Bethany Rees

Student number; S00170573

Growth point allocation
Student A: Zach (If suppression of name required call them A)
Grade/Year: Foundation/Prep
Date Interviewed: 25/03/2015
Note: Attach the original record sheets from your interview of each student to the back of the hard
copy you submit to the Faculty of Education dropbox. Keep a photocopy for yourself as backup.
Growth Point Table
Domain Assigned Growth Point
Counting 2
Place Value 1
Addition and Subtraction 0
Multiplication and Division 0

Who checked your growth point judgements?
Student’s name: Date:
Note: Their signature/s should be on the hard copy beneath each table.

Student B: Stefan (If suppression of name required call them A)
Grade/Year: 1
Date Interviewed: 25/03/2015
Note: Attach the original record sheets from your interview of each student to the back of the hard
copy you submit to the Faculty of Education dropbox. Keep a photocopy for yourself as backup.
1. Growth Point Table
Domain Assigned Growth Point
Counting 4
Place Value 2
Addition and Subtraction 3
Multiplication and Division 0

Who checked your growth point judgements?
Student’s name: Date:
Note: Their signature/s should be on the hard copy beneath each table.
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Bethany Rees
Student number; S00170573

2. Report (Maximum 200 words)
Student’s name: Stefan
Stefan is competent counting by 1’s both forwards and backwards from a given number between
1-113. He is able to able to count by 10’s, 5’s and 2’s accurately to various given numbers. Stefan
favours using his fingers when counting both from zero and from a given number both forwards or
backwards. Stefan did begin to struggle when counting by 10’s and 5’s from a given number not apart of
the number family. For example starting at 23 Stefan would round up the number to the nearest 5 or 10
and then count on.
When ask to estimate a point on a number line Stefan usually over estimates. Stefan also does not
recognise the value of money, this relates to his poor knowledge about place value. He did recognise
that there are dollars and cents but could not identify the relationship between the two. However,
Stefan did understand the concept of grouping the icy pole sticks in 10’s.
Stefan is comfortable when adding and subtracting single digit numbers but begins to struggle when the
numbers begin to get larger. He also has limited knowledge with multiplication, which follows on from
his knowledge of addition and subtraction. It may benefit Stefan if he was to work on his numbers and
place value which will then help him develop appropriate skills needed to move onto multiplication and
division.

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Bethany Rees
Student number; S00170573
3. Lesson Plan (Use the template below and write into it. Maximum of 600 of your own words)
Lesson Title:
Learning intention/s:
We are learning to understand place value and how it can help us with our addition and subtraction
strategies.
We are learning to break down numbers up to 100 to help us learn number families and how to utilize
this knowledge when given mathematical problems.

Count collections to 100 by partitioning numbers using place value (ACMNA014)
(AusVels, 2015)



e5: ENGAGE, EXPLORE
Lesson introduction (aligning-tuning in-motivating- ‘the hook’)
To begin the lesson I will use an Ipad, using the little monkey’s application on place value MAB. To
introduce the lesson and get the student to understand what we want to be able to achieve by the end
of the lesson.
This will allow me to see what the student already knows when focusing on the one area. We can
develop a basis for what needs to be focused on further and the type of questions that the student will
be required to answer.

PLACE VALUE MAB Application












e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation
To further develop the students understanding of numbers and place value we will use the physical
MAB blocks. I will ask the student to discuss with me what they have learnt about these blocks from the
Ipad games, and discuss how we can use these types of materials with all different topics of maths,
including place value and partitioning numbers.

Given a set of numbers on a worksheet the student is asked to partition the given numbers and state
how many 10’s are in the number and how many units. “Can you please break apart these numbers and
tell me how many tens are in/make up this number and how many units are in/make up this number.
Then make the numbers using the MAB blocks.”

Next we will use the physical MAB blocks to help visualise addition and subtraction equations, this will
allow the student to set out the numbers with MAB blocks to work towards developing greater number
knowledge and utilising different mathematical strategies.
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Bethany Rees
Student number; S00170573
“Using the MAB blocks show me how you would work out the following equations 10 + 8, 10-1, 20-1,
12+7, 15+ 9, 19+ 11, 24+ 11”
Then we will move on to harder equations such as “using the MAB blocks can you please work out the
following equations 60+40, 54+16, 8+42, 85+55, 73+37, 93+10”

Moreover we will get the student to then answer more equations that are two digit, but instead of
being able to use the MAB blocks they will be cover by a sheet of paper and the student will be asked to
use a different strategy to work out the equations.

Adjusting the lesson
If the student is struggle then we will need to adjust the types of questions they are being asked. This
may mean going back to the first activity and getting the student to identify what each number stands
for/ the value of each number and then moving on to one digit activities.

If the student is doing well and is gaining confidence in this activity, we will then make it harder with
larger numbers that do not necessarily have the same number families. As well as think of adding in
hundreds to the place value chart.


e5: EXPLAIN, ELABORATE, EVALUATE
Making connections
To ensure the student understands what he is doing, he will need to take me through what he is doing
step by step, so that if there are any issues we can see where he is going wrong but also to show the
teacher that he understand what he is doing, he is not just doing it.
By asking him evaluative questions about the lesson such as;
“How many units make up a 10, how many tens make up 100?”
“What does it mean when a number has a 0 in the tens place?”
“How do you know a number is in hundreds place?”
“Why is it important to understand the relationship between hundreds, tens and ones?”

The student’s answer should provide a detailed response using examples from the lesson to show his
developed a better understand about place value.
It may be beneficial to redo the place value section of the interview to see if the student has developed
greater knowledge and increased his growth point.



Materials:
- Ipad
- Attached Worksheets (IBE.J, 2010)
- MAB blocks

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Bethany Rees
Student number; S00170573
4. Lesson Rationale (Maximum of 300 of your own words)
I choose to do my lesson plan on Stefan because he showed he had acquired solid maths skills
that created a great base for his development. Stefan had the mathematical thinking he just needed to
develop his skills and try thinking differently when solving math equations or problems. Stefan relied on
his fingers a great deal when going through the MAI (Gervasoni, 2002). This then made me decide on
choosing number partitioning and place value to help Stefan realise the different ways he could be work
out this problems and getting him to think in a different way (Van de Walle, 2013).
I decided to emphasise on place value as he did struggle in this area of the MAI and if we are able to
help develop a greater base of math skills for Stefan, this can then help further other skills such as
multiplication and addition and subtraction (Van de Walle, 2013).
By beginning the lesson with the Ipad it creates the initial discussion and intrigue for Stefan. It will give
the basis of the lesson as we can thoroughly discuss why there are only 9 units, and 9 sets of 10s to
choose from on the app. In addition, it provides arrange of activities both teacher directed and student
focused to really get the thinking happening for Stefan (Gervasoni, 2002).
Finally, by partitioning the number and then using equations it allows Stefan to really visualise what is
happening (Van de Walle, 2013). He is able to physically see it, count them, and then move on to
covering the MAB blocks to help work on Stefan’s imagery (Van de Walle, 2013; TKI, 2010) to really help
him stop relying on his fingers when working out problems. Also, by choosing equations that are based
around the ten family it will help him to start thinking about number families which in turn will help him
develop better when adding and subtracting two digit numbers (Van de Walle, 2013; Gervasoni, 2002)
which he struggled with in the MAI.

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Bethany Rees
Student number; S00170573
9. References
AusVels, 2015. Australian Curriculum Victoria. Mathematics, level 1, Number and Place value. Retrieved
form http://ausvels.vcaa.vic.edu.au/Mathematics/Curriculum/F-10#level=1 accessed on 5/04/2015

TKI, 2010. The Main Phases of the teaching model. New Zealand Ministry of Education. Retrieved from;
http://nzmaths.co.nz/node/1517 accessed on 6/04/2015

Van de Walle et al. (2013). Chapter 11: Developing whole number place value concepts, pp. 192-212.

Gervasoni, A. (2002) Growth points that describe young children’s learning in the counting, place value,
addition and subtraction, and multiplication and division domains.

Van de Walle et al. (2013). Chapter 8: Developing early number concepts and number sense, pp. 128-
147.

Van de Walle et al. (2013). Chapter 2: Exploring what it means to know and do mathematics, pp. 13-31.

IBE.J, (2010). Partitioning numbers worksheet. Retrieved from;
http://www.snappymaths.com/counting/placevalue/placevalue.htm accessed on 6/04/2015