Karly Neoh #110234311

EDUC5183 – ASSESSMENT ONE

LESSON PLAN 1 - INTRODUCTORY INFORMATION

Year Level: 1
Strand: Number and algebra (number and place value)
Topic: simple addition and subtraction
Content Description: Represent and solve simple addition and subtraction problems using
a range of strategies including counting on, partitioning and rearranging parts (ACMNA015)
Prior Knowledge Required
Students should already be able to:
• Count to ten in the correct order aloud
• Name the number before or after any given number at least up to 10
• Use a range of practical strategies for adding small groups of numbers, including
visual displays and using concrete materials
Objectives
By the end of the lesson students will be able to:
1. Recognize the different combinations that form 10
2. Add two single-digit numbers together correctly using a variety of strategies –
including counting on, partitioning and rearranging parts
3. Use a variety of strategies to subtract small numbers within 10
Assessment
1. Teacher will observe the methods students use to add and subtract their objects
2. Teacher will collect children’s recordings
3. Teacher will use a checklist to record if students are successful solving addition and
subtraction problems (see appendix A)
Materials
• Coloured paper
• Textas
• Glue sticks
• Template of hand cut out
• Bags
• Counters
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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).
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Students will now work in pairs.

Provide students with a small bag, place different numbers of items from 1-9 items in each
bag (such as counters, marbles, small toys). Students are then challenged to figure out how
many more items are needed in order to have a total of ten items in the bag. Encourage
them to use their hand sheet to help them. Observe what method students use to solve the
problem. Once students have figured out how many more they need, ask them to find the
other pair of students who have their missing number to create a perfect 10.
Students can now work in their double pairs for the next activity. Ask students to move all
10 counters into one bag. Students take it in turns removing a random number of counters
from the bag. The counters are then placed in front of everyone in the group. Students then
have to figure out how many counters are remaining in the bag. Observe how the students
solve the problem and what strategies they use to calculate how many are hidden.
Encourage students to discuss how they have figured out how many items are missing from
the bag in their groups.
Reflection (10 minutes)
Invite the students to share a piece of information that they have learnt from today’s lesson
when performing simple addition and subtraction. Invite them to give examples of when
they use addition and/or subtraction in their everyday lives. Explain a few examples from
your own life.
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EDUC5183 – ASSESSMENT ONE

LESSON PLAN 2 - INTRODUCTORY INFORMATION

Year Level: 3
Strand: Number and algebra (number and place value)
Topic: The relationship between addition and subtraction
Content Description: Recognize and explain the connection between addition and
subtraction (ACMNA029)
Prior Knowledge Required
Students should already be able to:
• Count to and from 500
• Solve simple addition and subtraction calculations using a range of strategies – such
as commutativity for addition, building to 10, 10 facts, counting on, partitioning and
adding 10
Objectives
By the end of the lesson students will be able to:
1. Build on their prior knowledge of subtraction and addition to understand that they
are the inverse operations of each other
2. Solve number problems involving multiple digit numbers that involve the
application of subtraction and addition
3. Understand and define the term ‘inverse’ in regards to addition and subtraction
Assessment
1. Teacher will circulate and check for misconceptions through questioning
2. Students will be encouraged to share their findings and reasoning with each other
3. Teacher will create a poster to record all the students’ discoveries
Materials
• Digit cards
• Addition and subtraction flashcards (addends of up to 500) (see appendix B)
• Digiblocks (gearing down)
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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?’
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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.
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EDUC5183 – ASSESSMENT ONE

LESSON PLAN 3 - INTRODUCTORY INFORMATION

Year Level: 6
Strand: Number and algebra (number and place value)
Topic: Integers
Content Description: Investigate everyday situations that use integers. Locate and represent
these numbers on a number line (ACMNA124)
Prior Knowledge Required
Students should already be able to:
• Solve simple problems using both addition and subtraction using a range of different
strategies
• Understand the relationship between addition and subtraction as inverse operations
• Identify and explain strategies for finding unknown values in number sentences
involving addition and subtraction
Objectives
By the end of the lesson students will be able to:
1. Understand and define the term ‘integers’, ‘positive numbers’, and ‘negative numbers
2. Investigate everyday situations that use integers and represent these numbers on a
number line
3. Solve everyday additive and subtractive problems using a number line
Assessment
1. Teacher will circulate and check for misconceptions through questioning
2. Students will be encouraged to share their findings and reasoning with each other
3. Teacher will observe the methods students use to add and subtract integers
Materials
• Large number line on butchers paper
• Markers
• Thermometer sheet
• Number line hand out
• Dice with negative and positive numbers
• Regular dice
• Counters
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EDUC5183 – ASSESSMENT ONE

Differentiation
Gearing Up
To extend students that are finding the task
easy provide them with two normal dice of
different colours (e.g. blue and red). Tell
them that the blue die is positive numbers
and the red die is negative numbers. They
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.
Gearing Down
Provide students who are struggling with one
normal die and tell them that this always
represents negative numbers. They will start at
the positive +10 end. The winner is the first
one to reach -10.

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.
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Exploration (25 minutes)

Students are seated at their tables in small groups.
Provide each pair of students with a die that has positive and negative numbers and two
counters. Every student should also get a number line displaying -10 up to +10.
For the first activity, students will work in pairs. Each student gets a counter and they both
start at zero. They then take it in turns rolling the die, if they get a positive number (e.g. +2)
the student moves to the right towards the +10. When a student rolls a negative number (e.g.
-1) they move to the left towards the -10. The winner is the student that gets to either end of
the number line first (adapted from EDUC5183 workshop 4, 2017).
Students now work individually at their tables.
Ask students: does adding two numbers always give a positive answer? Allow students to
share their answers and explain their reasoning. Write an example on the white board if
necessary to help students visualize a problem (e.g. 3 + -4).
Explain to students that we will now be looking at a number of problems involving integers in
everyday situations. Use the image of a thermometer to discuss the idea of negative numbers
being used in everyday situations. Ask the question to students if the temperature is 5 °C
today, and tomorrow it is 6°C colder than today – is this possible? Students can use their
thermometer handout to help them solve the problem. Allow students to share their ideas
and answers.
Write worded problems on the whiteboard:
1. It is -18°C in Berlin and 13°C in Adelaide. What is the difference between these two
temperatures?
2. It will be -7°C but the weatherman predicts it will be 22°C warmer by tomorrow
afternoon. What will the temperature be tomorrow afternoon?
3. You are in a 10-story building, where the ground floor is zero. It also has 6 stories
below the ground level for parking. If I am on the second floor and I take the elevator
down 4 floors, which floor will I be on? (Adapted from Illuminations, 2017).
Encourage students to draw a diagram if they need and to use their number line to help them
visualize the problems. Allow students to share their answers and reasoning with the class.
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Reflection (10 minutes)

Encourage the students to share something that they have learnt in today’s lesson about
integers. Ask students when do we work with integers in the real world? Invite them to give
other examples of when they use integers in their daily lives. Explain a few examples from
your own life.
If anyone is confident they can come up with a problem involving integers in everyday
situations to share on the board for the class to work out. Solve this together as a class,
encourage students to share the different methods they used to solve it.
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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.

Illuminations 2017, Elevator Arithmetic, NCTM, retrieved 1 April 2017

https://illuminations.nctm.org/Lesson.aspx?id=4075.

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.
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EDUC5183 – ASSESSMENT ONE

APPENDIX A

Year 1: Simple addition & subtraction

Criteria ✓ Comments
Understanding & Strategy
Used concrete materials (hand sheet, counters)
Rearranged materials
Counting on
Counting back from 10
Recorded results through drawings or symbols
Results
Found all combinations that create 10
Able to recognize commutative properties (saw that
some combinations were the same)
Able to add two single digit numbers together correctly
Able to subtract number from 10
Attitude
Worked well with others
Able to discuss ideas and explain reasoning with others
Remained engaged
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APPENDIX B
Examples of Addition & Subtraction Flashcards

21 47
+ __ __ – __ __
= 30 = 12

__ __ __ __ __ __
+ 105 – 221
= 525 = 325

770 842
+__ __ __ – __ __ __
= 995 = 722