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# EDMA262 Mathematics: Learning & Teaching 1

Introduction This paper serves as an evaluation of student development and the results
and observations obtained through the completion of the Mathematics
Assessment Interview (MAI), demonstrates a students strengths and areas of
potential improvement.
Two students who belonged to the first and third grade of primary school
completed mathematics assessment interview (MAI), it was their work which
informed my paper. By conducting the interviews alongside the note taking
process I was able to assess the students key mathematical understandings
of counting, place value, addition and subtraction, and multiplication and
division (Gervasoni, 2002). In order to plan a lesson thats aim is to
strengthen and further develop the childs mathematical understanding in
these key areas (Clarke, 1999), I had to complete the Growth Point analysis.
This information is then used to plan a lesson to benefit student development
in an area of potential improvement.

## Preservice Teachers Name : Emily Merrrett

Student ID : S00153979
Student A : Noah
Year Level : 1
Growth points reached-

Domain

Growth
Growth point (in words)
point
(number)

Counting

GP4

target.

Place Value

GP0

## Not yet able to read, write, interpret and

order single digit numbers.

GP2

## Counts on from one number to find the

total of two collections.

division GP0

## Not yet able to find the answer in a

situation involving multiple groups.

Multiplication
strategies

&

## ReportNoah demonstrated that he is able to both fluently and confidently count

twenty or more objects. Noah was able to show his ability to count backwards
and forward from varies numbers given to him between 1 and 100. Noah
demonstrated confidence and accuracy when skip counting by 2s, 5s and
10s, and is able to count by 10s when given a non-zero starting point. He
also indicated that he has an understanding of the patterns they use and is
able to use them to skip count up and down.
Noah possesses an understanding of the mathematical terms more and less
and is able to apply this understanding to answer questions such as, what is
one less than this number? or can you tell me what one more than this
number is? Noah showed an ability to estimate and prove or disprove his
estimations in order to find out an answer. Noah was able to count on from
one number in order to find the total of two collections.

## Noah can demonstrated competency in his ability to subitise numbers up to

five, indicating that he is able to determine that total number of items
belonging to a set with just a glance. Noah demonstrated that he has a
developed understanding of cardinality, as he was able to identify the final
number said when counting to be that which describes the total number of
objects in a given set.

Student B : Jack
Year Level : 3
Growth points reached-

Domain

Growth
Growth point (in words)
point
(number)

Counting

GP5

## Given a non-zero starting point, can

count by 2s, 5s, and 10s to a given
target.

Place Value

GP1

ordering single digit numbers Can read,
write, interpret and order single digit
numbers.

GP4

## Given an addition or subtraction

problem, strategies such as doubles,
commutativity, adding 10, tens facts, and
other known facts are evident

division GP2

## Uses the multiplicative structure of the

situation to find the answer when all
objects are modelled or perceived

Multiplication
strategies

&

ReportJack can fluently and with confidence, demonstrate accuracy when skip
counting by 2s, 5s and 10s, and is able to count by 10s when given a nonzero starting point. He also indicated that he understands the patterns they
form and is able to use them to skip count up and down. Jack was able to use
his fingers in some instances to ensure that he would not lose track when
reaching his final answer. He was able to demonstrate that he possesses an
understanding of cardinality, as he was able to identify the final number said
when counting to be that which describes the total number of objects in a
given set. Jack displayed his understanding that an entity is composed of one
or more parts, or the part-whole relationship, when he knew that 4 and 6
make a total of 10.

## Jack used a range of mathematically correct strategies to find the answers to

a number of addition and subtraction equations. Jack was able to order 1, 2, 3
and 4 digit numbers into a mathematically correct order of smallest to largest,
including numbers such as 9, 74,403, 3956. Jack possesses the ability to
apply prior mathematical knowledge as demonstrated when he instantly
answered the questions which contained doubles and tens facts.

Lesson Topic:

## Exploring Place Value

Date:

17/04/2015

Year Level(s):

Lesson
duration:

60 minutes

Mathematical Focus:
To develop and extend an understanding of place value through peer collaboration, modelling
and number lines.
Australian Curriculum (AC)
Year level(s): 1
Content strand(s) & sub-strand: Number and Algebra Number and place value
Content descriptors(s): Recognise, model, read, write and order numbers to at least 100.
Locate these numbers on a number line (ACMNA013).
Count collections to 100 by partitioning numbers using place value (ACMNA014).
Proficiency strand(s) and statement:
Understanding reading, writing and interpreting two digit numbers in various ways
Fluency locating and ordering two digit numbers on a number line

## Students prior knowledge:

Two digit numbers are larger than single digit numbers
Students are able to effectively count between 1 and 100
Students are working towards ordering non-sequential numbers

## How do you know how many tens are in this number?

- Which part are you looking at?
How do you know how many ones are in this number?
- Which part are you looking at?
How many ones are there in a bundle?
How would you represent that number using pipe cleaners?/Which number does
that number of pipe cleaners represent? Ie. A tens group or a units group.

Assessment:
What assessment strategy or strategies will you use in this lesson?

## Observation & anecdotal notes

Photographic photographing their steps/methodology
Work samples (photographic or physical)

What will you look for, and analyse, in the evidence found in the
assessment?

Children can identify place value of a number and identify which unit the number
belongs to (hundreds, tens and ones)
Do they collaborate with peers to create the number line.
Children can work actively and cooperatively in a group environment and
contribute to class discussion about place value.

Resources:

Mathematics workbooks
Post-it notes
Pipe cleaners of the same colour (bundles of tens and unbundled single ones)
Pencils (Grey led and coloured)
Piece of paper cut into the shape of a person (uni-sex) (cut up the chains)
Family photos
Scissors
Glue
Pegs

## Whole class together mat work for the tuning in

Individual work at desks
Whole class collaboration to create number line
Teacher roving

## Considerations for learner diversity:

Indigenous learners:
Ensure that if they are finding the task difficult that they have assess to the concrete
materials, otherwise model to them how they could draw their own examples of tens
and units/ones groups.
English as additional language learner/dialect (EALL/D) learners:
Ensure that when speaking, that you are facing the student/s and speak with a clear
voice and at a well paced rate. It may also be helpful to the students if you were to
post examples of base-ten names and the corresponding standard names on the
math word wall (Van de Walle, Lovin, Karp & Bay-Williams, 2013).

Lesson actions:
E5: ENGAGE, EXPLORE
Lesson introduction (Whole TUNING IN):
- Display a photo of the pre-service teacher alongside two empty text boxes on the
interactive whiteboard.
- Have students guess the age of the pre-service teacher. Have one student enter the
age on the interactive whiteboard.
- Can anybody tell me the tens value in your guess?
- Can anybody tell me the ones value in your guess?
- Reveal true age on the board and display in the same fashion (separating the tens
and ones units.
- Discuss the concept of place value in base-ten language (hundreds, tens and
ones).
-Explain that this lessons focus is on tens and ones. Model on whiteboard I am
twenty years old, that written as two tens and zero ones, underlining the relevant
value as speaking. Demonstrate writing the number and dividing with lines (eg, 2|0).
- Model example of three-digit number as well. Prompt students by reminding them
of our recent unit on animals we learnt about reptiles specifically about turtles which
can live to be over one hundred years old.
- Model the pipe cleaners and clearly demonstrate that one bundle is made up of,
and therefore equal to ten single pipe cleaners (ones).
- Using the photo and short profiles on each child their siblings, parents and any
grandparents submitted by families during the completion of our who am I? unit the
pre-service teach will assign a family member to each student as well as their age (to
ensure variety).
- The pre-service teacher will write down each students name and their assigned
age upon a post-it note and hand them to once they are being sent to their desks.
- Explain to students their task (writing each number in base-ten and numerically on
the pieces of paper) and modelling using the pipe cleaners.
- Give each student the photo of their family member and a piece of paper cut into
the shape of a person (uni-sex), as well as their specific post it note with its age
number written upon it then send them to their desks to complete task.

## e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation (Part INVESTIGATING):
- When back at their desks have students write the age numerically in base-ten on
their workbook. Then model both numbers using the bundled pipe cleaners (tens and
individuals).
- The students are then to model the age using the provided pipe cleaner bundles of
ten and singles.
- The pre-service will rove the room ensuring that all students are on task and assist
with any queries that they may have.
- Identify students that may be struggling and adjust accordingly. The teacher will
observe, making anecdotal notes and taking photographs of various examples of
modelling.
- Students will then glue family photos onto the piece of paper provided and clearly
print the age on it. They may then colour and decorate as they would like.
-Come back together as a class.
Ask the students who among thinks that they have the smallest number followed by
who believes that they have the largest number?
- Have students worked collaboratively to order their numbers from smallest to
largest (peg along string).
Enabling prompt: Work in a small group with students who are struggling and model
again using numbers 11-19.
Extending prompt: What happens if you take away a bundle of pipe cleaners from
this number? What happens if you add another bundle?

## e5: EXPLAIN, ELABORATE, EVALUATE

Plenary and conclusion (Whole REFLECTING and GENERALISING):
- Reconvene on the mat as a whole class and open up a dialogue with the students.
- Ask questions such as can anyone tell me what you learnt about place value?
What did you notice about the tens What did you notice about the ones looking
out for the students able to identify that the unit in the first column belongs to the
tens/first number and that the number in the second (right-hand) column belongs to
the ones/units column.
- Might also like to ask if any students found it to be a tricky activity or if they enjoyed
the activity, if so, what specific aspects did they enjoy.

Rationale Through out the completion of the MAI Noah demonstrated that he was
confident in reading single-digit numbers and many two-digit numbers but as
at a stage where he was still developing the skill to order and write them.
Early MAI data as indicated in Gervasoni, Parish, Hadden, Turkenburg,
Bevan, Livesey, & Croswell (2011), provided the early MAI data which
indicated that his position is to be considered to be standard of students many
students in grade one. It also said that many were slightly more proficient in
this area. Noahs enthusiasm with single-digit numbers and the fact that he
was assigned the growth point zero for place value informed my choice to
create a lesson based on further developing his skills and confidence when
dealing with two-digit numbers. My main foci were to build confidence and the
skills to write, interpret and order two-digit numbers.
A great deal of the lesson structure is assigned to introducing the notion that a
ten is comprised of ten individual ones bound together. As I wanted to
ensure that I was catering to the learning needs of a range of students, by
modelling how the task of assigning the correct number of pipe cleaner
bundles I was attempting to assist those students who were visual learner. For
those students who respond best to kinaesthetic learning, I planned for the
students to model the numbers themselves. I made sure that I reinforced the
concept of the a bundle of tens structure in my modelling, the students
modelling s to ensure that students are able to mentally comprehend that ten
makes one and apply it to their practice (Van De Walle, Karp, Bay-Williams, &
Wray, 2013, p. 195).
I found that during the MAI conduction, Noah did not directly demonstrate his
possession of the ability to order two digit numbers but showed confidence in
single-digit reading, and ordering I believed that the lesson planned would be
something he should be able to achieve through collaborative learning.
However, I believe that through scaffolding and working with peers, the class
will be able to order the number line with few errors. I believe we should
consider planning, the provision of materials and resources and the
environment we set up and observe what children made of them and whether
children are able to invest their existing knowledge, expertise and skills
(Anning, Cullen, & Fleer (2009).
I believe that Noah and many other students would find this a helpful lesson to
help develop and consolidate their understandings of two-digit numbers and
the value of the place a number is positioned in it.

Conclusion Completing this paper allowed for the broadening of my understanding of the
value of assessment and what an integral role it plays in informing our
planning and teaching of our students. The Mathematics Assessment
Interview can allow for the collection of a large range of data across several
aspects of mathematically learning. It is a wonderful tool to help gain valuable
insights into the learning and levels of understanding each student possesses.
Gaining this information allows an educator to plan with purpose and precision
so to work towards the development, extension and consolidation of the
knowledge a student has, as well as amending any misconceptions held by a
student. Having the opportunity to conduct a Mathematics Assessment
Interview before I am out in the field as a fully qualified teacher has been an
opportunity I have really enjoyed and value. Conducting the interviews has
even me a confidence in my abilities to relate with children in a strict formal
setting such as the interview and a desire to discover other valuable tools for
assessment for my future practices.

After implementing this lesson I have been able to identify that collecting
information from families is a difficult task and that sample information may
need to be readily available for students whose families were not able to
provide the necessary information for the lesson. I also understand that this
lesson may actually need to run across who one hour blocks as this
experience was too rushed. I found that the lesson design was appropriate for
the majority of the cohort and that the planned small focus groups benefited
from the one-on-on assistance.

References
Anning, A., Cullen, J., & Fleer M. (2009) Early childhood education: society and
culture. London: Sage.
Clarke, D. M. (1999). Linking assessment and teaching: Building on what
children know and can do. In Early Years of Schooling Branch (Eds.),
Targeting excellence: Continuing the journey Melbourne: Department of
Education and Training.
Gervasoni, A. (2002). Growth points that describe young childrens learning
in the counting, place value, addition and subtraction, and multiplication and
division domains. Paper presented at the Catholic Education Commission of
Victoria: Success in Numeracy Education Strategy, Melbourne.
Gervasoni, A., Parish, L., Hadden, T., Turkenburg, K., Bevan, K., Livesey, C., &
Croswell, M. (2011). Insights about childrens understanding of 2 digit and 3
digit numbers. In J. Clark, B. Kissane, J. Mousley, T.Spencer & S. Thornton
(Eds.), Mathematics: Traditions and [New] Practices (Proceedings of the 23rd
biennial conference of The Australian Association of Mathematics Teachers and
the 34th annual conference of the Mathematics Education Research Group of
Australasia, Vol 1, pp. 315-323). Alice Springs.
Van De Walle, J. A., Karp, K. S., Bay-Williams, J. M., & Wray, J. (2013). Developing
Whole-Number Place-Value Concepts. In Elementary and Middle School
Mathematics: Teaching Developmentally (8th ed.). Pearson College Div.