Meghan Walton

EDMA202 Learning and Teaching Mathematics 1

Nutshell statement, growth point, and task template
NOTE: You are to complete the TASK section only for one child (of your choice) so use the Task section of the template only for that child (either Child A or Child B). The following is stated in the unit outline: Choose one of the children you interviewed. In light of the insights you gained in one of the domains, describe two tasks that you believe would be suitable to further develop this childs understandings. Write a clear and informed justification for each task (250 words in total), using information from the Record Sheet and nutshell statement to support your justification. If you use a published resource/game/activity as inspiration for your task, please ensure that you reference the book/article appropriately. In addition, you are to complete a nutshell statement for each child and growth points for the Grade 3/4 child.

Name: Meghan Walton Tutorial day and time: Monday 12 oclock Evaluate student work samples and responses... to make appropriate assessments of learning

Child A: Teisha Nutshell statement

Year Level: Prep

Teisha has ability to estimate and confirm she is correct, up to twenty-seven, through counting all. This is aided by her use of objects, as support for her reasoning. Teisha is confident with numerals one to nine, and recognises that zero comes before one. Having been exposed to directional language Teisha indicated she was able to follow the directions beside, behind and in front of and place counting bears as such. Teisha has an understanding that numbers are formed in numerous ways when using fingers, and was able to identify two different ways to make six; 5 + 1 and 3 + 3. Her understanding of one to one correspondence is well formed, as seen with placing the five straws in five cups; she was also able to explain that four were left over. When ordering three different sized pencils, Teisha was able to complete the task with ease by placing them side by side and moving them until they were smallest to largest.

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Meghan Walton

Task descriptions Task 1 Roll and Grab Reference details 2011, EDMA202: Learning and Teaching Mathematics 1, Tutorial 9.

Mathematical focus The mathematical focus of Roll and Grab is to identify and match a variety of combinations of numbers. This activity focuses on the numbers one to six and builds up students pace at recognising numbers, with the hope that eventually they will recognise them without counting. Key mathematical features of this task include the recognition of numbers through representation, not necessarily symbols, and the use of a variety of mathematical objects rather than pen and paper to work on algorithms. ...make appropriate assessments of learning and plan for future teaching and learning activities

Brief description

Students are given dominoes -without the blank tiles, and two die. The aim of the activity is to roll the die and identify the two numbers, and then match them to a domino in the centre of the small group. Eventually, there will be no dominoes left in the middle of the group, or the task can be stopped at any stage. The students are then asked to tell a partner and write down the numbers on each of the dominoes. As students progress the die used can be changed to numerals, rather than dots to extend the students ability to recognise and correlate the numeral with the representation of the number.

Meghan Walton Task 2 Jacks Magic Beans Reference details 2011, EDMA202: Learning and Teaching Mathematics 1, Tutorial 10.

Mathematical focus Jacks Magic Beans focuses on the numbers zero to ten. The mathematical focus is on subitising as well as building to the next ten. Students are encouraged to develop their own strategies but may also use strategies such as; count on, near doubles, doubles, adding one and fact families. This activity aims to develop knowledge about base ten and how it can be made.

Brief description Students in pairs receive a film canister with ten lima beans. The lima beans are presented with one side painted gold, the other plain. One student closes their eyes, and the other tips out the beans. The second student then tells the first how many gold beans are visible and the first student has to figure out how many more make ten. Students are then asked to draw the magic beans in their workbooks, and write and draw how many more it will take to build ten. ...make appropriate assessments of learning and plan for future teaching and learning activities

Justification

Teisha could benefit from both of these activities as they require the use of multiple thinking strategies. Roll and Grab may be a good activity to use with Teisha to examine her retention of mathematical skills when it comes to numbers from one to six. This activity could also be the kind of activity used for peer learning, particularly because of Teishas quick completion of the More or Less, Conservation, 3

Meghan Walton Location, Pattern and Ordinal Number tasks. Teisha, with her knowledge of number, could become a mentor for students of differing ability, who may not have yet mastered skills in the Number domain.

Jacks Magic Beans requires the student to recall and utilize oral information to form a response. Working to develop understanding of ordinal number and quantitative understanding, this activity will bring mathematics and language together. Teisha may benefit from the use of Jacks Magic Beans as it draws on speaking and listening and the use of mathematical language. Teisha may benefit from the use of speaking and listening in mathematics, as it is evident that she may not have been able to associate the words before and after in some instances because these are not necessarily considered mathematical terms by a Prep student.

Both activities enable the teacher to plan and use strategies to expand cognitive thinking skills. They also allow for the observation of students and their use of mathematical language, while giving an indication of what thinking skills may be being used. ...make appropriate assessments of learning and plan for future teaching and learning activities

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Meghan Walton

Child B: Annissa Growth points reached: Domain Counting

Year Level: Grade Three

Growth point (number) 3

Growth point (in words) Counting by 1s (forward/backward, including variable starting points; before/after). Counts forwards and backwards from various starting points between 1 and 100; knows numbers before and after a given number. Reading, writing, interpreting, and ordering two-digit numbers. Can read, write, interpret and order two-digit numbers. Count all (two collections). Counts all to find the total of two collections. Modelling Multiplication and Division (all objects perceived). Models all objects to solve multiplicative and sharing situations.

Place Value

Addition & subtraction strategies Multiplication & division strategies

1 2

Nutshell statement Annissa has the ability to estimate and check using the count all strategy. She is able to count forwards with ease, and utilize this when she loses track counting backwards, from twenty-four. She is swift counting by tens to one hundred and able to read numerous two-digit numbers, being quick to self-correct. Her understanding of place value enables Annissa to correctly create thirty-six using bundles of ten and units of one. She is able to correctly order numbers from units to thousands. Annissa uses the count on and count back strategies when looking for missing numbers on two and three- digit charts. When counting on or back, Annissa appears more comfortable counting all and modelling all to check her answers, and has knowledge of doubles and adding ten. Annissa is able to skip count by 2s to solve and is able to share evenly by ones until no objects are left. She also has knowledge of multiplication and utilised this knowledge to solve the problem 3 x 4. [Word Count: 168] Evaluate student work samples and responses... to make appropriate assessments of learning 5