2018

   

UNIT  TEMPLATE:  MATHS  –  ADDITION  AND  SUBTRACTION  

Pre-­‐service  teacher:   Collaborators:  Supervising   Class:  Reception/Year  1    
Nikolina  Zarkovic     teachers      
   
 
 
 
ACARA  Learning  Area:   Time/day/week/term:    
ACARA  Learning  Area:   Term  3  –  weeks  5/6  or  7/8  
Strand:  Mathematics    
Sub-­‐Strand:  Algebra  and  Number    
 
Addition,  subtraction  and  problem  
solving  
 
Length  of  Unit:  8  Lessons    
Learning  objectives/anticipated  outcomes    
 
RECEPTION  
Represent practical situations to model addition and sharing (ACMNA004)
Elaborations:  
• using a range of practical strategies for adding small groups of numbers, such as visual displays or
concrete materials
 
Achievement  standard:    By  the  end  of  the  Foundation  year  students  answer simple questions to collect
information and make simple inferences.
 
YEAR  1  
Represent and solve simple addition and subtraction problems using a range of strategies including counting
on, partitioning and rearranging parts (ACMNA015
Elaborations:  
• developing a range of mental strategies for addition and subtraction problems
 
Achievement  standard:    By  the  end  of  Year  1  students  carry out simple additions and subtractions using
counting strategies.
 
General  Capabilities:  
Numeracy  
Critical  and  Creative  thinking  
 
Learning  outcomes:  
Reception  
• Students  will  develop  an  understanding  of  how  to  represent  addition  and  subtraction  equations  
• Demonstrates  early  algebraic  thinking  around  the  concept  of  equivalence  
• Students  will  develop  problem  solving  strategies  ranging  from  concrete,  pictorial  and  abstract  
Year  1  
• Students  will  develop  an  understanding  of  addition  and  subtraction  through  worded  problems    
• Students  will  develop  problem  solving  strategies  ranging  from  concrete,  pictorial  and  abstract  
•  Students  will  develop  abilities  to  formally  represent  addition  and  subtraction  equations  
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Unit  overview:  
 
Lesson/activity/task  1    
Prior  Knowledge    
The  aim  of  this  lesson  is  to  develop  an  understanding  of  where  students  understanding  around  problem  
solving  using  addition  and  subtraction  sits.    
 
To  introduce  the  lesson  I  will  use  some  of  the  blocks  in  the  class  as  an  example.  I  will  create  two  circles  
using  hula  hoops  and  place  a  specific  number  of  blocks  in  each.  I  will  then  count  each  with  the  students  and  
explain  that  I  want  to  put  the  same  amount  into  the  box.  As  a  group  we  will  count  to  see  if  we  have  the  
correct  amount.  I  will  use  a  number  line  written  on  the  board  to  assist  me  in  doing  this.  I  will  then  explain  
each  of  the  sheets  to  the  students.    
 
Number  line  –  
Explain  key  terms:  Number  line,  add  and  total.    Explain  to  students  that  we  can  first  start  on  our  first  
number  and  put  a  dot  above  it.  Then  we  add  the  remaining  numbers.    
 
Receptions:  
Draw  pictures  to  represent  a  group  of  numbers  in  circles  =  then  draw  them  all  inside  the  box,  making  sure  
that  each  item  is  visible.    
 
-­‐  The  first  can  be  done  using  fruits  and  adding  them  into  a  basket.  
-­‐  The  second  can  be  done  with  drinks  going  into  a  fridge  
-­‐  The  third  can  be  done  with  balls  inside  a  bucket.    
 
A  number  line  will  be  included  on  the  page  to  help  students  if  they  need.  How  this  can  be  used  will  be  
explained  at  the  introduction  to  the  lesson.    
 
Receptions  will  go  to  their  desks  to  begin  the  activity,  whilst  year  1’s  remain  on  the  floor  to  further  explain  
their  task.    
 
Year  1:  
 
This  task  will  be  the  same  as  the  one  that  the  reception  students  are  doing  although  these  students  will  be  
extended  by  being  asked  to  write  the  problem  underneath.  I  will  come  around  to  the  table  to  show  an  
example  of  this  to  refresh  the  students  memories  of  the  structure  of  the  equations/problems.    
 
Students  will  also  be  faced  with  a  subtraction  question.  This  will  be  structured  by  showing  the  equation  
above  the  spaces.  Students  job  is  to  draw  the  correct  number  of  items  in  each  space  and  figure  out  what  is  
left  at  the  end.      
 
Assessment:  I  will  create  a  checklist  to  see  how  much  students  understand  about  addition  and  subtraction.  I  
will  then  alter  the  planning  that  follows  on  from  this  lesson  to  build  on  what  students  already  know.    
 
Lesson/activity  2    
Explore  
 
Explain  to  the  class  that  we  are  using  picture  to  help  solve  a  maths  problem  –  a  word  problem.    
 
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Planning  a  party  –    
Here  students  will  make  a  list  for  their  parties,  adding  all  the  people  they  want  to  invite.  They  will  need  to  invite  their  
families  to  their  party  (parents  and  siblings).  They  then  need  to  consider  who  else  they  want  to  invite  to  the  party.  
Receptions  can  invite  up  to  5  more  friends  and  year  1’s  can  invite  up  to  8.  They  will  draw  an  imaginary  picture  of  
people  at  their  party.  They  can  then  count  them  to  figure  out  the  number  of  guests  and  how  many  invitations  they  
will  need  to  make.    
Year  1  students:    
2  people  could  not  accept  your  invitation  to  the  party.  You  need  to  figure  out  how  many  people  will  be  left.    
 
*Express  that  this  is  only  a  pretend  party  and  that  we  don’t  need  to  invite  real  people,  we  can  invite  our  pets  or  
favourite  TV  characters  if  we  want).    
 
Inquiry:  Stop  the  children  once  they  have  started  drawing,  ask  them  if  they  need  to  use  the  number  line  every  time?  
Maybe  they  could  just  draw  the  number  of  people  and  count  them?    
 
Reception  
Task:  Students  will  do  simple  addition  using  a  real  life  example.  The  number  of  people  they  are  inviting  to  a  party.  
They  first  need  to  draw  each  person  and  then  use  addition  to  figure  out  the  number  of  guests.  They  can  use  the  
number  line  for  assistance  if  they  need.  They  will  be  required  to  write  an  equation  with  the  number  of  friends  they  
are  inviting,  followed  by  adding  the  number  of  family  members  they  want  to  invite.    
 
Year  1  
Task:  Students  will  do  simple  addition  and  subtraction  using  a  real  life  example.  The  number  of  people  they  are  
inviting  to  a  party.  They  first  need  to  draw  each  person  and  then  use  addition  to  figure  out  the  number  of  guests.  
They  can  use  the  number  line  for  assistance  if  they  need.  Once  they  have  figured  out  the  number  of  guests  they  find  
out  that  2  people  won’t  be  able  to  come  to  their  party.  They  then  need  to  figure  out  the  number  of  people  who  will  
be  attending.    
 
Conclusion:  
Students  will  meet  back  on  the  floor,  those  who  wish  to  share  can  tell  us  the  number  of  people  invited  to  their  party.  
They  will  need  to  tell  us  how  many  family  members  they  invited  and  also  how  many  friends.  We  will  use  the  number  
line  to  figure  out  if  they  were  correct.    
 
Lesson/activity  3    
Explore  
In  this  lesson  students  are  practising  problem  solving  using  concrete  materials.    
 
Introduction:  Students  will  meet  on  the  mat  where  several  tools  for  counting  will  be  on  display  (pom  poms,  
counters,  dice).  There  will  also  be  four  piles  of  word  problem  cards  ranging  from  red  (easiest)  to  purple  
(hardest).  Their  job  will  be  to  use  these  concrete  materials  to  figure  out  the  answer  to  each  equation.  
Students  will  have  to  imagine  that  their  concrete  materials  are  the  real  items  they  are  using.  I  will  show  an  
example  of  one  of  these  addition  equations  to  explain  to  students  which  words  we  are  searching  for  to  
figure  out  the  equations.  Students  will  be  encouraged  to  ask  peers  for  help  reading  the  equations  as  some  
less  competent  readers  will  struggle.    
 
Body:  Here  students  will  be  using  the  word  problem  cards  and  the  concrete  materials  to  figure  out  the  
number  of  each  equation.  Receptions  will  start  at  the  red  number  cards,  year  1  students  will  start  at  the  
orange  number  cards.  The  students  need  to  complete  at  least  2  of  the  equations  before  they  try  to  move  
up  to  the  next  level  of  cards.  Year  1  students  should  reach  at  least  the  level  of  the  green  cards  by  the  
conclusion  of  the  lesson.    
 
Conclusion:  To  conclude  the  lesson  we  will  come  back  to  the  circle  as  a  group.  Here  students  can  share  
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some  of  the  equations  they  found  more  difficult.  As  a  group  we  will  attempt  to  figure  out  one  of  the  
subtraction  equations.  Students  can  share  their  mental  strategies  for  doing  this.    
 
 
Lesson/activity  4      
Explain  
In  this  lesson  students  are  practising  problem  solving  using  pictorials.    
 
The  purpose  of  beginning  this  lesson  with  a  number  line  activity  is  to  give  students  an  introduction  to  thee  
worded  problems  they  will  be  faced  with.    
Reception  students  will  explore  the  concept  of  number  line.  We  can  do  this  using  a  clothesline.  We  start  
with  numbers  1  to  10.  Each  number  can  be  represented  using  a  type  of  clothing.  I  will  start  by  placing  zero  
at  the  start  of  the  number  line.  The  number  line  will  be  on  a  string  stuck  on  the  whiteboard  and  all  the  
numbers  will  be  placed  on  using  pegs.  Then  I  ask  another  students  to  place  10.  We  gradually  fill  up  the  
entire  number  line.  Inquiry  questions  as  to  why  those  numbers  should  be  placed  there  will  be  asked  
throughout.  I  will  then  explain  the  task  were  students  are  to  figure  out  the  word  problems.  We  will  do  this  
by  explaining  the  first  equation  on  each  sheet.      

Simple  addition  and  subtraction:  Students  will  then  need  to  use  the  number  line  to  fill  in  the  sums.  Each  
number  on  the  line  is  represented  by  an  item  of  clothing  (e.g.  pants  are  the  number  5,  t-­‐shirts  are  the  
number  7).  They  need  to  fill  the  numbers  of  the  equations  in  from  the  shirts.  They  will  need  to  use  the  
number  line  on  the  board  to  figure  out  which  number  represents  which  and  then  they  will  use  this  figure  
out  how  many  things  are  in  the  washing  basket.  These  equations  will  be  written  in  the  form  of  word  
problems  to  which  the  students  need  to  figure  out.    

Year  1:  Year  one  students  will  engage  in  the  same  number  line  exercise.  Their  task  though  will  be  made  
more  complex  than  that  of  the  receptions.  These  equations  will  be  entirely  worded.  Students  will  need  to  
show  their  working  out.  This  will  require  them  to  do  some  abstract  thinking,  rather  than  using  the  number  
line  to  count  the  total  number  of  items.    

Lesson/activity    5    
Explain  
In  this  lesson  students  explore  writing  abstract  equations.    
 
 
Number  line  pizza  game!  
Here  students  work  in  groups  of  three.  Receptions  play  this  game  using  addition  and  year  1’s  play  it  using  
both  addition  and  subtraction.  To  introduce  the  lesson  I  will  use  the  larger  number  line  on  the  board.  I  will  
take  one  of  the  pizza  cut  outs  and  a  pencil  and  place  them  on  the  ground.  I  will  then  spin  it  on  the  page  and  
look  at  where  the  pointy  end  of  my  pencil  reaches.  This  will  be  my  first  starting  number.  For  example  it  may  
say  +2.  I  then  place  my  counter  on  the  2  of  the  number  line.  I  then  spin  it  one  more  time  to  reach  +  4.  I  then  
need  to  move  my  counter  4  more  places  until  it  reaches  6.  I  will  explain  that  students  need  to  take  this  in  
turns  with  the  different  members  of  the  group.  Each  person  gets  one  shot,  places  their  number  down  and  
then  allows  the  next  person  to  have  their  turn.  The  first  person  to  reach  10  is  the  winner.  They  can  play  the  
game  multiple  times.  Once  they  have  completed  the  game  several  times  they  will  be  given  the  extra  long  
number  lines  where  the  numbers  go  all  the  way  up  to  20.    
 
As  they  are  playing  the  game  students  need  to  write  down  each  equation  as  they  go.  This  can  be  done  on  
mini  white  boards  (or  scrap  paper).  This  will  allow  them  to  do  several  equations  which  show  how  they  got  
to  their  final  score.  
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Year  1  students  pizza  spinners  will  look  slightly  different.  They  will  have  both  addition  and  subtraction  on  
them  making  the  game  more  difficult.  This  means  that  they  will  need  to  backwards,  making  it  harder  to  
reach  the  number  20.    
 
 
Lesson/activity  6    
Elaborate  
 
Introduction:  In  this  lesson  students  will  need  to  fill  in  the  missing  numbers  from  their  sheets.  These  will  
give  me  a  clear  understanding  of  which  students  understand  how  equations  must  be  written.  Students  from  
the  two  year  levels  will  be  given  different  sheets.  The  sheet  will  be  explained  and  concrete  materials  will  be  
displayed  at  the  front  of  the  room.  Students  will  be  encouraged  to  use  these  to  help  figure  out  the  
problems.    
 
Body:    
I  will  be  monitoring  the  room  to  see  how  students  are  coping  with  their  tasks.  If  the  degree  of  complexity  is  
too  hard  for  Year  1  students  they  will  be  given  the  reception  sheet  and  if  it  is  easy  for  receptions  they  will  
be  given  the  year  1  sheet.    
 
Reception  students  will  have  images  to  help  visually  guide  them  although  Year  1  will  have  to  think  
abstractly  about  which  numbers  are  missing.  For  some  equations  the  number  missing  will  be  the  answer  to  
the  equation,  although  for  others  it  will  be  either  the  first  or  second  number.  This  will  require  them  to  think  
about  addition  and  subtraction  in  a  different  way.    
 
Year  1  tasks  will  have  a  visual  guide  for  the  first  few  examples.  This  will  act  as  a  guide  for  the  following  
questions.    
 
Conclusion:  Here  we  will  take  some  of  the  problems  and  make  them  into  a  word  problem.  We  will  use  the  
first  example  for  both  sheets  although  instead  of  using  the  picture  we  will  use  students.  This  will  reaffirm  
that  although  the  problems  look  different,  the  equation  is  the  same  (concrete,  pictorial  and  abstract)    
 
Formative  assessment:  Checklist  to  see  if  students  can  figure  out  the  missing  numbers,  whether  they  have  a  
concrete  understanding  of  equation  representation.    
 
Lesson/activity  7  
Elaborate    
 
Introduction:  In  this  lesson  we  decipher  the  language  used  in  word  problems.    
Introduction:  Read  You  can,  Toucan  maths  re-­‐aloud  book.  Whilst  doing  this  we  ask  inquiry  questions:  
-­‐ Which  operations  are  being  used?  
-­‐ Which  words  do  they  use  so  we  know  if  we  should  add  or  take-­‐away?  
We  will  write  all  of  these  on  sheet  which  we  will  construct  into  a  word  wall.  Examples  of  words  include  =  
addition  =  join,  together,  more;  subtraction  =  difference,  went  away,  less.  
 
After  reading  several  sections  from  the  book  ask  the  students  the  question  ‘5  receptions  finished  their  
homework,  4  year  ones  also  finished,  how  many  students  in  the  class  finished  their  homework?’.  This  
hypothetical  question  will  allow  them  to  think  about  the  words  on  the  wall  to  figure  it  out.    
 
Body:  Students  will  make  word  problems  to  share  with  their  neighbour.  They  will  be  asked  to  use  a  noun  
 2018
   
followed  by  a  number,  and  then  some  of  the  addition  and  subtraction  words  from  the  book  to  create  an  
equation.  They  will  then  pass  it  to  their  neighbour  to  see  if  they  can  get  it  right.    
 
Year  1  students  will  be  encouraged  to  create  at  least  one  addition  and  subtraction  equation.    
 
Conclusion:  We  will  return  to  the  mat  where  students  will  be  asked  to  share  some  of  the  equations  they  
created.  We  will  then  try  to  figure  them  out  as  a  class.    
 
Lesson/activity  8    (conclusion):  
Evaluate    
 
 In  this  lesson  students  will  engage  with  a  series  of  worded  addition  and  subtraction  problems.  These  
problems  will  require  them  to  use  abstract  thinking  to  reach  the  answer.    
 
Introduction:  To  begin  this  lesson  we  will  start  with  a  hypothetical  word  problem.  I  will  write  on  the  board  
‘5  students  needed  to  see  the  nurse  at  lunch,  2  more  came  after  lunch,  how  many  students  are  now  waiting  
to  see  the  nurse?.  We  will  use  our  word  wall  to  help  figure  it  out.  The  number  line  will  also  be  displayed  on  
the  board  for  those  who  need  help.    
 
Body:    
Guided  practice  -­‐  Students  will  return  to  their  desks  where  they  will  have  a  scrap  paper.  Another  word  
problem  will  be  read  out  to  them  and  written  on  the  board,  followed  by  a  subtraction  word  problem.    
Word  problems:    
‘Four  birds  were  sitting  on  a  branch,  3  more  joined  them.  How  many  birds  are  now  on  the  branch?  
‘  Sue  had  ten  strawberries  in  her  lunch  box,  she  ate  4  at  the  start  of  lunch,  how  many  did  she  have  left?’  
 
Remind  them  to  look  for  clue  words  and  important  details  when  solving  the  problems.    
 
I  will  explain  the  worksheets.  Reception  and  year  1  worksheets  differ  slightly  in  equations.  Both  sheets  will  
have  both  addition  and  subtraction  equations,  although  receptions  will  be  using  smaller  numbers.  They  will  
be  prompted  to  use  the  number  lines,  which  will  be  put  on  their  desks  If  necessary.  I  will  prompt  students  
to  look  at  the  first  number  and  write  that  down  as  the  first  part  of  the  equation.  They  will  then  need  to  read  
the  rest  of  the  sentence  to  see  if  it  will  be  an  addition  or  subtraction  equation.  Once  they  think  they  have  
figured  it  out  they  need  to  look  for  the  second  number  in  the  line  and  place  that  after  the  symbol.  To  
complete  the  equation  they  then  need  an  equals  symbol  and  can  then  figure  out  what  the  sum  is  asking.    
 
Independent  working  time  -­‐  I  will  monitor  students  throughout  the  body  of  the  lesson.  Here  I  will  be  able  to  
see  the  strategies  students  are  using  to  create  their  equations.  Should  the  sheets  be  too  simple  
 
Conclusion:  When  students  have  completed  the  task  they  will  bring  it  to  me  so  that  I  can  review  their  task  
and  ask  questions  about  how  they  reached  these  answers.  This  will  allow  me  to  monitor  their  thinking.  
Students  who  complete  the  task  early  can  play  the  number  line  pizza  game.      
 
 
Links    
Links  to  other  curriculum  Learning  Areas,  topics  or  unit  planning  (how  does  this  lesson  or  unit  plan  meaningfully  connect  to  the  
students’  learning  in  other  areas):  
 
Links  to  resources  or  opportunities  (web  links,  programs  or  content):  
 
 2018
   
Links  to  frameworks,  taxonomies  or  organisers:    
5  E’s  instructional  model    
-­‐  Students  use  their  prior  knowledge  and  literacies  to  develop  explanations  for  their  hands-­‐on  experiences.  
Students  have  opportunities  to  represent  and  re-­‐represent  their  developing  understanding.    
Five  phases:  Engage,  Explore,  Explain,  Elaborate  and  Evaluate.    
 
Focus  Questions  to  enhance  the  planning  processes   Links  to  AITSL  Standards:  
Know  students  and  how  they  learn:  What  relevant   AITSL  Standard  1.    
information,  skills  or  knowledge  will  my  students  need  to   1.1  Physical,  social  and  intellectual  development  and  characteristics  of  students  
possess  to  help  them  to  engage?  What  information  do  they   1.2  Understand  how  students  learn  
need  to  know  in  order  to  progress  (concepts,  knowledge,   1.3  Students  with  diverse  linguistic,  cultural,  religious  and  socioeconomic  backgrounds  
skills  or  experiences  required  before  independent/group   1.4  Strategies  for  teaching  Aboriginal  and  Torres  Strait  Islander  students  
tasks)?   1.5  Differentiate  teaching  to  meet  the  specific  learning  needs  of  students  across  the  full  range  of  
abilities  
1.6  Strategies  to  support  full  participation  of  students  with  disability  
 
Know  the  content  and  how  to  teach  it:  What  choices  do  I   AITSL  Standard  2.    
have  about  content  (appropriate  choice  about  focus/topic,   2.1  Content  and  teaching  strategies  of  the  teaching  area  
sequencing  of  content)  to  support  engagement  and   2.2  Content  selection  and  organisation  
development?  How  does  organisation  of  content,  resources   2.3  Curriculum,  assessment  and  reporting  
and  delivery  enhance  development?    What  is  the  topic  of   2.4  Understand  and  respect  Aboriginal  and  Torres  Strait  Islander  people  to  promote  
focus  of  this  lesson  (what  content  should  be  covered  at  this   reconciliation  between  Indigenous  and  non-­‐Indigenous  Australians  
age/developmental  stage)?  What  do  I  need  to  include  to   2.5  Literacy  and  numeracy  strategies  
support  Indigenous  learners  and  to  accommodate  for  the   2.6  Information  and  Communication  Technology    
diverse  needs  of  my  learners?    
Plan  for  and  implement  effective  teaching  and  learning:   AITSL  Standard  3.    
How  do  I  ensure  that  my  planning  is  challenging  for  my   3.1  Establish  challenging  learning  goals    
learners?  How  do  I  measure  engagement  and  progress?  How   3.2  Plan,  structure  and  sequence  learning  programs  
do  I  use  feedback  to  strengthen  my  planning  for  future   3.3  Use  teaching  strategies  
teaching?     3.4  Select  and  use  resources  
  3.5  Use  effective  classroom  communication  
3.6  Evaluate  and  improve  teaching  programs  
3.7  Engage  parents/carers  in  the  educative  process  
 
Create  and  maintain  supportive  and  safe  learning   AITSL  Standard  4.    
environments:  How  does  my  planning  for  teaching  support   4.1  Support  student  participation  
engagement,  minimise  disruption  and  prioritise  learning?   4.2  Manage  classroom  activities  
How  does  my  planning  support  individual  participation  and   4.3  Manage  challenging  behaviour  
equitable  access  for  all  of  my  students?     4.4  Maintain  student  safety  
  4.5  Use  ICT  safely,  responsibly  and  ethically  
 
Assess,  provide  feedback  and  report  on  student  learning:   AITSL  Standard  5.    
How  do  I  assess  my  students’  learning  of  this  content  to   5.1  Assess  student  learning  
support  their  development?  What  assessment  strategies   5.2  Provide  feedback  to  students  on  their  learning  
further  enhance  the  opportunities  for  student  engagement?     5.3  Make  consistent  and  comparable  judgements  
5.4  Interpret  student  data  
5.5  Report  on  student  achievement  
 
Engage  in  professional  learning:    What  professional  learning   AITSL  Standard  6.    
do  I  need  in  order  to  enhance  my  planning  and  teaching  of   6.1  Identify  and  plan  professional  learning  needs  
this  content?  How  can  colleagues  and  available  staff  enhance   6.2  Engage  in  professional  learning  and  improve  practice  
my  preparation  for  teaching  the  chosen  content?  How  can   6.3  Engage  with  colleagues  and  improve  practice  
evaluations  of  my  planning  and  teaching  improve  student   6.4  Apply  professional  learning  and  improve  student  learning  
engagement  and  learning?    
Engage  professionally  with  colleagues,  parents/carers  and   AITSL  Standard  7.    
the  community:  How  else  can  I  enhance  my  planning  for   7.1  Meet  professional  ethics  and  responsibilities  
teaching  and  student  learning?   7.2  Comply  with  legislative,  administrative  and  organisational  requirements  
7.3  Engage  with  the  parents/carers  
7.4  Engage  with  professional  teaching  networks  and  broader  communities
 
 
 
 

   
 2018
   
Formative  assessment  checklist:  
Student   Added  1   Added  2   Added  3   Equation   Comment  
correctly   correctly   correctly   correct    
Oliver            

 
Keira            

 
Tyler            

 
Angus            

 
Pheonix            

 
Amelia            

 
Nash            

 
Julie            

 
Alex            

 
Harper            

 
Jimmy            

 
Lucas            

 
Sebastian            

 
Shakiyah            

 
Keagan            

 
 2018
   

Sophie            

 
Hanna            

 
Isla            

 
Saahi            

 
Emy            

 
Robyn            

 
Ivy            

 
Bailey