EDMA 202: Learning and Teaching Mathematics 1

Jessica McQueen
S00144107

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Student ID Number/s:

Student Surname/s:

Given names:

S00144107

McQueen

Jessica

Course: Bachelor of Education Primary

Unit code: EDMA 202

School: Education

Unit title: Learning and Teaching Mathematics 1

Due date: 11/04/2014, 5pm

Date submitted: 10/4/14

Lecturer-in-Charge: Vince Wright

Tutorial Group/Tutor: Vince Wright (Tuesday 4pm)

Assignment Title and/or number: One: Interviews, Growth points, Nutshell Statements and Lesson Plans
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EDMA 202: Learning and Teaching Mathematics 1

Jessica McQueen
S00144107

Student A: Khloe
Grade/Year: Year 3
Date Interviewed: 26th March 2014
1.

Growth Point Table

Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

2
1
3
2

Who checked your growth point judgements?

Students name:
2.

Date:

Nutshell Statement

Khloe can count by ones to 109 but then struggles to bridge to the next decade and
she can count backwards by ones from 24. Khloe knows the number before and
after a number and also how to count by tens, fives and twos to various numbers
from 0 up to 110. She uses basic and derived strategies to work out simple addition
and subtraction questions. Khloe can skip count by twos, threes and fives to help
her work out multiplication problems. Khloe understands the principle of cardinality
as she knows the last number in the count tells her how many items are in the
whole set. This is shown in her ability to count on and back in simple addition and
subtraction problems. Khloe is developing her understanding of multiplication being
based on repeated addition. Khloe appears to struggle with understanding how to
work out the number which is 10 more or less than another number when asked in
addition and subtraction format.
Word Count: 164

EDMA 202: Learning and Teaching Mathematics 1

3.

Lesson Plan

Jessica McQueen
S00144107

Lesson Title: Adding 10 More

Learning intention/s:
What do you want the student to learn from the lesson? (refer to AusVELS Content Descriptors but
you need to create a specific and measureable learning outcome)

Content Descriptor: Solve simple addition and subtraction problems using a range
of efficient mental and written strategies (ACMNA030) Year 2, strand: number and
algebra, sub-strand: number and place value
Learning Outcome: Improve her ability to answer what is 10 more than a number
(i.e. Number + 10)
e5: ENGAGE, EXPLORE
Lesson introduction (aligning-tuning in-motivating- the hook)
How will your lesson begin? How will you engage the student?

I would show the teddies and say Today the teddies are going to help us work out
what is 10 more than a number.
e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation
What specific tasks or problems will the student work on? (Make sure you state the actual problem/s
as presented to the student, including the wording you will use no general task descriptions
please)
How will you use the Pirie-Kieren model (Materials to images to properties) to develop their
understanding?

Can you get 15 teddies? and put them in a group and Can you get 10 more
teddies? making another group. Ask how many teddies are in this group (point to
the 15)? Allow her to count, then ask can you write this number and place it
under the group. How many teddies are there all together? If she counts all say
we know this group has 15 so can you start counting at 15?. After counting ask
can you write the total number of teddies? Then ask how many tens in the
number 15? And how many tens in 25? Why was there a change? Then explain
because we added a group of ten the total number of tens in 15 changed (15 25).
Repeat this with 27 teddies, highlighting that adding 10 more adds another tens to
27. This is using materials in the Pirie-Kieren model.
We are going to do more work but without the teddies. This is imaging, the next
stage in Pirie-Kieren
model. I want you to imagine the teddies in your head, and answer 12 + 10?
Repeat the question if she is unsure and then if she is still unsure breakdown the
question how many more do we need to add to 12?? After her answer, I would say
we need to another group of ten to 12. If she is still unsure ask can you use your
fingers to count on from 12? This means she more practice using material, then for
the next question try imaging again. When she answers, ask how did you get
that? Her explanation will tell the process she went through and her level of
understanding. Repeat this step with 25 and 34.

EDMA 202: Learning and Teaching Mathematics 1

Jessica McQueen
S00144107
If she is feeling confident and getting correct answers I would move onto the next
stage, number properties. I would show her the equation sheet and ask can you
answer these questions? If she struggles with any of the questions I would remind
her what to do by asking What do we need to remember when adding 10? What
part of the number changes? This will prompt her to remember when adding 10
she needs to add another group of ten to the number.
Adjusting the lesson (What do you anticipate will happen? What strategies you will use to
adjust the lesson?):

Above I explained how I would adjust the lesson based on her responses and ability.
e5: EXPLAIN, ELABORATE, EVALUATE
Making connections
How will you help the student notice and connect the important mathematical idea(s) at the end of the lesson?
How will you assess whether or not the student has met your learning intention? (Be specific. Give the question/s or task/s
you will use and what you will look for in the students response)

I would assess whether she has met the learning intention by her ability to answer
questions in each stage and would only move onto the next stage if she had a solid
understanding. At the end I would ask What did you learn about adding 10 to a
number? If she wasnt sure how to answer I would prompt her by asking what do
we change in the number? Asking her questions at the end would highlight to her
the important mathematical idea.
Materials:
What materials/equipment will you need for the lesson?

Teddy bears
Grey-led pencil
Paper
Equation sheet
Word Count: 550

EDMA 202: Learning and Teaching Mathematics 1

4. Lesson Rationale

Jessica McQueen
S00144107

Khloe can count by 10s from 0 but struggles to answer what is 10 more than a
number other than 0, which is why this was my lessons focus. It is part of the Year
2 curriculum but I think its important for Khloe to develop this skill which will assist
her in answering addition and subtraction questions and more complex
mathematics topics. The lesson develops her relational understanding which is a
deeper understanding and teaches her how and why to solve a problem as opposed
to just knowing the answer and not understanding why its the answer, which is
instrumental understanding (Skemp, 2006). The Pirie-Kieren model is included, with
existing knowledge being expanded by using materials, then imaging and then
number properties and resulting in new knowledge and strategies. The imaging
stage is important as it bridges the gap between materials and answering
equations, which can be abstract (Hughes, 2002). Constructivism is part of the
lesson because Khloe is actively involved in the learning process and builds new
knowledge from personal experiences and prior knowledge. By asking Khloe to
explain her answer it allows her to create her own strategies (Reys et al., 2012).
There is a focus on place value, which Reys et al. (2012) explains is essential to
counting and facilitates operating with larger numbers.
Word Count: 218

EDMA 202: Learning and Teaching Mathematics 1

Jessica McQueen
S00144107

Student B: Vasili
Grade/Year: Year 1
Date Interviewed: 26th March 2014
1. Growth Point Table
Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

1
1
1
1

Who checked your growth point judgements?

Students name:

Date:

2. Nutshell Statement
Vasili can count forwards by ones to 59 and but struggles to bridge to the next
decade. He struggles to count backwards from 24 but can do so from 10. Vasili is
developing his ability to counting on but prefers to count all, therefore he is
developing knowledge of cardinality. He is also developing his knowledge of the
number that comes before and after a number when not counting. Vasili has
difficulty in reading 3 digit numbers and in interpreting what 2 digits numbers are
representing and sometimes reverses the order of 2-digit numbers. He can order up
to 4-digit numbers and knows to look at the first digit and then the next digit and so
on. He is also developing his ability to count backwards to solve subtraction, he
uses his fingers to help, however has difficulty when numbers are bigger than 10.
Vasili is developing his knowledge of solving multiplication problems by skip
counting and trial and error with group numbers.
Word Count: 163

EDMA 202: Learning and Teaching Mathematics 1

3. Lesson Plan

Jessica McQueen
S00144107

Lesson Title: Counting On

Learning intention/s:
What do you want the student to learn from the lesson? (refer to AusVELS Content Descriptors but
you need to create a specific and measureable learning outcome)

Content descriptor: Represent and solve simple addition and subtraction problems
using a range of strategies including counting on, partitioning and rearranging parts
(ACMNA015) Year 1, Strand: Number and Algebra, Sub-strand: number and place
value
Learning outcome: Improve his ability to solve addition problems by counting on
e5: ENGAGE, EXPLORE
Lesson introduction (aligning-tuning in-motivating- the hook)
How will your lesson begin? How will you engage the student?

I would show the teddies and say Today the teddies are going to help work out
some addition problems.
e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation
What specific tasks or problems will the student work on? (Make sure you state the actual problem/s
as presented to the student, including the wording you will use no general task descriptions
please)
How will you use the Pirie-Kieren model (Materials to images to properties) to develop their
understanding?

I would get 9 teddies and put them in a group and ask Can you get 5 more
teddies? put them in another group. I would cover the group of 9 and ask how
many teddies are under here? And then after he answers ask how many teddies
are there altogether? If he starts counting all remind him we know this group has
9 so can you start counting from 9? If he is unsure I would point to each teddy and
count 10, 11 and get him to finish counting. Asking how did you get you
answer? would tell me his level of understanding and if he didnt get the correct
answer he could work out where he went wrong. If he gets the wrong answer and
doesnt correct himself say lets count together 10, 11, 12, 13, 14,
demonstrating counting on. Repeat this with 11 + 4 and 8 + 3. This is using
materials in the Pirie-Kieren model.
This time I want you to picture the teddies in your head. This is imaging, the PirieKierens next stage. What is 9 + 3?, repeat the question if he is unsure and then if
he is still unsure breakdown the question or starts counting all what number
should we start counting from? This would remind him to count on. If he is still
unsure as can you use your fingers to count on from 9? This means he needs
more practice using materials, then for the next question try imaging again. If he
gets 12 ask how did you get that? His explanation will tell me how he worked it
out and his level of understanding. Repeat this step with 12 + 4 and 7 + 5.
If he is feeling confident and is getting correct answers I would move onto, number
properties. I would show him the equation sheet and ask can you answer these
7

EDMA 202: Learning and Teaching Mathematics 1

Jessica McQueen
S00144107
questions? If he struggles with any question or counts all I would remind him what
number do we start with? This will prompt him to count on. If still struggles I would
ask can you make this equation with the teddies?, using materials will help him to
count on.
Adjusting the lesson (What do you anticipate will happen? What strategies you will use to
adjust the lesson?):

Above I explained how I would adjust the lesson based on his responses and ability.
e5: EXPLAIN, ELABORATE, EVALUATE
Making connections
How will you help the student notice and connect the important mathematical idea(s) at the end of the lesson?
How will you assess whether or not the student has met your learning intention? (Be specific. Give the question/s or task/s
you will use and what you will look for in the students response)

I would assess whether he has met the learning intention by his ability to answer
questions by counting on and would only move onto the next stage if he had a solid
understanding. At the end I would ask
What way did we learn to add numbers? If he wasnt sure I would prompt him do
we start counting from 1 and count each number or? This would remind him that
we were practicing counting on instead of counting all. Asking him questions at the
end highlights to him the important mathematical idea.

Materials:
What materials/equipment will you need for the lesson?

Teddy bears
Ice-cream lid
Grey-led pencil
Equation sheet
Word Count: 549

EDMA 202: Learning and Teaching Mathematics 1

4. Lesson Rationale

Jessica McQueen
S00144107

In the interview Vasili said he counted on to solve addition problems however I

heard him count all. He appeared to understand the process but perhaps did not
feel confident using it, therefore I decided to focus on this. Developing his ability to
count on will help him to solve basic addition problems and give him background
knowledge when he applies it to subtraction problems. Counting on allows children
to discover valuable patterns and is an essential strategy for developing
addition (Reys et al., 2012). By improving his ability to count on it will assist Vasili
in his growing knowledge of cardinality, which is knowing that the last number
name given gives the number of objects in the set (Reys et al., 2012).
The lesson includes the Pirie-Kieren model stages, using materials, then imaging
and number properties resulting in new knowledge and strategies. These stages
help to link materials and equations together (Hughes, 2002). There is a focus on
one to one correspondence, which is an important in counting and in developing
number awareness (Reys et al., 2012). The materials stage involves a number
name being given to each teddy as it is counted. Vasili is actively involved in the
lesson and can develop new knowledge from personal experiences and prior
knowledge, which is constructivism. (Reys et al., 2012).
Word Count: 220 words

EDMA 202: Learning and Teaching Mathematics 1

Jessica McQueen
S00144107

References:
Australian Curriculum Assessment and Reporting Authority. (n.d.). Mathematics
Foundation to Year 10 Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10
Hughes, P. (2002). A Model for Teaching Numeracy Strategies. Paper presented at
the Mathematics Education in the South Pacific Conference, Auckland, New
Zealand. Retrieved from http://www.merga.net.au/node/38?year=2002
Reys, R. E., Lindquist, M. M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S.,
& Bennett, S. (2012). Helping Children Learn Mathematics (1st. Australian
ed.). Milton, Australia: John Wiley & Sons.
Skemp, R. (2006). Relational Understanding and Instrumental Understanding.
Mathematics Teaching in the Middle School, 12(6), 88-95. Retrieved from
http://www.jstor.org/stable/41182357.

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