Unit Planner Math Planner 2017

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Studies(in(Mathematical(Education(2(
To research, plan, teach and evaluate one mathematics topic
with the intention this work can be used some time during your
Professional Experience 3 placement or equivalent
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Melissa!Vanessa!Mountfort!
Moumv001!
110170872
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Name: Melissa Mountfort
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Unit!Planner!for!Learning!in!Mathematics!!
Learner!context!
Topic Focus: Place Value
Under the Australian Curriculum Year 2: Number and Algebra- Number and Place Value
Level of schooling: Year 2
School and class context:
School context: The school was founded in 1876, located 30 km of the city in Virginia. The school ranges from
preschool to year 7 with 348 students currently enrolled. Virginia Primary is guided by the principles of setting
high expectations, ensuring our teaching practice has a strong evidence base, providing quality feedback to
students that supports them in moving their learning forward, being explicit about our teaching and learning,
and providing a relevant and engaging curriculum.
Classroom context: In the year 2 classroom there are 22 students- 11 are females and 11 are males. There are
various cultures in the classroom such as Vietnamese, Italian, Australian, English and Pilipino. The classroom
consists of two teachers the primary teacher who is in from mon-wed and the second teach in on Thursday and
Friday.
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What!is!the!learning!focus?!
Concept(s):! Thinking!and!Working!Scientifically/Mathematically:!
Place Value: The position of a Use prior knowledge discuss the meaning of place value.
digit represents its value Understand that the position of a digit represents it value.
Understand that there can only be one digit in each place.
Students will develop their understanding of place value to efficiently count
to and from 1000
Base of ten: A new collection if Understanding that a new collection is represented by 10.
represented by 10. Using the base of ten method encourages efficient counting and
computation.
Additive property: expanded Using expanded notation to understand the value of hundreds, tens and
notation ones in multi-digit numbers.
Dispositions:!(Reys et al. 2014, pp.17-19)!

Establishing clear expectations: Setting clear expectations for both student achievement and behaviour to
ensure a positive learning environment. It is important to thoroughly think what is expected of the students and
letting them know the desired learning outcome.
Treating all students equally: It is important to show student’s that you believe their abilities are equal to
those of their class members. Make it clear to students that no matter their age, gender or cultural background it
is expected all students excel.
Helping students improve their ability to retain mathematical knowledge and skills: Reflection is an
important aspect of student learning. Reflecting allows students to go over what they have learnt and reinforce
new knowledge.
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©Planning for learning in mathematics and science, 2017 Modified AMR from B.O.P.
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How!will!the!students!engage!with!this!learning?!(Provide!here!an!outline!of!five!sequential!learning!experience!using!any!of!the!given!
structures!from!the!Maths/Science!learning!cycle!or!the!5Es!model)!
Prior!Knowledge/Engagement!Learning!Experiences!(s):!!!!!!!!!!!!!!!!!!!!!!!!! !
The prior knowledge lesson will explore student’s prior knowledge of place value. In this lesson the teacher
will focus on ‘place value- where the position of a digit represents it value’. The teacher will explore key
terms, MAB blocks to represent units and the place-value chart.
Opening experience: (10 minutes)
The teacher will ask students to sit in a circle and in the middle of the class will be butchers paper with the
word ‘Place value’ or just ‘value’. Ask students if they know what it means and brain storm and record
possible meanings. Primarily, students should recognise that value refers to something’s worth.
Alongside, encourage students, in pairs, to reflect on the following terms: Digits, units, tens, hundreds, ones,
cube and rod. Record student’s responses on the page for the class to see.
Developing experience: (15 minutes)

Students will watch a 5 minute video which introduces place value. The video demonstrates to students that
there can only be a single digit in each place and the value of each place. For example, 20 has to lots of tens
(see appendix 1). There is also a video called the place value song, for students to recognise the different
values (see appendix 2)
Introduce to students the use of MAB blocks to develop understanding of place value. This will show
students how they work together in the number system. In a circle present unit cubes to represent ones, for
example 7 cubes represents 7 ones. Present the ten rods to students and show that ten one cubes equal 1 ten
rod. Demonstrate to students that 3 ten rods represent 30. Present to students the hundreds block and that 10
ten rods equals to a hundred block. Use various examples to students to develop their understanding.
Closing Experience: (20 minutes)

On the interactive white board, the teacher will use a game called echalk (see appendix 3). The game has a
place value chart where you are able to present hundred blocks, ten rods and one’s cubes. Students will be
chosen to come up and present an amount represented by MAB blocks and the students on the floor will be
working in pairs writing the digits on a small white board. If students are having difficultly, demonstrate
prior to beginning the activity.
In the last 5 minutes, gather students together and chose 3 students to share something new they have learnt
(encourage students to talk about the new language, blocks or how the activity helped). Express to students
the importance of learning about base tens so they understand why we are learning it (to be able to count to
and from 1000, computation and number sense.
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Exploratory!/Explore!&!Explain!Learning!Experiences:!
In this learning experience, the students will be exploring ‘base of ten: a new collection is represented by 10’.
Students will be recapping their knowledge of the MAB blocks and will use other various concrete materials
such as grouped and ungroup pop-sticks, sticks etc.

Before beginning the lesson, introduce to students a short video that shows numbers in the teen. This is a
common misconception of students therefore a visual representation will benefit a few students (see appendix
4). Students will sit in a circle and go over what they learnt in the previous lesson. Emphasize the idea that 10
one cubes make 1 ten rod and explain to students that a new collection is represented by 10. This is called
‘base of ten’. Using various materials such as one’s cubes, tens rods, pop sticks, pencils and sticks ask student
to discuss why 10 represents a new collection (efficient counting and computation). Ask students to group 2
lots of tens and then 4 lots of tens. Ask students if it is easier for them to count in tens then ones.

In the circle, introduce to students their next activity called the building 10s. Demonstrate what the students
need to do before letting students go. In pairs, students will have 1 die, MAB ones blocks and a recording sheet
(see appendix 5). The first student will roll the die and they will use MAB blocks to represent this number and
also record on their sheet. If their first roll was a 6 and on their second roll, they roll a 7 they must replace their
units with a ten rod. Therefore, the student will have 1 ten rod and 3 one’s cubes. Students will keep going
until the first student makes 100.
In the last 5 minutes, briefly explain to students the ‘use of 0’. Clarify to students that ‘0’ represents the absents
of something.
Closing experience: (5 minutes)

At the end, call students to the floor and reflect on the lesson and the game. Have students build a better
understanding of base ten? It is important for students to understand that 10 units make a ten block and a group
of ten blocks makes hundred
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Investigations!/Problem!solving/Elaboration!Learning!Experiences:!! !
This lesson the students will be investigating ‘additive property-expanded notation’. Reys et al. expresses that
numbers can be written in expanded notation and summed with respect to place value. This will help students
develop the number system and number sense efficiently.

As a class, discuss the term ‘expanded notation’ in relation to place value. Allow students to provide responses
of their understanding. Introduce to student’s additive property by presenting a 5-minute video on expanded
notation (see appendix 6). This will assist children in better understanding how to expand a number in relation
to its place value.

Students will be working in pairs with individual sheets. Students will be given a sheet that has various 2 or 3
digit numbers. Students must write down the expanded notation. The first one has been shown to students to
assist their learning. This will help students develop their understanding of place value identify the values of
hundreds, tens and ones. Students can use MAB blocks to assist their understanding

When students have finished with the number mountain, they can go on with the matching cards activity (see
appendix 8). In groups of 2-3, there will be a pack of cards- half will be questions and the other half will present
the answer in various forms (for example expanded notation or visual representation MAB blocks). Students
need to match the question up with the answer and record it into their book.
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This learning experience will be a formative assessment, where students will be assessed through observations. The
teacher will observe the progress of students and make note on which students are excelling and which students need
more guidance. If needed, the teacher may have to adapt the lessons if the assessment shows a lack of understanding
amongst a majority of the class members.
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In this lesson students will be using their problem solving skills to answer questions.

To recap what students have been learning in the past few lessons, students will watch a 5-minute video about
place value (see appendix 9). Students will be exploring place value using an interactive game as a class on
the floor (see appendix 10). Each student will have a place value chart in front of them. Students will be chosen
to come up and answer the questions in the game. The questions vary asking students what the value of ‘2’ in
the spider’s age ‘324’. Students will record the answer on their chart. As the game goes along, it reinforces the
terminology used.
For this activity, the teacher may also ask extending questions such as ‘what is the expanded notation?’.
Students can use the white board to answer these and the class may discuss the answer.

Students will then play a game of place value Bingo, in groups of 2 (see appendix 11). The bingo cards have
visual images of the MAB blocks and the teacher will call out the numeral. The teacher must ensure students
are aware of the rules of bingo.
The game may start out where students must get 5 in a row then extend to the whole card.
Students will use counters to cover the numbers that have been called out.
It is important to read the numbers out loud and carefully as they may take time finding the correct number. If
students are having difficulty, writing the numerals on the board may help students.

Reflection: Bring students onto the floor. Using the names on a pop stick method, randomly choose students
to reflect. Ask students to tell the class 2 things they have found interesting or 2 new pieces of information and
1 thing they wish they could improve on.
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!After!views!&!reflection/!Evaluation!learning!Experience! !
In this lesson students will be doing a test. This test is a summative task as it is an assessment of their learning
where students will demonstrate their understanding of place value.
Spend 5 minutes with students recapping what they’ve learnt over the unit.
Go over key terms such as: place value, digits, numeral, place value chart, MAB blocks, hundreds, tens, ones
and expanded notation.
Spend 5 minutes using the echalk interactive to answer a few questions on place value (see appendix 3)

Students will be given a sheet with various questions (see appendix 12). Students need to work individually.
Explain to students that this is an assessment of what they have learnt so far. Discuss with students that the
marker wants to see their understanding of place value, base ten, expanded notation and using MAB blocks.
Go through the assessment with the class, explaining what is required of each section.
There will be 5 questions.
On the second page, students will need scissors and glue. Students must cut and stick images of the MAB
blocks to represent the value of the numerals presented on the page.
Teacher: The teacher will use a simple marking rubric for each student.
The teacher will assess: (Very good, good, satisfactory and needs work)
-! The student’s understanding of place value
-! The students understanding of base ten
-! The students understanding of expanded notation
-! The student can represent visual data
-! The student can use pictorial models to represent place value.
Closing experience: If there is time
Reflection: Bring students onto the floor. Using the names on a pop stick method. Ask students to tell the class
something they have found interesting or a new pieces of information and 1 thing they wish they could improve
on.
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How!will!you!know!what!the!students!have!learnt?!(Assessment)!
What%will% How%will%you%assess?%% When%will%you%assess?% How%will%you%record% What%forms%of%feedback%
you%assess?% &%Who%leads%the% your%assessments?% will%you%provide?%
assessment?%
Understa Summative assessment: Students The assessment The summative Summative:
nding of will demonstrate their awareness of will take place at assessment will Students will receive
place place value in the assessment where the end of the be marked again a feedback by
value they will show that a position of a unit, in lesson 5. simple rubric. The providing a short
digit represents its value The student will rubric will show statement under the
complete the test if the student has rubric.
Formative: The teacher will worksheet. Upon demonstrated
observe and note down student completion, the their Formative: Students
progress throughout the unit. The teacher will understanding of will be given oral
teacher will identify whether the assess the place value very feedback throughout
student has begun understanding student’s work good, good, the unit.
place value throughout each lesson. again a rubric. satisfactory or
needs work.
Base of Summative assessment: Students The formative The summative Summative:
ten will demonstrate their awareness of assessment will assessment will Students will receive
base of ten in the assessment where begin in lesson 2. be marked again a feedback by
they will show that a new collection However, the simple rubric. The providing a short
is represented by 10. summative rubric will show statement under the
assessment will if the student has rubric.
Formative: The teacher will be assessed at the demonstrated
observe and note down student end of the unit. their Formative: Students
progress throughout the unit. The understanding will be given oral
teacher will identify whether the base ten.! feedback throughout
student has begun understanding the unit.
the base of ten throughout lessons.!
Additive Summative assessment: Students The formative The summative The rubric will
property: will demonstrate their awareness of assessment will will be assessed provide a short
Expande expanded notation in the final begin in lesson 3. against a rubric! summary feedback
d assessment. Students will present Whereas, the for students.
notation this by showing expanded notation summative
with respect to place value assessment will
be assessed at the
Formative: The teacher will end of the unit.!
observe and write down student
progress. The teacher will
recognize whether the student has
begun understanding expanded
notation associated with place value
throughout lessons.!
Thinking! Throughout the unit observe The teacher will Notes will be Verbal feedback will
and!
Working!
whether students have been: lead the written presenting be given to students
Mathematic Using mathematical models assessment of the student’s level of throughout the
ally/! Communicating ideas and solution student’s ability thinking and lessons and a final
Scientifically Reflecting on learning to think and work working summary will be
:!
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Identifying and posing problems mathematically. mathematically. given to students at
! Selecting and applying appropriate The teacher will the end of the unit.
! strategies! assess over the
! duration of the
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unit.
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Links!with!the!ACARA!Framework!(Use!this!at!least!once,!copy!and!paste!more!if!required)!!
Strand:!Number!and!Algebra! SubO!Strand:!Number!and!Place!Value!
Descriptor:% %Achievement%Standards:% Proficiencies%(for% General!capability%
Mathematics)%
Group, partition and By the end of Year 2, Understanding: Literacy
rearrange collections students recognise increasing and Identify and Range of text types
up to 1000 in decreasing number sequences apply Language and
hundreds, tens and involving 2s, 3s and 5s. mathematical terminology/mathematica
ones to facilitate They represent multiplication and concepts such as l vocabulary
more efficient division by grouping into sets. number
counting (ACMNA0 They associate collections of sequences,
28) Australian coins with their Numeracy
partitioning,
value. Students identify the computational Develop skills through
missing element in a algorithm and identifying patterns,
number sequence. number sense. counting, computational
Students recognise the features of algorithm and number
three-dimensional objects. sense.
They interpret simple maps of Fluency: Carry
familiar locations. out procedures ICT capability
They explain the effects of one- effectively
Use ICTs to represent
step transformations. Students including
models
make sense of collected counting numbers
information. in sequences and
using informal Critical and creative
Students count to and from units. thinking
1000. They perform simple Students will demonstrate
addition and subtraction critical and creative
calculations using a range of Problem-solving: thinking through
strategies. They divide collections Includes challenges and interpret
and shapes into halves, quarters formulating and their own opinions.
and eighths. Students order shapes interpreting Generate new ideas and
and objects using informal units. problem solving
explore deeper questions.
They tell time to the quarter-hour situations, using
and use a calendar to identify the models to guide
date and the months included in learning and
seasons. They draw two- communicating
dimensional shapes. the outcome.
They describe outcomes for
everyday events. Students Reasoning:
collect, organise and represent dat Show logical
a to make simple inferences. thought by
analyzing,
evaluating,
explaining,
gathering,
justifying and
generalising.
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Teacher!Resources!(What!has!informed!your!planning,!background!information,!learning!experiences,!discussion!of!student!understanding?)!
Teacher resources that help teachers to understand the background knowledge:
1.! Course text:
Reys R, Rogers A, Falle J, Frid S & Bennett S 2013, Helping children learn mathematics, John Wiley &
Sons Australia, Ltd, 42 McDougall Street, Milton Qld.
This text provided insight and background knowledge into teaching place value. This text explored various
concepts of place value and methods that can be used in lessons.
2.! Australian Institute for Teaching and School Leadership:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/illustrations-of-
practice/detail?id=IOP00266
This is a video that provides insight into teaching students about a topic such as place value and how to be
resourceful. The video demonstrates how to explore student’s thinking and abilities to plan lessons.
3.! Back, J 2014, Place value: the ten-ness of ten, NRICH Enriching Mathematics, University of
Cambridge, viewed 15 April 2017, https://nrich.maths.org/10738
Provided background information on place value in relation to number sense and the sense of tens.
4.! Brown, P Evans, M Hunt, D McIntosh, J Pender, B & Ramagge J 2011, Counting and place value a
guide for teachers, Australian Government Department of Education, Employment and Workplace
Relations, viewed 15 April 2017,
http://amsi.org.au/teacher_modules/pdfs/Counting%20and%20place%20valueK-4.pdf
Provides insight into the various concepts surrounding place value and how it can be taught to
students. The text gives an immense depth of background knowledge and common
misconceptions that teachers should target.
Teacher resources that provides possible learning experiences that can be adapted or modified or
provide insight:
1.! Better Lesson 2016, Each number has a place: tens and ones, Better Lessons, viewed 15 April 2017,
https://betterlesson.com/lesson/525941/each-number-has-a-place-tens-and-ones
This resource provided many activity ideas that can help students develop their understanding of place value.
This specific resource is for a Bingo game.
2.! Better Lesson 2016, Place value reviw, Better Lessons, viewed 15 April 2017,
https://betterlesson.com/lesson/603174/place-value-review
This resource provided many activity ideas that can help students develop their understanding of place value
and expanded notation. This specific resource introduced the activity ‘number mountain’ for expanded
notation.
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Student!Resources!(resources!that!engage!students!with!the!learning)!
Learning experience 1:
https://www.youtube.com/watch?v=omkDLmfvetk
https://www.youtube.com/watch?v=21l3Jg5_MCg
https://content.echalk.co.uk/esa/Maths/units/units.html
MAB Blocks
White boards
https://www.youtube.com/watch?v=uedvwH6Ay18
Building tens record sheet
MAB blocks
https://www.youtube.com/watch?v=4AF7xj7pmWc&t=111s
Number mountain sheet
http://worksheets.mathsbuilder.com.au/games/selector/Whole_Numbers/3/
https://www.youtube.com/watch?v=gu5NLoaTK00
http://www.bbc.co.uk/bitesize/secondlevel/mathematics/number_money_and_measure/place_value_headings
/play/
Summative worksheet
References:
Australian Curriculum Assessment and Reporting Authority [ACARA] 2017, Australian Curriculum:
Mathematics, ACARA, viewed 15 April 2017,
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#level2
Australian Institute for Teaching and School Leadership 2014, Resourceful teaching, Education Services
Australia, The Australian Government, viewed 15 April 2017, http://www.aitsl.edu.au/australian-professional-
standards-for-teachers/illustrations-of-practice/detail?id=IOP00266
Back, J 2014, Place value: the ten-ness of ten, NRICH Enriching Mathematics, University of Cambridge,
viewed 15 April 2017, https://nrich.maths.org/10738
Better Lesson 2016, Each number has a place: tens and ones, Better Lessons, viewed 15 April 2017,
Better Lesson 2016, Place value reviw, Better Lessons, viewed 15 April 2017,
Brown, P Evans, M Hunt, D McIntosh, J Pender, B & Ramagge J 2011, Counting and place value a guide for
teachers, Australian Government Department of Education, Employment and Workplace Relations, viewed 15
April 2017, http://amsi.org.au/teacher_modules/pdfs/Counting%20and%20place%20valueK-4.pdf
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Appendices:((
Appendix 1: Introduction into place value
https://www.youtube.com/watch?v=omkDLmfvetk
Appendix 2: Place Value song

https://www.youtube.com/watch?v=21l3Jg5_MCg
Appendix 3: eChalk
https://content.echalk.co.uk/esa/Maths/units/units.html
Appendix 4: Number in the teens

https://www.youtube.com/watch?v=uedvwH6Ay18!
Appendix 5: Building 10s recording sheet
Appendix 6: Expand notation
https://www.youtube.com/watch?v=4AF7xj7pmWc&t=111s
Appendix 7: Expanded notation- number mountain

Appendix 8: Matching cards
http://worksheets.mathsbuilder.com.au/games/selector/Whole_Numbers/3/
Appendix 9: Video about place value

https://www.youtube.com/watch?v=gu5NLoaTK00
Appendix 10: Interactive game
http://www.bbc.co.uk/bitesize/secondlevel/mathematics/number_money_and_measure/place_value_headings/play/
Appendix 11: Bingo

Appendix 12: Summative assessment

Unit Planner Math Planner 2017

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Dispositions:!(Reys et al. 2014, pp.17-19)!

Developing experience: (15 minutes)

Closing Experience: (20 minutes)

Opening experience: (20 minutes)

Developing experience: (25 minutes)

Closing experience: (5 minutes)

Opening experience: (10 minutes)

Developing experience: (15 minutes)

Closing experience: (15 minutes)

Opening experience: (20 minutes)

Developing experience: (20 minutes)

Closing experience: (5 minutes)

Developing experience: (35 minutes)

Appendix 2: Place Value song

Appendix 4: Number in the teens

Appendix 5: Building 10s recording sheet

Appendix 7: Expanded notation- number mountain

Appendix 9: Video about place value

Appendix 11: Bingo

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