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Elizabeth Blackwell- S00126377

Mathematics Individual Learning Plan

Name: Shanley Year Level: 1


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

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Elizabeth Blackwell- S00126377

starting from zero then using materials. Make sure


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.

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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.

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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.