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- Division and Word Problems
- Math for Life 2
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S00171749

Introduction

a students mathematical reasoning. Hence focusing on the key areas of mathematics to further

and extend the students learning. In conducting a Mathematical Assessment Interview (MIA) on

a grade four student, it surfaced the students knowledge based on key concepts involved in

mathematical education. Gaining an understanding on the students approach of thinking and

working mathematically, it shows areas to extend her mathematical rational. After analysing and

interpreting the students understanding through the growth points, it assisted in planning a

lesson against the Victorian and Australian Curriculum intended to further engage, challenge and

expand her mathematical abilities. Through the use of certain assessment strategies throughout

the lesson, it provides evidence of the students understanding of the intention towards the main

mathematical focus and outcome of learning.

Report template

Student ID: S00171749

Student A: Olivia

Year Level: Grade 4

(number)

GP2: Tick in Q1c and tick and one less in

Counting GP2

Q1d

GP1: All 1-digit tasks correct (in Q8-

Place Value GP1

Q10)

GP3: Correct answers in Q21a or Q21b

Addition & subtraction GP3

and Q22 with highlighted strategy in Q22

strategies

division strategies multiplicative structure (highlighted

strategies)

Report

Olivia understands how to count through a forward sequential order by ones using a mental

strategic approach. She is able to break the counting sequence (e.g. fifty-three, twenty-four

and ten) and not only beginning at one. Olivia comprehends the concept of more or less by

understanding the properties to the concept of a number by mentally comparing the

differences. Olivia mentally calculates the sum of a one-digit number using a counting on

strategy (adding four to nine, e.g. 9,10,11,12,13) but also through a known fact approach

1

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

(e.g. 4+4 through knowing doubling four twice, 4x2 both equal to eight). Her understanding

of the additive and multiplicative distinction between the two is clearly understood. She

estimates the addition of a more and less sum of two-digit numbers using a tens structured

concept, focusing on the digit values and ten places when estimating the answer. For

example, 10 plus 27 is 37 because you change the 2 to a 3 because you are adding 10

more. She solves subtraction contextual problems by modeling the difference between two

numbers all through showing eight fingers, then taking away three. Olivia focuses on using

her fingers during counting down or back by demonstrating the numbers in order to

estimate and solve such questions. She similarly estimates the sum difference of one-digit

numbers by counting down with a singular strategy. Olivia solves modeling and partial

modeling multiplication and division problems by using a skip counting strategy (e.g. twos

and fives) to build up to solving the sum. Her main approach through the estimation of

modeling division is a trial and error grouping technique. Through visualization, she uses

partitive division by arranging the objects in order to model and act out a problem by

dividing into teams. Olivia uses shared between languages in order to break up the teddies

into equal groups.

Topic: Place Value Date:

School term

Year Level(s): Lesson

Grade 4 duration: 60

minutes

Mathematical Focus: To understand the known collection of 4 digit numbers.

To be able to understand digit positions to determine the quantity of the 4-digit number

through partitioning.

By using proportional (unifix, ten frame cards, bead strings, dot cards or popsicle sticks) and

non-proportional (number lines/expander and flip charts) ways to represent the value of 4-

digit numbers

Learning Intention

We are learning to interpret larger numbers through digit positions to determine the value of the

number being represented by partitioning 4 digit numbers. By using concrete materials to model to

gain an understanding that quantity can be partitioned.

Year level(s): Level 4 Students already

Content strand(s): Number and Algebra understand/know about this

Sub-strand: Number and place value topic/mathematical focus, and the

2

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

skills already used:

Content descriptors(s) The partitioning of two-digit

Apply place value to partition, rearrange and regroup numbers numbers through multi-unit

to at least tens of thousands to assist calculations and solve concept, using groupable base

problems (ACMNA073) ten models (bundled icy pole

sticks).

Proficiency strand(s) and descriptor Construction of two-digit

Problem solving: Represent that comparison of large numbers numbers through proportional

with each other. modelling.

Understanding: Demonstrate partitioning and combining Classifying one, two and three

numbers adaptably. digit numbers in sequential

Reasoning: Evaluate and explain the appropriateness of order.

various displays.

Observation listening Partition

Class observational checklist (Appendix 1, page 8) More than/less than

Work samples (models represented) One, ten, hundred and

thousand

What will you analyse, in the evidence found in the Zero

assessment? Bust up

How did the learner partition the quantity of the four-digit Compare

number? This will allow the educator to see their Order

understanding through the demonstration of partitioning.

Partition

Can the student justify why they represented the

Model/represent

partitioning in that manner?

Quantity

o What did the student use to represent the

Justify

partitioning of the 4-digit number and why?

Exchange/trade

(Unifix, ten frame cards, bead strings, dot cards,

Popsicle sticks, number lines/expander or flip

Resources

charts).

Place value mat

o Did the student represent their quantity it in more

Icy pole sticks (bundles of

than one way to show their reasoning? Did these

ways effectively show the partitioning of the 10)

number? Multi-attribute arithmetic

o Did their representation successfully represent the blocks

quantity of the four-digit number? Unifix cubes

o Can the student efficiently compare the quantity of Lima beans

their display to another in understanding which is Bead string

larger and why (digit positioning)? More or Less cards

While explaining and justifying their representations, Flip charts

did they use key place value vocabulary? Plain A4 white paper

3

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

Masking tape

Colour pencils and grey lead

White board

4

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

Lesson design

e5: ENGAGE, EXPLORE Focus question/s:

Lesson introduction (Whole TUNING IN): 15 minutes

What base ten

Gather the whole class to sit in a circle. models is used

In the middle of the circle have set up with masking tape to represent a big for four-digit

real life place value mat. numbers?

Give 4 students a label hanging from their neck with different numbers (Ones, tens,

between 0-10. hundred, etc.).

Play Find your place with the whole class.

Focusing on 4-digit numbers, firstly tell four students to each step into one How could we

change the

of the thousand, hundreds, ten or ones columns on the real life place value arrangement of

mat. the four-digit

Ask students to read out the number quantity created on the place value mat numbers?

and record it on the board (number and word format). How do we say that

number and why? What are key

Record keywords/vocabulary of place value students are using while words when

justifying the number quantity represented by the students. discussing the

Ask the four students to swap places to what they believe would create a quantity of four-

digit numbers?

larger quantity on the big place value mat using the same numbers hanging

from their necks.

How do we say

Now ask students, How do we say that number?. Record this in number

that quantity

and word form under the first four-digit number created. verbally and

Ask students Is this number larger or smaller than the first one? Why? written form?

Ensure a variation of responses and ask the class to come to an agreement

and convince the teacher Which number is greater and why? Is that number

Tell students to pair up and take a place value think board each. larger or

smaller?

Convince me,

why?

e5: EXPLORE, EXPLAIN, ELABORATE Focus question/s:

Development/investigation (Part - INVESTIGATING): 35 minutes What does it

After partnering up, explain to children they will play Lets number bust! mean to

Explain the term busting and how can we bust up a number? number bust?

Record on the board a four-digit number and ask how can we bust break

this number into various parts? How can we

Express to students the learning intention: we are learning to interpret larger bust a number

up?

numbers through digit positions to determine the value of the number being

represented by partitioning 4 digit numbers.

Record on the board students methods expressed from the whole class

What ways

discussion of breaking a number into parts (strategies used). did you show

Ask students to individually, choose a number and think of how they can number

bust the quantity of this number. busting?

5

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

Students can partition the four-digit numbers as many ways as they can.

Ask students to choose their favoured busted up method and choose a

material they can use to represent/model the busting of this number What

(Unifix, ten frame cards, bead strings, dot cards, Popsicle sticks, number materials can

you use to

lines/expander or flip charts).

show the

After students have represented their four-digit number busted up, ask them

busting up of

to join up with their partners and convince them how they have partitioned a number?

their number with the appropriate use of materials.

Students will then swap the four-digit numbers chosen with their partners,

and repeat the action of busting it, choosing their favoured method of Can you

breaking the number into parts and then representing it using a distinct convince me

material from the first material choice. why your

After each student has two different numbers represented with distinct number is

partitioned

materials they will have to argue, justify and convince their partner why

effectively?

their strategies and choices were more efficient and accurate.

Using sentence starters such as: Did you or

I broke up the number this way because... your partner

I used this material to represent this busted number because.... use a more

effectively

While observing the students, choose students to observe by assessing if they strategy to

(Appendix 1, page 8): bust up a

o Effectively partition the 4-digit number number?

o Represent their quantity it in more than one way Why?

o Materials used to partition

o Compare the quantity of their display to another

o Justify their representation using place value language

Plenary and conclusion (Whole REFLECTING and GENERALISING): What

methods/strate

Come together as a whole class and brainstorm the students gies did you

strategies/methods they used to bust a four-digit number. use to bust up

Ask one of the pairs of students to display to the class their two individual your four-digit

number?

representations of busting a particular four-digit number. Ask them to

How did you

justify their use of materials.

represent the

Record their keywords of busting a 4-digit number.

partitioning of

Ask students what they believe is the most effective material to use when

your number?

representing the partitioning of the four-digit number. What do you

Display the keywords/language and strategies to bust a number and the believe is the

materials used on the word wall. best approach

Restate to students how they interpreted larger numbers through digit to partitioning

positions to determine the value of the number being represented by a large

partitioning 4 digit numbers. Through using concrete materials to model to quantity

understand that quantities can be partitioned. number?

6

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

Why?

What were

key words

used while

busting the

four-digit

number?

Did you learn

something

new? What

was it?

Catering for diversity

Enabling prompt:

Provide the student with a think board and allow them to form/choose a three-digit quantity. Explain

to them busting and assist them in busting the number showing them one method with the use of

Multi-attribute arithmetic blocks. Next, allow them to explore busting a three-digit number with

their own technique using the MAB blocks. When the learner is successfully representing their

partitioned three-digit quantity, move on to a four-digit representation. Assist them by reminding

them to use the same strategy they used on the three-digit partitioning of the number.

Extending prompt:

Allow the student to form/choose a five-digit quantity; express the word in a verbal and written way.

Ask this student to represent this on a place value mat using any concrete materials but also with a

symbolic representation. If they are busting their five-digit number using the same mathematic

operation ask them to use a distinct operation and explain their thinking.

For English as additional language learners can be assisted with:

The key vocabulary words stated, expressed and recorded in the whole class game (lesson

introduction) with base ten and place value language, a mathematical word wall with

equivalent regular terminology can be created. This will assist them to use appropriate

language in order for them to understand the base-ten concepts.

Cards to act as a visual representation of words one more/one less, ten more/ten less, hundred

more/hundred less, thousand more/thousand less can be used to remind them of key place

value terminology will explain their strategies.

Indigenous learners:

Allow the student to explore books: How much is a million? By David Schwartz or If I Had

a Million Bucks by Paula Johnson.

The use of texts will emphasise groups of things, which is a helpful investigation, and

exploration of the number functions for larger quantities/values.

Assist student to then work on the whole class task with a partner with the reminder of the

books read to provide significance to the task.

7

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

Justification

numbers. The aim is to ensure the understanding of place value in relation to seeing the quantity of

ten as a factor, considering that students can work with parts of tens. Through the learning of

mathematics, there is a great importance in planning a lesson to ensure students are engaged,

inquire, make connections and reflect in the introduction, during and ending of the lesson (Van de

Walle et al., 2015). This lesson is intended to promote this notion of scaffolding in mathematics,

associated with the social constructivist theory, with the use of manipulative tools and assistance

through peers but also the teacher act as an assistance allow students to construct their own

understandings (Goos et al., 2002; Van de Walle et al., 2015). The use of social interaction is

involved in the lesson, it is essential is supporting mathematical learning as it is dependent on

having access to interactions and new knowledge within the zone of proximal development

(Nelson-Johnson, 2007). By maximizing the opportunity to construct learning throughout the

lesson, Wood & Turner-Vorbeck (2001) state that classroom dialogues are essential in sharing

ideas and solutions to mathematical problems. Various investigative questions are communicated

throughout the lesson, as Sexton (2015) discusses that it is a crucial factor when using models in

order to explore students reasoning and justification. In the lesson through the exploration of the

numeration system that mathematical language and vocabulary of ones, tens, hundreds and

thousands are expressed of high importance. Throughout the lesson plan, the use of verbal and

written methods for representing the quantity of four-digit numbers in the base ten system is

supported in order to allow students to recognise other ways to represent a certain value (Van de

Walle et al., 2015). By exploring partitioning through the use of various models it supports

learners to make a relationship between objects, symbols and language surrounding place value.

Through providing manipulative and concrete materials, it allows students to explore and

construct their own mathematical understanding, relating to Skemp (1978) continuum of relational

understanding.

Conclusion

to support and cater to their learning requirements and needs. Through conducting the

Mathematics Assessment Interview, it assisted in understanding specific areas where the child had

misunderstandings in mathematics. This, therefore, enabled the creation of a lesson plan against

the Australian curriculum, with a learning intention, assessment strategies and lesson activities by

also catering to diversity to build on the mathematical learning area of place value to further

support her mathematical thinking and learning.

8

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

Appendix 1. Assessment

Date: _____________________________

Class/time: _________________________

Topic: _____________________________

nts nds value mathemati ate and collaborativ Comments

names partitioni language cal tools reflect on ely

ng of 4- used used their

digits thinking

9

EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749

References

traditional teaching on students in an after-school mathematics program. Retrieved

from http://gradworks.umi.com/

Sexton, M. (2016). EDMA262 Lecture 3, 2016: Development whole number concepts: Place

value [PowerPoint slides]. Retrieved from http://leo.acu.edu.au/

Arithmetic Teacher, 26(3), 9-15. Retrieved from http://leo.acu.edu.au/

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.

Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating

collaborative zones of proximal development in small group problem

solving. Educational studies in Mathematics, 49(2), 193-223. Retrieved from

http://link.springer.com/

teaching. Beyond classical pedagogy: Teaching elementary school mathematics, 185-

208. Retrieved from https://scholar.google.com.au/

10

EDMA262 Assessment Task Two

Nathalie Torres Lopez

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