Year Level: 1 Key Concept: Addition Created by: Charlene Wood

Curriculum Statements: Represent and solve simple addition and subtraction problems using a

range of strategies including counting on, partitioning and rearranging parts (ACMNA015)

Year 1 Achievement Standard

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify representations of one half. They recognise Australian coins according to their value. Students explain time durations. They describe two-dimensional shapes and three-dimensional objects. Students describe data displays. Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half hour. They use the language of direction to move from place to place. Students classify outcomes of simple familiar events. They collect data by asking questions and draw simple data displays.

Rationale:

When reflecting on the Year 1 Achievement Standards it clearly states that at the end of Year 1 students need to have established the essential skills, to carry out simple additional problems through the usage of implementing problem solving strategies, such as counting on (ACARA, 2007). Therefore it is essential that within the weekly plan that it focuses on establishing a solid foundation of knowledge and understanding of the mathematical functions of addition and how they are applied, in order to solve additional problems. It is through the usage of exposing students to the various elements of mathematics and how it can be applied to everyday life that enables a child to develop a deeper understanding of the mathematical concept of addition (Van De Walle, Karp, Bay-Williams, 2010). When exploring a new mathematical concept it is significantly important for a teacher to create a ‘problematic learning environment’ that allows students to wonder why thing are, to inquire, to search for solutions and to resolve incongruities (Van De Walle, Karp, Bay-Williams, 2010). Therefore this means that both the curriculum and instruction should begin with problems, dilemmas and questions for students to solve or investigate (Van De Walle, Karp, Bay-Williams, 2010). Throughout the weekly plan students are exposed to problematic situations, were their learning is ‘scaffolded’ accordingly within their ‘zone of proximal development’ (ZPD). Within these learning experiences students are provided with various manipulative materials in order to help them to solve the additional questions, through the usage of the problem solving strategy of counting on. However if students create their own strategies as to how to work out additional questions, the teacher will allow students to use their own strategies. As it is significantly evident that when students develop their own problem solving strategy, they are developing a deeper knowledge and understanding of the mathematical concept (Van De Walle, Karp, Bay-Williams, 2010). Students are introduced to a problematic learning environment at the start of the week, through the usage of the children’s book, “The Very Hungry Caterpillar”. It is through the utilisation of the book that enables

EDU341 Teaching Mathematics Assessment Task 2 Weekly Plan: 5 Consecutive Lessons

the teacher to create a problematic learning environment for the students to explore. For instance students are to solve simple additional problems through the usage of a Tens Frame Template and various manipulative materials, in order to identify the different total amounts of foods that the very hungry caterpillar eats. It is through this problematic learning environment that enables students to explore, investigate and solve simple additional problems. Throughout the week students are continuously exposed to a problematic learning environment where they are able to explore, investigate and solve simple additional problems. Students will be given the opportunity to personalise their learning experiences, as students will be able to create their very own storybook that incorporates the various mathematical forms that an additional problem can be depicted in. In addition students will be exposed to a very hands-on on learning environment. Thus enabling students to create a meaningful connection between, the concept of addition to everyday life.

Catering for Diversity: Within the classroom there is a student who has a hearing impairment. In

order to cater for this student the teacher needs to ensure that they applying the following accordingly;

o That the teacher is using the hearing aid device at all times;o That the student is using the hearing aid device at all times;o That the teacher is positioned strategically within the classroom, so that

the student can visually see the teacher’s mouth movements at all times;

o That the teacher constantly acquires confirmation from the student that they have heard and understanding the lesson/activity; and

o That the teacher has organised a teacher aid if necessary in order to help assist the student when required.

Cross-curricula Priorities and /or General Capabilities

Within this weekly mathematics plan ICT, PHE and English are relevant general capabilities. Students will be engaged within various ICTs when exploring the concept of addition, for example within the interactive whiteboard game.

ACARA - English - Interacting with others Engage in conversations and discussions, using active listening

behaviours, showing interest, and contributing ideas, information and questions (ACELY1656)

QSA - Health- Children build knowledge, understanding and skills to: Plan and use safe behaviours when interacting with people and in a

variety of school contexts

Days Focus Pedagogy and Learner Focused Approaches

Teaching & Learning Activities Resources Assessment

Monday Students will explore adding on 1 and 2.

The teacher will use appropriate pedagogical strategies whilst reading the book, ‘The Very Hungry Caterpillar’. For example the teacher will ask the students to help count the different amounts of foods, that the very hungry caterpillar eats (The teacher will

The teacher will read the children’s book, ‘The Very Hungry Caterpillar’. Throughout the reading of the book the teacher will get the children actively involved within the reading. For example the teacher will involve the children within the following;

Counting the different amounts of foods that the very hungry

The teacher will need to be seated at the carpet area.

The teacher will need children’s

Students will be assessed through constant formal and informal observations.

The teacher will be formally and informally

ensure that when counting the different amounts of food, that he or she points and assigns a food one number. This reinforces the principle of counting that, each object must be assigned one number only). The teacher will also reinforce student’s knowledge and understanding of the days of week. For example the teacher will use appropriate terminology such as, if today is Monday then tomorrow must be? The teacher will ‘scaffold’

student learning, within their ZPD.

The teacher ill expose students to different modes of mathematical language, through the usage of the mathematical think board strategy. For example the students will be constantly exposed to how an additional problem can be represented numerically, visually, symbolically, materially and written.

The teacher will constantly apply appropriate mathematical terminology, throughout the lesson. For example instead of using the word plus, the teacher can implement the following words

caterpillar eats; and Identify what day of the week

comes next.After the reading of the book the teacher will introduce the mathematic concept of addition. This will be achieved through the usage of incorporating the book, ‘The Very Hungry Caterpillar’ with a ‘Tens Frame Template’. The teacher will ask the students to help solve simple addition problems. For example;

The very hungry caterpillar ate 1 pear. However the very hungry caterpillar was still hungry, so he ate 1 more pear. How many pears did the vey hungry caterpillar eat all together?

The very hungry caterpillar ate 2 plums. However the very hungry caterpillar was sill hungry, so he ate 1 more plum. How many plums did the very hungry caterpillar eat all together?

During this section of the lesson the teacher will role model, how to set out additional questions accordingly.For example 2 + 1 3The teacher will provide the students with the opportunity to come up to the board and write the mathematical addition problems accordingly. For example as the students answer a question, they will be

book – “The Very Hungry Caterpillar”.

Laminated Tens Frame Template, enough for the whole class.

www.mathwire.com/strategies/matspv.html

Laminated visual aids for solving simple addition problems, for the whole class.

observing how each individual student reacts to the new mathematical concept of addition.

The teacher will be taking mental and physical notes as to the following;o Who is

adapting to the new concept?

o Who is close to adapting to the new concept?

o Who is clearly struggling with the new concept?

During the worksheet activity the teacher will be formally and informally observing each individual student constantly.

instead;o Makes;o Altogether;o Add on;o Equals; ando Sum of.

The teacher will strategically group students accordingly, as to how well they are adapting to the new mathematical concept of addition.

It is through this usage of small groups of students that enables a teacher to strategically help those students who are struggling with the new mathematical concept of addition. This is because it is within small groups that peers are able to explain their mental and physical processes that are involved within the concept of addition, at a language level that other students will understand.

The teacher will only group students, who will work well together.

The teacher will constantly role model the appropriate way to set out an additional problem.

3 + 2 5

required to come up to the whiteboard and write the number down accordingly. 3 + 1 4During this section of the lesson the teacher will explore the addition concepts of adding on the following;

Add on 1; and Add on 2.

The teacher will alter the difficulty of the additional question, accordingly within the student’s ‘ZPD’. The students will then be given the opportunity in small groups of three to go and solve some simple additional questions of adding on 1 and 2. Students will have to answer a worksheet, through the usage of using the same Tens Frame Template. Students will be given laminated pictures of different types of foods that the very hungry caterpillar has eaten (visuals). Students will then have to model the additional questions from the worksheet, in order to answer the questions. The teacher will have a worksheet that explores add on 3, for those students who are excelling at adding on 1 and 2. In addition for those student who finish before the rest of the class, they will be given the opportunity to go onto the computer to explore the concept of addition furtherwww.au.ixl.com/math/year-1/adding-1; www.au.ixl.com/math/year-1/adding-2; www.au.ixl.com/math/year-1/adding-3.

The teacher will need to have different coloured markers.

The teacher will need a few sheets of butcher’s paper.

The teacher will need to have a strip of blue tack.

The teacher will need to have ensured, they have printed enough worksheets for the whole class prior to the lesson.

Example of worksheets.

Tuesday Students will explore adding on 1, 2, and 3.

The teacher will ‘scaffold’ student learning, within their ZPD.

The teacher will expose students to different modes of mathematical language, through the usage of the mathematical think board strategy. For example the students will be constantly exposed to how an additional problem can be represented numerically, visually, symbolically, materially and written.

The teacher will constantly apply appropriate mathematical terminology, throughout the lesson. For example instead of using the word plus, the teacher can implement the following words instead;

Makes; Altogether; Add on; Equals; and Sum of. The teacher will constantly role

model the appropriate way to set out an additional problem.

3 + 2

At the beginning of the lesson the teacher will ask students to identify, what they have learnt within the previous mathematics lesson. (Students should identify that they have previously explored the mathematical concept of addition. Students may also identify that they explored adding on 1 and 2, through the usage of a Tens Frame Template.) Before the lesson continues the teacher will ensure that students have a clear understanding of the mathematical concept of addition, before continuing on with the lesson. Once the teacher is happy with the student’s understanding of the addition concept, the teacher will then explain to students that they will be using the same technique of using a Tens Frame Template to solve simple additional problems to find out the total amounts of food that the very hungry caterpillar has eaten. The teacher will remodel to the students, as to how they are expected to use the Tens Frame Template accordingly, in order to solve these simple additional problems. The teacher will cover a few additional questions from the following counting on concepts;

Add on 1; Add on 2; and Add on 3.

During this section of the lesson the teacher will actively involve the students,

The teacher will need to be seated at the carpet area.

The teacher will need to have different coloured markers.

The teacher will need a few sheets of butcher’s paper.

The teacher will need to have a strip of blue tack.

Laminated Tens Frame Template, enough for the whole class. www.mathwire.com/strategies/matspv.html

Students will be assessed through constant formal and informal observations.

The teacher will be formally and informally observing how each individual student reacts to the new mathematical concept of addition.

The teacher will be taking mental and physical notes as to the following;o Who is

adapting to the new concept?

o Who is close to adapting to the new concept?

o Who is clearly struggling with the new concept?

5 within this learning experience. The teacher will provide the students with the opportunity to come up to the board and write the mathematical addition problems accordingly. For example as the students answer a question, they will be required to come up to the whiteboard and write the number down accordingly. 3 + 2 5The teacher will then explain to the students that they will need to work through these simple additional questions, individually and if they require help, all they have to do is to raise their hands and the teacher will come around. Students will be exploring the concepts of counting on;

Add on 1; Add on 2; and Add on 3.

The students will then be moved back to their desks with the appropriate materials, where they will be able to work through the simple additional questions at their pace. At the end of the lesson the teacher will go through the worksheet as a whole class and rectify student’s misconceptions accordingly. For those students who finish before the rest of the class, they will be given the opportunity to go onto the computer to further explore the concept of addition; www.au.ixl.com/math/year-1/adding-1;

Laminated visual aids for solving simple addition problems, for the whole class.

The teacher will need to have ensured, they have printed enough worksheets for the whole class prior to the lesson.

Example of worksheets.

During the worksheet activity the teacher will be formally and informally observing each individual student constantly.

The teacher will collect each student’s worksheets to formally assess how students are doing with adapting to the new mathematical concept of addition. This assessment will be done through the usage of a checklist.

www.au.ixl.com/math/year-1/adding-2;www.au.ixl.com/math/year-1/adding-3;

Wednesday Students will explore addition in a sentence form, through the usage of an action story.

The teacher will ‘scaffold’ student learning, within their ZPD.

The teacher will expose students to different modes of mathematical language, through the usage of the mathematical think board strategy. For example the students will be constantly exposed to how an additional problem can be represented numerically, visually, symbolically, materially and written.

The teacher will constantly apply appropriate mathematical terminology, throughout the lesson. For example instead of using the word plus, the teacher can implement the following words instead;

Makes; Altogether; Add on; Equals; and Sum of. The teacher will constantly role

model the appropriate way to set out an additional problem.

3 + 2

At the beginning of the lesson the teacher will ask the students to help solve simple additional questions, through the usage of the interactive whiteboard game from the following website;www.iboard.co.uk/skill-builders/mental-calculations/addition-getting-started-4-7.The teacher will have ensured that students have access to the Ten Frame Template and manipulative materials, such as Unifix Cubes, in order to help them solve simple additional questions. The teacher will actively involve the students, by asking them to come up to the interactive whiteboard to answer the question accordingly. During this lesson the teacher will expose students to how additional questions can be written in the structure of a sentence. For example, The very hungry caterpillar ate 2

plums. However the very hungry caterpillar was still hungry, so he ate 2 more plums. How many plums did the very hungry caterpillar eat altogether?

This will be demonstrated through the usage of a worksheet that will be displayed on the overhead projector. This worksheet will display the following; An additional mathematical word

sentence; Appropriate visual aids to accompany

the additional word sentence; and

The teacher will need to have pre-organised an interactive whiteboard or the overhead projector prior to the lesson.

The teacher will also need to have access to a computer.

Laminated Tens Frame Template, enough for the whole class. www.mathwire.com/strategies/matspv.html

Laminated visual aids for

Students will be assessed through constant formal and informal observations.

The teacher will be formally and informally observing how each individual student reacts to the new mathematical concept of addition and how additional questions can be in the form of a word sentence structure.

The teacher will be taking mental and physical notes as to the following;o Who is

adapting to the new concept?

o Who is close to adapting to the new concept?

5 Blank format of how an additional question is set out, for students to fill in.

Students will work alongside the teacher, with appropriate materials to help students answer simple additional word sentence questions. Prior to end of the lesson students will be given a few additional word sentence to work on individually, through the usage of a worksheet. Students will need to show the teacher that they have finished these questions, before they are able to move on to the extension activity. The teacher will collect the student’s individual attempts at the additional word sentence questions, for formal observations purposes.Extension activity - in pairs students are given the opportunity to go onto the computer to further explore the concept of additional problems in word sentence structure. www.au.ixl.com/math/year-1/word-problems-write-the-addition-sentence.

solving simple addition problems, for the whole class.

OR The teacher

will need to have pre-organised different colours of Unifix Cubes, grouped in 10’s.

The teacher will need to have pre-organised enough worksheet for the whole class.

o Who is clearly struggling with the new concept?

The teacher will be formally assessing students on their individual attempts on additional word sentence questions.

This will be done through the usage of a checklist.

Thursday Students will be exposing how an additional problem can be presented symbolically, materially, numerically and in sentence form.

The teacher will ‘scaffold’ student learning, within their ZPD.

The teacher will strategically group students. For example as to how well they are adapting to the new mathematical concept of addition. It is through this usage of small groups of students that enables a teacher to strategically help those students who are struggling with the new mathematical concept of addition. This is because it is within small groups that peers are able to explain their mental and physical processes that are involved within the concept of addition, at a language level that other students will understand. Therefore the holistic view of utilising small group work enables peers to scaffold, their own learning experiences, whilst guiding others within their own scaffolding learning experiences. However the teacher will only groups students, who will work well together.

At the beginning of the lesson the teacher will reinforce student’s prior learning from the previous mathematical lessons that focused on the new mathematical concept of addition. This will be done through the usage of asking students to identify what they have learnt within the previous lessons. (Students may identify that they have learnt about addition and more specifically adding on 1, 2 and 3. Student may also identify that they have been using Ten Frame Templates and Unifix Cubes to, solve simple additional problems. Students may also identify that they have also explored how additional problems can be written in a sentence form.) Once the teacher has reinforced what students have learnt in previous lesson, the teacher will then explain the die game that students will be playing during this lesson. The teacher will role model an example as to what is expected of students, during this game. The teacher will demonstrate that if he or she rolled a 2 and a 3, students will be required to model the various mathematical forms an additional problem can be depicted in. For example as an additional problem, symbolically and in a number sentence form.Example as to what is expected of the

The teacher will need to have blank butcher’s paper.

The teacher will need to have different colour markers.

Laminated visual aids for solving simple addition problems, for the whole class.

OR The teacher

will need to have pre-organised different colours of Unifix Cubes, grouped in 10’s.

The teacher

Students will be assessed through constant formal and informal observations.

The teacher will be formally and informally observing how each individual student reacts to the new mathematical concept of addition and how additional questions can be in the form of a sentence.

The teacher will be taking mental and physical notes as to the following;o Who is

adapting to the new concept?

o Who is close to adapting to the new concept?

o Who is

The teacher will expose students to different modes of mathematical language, through the usage of the mathematical think board strategy. For example the students will be constantly exposed to how an additional problem can be represented numerically, visually, symbolically, materially and written.

The teacher will constantly apply appropriate mathematical terminology, throughout the lesson. For example instead of using the word plus, the teacher can implement the following words instead;

Makes; Altogether; Add on; Equals; and Sum of. The teacher will constantly role

model the appropriate way to set out an additional problem.

3 + 2 5

students.

2

+ 3 5

Number sentence form example –The very hungry caterpillar ate 2 bananas. However the very hungry caterpillar was still hungry, so he ate 4 more bananas. How many bananas did the very hungry caterpillar eat altogether? (During this section of the lesson, it will evidently cater for the diversity within the classroom. For example if students are more kinaesthetically inclined then they will access to Unifix Cubes.)Die Game Concept:Students will be working in small groups (groups of 3 or 4). The teacher will need to inform students as to what equipment they will need for the activity. Students will need the following;

1.) A sharp lead pencil;2.) A rubber; and 3.) Colour pencils.

Concept of the game – *Students will role a die twice and use those to numbers to create an additional problem.*Students will need to use the various forms of how a number can be depicted. For example as an additional problem,

will need to have pre-organised blank sheets of butcher’s paper, enough for the whole class.

The teacher will need to ensure that students have a pencil, rubber and coloured pencils, in order to participate within the die game.

The teacher will need a few dices.

clearly struggling with the new concept?

The teacher will be assessing the work that the students have completed during the die game. This will be achieved through the usage of a checklist.

being accompanied by symbolic pictures or manipulative materials, such as Unifix Cubes.*Students will also be required to think of an additional number sentence to go with the additional problem.At the end of the lesson the teacher will gather the whole class on the carpet area, in order to provide students with the opportunity to share their work with the rest of the class. Students will then have to hand their work to the teacher, so that the teacher can formally observe student’s progress of adapting to the new mathematical concept of addition.

Friday Students will be reinforcing whole week’s lesson through the usage of creating their own action story.

Students will utilise their new knowledge and understanding of addition and the various forms an additional problem can be represented in. For example symbolically, materially, numerically and in sentence form.

The teacher will ‘scaffold’ student learning, within their ZPD.

The teacher will expose students to different modes of mathematical language, through the usage of the mathematical think board strategy. For example the students will be constantly exposed to how an additional problem can be represented numerically, visually, symbolically, materially and written.

The teacher will constantly apply appropriate mathematical terminology, throughout the lesson. For example instead of using the

At the beginning of the lesson the teacher will reinforce student’s prior learning from the previous mathematical lessons that focused on the new mathematical concept of addition. This will be done through the usage of asking students to identify what they have learnt within the previous lessons. (Students may identify that they have learnt about addition and more specifically adding on 1, 2, 3 and 4. Student may also identify that they have been using Ten Frame Templates and Unifix Cubes to, solve simple additional problems. Students may also identify that they have also explored how additional problems can be written in a sentence form and that they played the die game in order to create their own additional problem in a sentence form.) Once the teacher has reinforced what the students

The teacher will need to have organised prior to the lesson enough copies of storybook templates, for the whole class.

The teacher will to inform the student that they will need the following items to in order to create their

Students will be assessed through constant formal and informal observations.

The teacher will be formally and informally observing how each individual student reacts to the new mathematical concept of addition and how additional questions can be in the form of a sentence.

The teacher will

word plus, the teacher can implement the following words instead;

Makes; Altogether; Add on; Equals; and Sum of. The teacher will constantly role

model the appropriate way to set out an additional problem.

3 + 2 5

have been learning over the past few days the teacher will then explain the lesson’s activity and what is required of them. Lesson’s activity – Students will be required to create their own storybook of, “The Very Hungry Caterpillar”. Students will replace the very hungry caterpillar, with themselves of a family member. Students will be required to apply the new concept of addition within their storybook. The teacher will provide the students with a storybook template, so that all the students have to do is write and create their story. The teacher will provide them with a visual finished example as to what their finished storybooks might look like. This example will be clearly set out, so that the students can evidently see that they are able to use the new mathematical concept of addition when creating their story and that they can also implement the various forms of how addition can be represented (i.e. through pictures, number and sentence form). Example as to what students an included within their storybook, relating to concept of addition.

2

+ 4 6

Number sentence form example – The

storybook; A sharp lead

pencil; A rubber; and Colour

pencils. The teacher

will need to have a hard copy of a finished example of a storybook, in order to show the students. This will be an example that the teacher has done up, so that it is clear for students to see.

be taking mental and physical notes as to the following;o Who is

adapting to the new concept?

o Who is close to adapting to the new concept?

o Who is clearly struggling with the new concept?

The teacher will be assessing the student creation of a storybook that embeds the mathematical concept of addition on a continuously basis. This will be achieved through the usage of a checklist.

very hungry Jessica ate 2 bananas. However the very hungry Jessica was still hungry, so she ate 4 more bananas. How many bananas did the very hungry Jessica eat altogether? This lesson can be completed over a period of two lessons, as students can continuously work on their storybook, in order to further develop their knowledge and understanding of the mathematical concept of addition.

Reference List

ACARA, 2007, Mathematics Curriculum – Foundation to Year 10 Curriculum, retrieved on 12th of August 2012,

www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10;

ACARA, 2007, English Curriculum – Foundation to Year 10 Curriculum, retrieved on 12th of August 2012,

www.australiancurriculum.edu.au/English/Curriculum/F-10;

QSA, 2009, Year 1 Learning Statement, retrieved on 12th of August 2012, www.qsa.qld.edu.au/7447.html; and

Van De Walle, J, Karp, K, Bay-Williams, J 2010, Elementary and Middle School Mathematics Teaching Developmentally 7 th Edition, Pearson Education Inc.