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Student A: Isaac

(If suppression

of name required call them A)


Grade/Year: 3
Date Interviewed: 2/4/14
1.

Growth Point Table


Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point


6
4
5
4

Who checked your growth point judgements?


Students name:

Date:

Note: Their signature/s should be on the hard copy beneath


each table.
2.

Nutshell Statement (Maximum 150 words)

Isaac can count up by 2s, 3s, 5s, 7s and 10s by a non-zero


starting point to a given target. He can count with numbers that
have decimal places by using part whole thinking.
Isaac can confidently read, write, interpret and order numbers
beyond 1000 but cannot confidently subtract and add numbers
when the place value would change in more than one place value
column.
Isaac uses his prior knowledge of fact families, building from the left
and building to the next 10 to work out addition and subtraction
sums confidently. He needs to work on his addition and subtraction
sums with multi-digit numbers.
Isaac can solve multiplication and division problems without visual
help by using the strategy of counting up by numbers and by
building up from his small prior knowledge of multiplication facts.
Although Isaacs strategies proved to be effective, they were
inefficient and he would choose to count by 7s instead of 10s for 7
x 10.

3.

Lesson Plan (Use the template below and write into it.

Maximum of 500 of your own words)


Lesson Title:
Learning intention/s:

Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist
calculations and solve problems

e5: ENGAGE, EXPLORE


Lesson introduction (aligning-tuning in-motivating- the
hook)
Show the student all the colourful arrow cards that help with place value.
Have you ever used these types of cards before?
If the student has, ask them to create a number for you and name the number.
If the student has never used the cards before, demonstrate by creating a 4-digit
number and asking them to name the number for you.
To get the student used the arrow cards ask them to create specific 4-digit
numbers.
Repeat this until the child seems competent with the cards.
What do you recognise about the different colours of the cards?

e5: EXPLORE, EXPLAIN, ELABORATE


Development/investigation
What specific tasks or problems will the student work on? (Make sure you state
the actual problem/s as presented to the student, including the wording you will
use no general task descriptions please)
How will you use the Pirie-Kieren model (Materials to images to properties) to
develop their understanding?
Using the arrow cards and also your + card, create a multi digit number.
Start with two 3-digit numbers, such as 243 + 325
these will be set out like this:
200> 40> 3>
+ 300> 20> 5>
(Recognise that how the arrow cards are set out in the way in which written long
addition can be easily solved)

243
+ 325
Can you tell me what the ones numbers (pink) add up to?
Find that number in the pile of arrow cards here and put it below the sum
Spread the sum out so you can see the tens cards with the zeros
Can you tell me what the tens numbers (blue) add up to?
Find that number in the pile of arrow cards here and put it below the sum
Spread the sum out so you can see the ten cards with the zeros
Can you tell me what the hundreds numbers (green) add up to?

Find that number in the pile of arrow cards here and put it below the sum
With all the little sums we did, are you able to recognise the answer to the big
sum (243 + 325)?
If the student can understand the concept, Repeat this task, even using 4-digit
sums. Also then later create sums where the smalls sums such as 8+3 would
change the unit and it would have to get carried over to the tens.

Adjusting the lesson:


This student in particular is very confident with his fact families, place
value, and simple addition, I anticipate that he will be able to do this task
confidently. Although If the student is struggling to comprehend the idea
of multi-digit sums, start with the smaller units such as the ones, or twodigit numbers. Get them practicing these addition sums with the use of
the arrow cards, even if they are capable of working out these sums in
their heads. Getting used to the arrow cards with smaller sums, will assist
them in working out sums for the larger sums.
If the student is still struggling to comprehend the idea, using the
Proportional Model of Base Ten Blocks to help with the sums is appropriate.

e5: EXPLAIN, ELABORATE, EVALUATE


Making connections
Can you show and explain to me how you worked out the large sums?
What happened when the answer changed from being in the ones unit, to being
in the tens unit after you did a small sum?
Get them to show you what they did.
Ask the student to use a pencil and paper and work out the sums without the
arrow cards, and only with written comprehension.
The student can apply

place value to partition, rearrange and regroup


numbers to at least tens of thousands to assist calculations and
solve problems if they can use the number arrows appropriately and
explain how they arrived at their answer

Materials:
TWO lots of coloured number arrow cards
a plus (+) card
Pencil and paper
Base-ten Blocks

4. Lesson Rationale (Maximum of 200 of your own words)

This student is currently at growth point 4 in place value, although


he can recognise and name numbers with up to 6 digits, he was
unable to solve addition and subtraction problems with numbers
with more than 3 digits. I chose to focus on applying place value to
partition, rearrange and regroup to assist with addition problems.
The student was able to give a good estimation of the 3-digit sum,
but when asked to find an answer mentally or with a pencil and
paper he was unable to figure out a systematic way to do so. This
put his growth point for addition and subtraction at growth point 5. I
chose to use the arrow cards to represent multi-digit addition as it
gives a visual representation of the different units using the different
colours, and also makes it easier to keep all the numbers in the right
columns. In the EDMA202 lecture during week 3, (Wright, week 3,
2014) rearranging numbers and partitioning was a focus point.
During the tutorial in week 3 we looked at using Proportional
Models with Base-ten blocks which include flats longs and units
(Reys, pg.171), which show the base ten relationships. These
models help identify to concept on units changing from ones, to
tens, to hundreds and later to thousands. I thought using a
visualisation where you can easily change the units appropriately,
would help the student get a clearer idea, as he struggled during
the test to change between units correctly.

Student B:

Tilly

(If suppression of

name required call them B)


Grade/Year: 1
Date Interviewed: 2/4/14
5.

Growth Point Table


Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point


2
1
1
3

Who checked your growth point judgements?


Students name:

Date:

Note: Their signature/s should be on the hard copy beneath


each table.
6.

Nutshell Statement (Maximum 150 words)

Tilly could successfully count up with numbers that were lower than
100 but could not count backwards from 24 unless it was by using
her memory. She knows numbers before and after a given number
and can confidently count by 5s but cannot count by 2s or 10s.
Tilly can read, write, interpret and order single digit numbers but
struggled to recognise the 2-digit numbers. She can subitise 0,
1,2,3 and 6. She was using the correct strategies when answering
the questions however sometimes her calculation was inaccurate.
Tilly could correctly find the total of two collections by counting all
the numbers. She was unable to count back appropriately when
given a subtraction problem.
Tilly was able to correctly figure out multiplication problems by skip
counting by numbers. She could find the answer when objects were
only partially modelled or perceived but was unable to mentally
solve multiplication problems.

7.

Lesson Plan (Use the template below and write into it.

Maximum of 500 of your own words)


Lesson Title: Place Value
Learning intention/s:
Be able to count collections to 100 by partitioning and combining numbers using
place value

e5: ENGAGE, EXPLORE


Lesson introduction (aligning-tuning in-motivating- the
hook)
Show the student the colourful arrow cards. (only the Tens and Ones
cards)
Have you ever used these types of cards before?
Spread all the cards out on the table (0-10) (10 90)
Can you point to the numbers you know and tell me their names
Can you tell me what you recognise about all the pink numbers?
(ones)
Can you tell me what you recognise about all the blue numbers?
(tens)

e5: EXPLORE, EXPLAIN, ELABORATE


Development/investigation
Using the arrow cards all spread out on the table, ask the student to
order all the ones from lowest to highest and then the tens from
lowest to highest
Then demonstrate to the student how the arrow cards work by
connecting the points at the end to create a 2 digit number.
Can you tell me what number I just made?
If the student gets it wrong show them two arrow cards separated.
Can you tell me the two separate numbers that I have here?
Ask them again what the two digit number is called.
If I put them back together like this, what is this number then
called?
Repeat this task until the student seems more competent.
Adjusting the lesson (What do you anticipate will happen? What
strategies you will use to adjust the lesson?):
If the student is unable to recognise the two-digit number when
formed, use the arrow cards to count up.
for example
10> 1>
10> 2>
10> 3>

40>8>
40>9>
50>
50>1>

This uses the students prior rote learning knowledge but also gives
them a better understanding of how the cards and place value
works.

If the student seems competent in recognising two-digit numbers,


ask them to make specific numbers that you say.
Can you please make the number 86 for me?

e5: EXPLAIN, ELABORATE, EVALUATE


Making connections
At the end of the lesson ask the student
What did you do to work out the number I showed you?
Show the student a two-digit number and ask,
Why is this number (65) not called 56?
Which number do we look at first when we are saying the name?
Show the student a page of random two-digit numbers (not formed
with arrow cards) and ask the student to identify specific numbers.
Can you tell me what this number is?
The student has met the learning intention of count collections to
100 by partitioning and combining numbers using place value if
they are able to successfully recognise and make two digit numbers
using the arrow cards and can explain how they arrived at their
answer.

Materials:
Arrow Cards (ones and tens)
Sheet of paper with random two-digit numbers written on them

8. Lesson Rationale (Maximum of 200 of your own words)


I chose this particular task as the student is currently at growth
point 1 for place value where she could only recognise one-digit
numbers and struggled to recognise two-digit numbers that werent
tens-numbers. I chose to focus on creating two-digit numbers using
the arrow cards as it is a visualisation of the tens and ones coming
together. I chose to use the arrow cards instead of objects such as
bundles as there are written numbers on the cards and can help
familiarise the student as they are using numbers they already know
and recognise. The student could confidently count by ones, and
could even count by tens up to 100. In this task I focused on the
additive property of numbers. Numbers can be written in expanded
notation and summed with respect to place value. For example 123
names the number that is the sum of 100+20+3 (Reys 169).
Although I didnt focus on the addition element to creating place
value numbers, I still created a task where the child would be able
to recognise that 53 is made up of a 50 and a 3.

9. References
Reys, Robert E., Mary Lindquist, Diana Lambdin, Nancy Smith, Anna
Rogers, Judith Falle, Sand. Helping Children Learn Mathematics. John
Wiley & Sons Australia,, 08/2012. VitalBook
Wright. V (2014, March). Place Value. EDMA 133 Learning and
Teaching Mathematics 1. Lecture conducted from Australian Catholic
University

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