Lesson Plan Standard 5.4 PDF

EDMA262 Mathematics: Learning & Teaching 1 Assessment Task 1

Introduction:

The purpose for this interview was depicted in two ways; allowing myself to gain a

deeper understanding into collecting, analysing and reporting data, but to also benefit

the learner and teacher, representing students mathematical understandings and

thinking through a range of strategies. The interview had a clearly defined purpose,

using observations and responses to identify strategies, allowing myself as a pre-

service teacher to plan and develop curriculum

and instruction, based on meeting students

individual needs in a classroom environment.

Nutshell statement: Preservice teachers name: Mary Buffon Student ID: S00134651 Student: Mia Year Level: Foundation

Nutshell statement:

Mia demonstrated knowledge of the fundamental concepts of mathematics including

counting, patterning, ordinal numbers, subitising and matching numerals to quantities

through a range of derived strategies. Mia demonstrated her knowledge of counting as

she used her fingers to count and recount by ones. She displayed a comprehensive

knowledge of counting forwards in a sequence, from a number of starting points,

before correctly counting backwards from 10-1 using strategies of reciting from

known facts. Mia distinctly sorted the objects by the attribute colour, correctly

identifying one group as more. Mia used visualisation, using her fingers to point and

identify hidden resources, whilst also using her fingers to visually display one more

and one less. Mia used subitising, for the numbers 0-9, as she matched numerals to

quantities without having to count each individual quantity on the number cards. She

used elements of self-correction whilst representing notions of examining her work.

The ability to demonstrate a proficient understanding of comparisons was evident as

Mary Buffon S00134651

Purpose of the Assessment Task was to plan and develop curriculum that was solely

focused on meeting students needs in the classroom by modifying teaching practices.

Purpose of a nutshell statement is to clearly identify what was interpreted from the

assessment data received.


Mia ordered the data numerically, shortest to longest, in regards to the length of each

resource. Mia was able to use direct comparisons for a number of objects, initially for

three objects, before moving to four. Mia presented her mathematical capabilities

competently throughout the interview as she represented a range of mathematical

strategies in order to solve the problems.

Mathematics lesson plan

Lesson Topic: Addition in forming number combinations

Year Level: Foundation Lesson Duration: 60 minutes

Mathematical Focus: Exploring possible number combinations adding to total 10 using subitising and adding on.

Australian Curriculum (AC) Year level: Foundation Content strand: Number and Algebra Sub-strand: Number and place value Proficiency strand(s):

Understanding: Describing attributes of number combinations. Fluency: Choosing appropriate units to explore which combinations of one digit

numbers total 10. Reasoning: Explaining their three combinations of numbers that add to equal 10

through the use of their equation sentences. Content description(s):

Represent situations to model addition and sharing (ACMNA004)

Subitise small collections of objects, using combinations of numbers (ACMNA003)


Recognised from the assessment data received that Mia had an understanding of what subitising was but this aspect of mathematics could be extended upon

for Mia using a range of teaching strategies and techniques.


Background to the students current learning:

The students understand and already know:

How to order numerals numerically

How to match numerals to quantities

How to sort mathematical resources by the attribute of colour

The students understand and can mathematically:

Count to 10 and above Count using one to one correspondence Order the numerals 0-10

Learning Objectives/Outcomes:

Mathematics content/concept/idea learning outcome

At the end of this lesson, the students will demonstrate an understanding of:

Representing situations to model addition and sharing

How to recognize quantities through subitising (without counting)

Mathematics strategies/processes/ways of working and thinking mathematically

outcome

The students will be able to:

Demonstrate how to write an addition equation sentence to identify 10 as the

outcome. E.g. The sentence structure will be 5 and 5= 10

Recognize and identify the combinations of numbers that total 10

Assessment strategies:

What assessment strategies will you use in this lesson?

Photographs on iPad Observations (teacher roving) Writing records and documentation for reporting assessment after collecting

childrens number/addition equation sentences



What will you look for, and analyse, in the evidence found in the assessment?

Look for: Photographs match students number/addition equation sentences written Combinations of numbers that add to total 10 Use of the word and and appropriate use of mathematical equation symbol in the

equation sentence

Listen for: Correct use of language as they say their sentence, 5 and 5 equals 10 Strategies used to find which combinations of numbers equal 10

Analyse Students photos: Photographs match students number/addition equation sentences written The combinations of numbers used add to total the correct number

Resources:

Organisation for learning:

Whole class sit on the floor for tuning in and introduction activity

Children will then work in mixed ability pairs investigation activity

o During this time, teacher will be roving and listening to childrens strategies. If the teacher observes any children having difficulty, she

will conduct a guided working group on the floor using the same

activity but providing more guidance.

Teacher Student

Whiteboard

Two different coloured

whiteboard markers

Giant Tens Frame Mat

Magnetic 10s board

Magnetic counters (10 x 1

colour, and 10 x a different

colour)

Pencil

Maths Assessment Equation

Sheet designed by educator



Whole class will return to floor, sitting in a circle for reflection/conclusion

Key questions to guide learning and prompt student thinking:

What do we need to think about when we add two numbers?

What other numbers could add together to equal 10, will there be an equation

sentence that has two of the same numbers equalling 10?

How can you find out what numbers add to equal 10? *Encourage children to

model the numbers equalling 10 using their fingers, for example, If Im

holding 3 fingers up (choose any number), how many more numbers do I need

to make 10?

Does anyone have a different number combination that you do not have? How

can we find out if your combinations are both equal?

Lesson actions:

e5: ENGAGE, EXPLORE Lesson introduction (Whole TUNING IN): - Students will sit on the floor facing the whiteboard - The educator will then turn and point to the tens frame she has already drawn on the whiteboard with three blue dots, one in each of three of the boxes. - Subitising will then be evident, asking questions such as: How many more do I need to get to 10? *After child says 7, draw 7 green dots in each of the remaining boxes on the tens frame. - Explain how we know there are 10 Can anyone check to show me there are 10? - Teacher then lays out giant tens frame and says Our Train fits 10 people - Ask four students to come on board the train, asking Who can tell me how many more people fit on our train? - Continue this activity, repeating above questions until all combinations of 10 are found. - Come back together on the floor, repeating the whiteboard activity, explaining how students will be using magnetic tens frames to demonstrate three combinations of numbers that add together to total 10 and writing these equations in a number sentence.

e5: EXPLORE, EXPLAIN, ELABORATE Development/investigation (Part - INVESTIGATING):



- Children work in mixed ability partners with a magnetic tens board (see appendix 1) each, making combinations of 10 and writing the sentence they make, 9 and 1= 10 (corresponding sentence to what they have displayed on the board), sharing the sentences with one another. How did you determine what numbers added together to equal 10? - Take photos of children with magnetic tens board, collecting equation sentences (see appendix 2) for further assessment after the class. - Once children have made three different combinations of adding on to total 10, bring children together. How can we find out how many different combinations there are? - Children share different combinations they have found. How can we check we have found all possible combinations?

Adjusting the lesson: Enabling prompt: - As children will be working in mixed ability pairs, get him/her to notice and describe what their partner is doing to prompt them to do the same. If the child still requires prompting, take them on a walk around the class to observe other students before conducting a guided working group on the floor. Teacher roving will initiate this.

Extending prompt: Does anyone have a different number combination that you do not have? How could you find out that your combinations are both equal/correct? e5: EXPLAIN, ELABORATE, EVALUATE Plenary and conclusion (Whole REFLECTING and GENERALISING): - Connect the iPad to the whiteboard, scrolling through photographs of childrens work, asking: How did you know how to make combinations of 10? How could you see how to combine two numbers to make these combinations? Record any subitising or visualisation language/strategies - Provide opportunities to discuss subitising and visualisation. How can we check to see that each combination equals 10? See if children suggest subitising or using visual representations such as adding on using their fingers.

What are some things we need to think about when we combine two numbers? How can we tell these numbers total 10? - Record responses on the whiteboard



Rationale:

Upon completing Mias Mathematics Assessment Interview, questions one-two and

the foundation detour interview, it was evident that Mia comprehensively understood

and recognised one-digit quantities through subitising. Mia was able to confidently

match numerals to quantities and order numerals from 0-9, commencing at a range of

starting points including 0 and 1. Mia was then proficient in demonstrating how six

could be formed using two different combinations, shown on her fingers. Mia initially

showed five fingers on one hand, and one on the other hand. When I asked another

way? Mia repeated the demonstration with four fingers shown on one hand and two

on the other. I then asked, another way? In which she responded, There are no more

ways.

I then recognised that this concept of combining numbers to equal one total number

using subitising and adding on could be extended upon, with the focus therefore on

using subitising to explore possible number combinations of two numbers adding to

total 10, as this was a known number for children to begin with. Reys, Lindquist,

Lambdin, Smith, Rogers, Falle, Frid & Bennett (2012) describe subitising as the

ability to instantaneously visualise how many numerals or objects in a group. I concur

with Reys et al that subitising is an important element for several reasons; it helps

develop counting skills and accelerates the development of addition and subtract. I

therefore used these elements to base my lesson upon, recognising that although

children may be able to subitise to form one digit numbers, it is when students are

asked to demonstrate how two numbers form a whole difficulty is experienced.

I found this a vital element to extend upon as students begin to develop a notion of

adding on and subitising, using known facts and numbers to develop more complex

mathematical strategies.


- I used evidence from the interview to explore what the student was confident in, areas for improvement

and areas that may need to be extended upon.


Conclusion:

The purposefully presented interview allowed myself, as a pre-service teacher, the

opportunity to plan and develop curriculum and instruction to a classroom

environment. Having both the Mathematics Assessment Interview and the Assessment

Task regarding the interview, reinforced the shared nature of the two, collecting,

analysing and reporting data to depict students mathematical understandings and

range of strategies used.

An element that was highlighted during this assessment interview was the wide range

of ability for a particular student. I also acknowledged the importance of extending

upon subitising to explore number combinations. The vital element represented was

that when children explore number combinations, they begin to develop a notion of

addition and subitising using known numbers and strategies. Using elements of

mathematics that a child proficiently demonstrated was evident during my paper,

allowing students to build on components of mathematics that may present difficulty.


Reinforced the relationship between collecting assessment data and planning accordingly for these to ensure that the best interests of the child are been met

Lesson Plan Standard 5.4 PDF

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