is the halfway mark?” Then | will turn over the number line and athe student to imagine “if we had a number line that went from 0-25 what would then be the half wAy marl” And | would ask “how do you know this?” Adjusting the lesson ate that the student will not be able to accurately identify the centre point on the number line. If this occurs | will adjust the lesson and use a shorter number line between 0-20 so that #ffe child can easily see the numbers and ask the question again, “what do you think halfway mark between 0-20 is? | will encourage the child to walk along the number line to explain his answer and use the animal cut outs | to help him. If the child doesn’t understand which number the halfway mark is on the number line we can draw their attention to focus on halving the number 20 to see how we would workshit what the halfway mark on the number line.e5; EXPLAIN, ELABORATE, EVALUATE Making connections How will you help the student notice and connect the important matheyfatical idea(s) at the end of the lesson? How will you assess whether or not the student has met your learning intention? (Be specific, Give the question/s or task/s you will use and what you will look for in the student’s response) | will draw the student’s attention to facts such as a numberfhe may start at 0 rather than 1 and why we would use the centre number 9s half of the total number. | will encourage the student to notice ‘that the number line is very simijar to counting from 1-100 and that refore we can use this to help us interpret marks on a number lie. At the end of the lesson then | ibrovide the student with a blank number line where | will instruct them to place the number 0 at one end of the number line and 100 at the other and to indicate where the centre mark would go on the line. | will assess the student based on if they can identify and write the correct aspects of the number line on their blank one. | will be looking for accurate representation of the beginning of the number line (0) and the final digit (100) and that the halfway mark has been identified coreg Materials: © Anumber line that has a scale of 1-100 © Anumber scale of 1-20 © Pictures of animal cut outs * Blank number line © pencils a ge P AY y “af \, maN i4, Lesson Rationale (Maximum of 200 of your own words) My intention for choosing this particular task is =A Lachlan struggled with making connections with place value and their role on the number line, particularly the halfway mark. | felt that this, particular task would provide him with a good understanding of elements of a number line where he can physically stand on the matéals. | specifically asked questions that would encourage Lachlan to explain yy he was doing what he did so that I can see his understanding ofthe values on the number line, Having Lachlan see the turned over number line allows him to visualise what the number line will ook like when Solving other mathematical problems. The use of wees for mental computation will provide Lachlan’s ability to solve problems and equations m ficiently as he will learn new concepts in maths (Gervasoni, 2005). The lesson provides Lachlan with many opportunities to explain his anang/ad allows him to discuss his mathematical ideas. To be able to justify his thinking Lachlan is demonstrating important communicating skills that can be transferred to other areas of mathematics and to further explain his ideas Lachlan is where he has been given a verbal and a written form to display his answers (Numeracy Raetopment Poices, 2012). YStudent B: Luke Evans Grade/Year: 3 Date Interviewed: 5. Growth Point Table ‘Assigned Growth Point _ Counting 7 NMS 3 OV Place Value ‘Addition and Subtraction Lv 62 Multiplication and Division 5 a — Who checked your growth point judgements? Erb Date: N/tiZore a) 41/4/2014 Note: Their signature/s should be on the hard copy beneath each table. Student’sname: pf 6. Nutshell Statement (Maximum 150 words) Luke can count in ones up to 113; He can also count backwards by ones from/Z4 to 0. He can use skip counting techniques by 2s, 5s, and 10s and use known facts of these to add and subtract and add 5 and 10 from a given number. Luke damnonsfyates that he understands number cardinally ashe counts and identifies the total number of Dkar® as well as identifying with one to one correspondence when he counts the Nate has understanding of derived strategies that he can use to solve problems and often used partitioning to solve subtraction and addition problems. Luke utilises his knowledge of vutpteatens su Luke can interpret 4 djgit numbers and use this knowledge to perform addition problems however his traction problems is hindered by adequate knowledge of the value of each gies to solve some division problems and other simple multiplication problems. ability to solve 4 mt digit. SUA oan?7. Lesson Plan (Use the template below and write into it. Maximum of 500 of your own words) Lesson Title: Learning intention/s: The outcome of the task is for the styfent to develop strategies to be able to subtract large numbers while working with four digit numbers. The se ies require a grade 3 student to be worl with numbers up to 10 000 and to be able to use payfitioning, regrouping and rearrangement of numbers to solve mathematical problems. 5: ENGAGE, EXPLORE if Lesson introduction WM | will have a game set up for the student called Number Targets they walk into the room (Gervasoni, 2004). On the floor there will be 3 hoops, each inside of gf another with numbers labelled in each circle, These numbers will be -1000, -100, and -10 y | will explain to the child how to play the game and answer any questions the student has. How to play the game: Number target {will show the student a four digit number and they then throw a bep(/bag into the circle wherg these, are different amounts to subtract from that number (-10, -100 and -1000). The student then rifts? down on his small white boardhe original four digit number was than the subtracted amount and keeps a record. 7 \ 4565 = chee! -10 ay yf am Na ee5: EXPLORE, EXPLAIN, ELABORATE Development/investigation The student will work on developing subtraction skills when working with 4 digit numbers and working to understand the value of digits when we subtract large numifers. When the child begins with number 4565 | will ee ‘ow the bean bag into the circles, and then subtract that number f from 4565 mog¢ times when tha/ffild does this | will pose questions such as how do you know that is the answer? How did you wok that out? | will also ask the student to read out their answers each time they subtract a number, After the child has played the game a few times | will ask him to face away fromyxfgame and to turn his whiteboard over. This will allow him to build from working with concrete materials to imaging techniques. | will give him a number such as 6020 and ask him to subtract 100 from this number when he gives an answer | will ask him to explain his thoughts as to why he thks he is correct. Adjusting the lesson: The child may purposely aim to agf/the bean bags into the -10 circle if this happens I can take away the; 7 10.circle and have two ~100 circles and one -1000 circle. | will encourage the child to try to get toa ay ertain number in a particular amount of throws to encourage him to use the higher subtraction fag 5: EXPLAIN, ELABORATE, EVALUATE Making connections To help the student notice Aneton at the end of the lesson | will then pose questions regarding the place value of 4 digit numbérs and ask if you had the number 3099 How come yoda not subtract 1 from the 3? This will allow me to see if he understands the value of each digit the number. | will assess if the child has met the learning intention by his answers verbal and the ones written down con the whiteboard that he has provided to understand subtraction of 4 digit numbers and their place value. In the students response I will ook for knowledge and ye he is using to subtract from. Material What materials/equipment will you need for the lesson? 3 hoops of different sizes * Asmall white board © Whiteboard markers + 3Bean bags * Number cards with 4 digit numbers( to start with 4565, 5676, 2137, 4890) * Number cards with -10, -100 and -10008, Lesson Rationale (Maximum of 200 of your own words) {have chosen to focus this lesson on the subtraction of 4 digit numbers because Luke hapa deep understanding of place value of up to 3 digits as well as addition of numbers that are Laos However Luke struggled with subtraction of 4 digit numbers in the MAI interview which could mean that he is unsure of the value of the units when he subtracts large numbers as he subtracted the wrong place holder to get his answer. It is important for a deep understanding in the ability to use subtraction and addition to solve problems as this knowledge will be built oven looking at new mathematical concepts such as fractions, division and algebra. A particular concern was that Luke needed to understand that when he subtracts using 4 digit numbers and breaks down we it results in trading for a unit less ten times as much which place holder he is changing cosy projects, 2012). | particularly wanted Luke to work on his own mental strategies in a supported environment to allow him to share his ideas verbally and be able to encourage him that these strategies are valuable and will help to build his mathematical knowledge (Fusion et al., 1997).oe 9. Ref See . ferences C mm n a Fysion et a, (4997). Children’s Gonceptual Agructures for Muttidigit lumbogs and Methods of Multi Ydditionand Subtraction. Journal for Research in Mathematics Education, @3)p) 130-162 Retrieved from laden http://www. istor.org.ezproxy2.acu.edu.au/stable/pdfplus/749759.pdf?acceptTC=true&jpdConfirm=tru e ~ Vv Gervasoni, A. (2004). Extending Mathematical [nderstonding Early Years Specialist Teacher's Manual. Vie Ballarat, Vi. Ballarat Heritage Services. // Gervasoni, A. (2005) Opening doors to successful number learning for those who are vulnerable. Retrieved from http://mav.vic.edu.au/files/conferences/2005/anne-gervasoni.pdf A Numeracy Paeooment (eee (2012). Book 5-Mathematics. 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