8 views

Uploaded by api-285941433

- 1.2 Sub Chapter Notes
- How to Multiply Your Baby Vol.1D-A4
- Multipart Lesson Multiplying Fractions
- 01 Seriously Simple Sums! Multiplication
- lp change number stories gr 3
- lp change number stories gr 3
- YEARLY LESSON PLAN MATHS FORM 5 2011
- Year 4 Mathematics Portfolio Satisfactory
- Length y4 Multiply
- lesson2janine mynotes
- Amazing Math Trick
- m7u1 parent letter
- Mat100 Week3 Rev
- 1CheckedLincoln,WitHow Big is a Million AssessmentARichel
- Vocabulary Cards 5th Grade M-Z.pdf
- Yr4 Steps to Success and Top Tips
- soal b
- Unit 3
- Digital Number System
- multiplication

You are on page 1of 9

Grade: 2

Date Interviewed: 27/03/2013

1.

Domain

Counting

Place Value

Addition and Subtraction

Multiplication and Division

3

1

2

2

Students name: Chiara Louise

Signature:

Signature:

2.

Nutshell Statement

Mia can confidently skip count by 2, 5 and 10s from 0; but she doesnt

transfer this strategy when asked what is 5 more than a number in the

counting by 5s sequence. She uses her knowledge of skip counting and

grouping for multiplication and division when the problem is represented in

visual models, but runs into difficulty when only partially modelled.

Mia is able to use known fact for simple addition and uses the strategy of

counting back in her head for subtraction problems, but at times loses

track.

Mia can read numbers up to 4 digits, but has difficulty representing 4 digit

numbers on a calculator. She has an understanding of bundling to represent

groups of 10s, but must recount these groups to manipulate it into a new

number. Mia doesnt appear to understand how use a number line to

represent a number between 0 100.

(word count : 148)

3.

Lesson Plan

Learning intention/s:

The student will;

1. develop strategies for estimating numbers on a number line.

2. recognise that number lines can be different scales.

Lesson introduction

Before the session there will be a line marked on the floor, with increments to represent

10s, ask the student to stand at one end of the line. Explain that the line on the floor is a

number line and any number can be found on this line between 0 and 100 and each

increment equals a 10. The student will be given a number between 0 and 100 and they

will hop or jump to where they believe the number is on the line. Then change to marking a

point on the line and ask the student to estimate the number. Discuss the meaning of

estimating with the student.

Development/investigation

Activity one:

On the smart board display an empty number line with increments of 10s. Describe a

number to the student and get them to fill in the number line using the information you are

providing, leave a pause after each piece of information to allow time for the student to

think about the number properties described. Examples of descriptions are; the number is

between 0 and 100, the number is less than half way on the line, the number contains 3

tens, etc. The student can mark the line to assist in figuring out the number being

described, until the student thinks they have worked it out and are ready to make

estimation. If their estimation is not on the right track, continue describing until the

student is able to figure it out. This activity should be repeated several times to allow the

student to cultivate some strategies. Have a discussion with the student about what

strategies they discovered. Ask what they know about properties of numbers that helped

them. Repeat this activity using a number line without increments to challenge the

student.

Next repeat the activity however the range of numbers will be altered by using numbers up

to 150, then 200 through to 1000, start with a number line marked with increments. If the

student is struggling, then review with them the strategies that were previously discussed.

Discuss how the scale is different and how the increments may help estimate the number.

If the student is confident, challenge them by removing the increments on the number line.

Activity two:

The student will be given a work sheet of number lines with different scales and numbers

they need to estimate. The sheets include from 1 digit numbers and go up to 4 digit

numbers. The student will work with the teacher, as they progress through the problems.

The student should discuss what strategies they used and justify how they reached the

solutions.

Making connections

Student will;

1. demonstrate 2 different strategies for estimating a number on a number line

2. complete the work sheet up to at least 2 digit numbers with 80% accuracy.

3. attempt the 3 and 4 digit number problems on the worksheet with 60% accuracy.

At the end of the session the student needs to write down 3 to 5 important points to

remember in their work book.

Materials:

Masking tape, markers, smart board, number line, work book, pencils, masking tape,

number line activity sheet - http://www.teachingideas.co.uk/maths/files/estimationnumberlines.pdf

4. Lesson Rationale

These tasks were chosen for Mia because she seemed unsure of number

lines, based on her response to question 12 where she stated the answer

must be 90 because 100 is right there (pointing). Mia demonstrated her

ability to order numbers correctly providing a useful foundation towards

number lines. The teaching model adapted from Pirie and Kierens theory

suggests that learning is non-linear and where the need ensues, it is

appropriate to move between these phases (Ministry of Education New

Zealand, 2010). The activities that are included in the lesson are designed

to allow the student to utilise all of these phases and if necessary move

between them. An example of encouraging movement between phases is

having a marked number line with increments, and then removing them.

Also describing the numbers using their properties helps to image them.

Providing Mia the opportunity to learn about number lines, may encourage

her to create relationships with Landmark numbers which will support her in

the future to connect place value to addition and subtraction (J. Van de

Walle, K Karp & J. Bay-Williams, 2013). As demonstrated in tutorials, the use

of number lines to work through problems in invaluable as it visually allows

seeing the thought process. Mia would benefit from this strategy because of

her tendency to lose track of her calculations.

(word count: 218)

Student B: Saaketh

Grade: 2

Date Interviewed: 27/03/2013

5.

Domain

Counting

Place Value

Addition and Subtraction

Multiplication and Division

3

2

4

1

Students name: Chiara Louise

Signature:

Signature:

6.

Nutshell Statement

Saaketh can confidently count by ones from any staring point, his preferred

strategy for working out more than and less than problems is also counting

them by ones. Saaketh is able to skip count by 2, 5 and 10s and can count

by 10s from a variable starting point. Saaketh hasnt made the link to his

knowledge of skip counting to multiplication and division; he reverts back to

again counting by ones, which hinders him seeing patterns in numbers.

Saaketh is able to read and write up to 4 digit numbers. He can use

bundling strategies to show a given number and can easily manipulate that

grouping to form another number.

Saaketh can interpret 2 digit number lines, but struggles to understand a 3

digit number line as being the same size, but representing a different scale.

Saaketh strengths appear to be within addition and subtraction as he is able

to use basic strategies, such as doubling and ten facts.

(word count: 161)

7.

Lesson Plan

Learning intention/s:

Student will;

1. be able to use manipulatives for grouping to solve multiplication problems.

2. be able to transfer the knowledge of grouping multiplication strategy to arrays.

3. show more than one solution to a problem using arrays.

Lesson introduction

On the table have a large peice graph paper and two different colored counters and a pair

of dice. Playing a game of who can cover the most squares. Each person rolls the dice and

the numbers that appear on the dice are the numbers you need to multiply. Example;

rolled a 2 and a 6 = 2x6, using the counters, cover up the spaces on the chart. The spaces

can only be covered in a rectangle, so 2 rows across and 6 columns down. The person with

the most amounts of counters on the board wins.

Development/investigation

Activity one:

Using the egg cartons and counters that student brought, work through some problems

together. On the board write 2 x 3, the student then needs to display the problem by

placing 3 counters into 2 sections of the carton. As they place the counters they need to be

counting them. Then confirm their count by counting 3,6. Swap the problem around by

writing 3 x 2. This will show that the answer is the same, and also how a problem could be

presented in different situations. Discuss with the student what they notice about the

problems; patterns and same answers. Also ask them if they know of any other ways these

problems could be organized.

The next step is to give the student some problems in short stories, an example is; there

are 3 bears and each receives 4 cookies each, how many cookies are there in total? They

will then need to display their solution using the egg carton and then count, 4, 8, 12. Ask

them if there were 4 bears how many cookies would they each receive.

Activity two:

Using dot arrays the student will work through the same problems except they will be

transferring the problems into arrays. The students can use colored pencils to shade in a 2

x 3 rectangle to display the problem. Then color in other possible ways the problem could

be organised, 3 x 2 and 1 x 6 rectangles. The answer should be written below the array. For

the story problems the student is encouraged to draw pictures instead of dots. Example;

the student would draw 3 rows by 4 columns of cookies.

Assist students by having a display of a 10 x 10 multiplication grid the student to refer to.

Making connections

The student will;

1. Demonstrate through the use of manipulatives, that they can represent 6 multiplication

problems with correct solutions.

2. Demonstrate the use of arrays for 5 multiplication problems that are presented as a

story with correct solutions.

3. Show at least 2 different ways each problem/solution can be represented in an array.

At the end of the lesson the student will write down 3 key notes to help them remember for

next time.

Materials:

Egg carton, counters (beans or buttons), graph paper, pencil, colored pencils, work book, dice, 10 X

10 grid, dot arrays sheet.

8. Lesson Rationale

The reasoning behind choosing these tasks for Saaketh is because he did

not exhibit clear links between his knowledge of addition and subtraction to

multiplication and division, as shown in questions 27 and 28 where he

chose to count or share by ones, even when asked if there was another way

of doing it. By allowing him to use materials in the lesson it will promote

different ways to approach multiplication problems. J. Young-Loveridge

(2005) suggests presenting students with multiple interpretations of a

problem will support them in becoming flexible problem solvers. She also

imparts that developing counting-based (number lines) and collectionbased (arrays) understandings are important models of multiplication.

Presenting problems in short stories will compel the student to think about

the problem in terms of how to present it in a way they understand, this

would encourage to move from the materials phase to the imaging phase of

the Pirie-Kieren teaching model (Ministry of Education New Zealand, 2010).

Allowing students to first use manipulatives and then putting it into an array

will encourage multiplicative thinking processes. Saakeths preferred

strategy of counting by ones will hopefully be shifted towards this type of

thinking and allow him to tackle more difficult tasks.

(word count: 201)

9.

References

http://www.teachingideas.co.uk/maths/files/estimationnumberlines.pdf

K-5 maths teaching resources. (2010). Multiplication and Division activities. Retrieved from

http://www.k-5mathteachingresources.com/multiplication-and-divisionactivities.html

Learning Live. (2009). Number Line Activities [Fact sheet]. Retrieved from

http://www.learninglive.co.uk/teachers/primary/numeracy/teaching/number_line_ativities.p

df

Math Cats. (2013). Multiplication idea bank. Retrieved from

http://www.mathcats.com/grownupcats/ideabankmultiplication.html

Ministry of Education New Zealand. (2010). The main phases of the Teaching Model.

Retrieved from http://www.nzmaths.co.nz/node/1517

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school

mathematics: Teaching Developmentally (8th ed.). Boston: Pearson.

Warner, M. (2013). Teaching Ideas: Guess My Number. Retrieved from

http://www.teachingideas.co.uk/maths/guessmy.htm

Australian Mathematics Teacher, 61(3), 34-40. Retrieved from

http://ezproxy.acu.edu.au/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=ehh&AN=18862784&site=ehost-live

- 1.2 Sub Chapter NotesUploaded byMe, Myself and I
- How to Multiply Your Baby Vol.1D-A4Uploaded byreggiee
- Multipart Lesson Multiplying FractionsUploaded bySaqib Schellenkönig
- 01 Seriously Simple Sums! MultiplicationUploaded bymendee3467
- lp change number stories gr 3Uploaded byapi-303788768
- lp change number stories gr 3Uploaded byapi-303788768
- YEARLY LESSON PLAN MATHS FORM 5 2011Uploaded byAyu Ali
- Year 4 Mathematics Portfolio SatisfactoryUploaded byWooSeok Choi
- Length y4 MultiplyUploaded byNadia Sofwan
- lesson2janine mynotesUploaded byapi-272944457
- Amazing Math TrickUploaded byVarun Galar
- m7u1 parent letterUploaded byapi-292742040
- 1CheckedLincoln,WitHow Big is a Million AssessmentARichelUploaded by18rawita
- Mat100 Week3 RevUploaded byThalia Sanders
- Vocabulary Cards 5th Grade M-Z.pdfUploaded byAnhNguyenQuoc
- Yr4 Steps to Success and Top TipsUploaded bypololaperez
- soal bUploaded bymeilanawati
- Unit 3Uploaded byRoxane Esguerra
- Digital Number SystemUploaded byNicholas Sawe
- multiplicationUploaded byapi-283860704
- es table grade 6 eoy for parcc finalUploaded byapi-115680157
- d le interactive lesson multiplying integers pdfUploaded byapi-464597989
- direct instruction lesson planUploaded byapi-459420090
- Hubbard Eialg3e Ssm Chapter 01Uploaded bysumlee naratawa
- our 4th grade look at learningUploaded byapi-167667787
- first semester mapUploaded byapi-256798980
- Ch2RevUploaded byemyers94
- r17 Stld NotesUploaded byJNR
- Real Number ExamplesUploaded bytutorciecle123
- ch02-9Uploaded byalex

- ilp williamUploaded byapi-285941433
- assessment task 2- template for research paperUploaded byapi-285941433
- maths money 23 11 2014Uploaded byapi-285941433
- maths money 21 11 2014Uploaded byapi-285941433
- written task 5Uploaded byapi-285941433
- assessment task 2b - guidelines and strategiesUploaded byapi-285941433
- maths money 20 11 2014Uploaded byapi-285941433
- e-book heidi gabrysUploaded byapi-285941433
- assessment gridUploaded byapi-285941433
- inquiry unit document update-1Uploaded byapi-285941433
- research essayUploaded byapi-285941433
- edla309369 lesson planning template 2014-1Uploaded byapi-285941433
- heidi gabrys pe lesson plansUploaded byapi-285941433
- written task 3Uploaded byapi-285941433
- edma310 360assessmenttask2unitplanner to useUploaded byapi-285941433
- heidi gabrys literacy plannerUploaded byapi-285941433
- maths sharing 25 11 2014Uploaded byapi-285941433
- assignment 3 = learning activity and essayUploaded byapi-285941433

- theme lesson plan-graphingUploaded byapi-253257946
- Jacobs & ParisUploaded bygbtmatina
- emotional intelligence and adjustment.pdfUploaded byRosolimou Evi
- Colin BakerUploaded bywaswala
- Proposal TitleUploaded byAyo Coker
- Behavior in organizationUploaded bynimesh01
- current event rationale statementUploaded byapi-386092719
- Syllabus in Math 3 2013-2014_bagoUploaded byRicardo B. Vigan
- Siti Farida Ridwan-fitkUploaded byAnonymous ORH03C
- articolo-581 Different translation strategies for Luigi Pirandello’s La GiaraUploaded byuobrazilja
- 7465 group4 lessonplanUploaded byapi-363720747
- cason biome webquestUploaded byapi-236735954
- Example of Action ResearchUploaded byyuXx
- Boy in the Striped PyjamasUploaded byGarry JA
- 7) Fuzzy Random Impulse Noise RemovalUploaded byFaiz Elrahman
- Q1Uploaded byMobashra Ather
- Mapc AssignmentUploaded byDr. Vinod Gupta
- soni lesson plan for outcome 1 & 4Uploaded byapi-279778192
- AnuradhaUploaded byashreha
- evaluation rubric wbd basketballUploaded byapi-281121696
- evaluation Checklist on textbook WORDUploaded byMohd Zuhlizan
- ELEC3104 Course Outline Summer 2014 OnlineUploaded bySydney Finest
- AdjectivalsUploaded byLamngeune Samuckhy
- visio-competency handouts with coverUploaded byapi-249028992
- 2409-5150-1-PBUploaded byBrilyan
- 2004001444Uploaded byhorseradish27
- the great gatsby unit planUploaded byapi-282064592
- We Rise Digest Summer 2018 EditionUploaded byJoseph Magil
- 2013_FG_xjchai_Sign Language Recognition and Translation With KinectUploaded byVlad Andriescu
- History of STYLE 1Uploaded byLilis Heriyanti