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Student name: Zee

Year level: 4

Zee was a new student at CLTC in 2015, because of this no data had been

collected from the previous years.

At CLTC students are not required to undertake the Interview past Year 2, unless

theyre at risk. This meant I was unable to compare Zees results with the data

from all Year 4 students.

However, Zee did undertake a Maths On-demand Number test scoring 2.7 and a

pre-test on Place Value scoring 3.5. This was beneficial as it gave an indication of

his overall Maths ability.

Having not taught Zee before, the class teacher was unable to implement

teacher judgment to adjust and modify Zees level for Maths groups, which she

would normally do if she felt the pre-testing didnt reflect the childs capability.

With this in mind, the Maths Interview was helpful for the class teacher as it

provided detailed evidence of Zees abilities in relation to specific number

concepts, namely multiplication and division.

relationship up until this point. I believe this benefited me as I told him that by

completing a series of questions he would really be helping me with my Uni work

and he willingly accepted.

Prior to the test he seemed comfortable and relaxed. I had told him that it was

my first time undertaking the test and apologised if the process was a little slow.

Throughout the test, Zee attempted every question he was asked to the best of

his ability. Zee completed sections C (Addition and Subtraction) and D

(Multiplication and Division). These two areas were chosen as the class had just

completed Addition and Subtraction strategies and were beginning Multiplication

strategies, a convenient and applicable situation.

This test would allow me to identify the remaining gaps in Zees Addition and

Subtraction knowledge and target possible areas of weakness for future

teachings on Multiplication and Division.

Strengths

Zee was confident when adding simple numbers together. For example in

Q18, Q21 (d) and Q23 (b) when the question required Zee to add any 1 digit

number to a 2-digit number ending in 8 or 9, he was able to round to ten and

add the remainder every time.

Zee was able to draw on knowledge of doubles for simple addition and

subtraction problems as evident in Q21 (a) and Q22. Similarly in Q22 (b) he

used known doubles to add 8 + 7, e.g. double 7 add 1.

Zee can correctly read number sentences aloud and was able to work out

addition and subtraction problems (Q24 & Q25) by using the formal

algorithms.

Weaknesses

(e.g. adding hundreds, then tens and ones) when mentally adding or

subtracting numbers. Whilst he was successful in completing Q21 (d) this

way, applying this mental strategy to multi-digit numbers results in

confusion.

subtraction of larger numbers (Q23).

Zee lacks the ability to effectively utilise mental strategies when estimating

answers to solve large subtraction problems (Q25).

1. Understand how the operations of addition and subtraction behave and how

they relate to one another.

2. Strengthen and explore mental computation strategies for addition and

subtraction, applying this to multi-digit numbers (thinking flexibly with

numbers).

3. Use and develop mental strategies to improve estimations.

Learning outcomes

1. Level 3 - Recognise and explain the connection between addition and

subtraction (ACMNA054)

2. Level 3 - Recall addition facts for single-digit numbers and related

subtraction facts to develop

3. Level 5 - Use estimation and rounding to check the reasonableness of

answers to calculations. (ACMNA099)

Strengths

Zee is able to solve simple multiplication problems when multiplying

He uses basic facts to solve more complex problems (Q32 d & e)

Zee can solve simple division problems when dividing two-digit numbers

by 2, 3, 5 and 10.

Weaknesses

Zee struggled with Q31 and asked for materials to solve the problem. He

was unable to visualise what the question was asking. I continued to

prompt him by rewording/paraphrasing the question differently,

Zee lacks the ability to recall facts up to 10 x 10. He uses skip counting

Zee doesnt recognise the commutative relationship between division

and multiplication. E.g. Q33 e) 355 , f) 357 . He relied on trying to skip

count by 7s.

He lacks a strong grounding in mental computation strategies (e.g.

finding a known fact, doubling) to solve unknown multiplication and

division facts.

1. Build on and extend basic multiplication facts up to 10 x 10

2. Explore and develop strategies to work out unknown multiplication facts,

namely 6s, 7s, 8s, 9s

3. Develop efficient mental strategies for solving multiplication problems

5. Use known multiplication facts to solve related division problems

(commutative law).

Learning Outcomes

least tens of thousands to assist calculations and solve problems (ACMNA073)

2. Level 4 - Recall multiplication facts up to 10 10 and related division

facts (ACMNA075)

3. Level 4 - Develop efficient mental and written strategies and use appropriate

digital technologies for multiplication and for division where there is

no remainder (ACMNA076)

Week 1

Overview: Zee shows a clear understanding of known facts and fact families

when dealing with most numbers less than 20. However, with numbers greater

than 20, Zee was unable to recognise the relationship between 100, 68, and 32.

The focus of the first two lessons will be exploring the relationship between

addition and subtraction, with single digit and multi-digit numbers respectively.

The focus for the rest of the week will be developing and extending Zees

repertoire of mental computation strategies for addition and subtraction, with a

strong focus on fluency and reasoning.

Monday - Fact Families

Learning Intention:

- Recognise three single digit numbers that are related through the operations of

addition and subtraction.

- Recognise that there are two related addition and two related subtraction

equations in a family of facts

Success Criteria:

-Write and read sets of related addition and subtraction equations

Activity

In small groups students explore the sets of numbers that are fact families. In

pairs students select a set of 3 numbers to investigate. Students take digit cards

(representing their chosen numbers), and cards with addition, subtraction and

equals symbols. Ask What questions can you make with your numbers?

Why couldnt some sets be used?

Extension Activities:

- 16 9 = ; 16 = + 7; 7 + = 16, 9 = 16 -

Problem Solving; Complete the set by finding the missing number from

16, 9

Reference: http://nzmaths.co.nz/resource/number-families-and-relationships

Learning Intention:

- Recognise three multi-digit numbers that are related through the operations of

addition and subtraction.

- Recognise that there are two related addition and two related subtraction

equations in a family of facts

Success Criteria:

-Write and read sets of related addition and subtraction equations

-Explain, in their own words, the inverse relationship between addition and

subtraction

Activity

This activity builds on from the previous lesson but requires Zee to apply the

strategy to multi-digit numbers. E.g. 65, 35, 100; 20, 7, 13; 22, 88, 100. In pairs

students investigate the relationship between the numbers, using the symbol

and digit cards. They should be able to create four equations. Students discuss

and share their investigations

Extension Activity

Reference: http://nzmaths.co.nz/resource/number-families-and-relationships

Partitioning and Jump Strategy

Learning Intention: To use a range of mental computation strategies to solve

addition and subtraction problems.

Success Criteria: Combine knowledge of partitioning with the jump strategy to

aid computation

Activity

In pairs students are given a list of addition and subtraction problems. One

person mentally and orally completes the sum using partitioning and jumping,

whilst the other person follows the thinking on the hundreds chart. Students

alternate between roles after each question.

Resources: Hundreds Chart

Reference: Bobis, J., Mulligan, J. & Lowrie, T. (2004) Mathematics for Children,

Frenchs Forest, NSW: Pearson Education

Thursday Mental Computation

Making Compatibles/Making Tens

Learning Intention: To recognise that compatible numbers help mental

calculations

Success Criteria: Find and recognise that compatible numbers vary and include

combinations of up to 10, 20, 50.

Activity

Students are to find two or more adjacent numbers in a row or column with a

sum of 10 on a specific number chart. This is repeated to find compatible

combinations of 20 and 50 on separate number charts. Apply this strategy to

solve addition problems.

Resources: Number Charts

Reference: Reys, R., Lindquist, M., Lambin, D. & Smith, N. (2012) Helping

Children Learn Mathematics, New York City, New York: John Wiley & Sons.

Compensation

strategies

Success Criteria: Use the compensation strategy to mentally solve subtraction

problems.

Activity

In pairs, students solve a range of subtraction problems, up to 100, using the

compensation strategy. One person mentally and orally completes the problem

whilst the other person creates and follows their partners thinking on a number

line. Students alternate between roles after each question

Resources: Blank, laminates number lines

Reference:

https://hildroadss.eq.edu.au/Supportandresources/Formsanddocuments/Docume

nts/Parent%20Information/Math-mental-strategies-addition-and-subtraction.pdf

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/m

aths/continuum/Pages/mentaladdsub325.aspx

Week 2

Overview: This week starts by concluding mental computation strategies for

addition and subtraction through estimation; something that Zee was unable to

do successfully. The rest of the week is focusing on building up a strong

foundation of multiplication facts up to 10 x 10, using a range of written and

mental strategies to increase recall and fluency for working flexibly with

numbers.

Monday Estimation

Learning Intention: Use mental strategies to estimate answers when adding and

subtracting.

Success Criteria: Utilise rounding to estimate addition and subtraction

problems, exploring its application in real life situations.

Activity

Students explore the strategy of rounding to the closest 10, 100 or 1000 to

solve worded problems. Students apply this strategy to estimate the result of

calculations, such as estimating the cost of a supermarket trolley load, or

estimating the costs of going to the movies. Students calculate actual costs and

compare this to their estimations.

Resources: Word problems.

References:

http://ausvels.vcaa.vic.edu.au/Curriculum/ContentDescription/ACMNA099

Tuesday Doubling

Learning Intention: Use the strategy of doubling to solve unknown multiplication

facts

Success Criteria: To use doubling of 3 times tables to work out the 6 times

tables;

To use doubling of 4 times tables to work out the 8 times tables.

Activity

Zee lists the 3 times tables down one column. Along side this Zee writes the 6

times tables by doubling the complimentary 3 times tables. For example

3x2=6

6 x 2 = 12

3x3=9

6 x 3 = 18

3 x 4 = 12

6 x 4 = 24

This can be completed for the 4 times tables to work out the 8 times tables.

Allow time for Zee to practice using this strategy mentally.

Learning Intention: Use effective strategies to solve unknown multiplication

facts.

Success Criteria: Use thinking strategies to solve nine multiplication facts.

Activity

Students explore the thinking strategies used to solve nine times tables. They

explore the two patterns exhibited in multiplication facts of 9. First, the pattern

for the ten digits (distributive law) and secondly, the pattern for the one digits,

then combine the two patterns to solve all nine facts. Model this aloud on the

board and have students complete all nine times tables.

Reference: Zevenbergen, R., Dole, S. & Wright, R. (2004) Teaching

Mathematics in Primary Schools, Crows Nest, NSW: Allen & Unwin.

http://www.bbc.co.uk/skillswise/factsheet/ma13tabl-e3-f-9x-table-tips

Thursday Solving Sevens

Learning Intention: To use effective strategies to solve unknown multiplication

facts

Success Criteria: Using known facts to solve 7 times tables and any difficult

unknown multiplication facts.

Activity

Using known facts, modeled with arrays, students explore the ways 7 times

tables can be created. E.g. 7 x 7, known fact of 2 x 7 = 14, 5 x 7 = 35, add them

together = 49, model using arrays.

Resources: Counters for making arrays

Reference: Booker, G., Bond, D., Sparrow, L. & Swan, P. (2010) Teaching

Primary Mathematics, Frenchs Forest, NSW: Pearson.

Friday - Commutative Law

Learning Intention: Explore the commutative law of multiplication facts to build

up multiplicative thinking

Success Criteria: Using arrays students explain the commutative properties of

multiplication facts.

Activity

Students explore the commutative property of multiplication to solve unknown

facts by manipulating arrays to find its partnered equation. E.g. Students draw

an array to model 7 4. Ask them to explain why 4 7 produces the same

product. Show and explain how a multiplication chart represents this. Students

complete the two same activities to solve unknown multiplication facts.

Resources: Hundreds chart, counters

Week 3

Overview: This week will focus on strengthening and developing efficient

mental strategies for solving multiplication problems that require manipulating

single and multi-digit numbers. Zee will apply knowledge of multiplication to

worded problems. Zee will also start to look at the notion of division through

Monday Mental Multiplication

Extending Distributive Law

Learning Intention: Use mental strategies to solve multiplication problems with

multi-digit numbers.

Success Criteria: Use the knowledge of the distributive law to find and use

patterns to when mentally multiplying larger numbers.

Activity

Students write down their answers to 100 1, 100 2, 100 3 100 10,

and noting that this is easy. Then they write down their answers to the rows

involving 99, 101, 98 and 102 using a calculator to help. Many patterns are

evident. Students should work in groups to write some of these down.

Emphasise those patterns that assist with mental multiplication.

Resource: Paper, pens

Reference:

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/m

aths/continuum/pages/multistrat35.aspx#a1

Tuesday Mental Multiplication

Using Factors

Learning Intention: To extend the use of factors to multiply larger numbers

Success Criteria: Using factor knowledge to manipulate larger numbers when

multiplying using a calculator

Activity

Students use a calculator to work out a range of calculations without using the

1 digit, addition and subtractions keys. Students must use find alternative

calculations using factor knowledge to solve the multiplication problems. E.g.

10

Resources: Calculators

Reference:

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/m

aths/continuum/pages/multistrat35.aspx#a1

Learning Intention: To practice and develop fluency in multiplication times tables

Success Criteria: Choose multiplication facts to develop winning Multo-grids.

Multo is like Bingo. The teacher uses 100 cards marked from 0x0 to 9x9. The

students draw up a 4row/4column grid and enter 16 numbers that would be

answers to these cards. No repeats. The teacher draws cards one at a time and

at a regular pace announces each random times table in turn. If they have the

answer on their grid, students mark it off. Multo is either:

4 in a row horizontally

4 in a row vertically

4 in a row diagonally

All four corners

Resources:

Multo Cards: 0 x 0 through 9 x 9; Multo grids (4 x 4)

Reference: http://www.maths300.esa.edu.au/index.php?

option=com_content&view=article&id=184

Thursday Worded Problems

Addition/Subtraction/Multiplication

11

Learning Intention: To solve worded problems.

Success Criteria: Use a range of strategies to solve worded problems.

Activity

Zee is given a range of worded problems that require using addition, subtraction

and multiplication mental and written strategies to solve them (N.B.

multiplication algorithm is not required.)

E.g. Each 3/4 student has 40 pencils. If there are 4 students, how many pencils

are there in total?

Brayden went to the pet shop 80 times last month. He buys 4 cats each time he

goes to the store. How many cats did Brayden buy last month?

Resources: Worded Problems

Friday Estimating & Multiplication

Learning Intention: To use estimation strategies in multiplication to check

reliability of answers

Success Criteria: Use front-end estimation strategy in multiplication problems.

Activity

Students practice the front-end estimation strategy to solve a range of single

and multi-digit multiplication problems. Students work with a partner, both

students mentally estimate the answer to a question. Together they solve the

problem using previous learnt strategies. The person closest to the real answer

receives a point. The first person to 10 points wins.

(N.B. Teacher needs to create pre-determined estimation range for each

question that is acceptable).

Resources: Multiplication Problems

Week 4

Overview: This weeks focus is primarily devoted to building a strong foundation

of division skills introduced by the notion of sharing through partition. This will

be introduced through worded problems and using models/arrays to aid

development. Zee will then explore the relationship between division and

multiplication to strengthen his concept of division.

12

Monday Sharing

Learning Intention: To explore the concept of division through equal sharing.

Success Criteria: Use and visually represent the partition strategy to solve

worded division problems

Activity

Students are given simple stories to practice sharing. In pairs students read the

story and share counters onto a division mat to form an array that answers the

question. E.g.

Reference: Booker, G., Bond, D., Sparrow, L. & Swan, P. (2010) Teaching

Primary Mathematics, Frenchs Forest, NSW: Pearson (Page 316)

Tuesday - Stories.

Learning Intention: To explore the concept of division through sharing

Success Criteria: Create worded division problems that require using the sharing

strategy.

Activity

Students are given division equations (e.g. 42 shared among 7 equals 6) and

create their own stories, similar to the ones used in the previous activity. In pairs

students swap stories and solve them using arrays on the division mat.

Resources: Division boards, counters, stories.

13

Reference: Booker, G., Bond, D., Sparrow, L. & Swan, P. (2010) Teaching

Primary Mathematics, Frenchs Forest, NSW: Pearson (Page 316)

Wednesday - Fact families

Commutative Law

Learning Intention: Explore the commutative relationship between multiplication

and division facts.

Success Criteria: To identify fact families within a set of numbers.

Activity

Working with partners, students are given a set of numbers (e.g. 3, 4, 5, 12, 15,

20) and asked to write as many different multiplication or division number

sentences as they can using only numbers from the set (e.g. 3 4 = 12 and 12

4 = 3, 5 x 3 = 15, 20 4 = 5). Students group all the numbers from the same

family together. Students can use arrays to prove their findings.

Resources: Number cards, symbol cards (, = , x), counters for arrays.

Reference:

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/m

aths/continuum/Pages/factfamilies275.aspx

Extension: Provide students with blacked out fact family combinations. E.g. 63

=7, 9 x 7=

Thursday Finding Factors

Learning Intention: To apply knowledge of factors to solve problems

Success Criteria: Find sets of factors for a number.

Activity

On a computer Zee can access the Pobble arrays: find two factors interactive

game. This game help consolidate the knowledge of multiplicative thinking and

commutative property of multiplication.

Resources: Computer; Pobble Arrays: find two factors interactive game

Reference: Fuse Education (2013)

https://fuse.education.vic.gov.au/pages/View.aspx?id=bd224643-33e3-4db2add7-f6db6b6c89e5&Source=%252fpages%252fResults.aspx%253fs

%253ddivision%2526y%253d16

14

Integrating a wide range of strategies to foster development and build

proficiency within his Maths ability supports Zees progress throughout the unit.

Each activity has a learning intention and success criteria that is directly linked

with his learning goals as dictated by AusVELS, and seels to strength both

content knowledge and mathematical thinking skills. Zees progress will be

measured predominately through means of anecdotal observations during small

group work, collection of written work samples will be collected as means of

formally assessing understanding.

Seeing as mental computation strategies are a key component within the ILP, a

simple checklist of strategies used will be created linking Zees learning goals

with AusVELS. E.g. Makes compatibles Uses partitioning to add and subtract

etc. Asking for verbal explanations and/or reasoning can assess such strategies.

Timeline for Review and Revision

Reviewing Zees progress throughout the duration of the unit is vital to ensure

learning is paced and altered to suit his needs. At the end of the four weeks

Zees collected data will need to be reviewed against his learning goals, finding

gaps, if any, in understanding. Zees data will also need to be compared against

the progression of the entire class to identify whether he remains at risk and if

necessary prompting further development of his ILP. As the Interview is only

administered every 6 months, a full review of his ILP can be completed in 6

months time as reliable means of post-assessment.

Assignment References

Bobis, J., Mulligan, J. & Lowrie, T. (2004) Mathematics for Children. Frenchs

Forest, NSW: Pearson Education

Booker, G., Bond, D., Sparrow, L. & Swan, P. (2010) Teaching Primary

Mathematics. Frenchs Forest, NSW: Pearson

Retrieved from:

https://fuse.education.vic.gov.au/pages/View.aspx?id=bd224643-33e3-4db2add7-f6db6b6c89e5&Source=%252fpages%252fResults.aspx%253fs

%253ddivision%2526y%253d16

15

Continuum: Number and Algebra. Retrieved from:

http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/m

aths/continuum/Pages/continnumber.aspx

http://www.maths300.esa.edu.au/index.php?

option=com_content&view=article&id=184

http://nzmaths.co.nz/resource/number-families-and-relationships

Reys, R., Lindquist, M., Lambin, D. & Smith, N. (2012) Helping Children Learn

Mathematics. New York City, New York: John Wiley & Sons.

(2015). Mental strategies Addition and subtraction. Retrieved From:

https://hildroadss.eq.edu.au/Supportandresources/Formsanddocuments/Docume

nts/Parent%20Information/Math-mental-strategies-addition-and-subtraction.pdf

Victoria

Retrieved from:

http://ausvels.vcaa.vic.edu.au/Mathematics/Overview/Content-structure

Schools. Crows Nest, NSW: Allen & Unwin.

16

17

La Trobe University

Bachelor of Teaching (Primary)

LESSON PLAN FORMAT

Name: Jayde Brownhill

School: Charles Latrobe Teaching College

Date: 21-05-2015

Topic: Maths

Year Level: 4

Learning Purpose:

The lesson helps to strength the understanding of the inverse relationship between addition and

subtraction. This is an important precursor to developing efficient mental computation strategies when

dealing with the addition and subtraction of larger numbers.

AusVELS reference:

Level 3 - Recognise and explain the connection between addition and subtraction (ACMNA054)

Learning Intention:

- Recognise three single digit numbers that are related through the operations of addition and

subtraction.

- Recognise that there are two related addition and two related subtraction equations in a fami

of facts

Success Criteria:

-Write and read sets of related addition and subtraction equations

Time

Group set up

Materials

Activities

Sizzling Starter:

5 mIns

create equations that equal to ten.

(Students can you use + & -)

Ask students to offer their equations.

5 mins

All

Whiteboar

students

d/ Markers

on the

floor

Engagement:

Ask students to think of three numbers they like between 1-10.

Accept all groups of 3 numbers and write them on the board.

E.g. 1, 2, 3; 4, 6, 8; 1, 5, 4 etc. Write up to 10.

Explain to the students that there are some sets that make fact

families. In pairs, students select a set of three numbers to

investigate. Pose the question What equations can you make

with your numbers?

25 mins

18

Procedure:

Digit

cards,

Small

symbol

groups &

cards,

they can using their numbers only once. They model this on

working in

empty

pairs

tens

frame,

counters

made using all three digits at the same time.)

The teacher should roam from group to group,

prompting them to illicit observations; Explain to me what

youre doing. What equations have you made? What sets of

numbers couldnt you use? Why?

Extension Groups:

Allow students to investigate the Fact Families of

combinations of up to 100 (both correct and incorrect) E.g.

56, 44, 100; 72, 22, 96; 21, 7, 14 etc.

OR

Problem Solving; Complete the set by finding the

missing number from 16, 9

. 42, 50, .

investigations.

Pulling it together:

All

students

their pairs.

gathered

Ask students:

- What equations did you create?

on the

floor

- What sets of numbers couldnt you make equations with?

Maths

Why?

Journal &

Reflection:

Reflection

Starters.

- Something new I learnt today was

- The thing that challenged me the most was because

19

The student should write their responses into the class maths

journal.

If time permits, ask if Family Facts is a good name and

why. Record student ideas, highlighting that fact that these

numbers are related through the operations of addition and

subtraction. Just like families are related.

Anecdotal observations will be used as a means of assessing student understanding

in relation to the learning intention and success criteria. This is further developed when

teachers roam from group to group, prompting the students for further explanations.

e can be used as a

formal means of assessing understanding in relation fact families.

Resources:

Teacher: Markers, white board

Students: Digit cards, symbol cards (+, -, =), empty tens frame, counters, pencils, paper

Catering for inclusion:

This lesson draws upon the principles of Multiple Intelligences:

Kinaesthetic learners, such as Zee, are catered to in this lesson as the activity is

tactile requiring them to manipulate objects to explore the concept of fact families.

The counters and ten frames used within this task cater to and support visual/spatial

learners. Creating displays allows students to visually represent their understanding.

This lesson is created around social collaboration to achieve learning goals, as it

supports students to work within their ZPD, whilst directly catering to those students who

respond well in interpersonal activities.

Fast finishers:

Students can access the following interactive game to build fluency:

http://www.aaamath.com/add34ax1.htm

Students to work in small groups of 4-5. Tables are set up so that students can work

effectively side by side with a partner to complete the activity.

Reflection

Did the students achieve the learning outcome? Why/ Why not?

Was I clear in my instructions?

Did I provide effective opportunities to extend students?

20

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