EDMA262 Mathematics: Learning & Teaching 1

Report template

Preservice teachers name: Claire Coulter

Student ID: S00160202

ADAM

GRADE 3

Domain Growth Growth point (in words)

point

(number)

Counting 4 Counting from 0 by 2s, 5s and 10s.

Can count from 0 by 2s, 5s and 10s to a

given target.

Place Value 2 Reading, writing, interpreting and ordering

two-digit numbers.

Can read, write, interpret and order two-

digit numbers.

Addition & subtraction strategies 5 Derived strategies (near doubles, adding 9,

build to next ten, fact families, intuitive

strategies)

Given an addition or subtraction problem,

strategies such as near doubles, adding 9,

build to next ten, fact families and intuitive

strategies are evident.

Multiplication & division strategies 1 Counting group items by ones (all objects

perceived)
 Counting one by one to find the solution in

situations involving multiple groups when all

objects are modelled or perceived.

Report (300 words):

Adam is able to give an estimation close to the actual amount of teddies (he estimated

twenty five when there was actually twenty eight teddies). He was able to count them

by units (ones). Adam was able to correctly count from zero to 110 by tens, 45 by

fives and 30 by twos and can skip count by tens from a given number.

Adam can read, write, interpret and order two digit numbers. He used Popsicle sticks

to group and he knew ten more or less than numbers. He can also use two digit

number lines to know where numbers stand by locating digits along the line (he knew

that half of one hundred was fifty so he said that the point halfway along the line was

fifty).

Adam was able to count on and count back (4+9=13 and 8-3=5). Adam was

mathematically able to add doubles (4+4=8) and use commutativity (2+19=21 as he

started with 19 and counted up 2). He knew facts about 10 (4+6=10 and 27+10=37).

He knew about near doubles (7+8=15 as it is similar to 7+7=14 +1 =15). Adam is able

to extend these strategies to multi digit scenarios (68+32=100; he added 60+30= 90

and 8+2=10 so he added 10 more). Adam succeeds at focusing on the hundreds digits

(134+689; answer is around 800; 100+600=700 then 30+80=110).

When solving multiplication problems Adam mainly uses skip counting by twos,

fours and fives and using the times tables (5x3=15 and 3x4=12). Adam was able to

calculate the total number of dots in a square array filled with dots with only the

length and width showing as he skip counted by fives four times. Adam is able to
 answer many of the multiplication problems (3x10=30 and 5x7=35). Adam is able to

interpret division (he correctly drew a drawing of 12 divided by 3, and was able to

answer simple division problems (16 divided by 2=8 and 60 divided by 10=6).

[Word Count: 320]

Mathematics lesson plan EDMA262

Topic: Date:

Multiplication 25-07-2016
Year Level(s): Year Lesson
3 duration:

40 minutes
Mathematical Focus:

Students utilising their prior knowledge of multiplication and arrays begin looking at how multiplication

and repeated addition are connected. Mental objects are created by the children to encourage

understanding and confidence.

Intended learning outcome:

The students will move from additive to multiplicative thinking through the use of arrays and solving

multiplication problems.

Learning Intention:

Recall multiplication facts and draw arrays on grid paper.

Australian Curriculum (AC): Students prior knowledge:

Year level(s): Students already understand/know about this

3 topic/mathematical focus, and the skills already

Content strand(s): used:

Number and algebra Skip counting by twos, fives and tens

Sub-strand: Tens facts

Number and place value
Established value for equal groups through
Content descriptors(s):
- Sharing collections
Recall multiplication facts of two, three, five and
- exploring more efficient strategies for counting
ten and related division facts (ACMNA056)
large collections
Represent and solve problems involving
Concepts for multiplication
multiplication using efficient mental and written
- Groups of: focus is on the group. Really only
strategies and appropriate digital technologies
suitable for small whole numbers.
(ACMNA057)
- Arrays: focus on product (see the whole), does
Proficiency strand(s) and descriptor:
not rely on repeated addition, supports
Understanding- Students build a robust knowledge
commutatively and leads to more efficient
of adaptable and transferable mathematical
concepts. They make connections between related mental strategies

concepts and progressively apply the familiar to - Regions: continuous model. Same advantages

develop new ideas. They develop an understanding as array idea (discrete model)- establishes basis

of the relationship between the why and the how for subsequent area idea

of mathematics. Students build understanding when - Area idea: supports multiplication by the use

they connect related ideas, when they represent of number facts

concepts in different ways, when they identify

commonalities and differences between aspects of

content, when they describe their thinking

mathematically and when they interpret

mathematical information.

Problem solving- Students develop the ability to

make choices, interpret, formulate, model and

investigate problem situations, and communicate

solutions effectively. Students formulate and solve

problems when they use mathematics to represent

unfamiliar or meaningful situations, when they

design investigations and plan their approaches,

when they apply their existing strategies to seek

solutions, and when they verify that their answers

are reasonable.

Reasoning- Students develop an increasingly

sophisticated capacity for logical thought and

actions, such as analysing, proving, evaluating,

explaining, inferring, justifying and generalising.

Students are reasoning mathematically when they

explain their thinking, when they deduce and justify

strategies used and conclusions reached, when they

adapt the known to the unknown, when they

transfer learning from one context to another, when

they prove that something is true or false and when

they compare and contrast related ideas and explain

their choices.

Fluency- Students develop skills in choosing

appropriate procedures, carrying out procedures

flexibly, accurately, efficiently and appropriately,

and recalling factual knowledge and concepts

readily. Students are fluent when they calculate

answers efficiently, when they recognise robust

ways of answering questions, when they choose

appropriate methods and approximations, when they

recall definitions and regularly use facts, and when

they can manipulate expressions and equations to

find solutions.
Assessment strategy/strategies: Key vocabulary/terms:

Observations while wandering around the Arrays

classroom while the students are working at

their tables

Taking anecdotal notes while observing their

Resources:
graph paper
Times table flashcards
What will you analyse, in the evidence found in
Grid paper
the assessment?
Counters
Whether the arrays are drawn correctly on the
Whiteboard
graph paper
 Whether students are working individually or in

partners/table groups

Lesson design
E5: ENGAGE, EXPLORE Focus question/s:

Lesson introduction (Whole TUNING IN): 10 mins What do you alread

Ask children to come to the floor to engage with this mathematics lesson know about

Show youtube clip to students on the floor multiplication?

https://www.youtube.com/watch?v=XOckMjQOhcw What do you know

Pose question to students: about addition?

What do you know about multiplication? How do these conn
Explain how to draw an array on grid paper. Explain why an array helps us to to each other?
understand multiplication. Complete a problem together on the whiteboard. For

example, 3x2 using counters and grid paper. Talk about how the video

explained how we know which number is the row and which is the column.
E5: EXPLORE, EXPLAIN, ELABORATE Focus question/s:

Development/investigation (Part - INVESTIGATING): What is the

Ask children to go back to their table and work individually, in partners or table answer?

groups. How did you

Write on the board more problems for students to complete and draw on their come up with th

grid paper. answer?

E5: EXPLAIN, ELABORATE, EVALUATE Focus question/s:

Plenary and conclusion (Whole REFLECTING and GENERALISING): Did you find th

Encourage children to come back to the floor to discuss what has been learnt problems easy o

and completed this lesson. hard?

Ask students to share new findings and how they found using arrays?

Ask students what they found useful and what misconceptions they still have?

Discuss any misconceptions to ensure everyone has a sound knowledge of

arrays.

Catering for diversity:

Enabling prompt:

Students work in the lower two and three times tables for problems

Extending prompt:

Students work in the upper two and three times tables for problems

English as additional language learner/dialect (EALL/D) learners:

Students can work in groups, lots of examples done on the board to ensure students understand and can re

to these examples throughout the lesson.

Indigenous learners:

Use verbal communication with a big focus on listening and speaking rather than writing. Provide examp

on the whiteboard, which students can refer back to.

Justification of the lesson plan

Reflect on the content of the lesson and the planning decisions made

The multiplication lesson designed for Adam will encourage Adam to move from

additive to multiplicative thinking to help his multiplication learning (Siemon, Breed

& Virgona, 2001). Multiplicative thinking is the concept of thinking about the times

tables rather than repeated addition (Sullivan, Clarke, Cheeseman & Mulligan, 2001).

During this lesson the teacher will be using both a relational and instrumental

understanding of mathematics to ensure students are able to understand the lesson and

complete the tasks to their best ability (Skemp, 1978). Revising the concepts

involved within multiplication at the start of the lesson, it will be ensured the children
focus on the multiplicative thinking when using arrays to work out answers for

multiplication problems rather than the additive thinking side (Van De Walle, 2015).

Why the task is appropriate to support the child to understand the mathematics

that forms part of the focus of the lesson

Many students attending school do not have a sound understanding of the basic facts

of addition and subtraction. During this lesson we go over the basic components of

multiplication to ensure everyone has a sound understanding, while also utilising lead

up lessons to ensure Adam and his peers do not dread multiplication and are able to

complete this activity. The purpose of using the arrays for this lesson is to move the

class from the groups of idea to the arrays idea and further develop a deep

understanding. This will need to be followed up in following lessons including

slowing down for students whom do not grasp ideas to ensure they understand the

arrays concept fully and are able to use the concept properly prior to moving on to the

next concept (Vergnaud, 1988). Adam needs to use mental images to achieve purpose

in his mathematical learning by manipulating these images using both the enabler and

extender prompts (Siemon, Breed & Virgona, 2001).

Reference list

Australian Curriculum (2016). www.australiancurriculum.edu.au. Retrieved

27 July 2016, from http://v7-5.australiancurriculum.edu.au

Siemon, D., Breed, M & Virgona, J. (2001). Roadmaps to numeracy- Reflections

on the middle years numeracy research project. Paper presented to Australian

association for research in education conference, Fremantle, Perth.

www.asre.edu.au

Skemp, R.R. (1978). Relational understanding and instrumental

understanding. The arithmetic teacher, 26 (3), 9-15.

Sullivan, P., Clarke, D., Cheeseman, C. & Mulligan, J. (2001). Moving

 beyond physical models in multiplicative reasoning. In M. van den Heuvel-

Psnhuizen (Ed.) Proceedings to the 25th conference of the international

group for the psychology of mathematics education. Utrecht, July. Pp4.233-

241.

Van De Walle, J. A. Karp, K.S., & Bay-Williams, J.M. (2015). Elementary and

middle school mathematics: Teaching developmentally. (9th ed., global ed.).

Boston, MA:Pearson.

Vergnaud, G. (1988). Multiplicative structures. In J. Hiebert. & M. Behr

(eds.). Number concepts and operations in the middle grades. (pp131-

161). Reston, VA: National council of teachers of mathematics.

APPENDIX 1
APPENDIX 2