Using an assessment interview to gain insights into students understandings of number- ENRP interview

Liam- Grade 4 Liam appeared to display a range of mathematics skills when solving a range of complex problems. Liam seemed to demonstrate a high level of understanding, identifying correct responses, noticing place value, relationships and patterns to correctly identify the unknown answer. He appears confident using counting on (starting at a particular number, following number patterns using skip counting) correctly by a range of numbers (1s, 2s, 5s, 10s, 3s and 7s) in numerous problems. Liam correctly ordered numbers, to successfully answer population and number line problems. To assist with his responses Liam appears to use complex mathematic skills such as estimation as a benchmark (2995 is almost 3000) to help determine reasonable answers. When using addition and subtraction he appears confident to swap between the two operations to solve problems, knowing that 8-3 =5 because 3+5=8. He uses grouping and ordering to equally share objects between groups. Liam demonstrated correct use of the subtraction algorithm, however his strategy (beginning subtraction from the hundreds column not the units) gave him an unsuccessful answer due to trading errors between columns. Liam also appears confident to try numerous methods such as partitioning strategy (Breaking up numbers to base ten to simplify equation ie. 27+ 32 is also 20+ 30 and 7+2) to mentally compute and work out a range of equations.

Critique As shown through the interview results, the interviewee was a highly competent mathematical student who made very few errors throughout the interview. It was observed that the child had limited understanding when subtracting large 3 digit numbers. These errors came from the strategy in which the child was subtracting. They subtracted from left to right which is not the most efficient way, which also caused him to make trivial errors, as he was subtracting the units from the hundreds column not the ones column first. It was then noticed that this area of mathematics, featured in the VELS (Victorian Essential Learning Standards) Level three outcomes that children should be able to devise and use written methods for whole number problems of addition and subtraction involving numbers up to 999 (VACC, 2007). The importance of gaining these skills was also reinforced in the national curriculum that states that at the end of grade 3 children should be able to notice connections between addition and subtraction (ACARA, N.D) This subtraction lesson has been inspired from ideas gathered for teaching subtraction. It discusses the importance of teaching children to make all necessary trades before they start subtracting larger numbers to avoid errors. Furthermore Van de Walle, Karp and Bay- Williams (2011) also encourage the use of making models to help children visualize and represent their working out their understandings. Models such as blank number lines (See Appendix) allow children to record and communicate their own thinking in an informal way (Selter, 1998). This lesson not only aims to develop student understandings about the importance of place value when subtracting 3 digit numbers, but also the value of using models to help demonstrate mental computations of complex problems. Through this task the teacher is able to gain a deeper insight into the particular strategies children are using to solve the equations.

Mathematics lesson plan

Lesson Topic: Subtracting 3 digit numbers. Year Level (s): Year 3 and 4 Date: 03/05/2012 Lesson Duration: 50 minutes

Mathematical Focus Subtracting 3 digit numbers with correct equation construction. Understanding the principles which are needed to correctly solve three digit subtraction such as place value and trading units when needed as well as understanding that the most effective way to solve the equation is from right to left or start at the unit (ones) column. VELS Learning Focus: They extend addition and subtraction computations to three digit numbers. (Victorian Curriculum and Assessment Authority [VCAA], 2009) VELS Level: 3 Dimension(s): Number (VCAA, 2009) Level standards: Children are able to devise and use written methods for whole number problems of addition and subtraction involving numbers up to 999 (VCAA, 2009). Australian Curriculum (AC): By the end of Year 3, students recognise the connection between addition and subtraction. (Australian curriculum, assessment and Reporting Authority [ACARA], N.D) Year level: Year 3 Content strand: Number and Algebra Proficiency strand(s): Understanding, Fluency, Problem Solving Reasoning (ACARA, N.D) Content description(s): Recognise and explain the connection between addition and subtraction (ACARA, N.D) Elaborations Demonstrating the connection between addition and subtraction using partitioning or by writing equivalent number sentences (ACARA, N.D)

Background to the students current learning: The students understand/know already: Effective ways to set out complex mathematical equations. Trading in two digit equations. The students understand/can do mathematically: Two digit subtractions. Three digit additions. Learning Objectives/Outcomes: At the end of this lesson, the students will demonstrate understanding of how to set out and subtract 3 digit numbers in a way that reflects their thought processes of solving the equations. Mathematics strategies/processes/ways of working and thinking mathematically outcome The students will be able to: Understand the concept of trading Assessment Strategies: Children will be able to demonstrate to the teacher through their workbooks that they have a deeper understanding to correctly subtract 3 digit numbers. Resources: Teacher White board Solution sheet Work Sheets (Appendix) MAB blocks Whiteboard Markers Student Worksheets MAB blocks Pencils

Organisation for learning: In the tuning in time children will be sitting on the floor to get focussed on the task. During the task children work in pairs to solve a series of equations together. Individual record sheets of work will be handed in at the end of the lesson. Roving teacher offers assistance and observes strategies the children are using to collaborate and solve equations.

Key questions to guide learning and prompt student thinking: What is the best way to set out the Equation? What resources can we use to help us find the answer? What is important when subtracting 3 digit numbers? When do trades between units to help us solve the equation?

Lesson actions: e5: ENGAGE, EXPLORE Lesson introduction (Whole TUNING IN): Tune all the children in and practice some subtraction on the white board first with two digit numbers to remind them of the process used when subtracting. 33-22= 11 72-23= 49 82- 26= 56 Remind the children about how to represent this in number line form to show their thinking or through MIB- see appendix for more Details. Addition equations with 3 digit numbers prompting children with place value adding each column from the ones through to the hundredths column (right to left). 112 + 312 -----------424 172+476= 648 3-digit subtraction on the board together 672-311= 361 e5: EXPLORE, EXPLAIN, ELABORATE Development/investigation (Part - INVESTIGATING): Children placed in pairs to solve the equations that have been written on the board. Provide a range of tools and sheets for assistance. Children work through the problems and represent them in model form through number lines or with MAB (with drawings of models) to show the teacher their thinking. The children will also show their work in equation form. As adapted from (Van de Walle, 2011).

e5: EXPLAIN, ELABORATE, EVALUATE Plenary and conclusion (Whole REFLECTING and GENERALISING): When completed students as a class discuss the task together on the board and share solutions. Children in groups share their strategies used to work out the problems and are encouraged to demonstrate to the rest of the class a model they created along with a solution written on the white board. How have your strategies worked? What ways were more efficient for your thought processes? What other ways could we demonstrate this sum?

References
Australian Curriculum, Assessment and Reporting Authority . (N.D). Year 3. Retrieved 05 03, 2012, from The Australian Curriculum: http://www.australiancurriculum.edu.au/Year3 Selter, C. (1998). Building on Children's Mathematics - a Teaching Experiment in Grade Three. EDUCATIONAL STUDIES IN MATHEMATICS , 36, 1-27. State Government of Victoria [DEECD]. (2009). Framework of Mathematical Learning. Retrieved May 7, 2012, from Department of Education and Early Childhood Development: http://www.education.vic.gov.au/studentlearning/teachingresources/mat hs/enrp/enrplaf.htm Van de Walle, J. Karp, K. Bay Williams, J. (2011). Elementary and Middle School Mathematics (Eighth Edition ed.). New Jersey: Pearson. Victorian Curriculum and Assessment Authority. (2009, 09 11). Level 3 (Years 3 and 4). Retrieved 05 03, 2012, from Victorian Essential Learning Standards: http://vels.vcaa.vic.edu.au/vels/level3.html

Appendix 1 Teachers examples for the board.

Appendix 2