Melissa Jreige

S00171778
Introduction: In this paper you will read the outcomes of the Mathematics
Assessment Interview that I, Melissa Jreige, carried out on the 25 th of April, on a
grade 2 child named Tim. The full interview is measured across nine mathematical
domains however Tim was only assessed on four domains. During the interview Tim
was asked a series of mathematical questions covering the four domains of counting,
place value, addition and subtraction and multiplication and division. Post interview I
assessed the information I gathered to identify the growth points Tim reached, which
you will read further about in the paper. The report you will read summarises Tims
mathematical understanding and thinking, in order for myself and others to identify
his strengths and weaknesses, to then go on further and develop a lesson plan to
suit the student.

Report:
Preservice teachers name: Melissa Jreige

Student ID: s00171778

Student A (first name only): Tim

Year Level: 2

Growth points reached:

Domain Growth Growth point (in words)

point
(number)

Counting 5 Counting from x (where x >0) by 2s, 5s, and

10s Given a non-zero starting point, can
count by 2s, 5s, and 10s to a given target.
Can read, write, interpret and order two-digit
Place Value 2
numbers.

Given a subtraction situation, chooses

Addition & subtraction strategies 3
appropriately from strategies including
count back, countdown to and count up
from.

Multiplication & division strategies 3 Uses the multiplicative structure of the

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situation to find the answer when objects are
partially modelled or perceived.

Report (300 words):

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Tim is able to count from any given number (a non-zero starting point), by 5s and 10s
to a given target. He understands, for example 10 less than 70 is 60 because 60
and 70 are next to each other when you count by 10s. Tim does count on using
his fingers however this is a perfectly acceptable strategy.
In reading numerals Tim is able to read, write and interpret 2-digit numbers. He is
able to subitise (recognise visual representation of numbers) up to 6, then uses a
counting strategy for numbers higher than 6. He is able to read 3-digit numbers,
however when given the instruction to pick a number from 2-9 he did not
understand what he was being asked to do as he is unfamiliar with the concept
of between and wrote the number 209 on the calculator, this suggests that Tim
is able to recognise 3-digit numbers however needs to become familiar with
number lines and wording of picking a 1-digit number.
In addition, and subtraction problems Tim is demonstrating the basic strategies, of
counting on or counting down (starting at a non-zero number and counting the
remaining), and he is familiar with his doubles facts such as 4+4 and 6+6. Tim is
also familiar with the concept of commutativity (that is the order of two numbers
being added not affecting the answer, example: 2+19 = 19+2). When given a
subtraction problem he was unable to count down and used the commutativity
strategy which does not apply to subtraction. He would use the higher number
and subtract from the smaller number giving zero as the answer however when
given a contextual subtraction problem (real life situational problem) he is able to
reach the correct answer by using a counting down strategy.
Tim uses multiplicative strategies when the situation is modelled, these strategies
include skip counting (counting by 2s, 5s etc.), grouping objects, using his known
doubles facts, and counting on.
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Lesson plan

Topic: subtraction Date:

and commutativity 9/05/2016

Year Level(s): Lesson

60 min
grade 2 duration:
Mathematical Focus: Subtraction and why commutativity does not apply.

Intended learning outcome: in completing this lesson, students should be able to recognise that in
subtraction the order of the expression will affect the outcome, unlike in addition.

Learning Intention: to be able to make connections between subtraction and addition, and understand
the reasoning why the order of the expression is important in using subtraction and not addition.

Victorian Curriculum (VC): Students prior knowledge:

Year level(s): 2 Students already understand/know about this

topic/mathematical focus, and the skills already

Content strand(s): Number and Algebra used:

Counting on/back

Sub-strand: Number and Place value Contextual understanding

Understand concepts of less meaning
Content descriptors(s): Explore the connection subtracting and more meaning addition
between addition and subtraction (ACMNA029)

Proficiency strand(s) and descriptor:

Understanding the relationship between addition
and subtraction.
Problem solving: making models and using number
sentences.
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Assessment strategy/strategies: Key vocabulary/terms:
Evidence of learning: - Number line
Collection of work - Subtract
observations - Add
- Move forward
What will you analyse, in the evidence found in - Move back
the assessment? - Tens
I will observe how well children are able to - Ones
complete and understand the task. - Negative
Through their work I will analyse their strategies - Positive
of how they worked with the number lines to - Explain
add or subtract
Questions to ask children
Resources:
- How did you work out that answer on the
Blocks (for enabling prompt)
number line?
Interactive whiteboard
- Can you please explain to me your
Websites (YouTube clips)
thinking?
Jelly bean for those wanting to use something
tangible across the number lines
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Lesson design
e5: ENGAGE, EXPLORE Focus
Lesson introduction (Whole TUNING IN): 10 min question/s:
If we are
Show children two video about number lines and how they work. using the je
https://www.youtube.com/watch?v=VZh6p3kUdyA - subtraction bean for th
https://www.youtube.com/watch?v=dI5P4MPYazE addition question w
he be going
Now lets try this for ourselves on the whiteboard as a class. forward or
backward o
Draw a number line on the interactive whiteboard from -10 to 10 the numbe
line? Why?
Why do som
subtraction
equations
give a
write up a few equations and have the children model for the class negative
Eg. answer?
- 5+4=
- 54=
- 3+3=
- 58=
Once children have grasped the concept send them to their tables where they
will work on their own number lines.

e5: EXPLORE, EXPLAIN, ELABORATE Focus

Development/investigation (Part - INVESTIGATING): 40 min question/s:
Why is the
Once children are at their desks, have them take out their maths books to work in. jelly bean o
This is where children are given the chance to draw their own number lines. a negative
Have 20 equations on the board for children to work on. Make sure equations do not number?
exceed an answer of 20 or -20 and there are both addition and subtraction equations. How did yo
Ensure some subtraction equations give a negative answer such as 5 - 7 to ensure work this o
children understand that when working with subtraction they are not to use a out?
commutative strategy and work in the order the problem is read (left to right).
Have children make up one equation to present to the class at the end of the lesson.
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e5: EXPLAIN, ELABORATE, EVALUATE Focus

Plenary and conclusion (Whole REFLECTING and GENERALISING): 10 min question/s:

Invite children to sit on the floor as a class. How would

Ask which children would like to present the equation they created for the class to the jelly bea
work out. move for th
Have the child write up the equation on the interactive whiteboard. equation?
Ask children how they would work it out on a number line How could w
Choose a child to demonstrate on the interactive whiteboard. go further in
Ask another two students to present their equations to the class ensuring there is a our lesson
variety in the equations being presented. about addit
and
At the end of the lesson ask the children what they learnt from the task and how they subtraction
believe they could further the task.
What other
ways can w
represent
what weve
learnt today

Catering for diversity:

Enabling prompt:
For those children who are having difficulty starting the task, have them solve simpler
equations using materials such as blocks and then ask them how they could represent the
equation on the number line. Model this for the child, until they understand the concept.
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Extending prompt:
For those children who need to be challenged give them a context problem to represent on
number line, and have them explain their process in a way that would help another student
Have the child also make a context problem to give to a peer who may also be capable of
going further.

Lesson justification

I chose to do an addition and subtraction lesson because after the Mathematics

Assessment Interview, I observed that Tim was struggling with subtraction as a
number sentence and was not able to make the connection between addition and
subtraction, therefore my lesson targets this area. This lesson plan is inclusive of
English as additional language/ dialect learners (EAL/D) and Indigenous learners,
as it implements the watch first, then do approach which is also helpful for
EAL/D students. As demonstrations is an approach to helping students from a
non-English speaking background to develop an understanding of the task and
investigating the approach.

The main focus for the lesson to help children make connections between the
operations, as this will help children apply these operations in real-world
settings (Van de Walle, Karp, Bay-Williams, 2015, p. 191), the intention of the
lesson is for children to see the relationship between addition and subtraction,
which will then go further in a future lesson in applying the concept in a real-world
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context.
Number lines aid students in making the connections between addition and
subtraction as illustrating addition and subtraction problems on a number line
and explicitly discussing how the two expressions are related will help student
see the connections between these expressions (Van de Walle et al, 2015,
p.624).

Number lines help children in making number comparisons, as Weng & Bouck
(2016, as cited in Anghileri, 2006; Mosley, 2001) suggest that children who
master number comparison typically demonstrate a concept called mental
number lines (p. 27). Therefore, as a goal for the lesson is for children to be able
to see the relationship between addition and subtraction, giving them the skills to
create number lines, allows them to then develop the skills to compare numbers,
and in turn develop the proficiency skill of fluency. Fluency includes the ability to
flexibly, accurately, efficiently and appropriately solve problems (Van de Walle et
al, 2015).

Conclusion

In conclusion the lesson plan focuses on making connections between addition

and subtracting using a number line to enforce the concept. As Tim needed more
guidance in subtracting, I planned this lesson with that focus in mind. I teach
them a strategy that is useful in making the connection between addition and
subtracting as mentioned above. Number lines are useful as they not only help
students see the relationship between the two operations but also help them
develop the skills of fluency as they gain a deeper understanding of the concepts.
The lesson plan is easily adaptable and inclusive to those students who may
need an enabling prompt or an extending prompt, and also to those students who
come to the classroom with a non-English speaking background or an indigenous
culture.
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References:

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.

Weng, P., & Bouck, E. C. (2016). An evaluation of app-based and paper-based

number lines for teaching number comparison. Education and Training in
Autism and Developmental Disabilities, 51(1), 27-40. Retrieved from
http://search.proquest.com.ezproxy2.acu.edu.au/docview/1764709839?
accountid=8194