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(If suppression
Date:
3.
Lesson Plan (Use the template below and write into it.
Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist
calculations and solve problems
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.
Materials:
TWO lots of coloured number arrow cards
a plus (+) card
Pencil and paper
Base-ten Blocks
Student B:
Tilly
(If suppression of
Date:
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.
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.
Materials:
Arrow Cards (ones and tens)
Sheet of paper with random two-digit numbers written on them
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