Maddelyn Holland Tam

S00155936

Student A: Rebecca
Grade/Year: 1
Date Interviewed: 02/04/2014
1.

Growth Point Table

Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

GP3
GP1
GP2
GP0

Who checked your growth point judgements?

Students name:
2.

Date: 05.04.2014

Nutshell Statement.

Rebecca has a strong knowledge of forward counting sequences to 113 and can
successfully identify numbers before and after a given number. Rebecca is able to
skip count by 2s, 5s and 10s starting from 0, however finds it difficult in counting
back by 10s from a variable starting point; this will impact on Rebeccas ability
when solving anything beyond two digit subtraction problems. Rebecca can count
on from one number to find the total of two collections, however relies heavily on
concrete materials to count back to solve simple subtraction problems. This is
demonstrated in Rebeccas preference to count back by ones using her fingers and
impacts on any equations beyond 10.
Single digit and sometimes 3 digit numbers are easily identifiable and are
confidently written, interpreted and ordered. Rebecca is yet to find the answer
involving multiple groups.

3.

Maddelyn Holland Tam

S00155936

Lesson Plan.

Lesson Title: Super Subtraction.

Learning intention/s:
The student will be able to solve simple subtraction problems between 1-20, using a
number line.

ENGAGE, EXPLORE
Lesson introduction
10min.
Teacher will assemble a 5x5 grid of Uno cards in front of the student, using cards 19.
The student will flip two cards over and find the difference between the two. If the
student answers correctly, she will keep the cards, if she doesnt the cards will be
placed back in their position. The aim of the game is to collect as many cards in the
5x5 grid within a minute.
This game can be repeated again to maintain motivation, encourage quicker
responses and allow the student to achieve their personal best.
EXPLORE, EXPLAIN, ELABORATE
Development/investigation
30min.
Development for this lesson is conducted on the floor with a portable whiteboard.
1. Revise what the student does know about subtraction (connects to Pirie-Kieren
model of building on their current knowledge.) Develop reasoning skills, for
example, the answer must be smaller than the start number.
FQ: What does it mean to subtract?
What must we make sure of?
2. Introduce alternative ways to say subtract. This builds on their vocabulary and
comprehension when given worded problems.
FQ: What are some other ways to say subtract?
- Minus
- Take away
- Less than
3. Revise questions that the student will be able to answer.
FQ: If I had 8 apples, but I take away 4, how many apples do I have left?
If I had 9 biscuits but ate 6, how many would be left?
4. Reflecting on the MAI interview, the teacher will know that the student will have
difficulty in answering any subtraction equations beyond 10, therefore the teacher
will draw and introduce the concept of a number line.
FQ: What if there were 13 apples and I take away 9, how many apples
would I have left?

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5. The teacher and student together will answer the above question accordingly,
with the teacher modelling the correct way in using a number line, (E.g. the
direction of the arrow)
FQ: So if I had 13 apples, where do you think I should start on the number
line?
And if I have to take 9 away, what do you think I should do?
So how many apples does that leave us? & How do you know?
6. The teacher will ask another question allowing the student to work
independently on the number line.
FQ: If I have the number 19 and minus 13, what number would I have?
Depending on the students confidence in answering the above question using the
number line, further equations may be asked with scaffolding from the teacher.
7. This activity allows the student to develop their subtraction skills from 20. The
student is currently dependent on using her hands to subtract; this particular
visualisation uses the number line to demonstrate the process of subtraction and
allows her to subtract more than 1 digit numbers without relying on concrete
materials. This follows the Pirie-Kieren theory of gradually moving from concrete
materials to imaging.
Adjusting the lesson
I believe the student may have trouble understanding, which point to start at on a
number line and where to end. To prevent this, the teacher will model subtraction
by implementing the use of counters on the number line.
For example, 1) 19 13 =
- Student places the counter on the number 19 mark and counts back by one with
the counter touching each numbers marker.
This gives the student a more thorough visualisation and an understanding of
where to start, count and end. Moreover it helps to build imaging, as the student is
able to imagine the movement of the counter when one is unavailable.
EXPLAIN, ELABORATE, EVALUATE
Making connections:
The teacher will reflect back with the student on what they have learnt, and the
benefits that a number line has when solving double-digit subtraction and addition
problems.
To assess the students level of understanding the teacher will conduct a formative
assessment through a questionnaire.
1. The teacher will design a worksheet including 10 double-digit subtraction
problems. (Sample assessment sheet attached, original in A3 to enable counters to
be used if necessary.)
2. The student will be asked to demonstrate their workings out using a number line
that is supplied on the sheet. (Counters can be used if student is displaying
difficulty).
FS: Please show your working out for each question using the number lines
provided.
This form of assessment is the most efficient way to identify what the student does
or does not understand. The teacher will observe the students use of a number line
when solving the equations to decipher if she understands the benefits of a number
line or if she is still displaying difficulty and dependent on using her fingers.
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Materials:
- 1 pack of Uno cards, supplied by teacher.
- Portable whiteboard and whiteboard markers supplied by school materials
- 0-20 number line supplied by school materials.
- Pencil and workbook, supplied by student.
- Counters, supplied by school.
- Assessment sheet x1.

4. Lesson Rationale.
As seen in the MAI interview, Rebecca displays difficulty in solving subtraction
problems beyond 10. This lesson starts off with an activity that motivates and
engages the student into recognising what she can do, connecting to the PirieKieren model of building on the students current knowledge base (Reys, et al.
2013). The task of introducing a number line assists Rebecca in finding an
alternative way to solve double-digit subtraction problems. Rebecca is currently
dependent on using semi-concrete materials and although this activity is visual it
aims to develop Rebeccas knowledge of using imaging and away from using her
hands. I have incorporated the use of counters if Rebecca has difficulty
understanding the number line, as I didnt want to completely alleviate away from
her comfort zone of using semi-concrete materials. Throughout the lesson, openended questions are asked to analyse students understanding and mathematical
thinking Way. J. (2008). Finally, as highlighted in lecture week 4, I have decided to
incorporate a formative assessment of a paper and pencil test; this gives me
immediate insight into what Rebecca has learnt. Although it has been debated that
this form of evaluation gives no insight into how they arrived at their answer De
Sagun. P. (2005), I have provided number lines and asked Rebecca to use them in
answering each question, this alongside observation of her body language will give
me insight into how capable she feels in solving subtraction problems to 20 and
what future lessons I need to incorporate to build on Rebeccas mathematical skills.

Maddelyn Holland Tam

S00155936

Student B: Lucy
Grade/Year: 3
Date Interviewed: 02/04/2014
5.

Growth Point Table

Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

GP4
GP2
GP2
GP2

Who checked your growth point judgements?

Students name:
6.

Date: 05.04.2014

Nutshell Statement.

Maddelyn Holland Tam

S00155936
Lucy has a strong comprehension of forward and backward counting from
various starting points between 1 and 113 and is able to identify and name
the number before and after a given number. Lucy is able to successfully
count from 0 by 2s, 10s and in most cases 5s to a given target. Lucy can
identify, write, interpret and order two digit numbers and in some cases is
able to read 3 and 4 digit numbers. Lucy can fluently count on and back from
one number to find the total of two collections. Lucy is able to use the
multiplicative structure to find the answer of single digit numbers when all
objects are modelled or perceived but is unable to recognise a multiplicative
structure when models are hidden or are asked in a worded problem; this will
impact continuously on Lucys ability when solving multiplication and division
problems as well as her ability in completing pencil and paper tests. Lesson
Plan
Lesson Title: Marvellous Multiplication
Learning intention/s:
Student will be able to solve simple word problems involving 2-digit multiplication
and represent the problem with a visual illustration.
ENGAGE, EXPLORE
Lesson introduction
15 min.
Teacher will have several cards of dots with different arrays on them. The teacher
will cover the bottom section with a book and state to the student that they can
guess how many dots are on the whole page without lifting up the book.
For example, a 5x7 array will have 4x6 covered. The teacher will be able to guess
that there are 35 dots on the whole page. Together the teacher and student will lift
up the cover and count the dots to see if the teacher is correct.
This activity encourages the student to observe, reflect and identify how the
teacher is able to answer correctly with each card.
Through prompting, the student will recognise the main mathematical idea of
multiplication and in turn will be able to complete the cards themselves.
EXPLORE, EXPLAIN, ELABORATE
30min.
Development/investigation
Development for this lesson is conducted at the students table.
1. Revise/reintroduce the concept of multiplication.
FQ: What does it mean to multiply?
How do we multiply?
2. Teacher will connect the array of dots cards to multiplication and discuss the
words row and column using a card from the introduction to demonstrate.
FQ: Where do you think the rows are on this card?
Where do you think the columns are?
How do think they relate to multiplication?
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3. Teacher will introduce and discuss multiplication in word problems and discuss
the language used.
FQ: Sometimes we are given word problems to solve. What do you think a
word problem is?
FS: These can be tricky because they dont always use the words minus,
add or times. Lets
have a look at a word problem now and see the difference.
4. Together the teacher and student will complete a word problem, identifying the
key words and drawing an array of dots that coincides with the problem; creating a
visual representation for the student.
For example, Jessica has 5 yellow balloons, Alex has 4 times more yellow balloons
than Jessica. How many balloons does Alex have? Drawing = 4x5 array.
5. If the student is competent with the above, more questions may be asked and/or
the student can create her own equation with an array of dots as a visualisation.
For example, Tom has 3 apples, Todd has 5 times more apples. How many apples
does Todd have?
Drawing 3x5 array.
6. This activity aims to build on the students vocabulary enhancing their ability in
solving word problems involving multiplication. Moreover it assists in developing the
students progress from concrete materials to imaging; through eliminating objects
originally used and focusing on the small visual representation of an array of dots.
As the student builds on their understanding and confidence in multiplication, this
visualisation will be removed.
Adjusting the lesson:
1. I feel that the student will continue to have difficulty in identifying the key words

and understanding what is being asked when given word problems. Therefore an
activity sheet has been created, where the student is required to highlight the key
words, answer the word problem and draw an array of dots that coincides with the
equation. (Activity sheet attached.)
2. Having this practise will ensure that the student understands the difference in
language and what information is needed to answer the question successfully.
3. The encouragement of illustrating the equation in an array of dots helps to gain
a visual for the student and highlights to the teacher that the student understands
the connection.
4. The student will reflect back on the introductory lesson as well as the
development lesson when completing this worksheet as well gaining assistance
from the teacher when needed.
EXPLAIN, ELABORATE, EVALUATE
Making connections
By the end of the lesson, the student will identify the key mathematical ideas of
multiplication arrays as well as word problems. This lesson builds on the students
ability in solving future word problems involving multiplication, addition and
subtraction, as the student has learnt the necessary skills to identify the key words
to decipher what the problem is asking them.
To assess the students development, the teacher will use observation as a form of
assessment. This will be done while the student is completing the multiplication
sheet (if lesson needs adjustment) or while the student creates their own word
problems. The teacher will observe:
1. If student is able to identify the key words in a word problem.
2. If the student is able to successfully answer the problems.
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3. If the student is capable in illustrating the problem in an array of dots.
Materials:
- Dots Array Cards x5, supplied by teacher.
- Exercise book, supplied by teacher.
- Activity sheet x1, supplied by teacher.
- Pencil, eraser and highlighter, supplied by student.

8. Lesson Rationale.
As demonstrated in the MAI interview, Lucy displays difficulty in answering
multiplication when no objects are modelled or it is asked in a word problem. This
lesson aims to build on both areas and encourages Lucy to deviate away from using
concrete materials to imaging, following the Pirie Kieren theory (Reys et al. 2012).
As seen in the nutshell statement it is evident that Lucy is capable of answering
multiplication when the questions are asked or displayed in their usual format (e.g.
5 x 3/ what is 5 times 3) however finds it challenging to recognise the operation
needed when asked a more detailed word problem. This lesson focuses on
highlighting the key words; ultimately building on her ability at solving any
operational word problem in the future. Furthermore, the encouragement of
drawing an array of dots will benefit Lucy in later mathematical sub strands such as
Measurement (Wright. V, lecture week 5, 2014), as well as a visual representation
that Lucy can refer to when stuck on simple multiplicative equations. Probing
questions are consistently asked in order for the teacher to understand Lucys
thinking and current knowledge base Caney. A. (2004). Finally, the use of
observation as an assessment allows me to identify if Lucy has understood the
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concept and is confident in using her new knowledge to answer word problems and
provide a visual representation. This form of assessments allows me to recognise
Lucys weaknesses and address problems by planning future lessons (Reys. et al.
2012).

Maddelyn Holland Tam

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9. References

Caney, A. (2004). Numbers + Magic = Answers: students explaining: make the most
of mental
Computation. Australian Primary Mathematics Classroom, 9(3), pg.10-14.
De Sagun, P. (2005). Constructing better mathematics classroom tests. Australian
Association of
Mathematical Teachers. 8(3), pg. 17-20.
Reys, R., Lindquist, M., Lambdin, D., Smith, L., Rodgers, A., Falle, J., Frid, S., &
Bennett, S. (2012).
Helping children learn mathematics. (1st ed). Milton, Australia: John Wiley
& Sons.
Way, J. (2008). Using Questioning to stimulate mathematical thinking. Australian
Primary Mathematics
Classroom, 13(3), pg. 22-27.
Wright, V. (2014). Week 5 lecture, personal communication, April 24th.
https://pinterest.com/search/pins/?q=subtraction%20games&rs=rs
All worksheets were created and designed by me, the above site was the only site
used to generate ideas.

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