Running head: Kristy Snell EDU1003.

ASS3: Portfolio Table of Contents Smart Targets and Reflections2-4 Smart Goal 1...2 Smart Goal 2...3 Smart Goal 3...4 Curriculum Investigation5 Numeracy Related Learning Outcomes Australian Curriculum..5-6 Numeracy Related Learning Outcomes EYLF...6-8 Reference List9-11

Running head: Kristy Snell EDU1003. ASS3: Portfolio Smart Targets and Reflections SMART goal 1: Rationale for choice:

By March I want to be able to understand fraction operations, when confronted with them so that I can feel confident knowing that I can then teach fractions to my future students. I have realised that my knowledge of fractions is very limited and I dont always understand the concepts. I havent yet gained the full understanding of how fractions work in regards to various operations; addition, subtraction, multiplication and division. Also, understanding fractions is evident in the EYLF outcome 4: Children are confident learners (create and use representation to organise, record and communicate mathematical ideas and concepts), (DEECD, 2009, p.35) and Year one Phase of the Australian Curriculum Recognise and describe one-half as one of two equal parts of a whole (ACMNA016), (ACARA, 2013).

Activity related to achieving goal I need to remember, recognise and understand operational concepts in regards to fractions, and how to correctly implement these.

Strategies to achieve goal I will practice operations of fractions weekly. I will also set targets and goals to measure my progress and accuracy.

People responsible

Measures

Timeframe By the beginning of the next teaching period (March).

Mainly just me, also help from maths learning websites I will devise a such as: test comprising http://www.primaryresources.co.uk/maths/mathsB6.htm of various fraction operations.

Running head: Kristy Snell EDU1003. ASS3: Portfolio

SMART goal 2:

By March I want to be able to recognise and calculate volume/s correctly, so that I can feel confident knowing that I can then teach volume to my future students.

Rationale for choice: I have realised that my knowledge of volume is very limited and I get confused easily when trying to work the volume out of an object. Also, understanding volume is evident in the EYLF outcome 4: Children are confident learners (participate in a variety of rich and meaningful inquiry-based experiences (DEECD, 2009, p.34) and Year two Phase of the Australian Curriculum Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037), (ACARA, 2013).

Activity related to achieving goal To understand and implement the formula for working out volume of an object/shape.

Strategies to achieve goal I will practice calculating the volume of various shapes and objects (on paper).

People responsible Mainly just me and a little help from a friend.

Measures I will get my friend to test me by developing a list of volume problems for me to work through.

Timeframe By the beginning of next teaching period (March).

Running head: Kristy Snell EDU1003. ASS3: Portfolio SMART goal 3:

By March I want to be able to understand different units of measurement in every day language, therefore I can feel confident knowing that I can then teach measurement effectively to my future students.

Rationale for choice: I have realised that my knowledge of measurement can be improved to incorporate various methods of measurement. I understand that explaining methods of measurement incorrectly will confuse children. Also, understanding measurement is evident in the EYLF outcome 4: Children are confident learners (create and use representation to organise, record and communicate mathematical ideas and concepts (DEECD, 2009, p.35) and Foundation Phase of the Australian Curriculum Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006) (ACARA, 2013).

Activity related to achieving goal Prepare a list/table of forms of measurement and examples where these measurements can be found.

Strategies to achieve People responsible goal I will develop an Mainly just me. understanding of measurement using appropriate language and techniques.

Measures Consistently correctly name units of measurement using everyday objects.

Timeframe By the beginning of next teaching period (March).

Running head: Kristy Snell EDU1003. ASS3: Portfolio Curriculum Investigation Numeracy Related Learning Outcomes Australian Curriculum Year Level Strand Learning Outcome & Code Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA00 1). Learning Opportunity

1. Primary - Number and Foundation place value

2.Primary Foundation

Patterns and Algebra

Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005). Tell time to the halfhour (ACMMG020).

3. Primary Year 1

Measurement and Geometry

With a foundation class I can revise numbers from 1-20 in sequences and then distribute the class 20 objects for counting. Objects such as buttons, cotton reels, rocks, marbles, animals and blocks can be used. The students are then encouraged to count their objects in order from 1-20. Once they are competent in doing so, the objects are replaced with number cards; this is to encourage number recognition and sequence processes. http://esgidocs.esgisoftware.com/Number+Recognition+Activity.p df http://www.education.com/activity/article/Nuts_Bolts_Kindergarte n/ With a foundation class sorting and classifying objects can be done using two different shaped sets of wooden blocks. Giving students a group of 10 wooden blocks comprising of two shapes, to sort and classify into groups (by shape). This can be extended by adding and subtracting blocks to groups (how many are there?). This provides a physical representation of creating patterns and classifications. http://www.kindergarten-lessons.com/kindergarten-sortinggames.html This can be done with a year one class by creating a clock made out of two paper plates. The bottom plate is for the minutes and the top plate is for the hours. Differentiating the minutes and hours using two different coloured textas (red- minutes, blue- hours). The plates are stuck together in the centre, and flaps are cut out where the hour numbers are (1-12). When the flap is opened the child can see the red minutes underneath. This enables children to grasp the concepts of both hours and minutes. http://eisforexplore.blogspot.co.uk/2012/05/time-teller-cheat-andpeek.html?utm_content=buffer51f92&utm_medium=social&utm_

Running head: Kristy Snell EDU1003. ASS3: Portfolio 4. Primary Year 1 Money and financial mathematics

6 source=facebook.com&utm_campaign=buffer Recognise, describe and With a year one class I can create a supermarket, displaying items with order Australian coins price tags, a cash register and play money (that looks like the real thing). according to their Educating students about the value of money by watching the Australian value (ACMNA017). Coins (Learningvids4kids, 2012) is a fun way to discover the concept of coins and their values. Once students comprehend the values, they are encouraged to buy an item from the shop using their play money. Learning how to describe a coins value (what it looks like), how much it is worth and how many coins are needed enables students to understand Australian coins and financial mathematics. http://www.youtube.com/watch?v=7_5_rX_1s-8 http://www.primarytreasurechest.com/mathematics/money/australi an-dollar.html Compare masses of objects With a year 2 class comparing masses of objects using balancing scales using balance scales can be done using Information and Communication Technologies (ICT). (ACMMG038). Interactive games can be used to demonstrate the differences in masses of various objects. Students are able to interact to explore and discover masses and how they differ with objects depending on their sizes. http://www.studyladder.com.au/learn/mathematics/activity/3407 A mathematics curriculum based activity that teaches Comparing mass - using a balance scale which is part of Mass mathematics (Studyladder, 2013). http://www.iboard.co.uk/activity/Balancing-Animals-688 An activity for comparing weights of different animals (Tesiboard, 2011). Numeracy Related Learning Outcomes EYLF

5. PrimaryYear 2

Using Units of Measurement

Learning Outcome 1. Outcome 4: Children are confident and

Key Component of Learning Outcome Children develop a range of skills and processes such as problem solving, inquiry,

Learning Opportunity I will provide students with a worksheet to encourage the development of symmetrical shapes. This worksheet is designed to encourage children to think about symmetry. The activity is to make each square on the

Running head: Kristy Snell EDU1003. ASS3: Portfolio involved learners experimentation, hypothesising, researching and investigating (DEECD, 2009, p.35).

7 worksheet symmetrical with colours. There are four examples with shapes already outlined; the students colour in the shapes the same on both sides of the line. The last two boxes on the worksheet enable children to experiment drawing their own symmetrical shapes similar to the ones provided. http://www.teachingideas.co.uk/earlyyears/contents_maths.htm Providing students with the tools and vocabulary to understand measurements such as size, length and identifying numbers. Creating a worksheet with different size fish to be cut out and measured (length) using a ruler, to decide which fish tank they can fit in. There is a small tank (3cm) and a big tank (8cm). The students measure the fish they have cut out using a ruler and decide where they will fit. This enables students to explore vocabulary such as big, little, will this fit? to increase their understanding of measurement. It will also provide opportunity for number identification and recognition. http://www.pbs.org/parents/education/math/games/first-secondgrade/time-to-move/ I will provide students with a BINGO style game, using operations (division) to find what remains. The players are encouraged to draw a table with five columns and five rows. A set of 24 division problems are to be written on cards, with the answer on the back. I will read out the division question and the first student to work out the correct answer is able to place a marker on the corresponding number. The first student to fill the card yells Bingo. This can also be made available in smaller groups using different operations depending on developmental stages. http://www.education.com/activity/article/leftovers/ Using a double classification board to display colours and objects. This can be achieved by creating a board with a column of four different colours and a row of four different objects/pictures. The student is required to place the correct coloured object in the corresponding row and column. This encourages language to occur through conversations and questions about colour and attributes. Once the classification board is completed a student is able to think about quantities of a particular

2. Outcome 5: Children are effective communicators

Demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers (DEECD, 2009, p.40).

3. Outcome 4: Children are confident and involved learners

Children develop dispositions for learning such as curiosity, cooperation, condence, creativity, commitment, enthusiasm, persistence, imagination and reexivity (DEECD, 2009, p.34).

4. Outcome 5: Children are effective communicators

Use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas (DEECD, 2009, p.40).

Running head: Kristy Snell EDU1003. ASS3: Portfolio

8 coloured object that they have classified. http://books.google.com.au/books?id=mrFYTHOjHjYC&pg=PA1 42&lpg=PA142&dq=objects+and+collections+childrens+activitie s&source=bl&ots=OGhZWKMNKD&sig=HBUw0Y7rj9glGFyd4 s0YRqrGj90&hl=en&sa=X&ei=fRX_UtmCYG1lQWL34HwCA&ved=0CEkQ6AEwBg#v=onepage&q=obj ects%20and%20collections%2 Students are able to transfer and adapt their knowledge regarding shape size and problem solving skills by applying generalisations from one situation to another (DEECD, 2009, p.36). This can be done through implementing ICT games such as Towers of Hanoi (About.com, 2014), this problem solving puzzle engages students problem solving skills to order, differentiate size and processes by moving one ring from a tower to the other. This encourages prior knowledge to be adapted to an online interactive experience. http://puzzles.about.com/library/java/blhanoi_kids.htm

5. Outcome 4: Children are confident and involved learners

Children transfer and adapt what they have learned from one context to another (DEECD, 2009, p.36)

Running head: Kristy Snell EDU1003. ASS3: Portfolio References About.com (2014). Towers of Hanoi Strategy Puzzle. Retrieved from: http://puzzles.about.com/library/java/blhanoi_kids.htm Australian Curriculum, Assessment and Reporting Authority. ACARA (2013). Retrieved from: http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10 Dean, E. (2013). Education.Com. What Remains? Retrieved from: http://www.education.com/activity/article/leftovers/ Department of Education and Early Childhood Development. DEECD. (2009). Early Years Learning Framework. Australian Government Department of Education, Employment and Workplace Relations for the Council of Australian Governments. Retrieved from:

http://docs.education.gov.au/system/files/doc/other/belonging_being_and_becoming_the_early_years_learning_framework_for _australia.pdf Kindergarten Lessons. (2013). Kindergarten sorting games. Retrieved from: http://www.kindergarten-lessons.com/kindergarten-sorting-games.html

Running head: Kristy Snell EDU1003. ASS3: Portfolio Learningvids4kids. (2012). Australian Money- Coins. Retrieved from: http://www.youtube.com/watch?v=7_5_rX_1s-8 Number flash cards (n.d.). Retrieved from: http://esgidocs.esgisoftware.com/Number+Recognition+Activity.pdf Nuts and bolts(n.d.). Retrieved from: http://www.education.com/activity/article/Nuts_Bolts_Kindergarten/ PBS Parents (2013). Time to move. Retrieved from: http://www.pbs.org/parents/education/math/games/first-second-grade/time-to-move/ Primary Resources. (1997). Retrieved from: http://www.primaryresources.co.uk/maths/mathsB6.htm Primary Treasure Chest. (2010). The Key to Motivating Teaching Resources. Retrieved from: http://www.primarytreasurechest.com/mathematics/money/australian-dollar.html Study Ladder. (2013). Compare the Mass of Two Objects. Retrieved from:

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Running head: Kristy Snell EDU1003. ASS3: Portfolio http://www.studyladder.com.au/learn/mathematics/activity/3407 Teaching ideas (2013). Symmetrical pictures. Retrieved from: http://www.teachingideas.co.uk/earlyyears/contents_maths.htm Tessiboard. (2011). Balancing animals. Retrieved from: http://www.iboard.co.uk/activity/Balancing-Animals-688 Thomson Learning. (2008). Mathematical Concepts, Skills and Problem Solving. Part 2, p.142. Retrieved from:

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http://books.google.com.au/books?id=mrFYTHOjHjYC&pg=PA142&lpg=PA142&dq=objects+and+collections+childrens+ac tivities&source=bl&ots=OGhZWKMNKD&sig=HBUw0Y7rj9glGFyd4s0YRqrGj90&hl=en&sa=X&ei=fRX_UtmCYG1lQWL34HwCA&ved=0CEkQ6AEwBg#v=onepage&q=objects%20and%20collections%2 Time Teller, Lift and Peek. Retrieved from: http://eisforexplore.blogspot.co.uk/2012/05/time-teller-cheat-andpeek.html?utm_content=buffer51f92&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

Running head: Kristy Snell EDU1003. ASS3: Portfolio

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