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- Index
- Lesson Plan - Problem Solving
- Phone Etiquette
- Tqm Notes Finals
- Shipwrecked+Activity 2012
- Burckhardt_invisible_design.pdf
- Einstein's Problem Solving
- math- lesson plan
- mauche obs 3 19 14 complete
- Personal Development Plan - V1.3 Ed
- Ideal Candidate Profile Worksheet
- Cases Problem Analysis
- Traffic Jam
- Einsteins Secret to Amazing Problem Solving.doc
- Untitled
- plantilla plan unidad esau
- 50 Interview Questions Per Competency
- Editorial 2
- professionalactivities
- Case Study

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Mathematics Focus:

This Individual Learning Plan will focus on experiences that will assist the child reach the following growth points:

Counting: 1. Rote counts to 2. Counts a collection 3. Counts forwards & 4. Skip count by 5. Skip count by 2s,

at least 20 of about 20 items backwards by ones, from 2s, 5s & 10s 5s & 10s from X

any starting point

Place Value: 1. Reading, writing, 2. Reading, writing, 3. Reading, writing, 4. Reading, writing,

interpreting and ordering interpreting and ordering interpreting and ordering interpreting and ordering

single digit numbers. 2 digit numbers. 3 digit numbers 3 digit numbers

Addition & Subtraction 1. Count all 2. Count on 3. Count back/Counts down 4. Basic Strategies

Strategies: to/ counts up from

Multiplication & 1. Count all (multiple groups) 2. Modelling multiplication & division 3. Abstracting multiplication and

Division Strategies: when all items are perceived division

Classroom Activities:

Counting Place Value Addition & Subtraction Multiplication & Division

Tuning in activity: Twister Tuning in activity: Tens Tuning in activity: The

card. Spin the spinner and frame snap. To familiarise Magicians hat. Tell the

whatever number it lands on the child with tens frames children that there are a

state what one more/one less and frames not set out in certain number (10-20)

than that number is. an array play snap with the frogs in the hat. Say that

Follow on lesson: frames. Firstly play you are going to add some

Before/after bingo. Teacher traditional snap then frogs eg. 2 or 4 to the hat.

will draw a number between change to play +/-1 snap. Ask the student to work

1-100 and then the student Follow on lesson: Number out how many frogs by

will cover the number on a busting. Get a blank tens counting on.

hundreds chart that comes frame and some counters. Follow on lesson: Count

before/after the drawn Put 5 counters in an array on two. Show the child a

number. and ask how many. Now number card between 10-

Tuning in activity: Hundreds move the counters to not 20 then ask them to

chart roll the dice. With a be in an array and ask imagine that many

hundreds chart and some again how many. Highlight counters. If I added two

counters roll the dice then that there are many ways more counters how many

move to that number on the to make one number would there be? Can be

chart. Once you roll again you because that was 5+0 and extended to add 3

will move that many squares. 2+3. What are some counters or a higher

Eg. first you roll a 6 so you different ways we can starting number.

put your counter on 6 then make 5/8/10/20?

you roll a 4 so you put your Tuning in activity: Many of the counting

counter on 10. This will Understanding tens and and place value activities

increase familiarity with ones. Ask questions like fall under addition and

hundreds charts and counting how many ones are in subtraction as well.

on. 15? and how many tens These include:

Follow on lesson: With a are in 15? to gauge the Twister card

floor mat hundreds chart the knowledge of the student. Before/after bingo

child will start standing on 0 Then with cards between Hundreds chart roll the

and then have to move 1-20 ask the child to dice

forwards/backwards however collect that many counters.

Tens frame snap

many squares the dice rolls Encourage them to stack

on. After each roll she will the counters in tens and Number busting

then be asked what is one ones on top of the numbers Understanding tens and

more/one less? This will also on the card to represent the ones

help with recognition of whole number. Change your number

numbers. Follow on lesson: Change

Tuning in activity: Counting your number. With a

on in a collection. Teacher and collection between 1-20 to

student will count the number begin with draw a card and

of jumps, claps, hops etc. first then make the number

1

Elizabeth Blackwell- S00126377

pretending that they have it is grouped in tens and

already jumped 10 times and ones to represent it. Then

counting on from 10. challenge the player to

Follow on lesson: Roll the make a different number.

dice. Roll the dice and then Eg. if they have 13 ask

collect that many teddies. them to make 17. The

Hide the teddies under a player states what they will

container and then roll the do then makes the change.

dice again. How many teddies Depending on students

are there now? Remind understanding you can

student about tuning in extend it to be larger

activity and that they can numbers.

count on not count all.

Home Activities:

At home parents can select a two digit number and then ask their child what one more or one less is.

They can have a hundreds chart hung up in their house for familiarization with the chart.

They can play the hundreds chart roll the dice game with their child.

1.1, 1.2, 1.5: The writing in GREEN shows my ability to understand the

student and how she learns, understand her development and cater my teaching

to meet her learning needs.

Comments:

Ensure the use of wait time with Shanley. She was often able to correctly answer a question after given

sufficient wait time.

The student I am working with has a great enthusiasm for maths and using counting materials which is a huge

positive in helping her learn. I am hoping to be able to teach her how to efficiently use the materials because

even when they were in front of her she still automatically used her fingers and began to panic when the

number was larger than 10. Therefore I have tried to incorporate different concrete materials for her to use in

every activity and given the opportunity for her to move around whilst still engaging with maths, as seen by the

hundreds chart floor mat. She became restless quite easily when an activity dragged so therefore I am hoping

by moving around she will remain on task and be engaged. She often was unable to explain her thinking or

reasoning, replying with I thought about it as an answer to how did you know that? According to Tickle

(2001) using hands on problem solving activities is a good way for students to be able to display and explain

their thinking process which is another important reason to provide Shanley with a variety of concrete

materials.

The results of the interview highlighted a few issues with her counting strategies such as; counting by ones,

counting all, using her fingers even when she had materials in front of her and having trouble counting

forwards/backwards from a given number over 10. I am hoping to work with Shanley to make her a more

efficient counter through a number of activities. These include the twister card and before/after bingo games.

2

Elizabeth Blackwell- S00126377

Use of a hundreds chart for this Individual Learning Plan is key, as when counting by ones Shanleys sequence

went from 29 to 50. I am hoping that by her becoming familiar with the layout of a hundreds chart she will

understand sequence of numbers more thoroughly and her counting will not just be from rote learning but a

clear idea of number sequence.

Shanley needed a long period of wait time before answering questions. Several times I almost rephrased the

question for her before she spoke and was able to answer correctly. It is important to use wait time

appropriately and allow students to mentally compute problems, as many researchers say that mental

calculation is where children learn how numbers work and where they make decisions about algorithms and

strategies (Heirdsfield, 2002). This is also highlighted in an article called Addition and Subtraction which

states that the key to getting students up to the expected level by the end of Grade 2 lies in developing mental

calculation methods. By using concrete materials Shanley will be able to visualise the materials and how she

will solve the problem, progressing from counting on her fingers. Gervansoni highlights the importance of

visualisation in bringing the problem to life and take problem solving to a whole new creative level. The article

makes you aware that maths is more than just numbers on a page and that is how we need to encourage or

students to see it. By Shanley having strong mental images of concrete materials she will improve her mental

calculation and become a more efficient mathematical problem solver.

I am looking forward to working with Shanley and watching her mathematical and thinking skills improve.

3

Elizabeth Blackwell- S00126377

References

Addition and Subtraction: Mental Mathematics is the linchpin of the Numeracy Strategy. pp. 193.

Gervansoni, A. Lessons From the Birds and the Bees about how to teach Mathematics. pp. 85-88.

Heirdsfield, A., (2002). Mental Methods Moving Along. Australian Primary Mathematics Classroom. pp. 4-8.

Tickle, B., (2001). Talking about Thinking. pp. 12-14.

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