The Australian Curriculum : Mathematics

(ACARA, 2014)

Strand Sub-strand

Number and Algebra Number and place value

Year level
Content description

2
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

The lesson
Lesson outcome Children understanding three-digit numbers as comprised of hundreds, tens and ones/units

Prior knowledge from year 1

Physical resources

Can count collections to 100 by partitioning numbers using place value

Interactive whiteboard Laminated monopoly money with $500 removed Extending and Enabling prompts (Sullivan, 2011) Enlarged money for a child with visual impairment as per their individual EAP (Commonwealth of Australia, 2006) Prior knowledge is linked within class mathematical learning map and learning story (AAMT, 2011) Learning outcome is made explicit (Sullivan, 2011) Available parents are present for the experience (DET, 2011) Indigenous educator and learning support educators are present???????????????? Explicit teaching of terms........... etc

Differentiation and learner considerations: The gifted Students with a learning disability Indigenous Students EAL/D

Behavioural Approach: Explicit Teaching

Success criteria (measurable) to achieve learning outcome:
I do (Examples) Explicit teaching of how monopoly money is grouped into hundreds, fifties, twenties, tens, fives and ones. Explicit modelling of grouping for more efficient counting. Explicit modelling of the partitioning of $100.

We do: (Examples)

Scaffolding efficient counting as a whole group, using thinking aloud and student input to make: (a) $150 (b) $175 (C) $240
Make and record what you used in your mathematical journal: (a) $250 (b) $375 (c) $140

You do: (Examples)

Specific explicit instruction considerations:

Extending prompts: Ask students to record the most efficient way to make $600, $785 and explain their reasoning.

Enabling prompts:

Asking the student to summarise their knowledge what have you tried (Sullivan, 2011) Reducing the size of the number Embedding more concrete representations to support counting, such as a hundreds chart.

Constructivist Approach: Inquiry Lesson

Inquiry Problems within the lesson: (examples)

Create five different combinations of money totalling $300. Ask students to make $150, $175, $450 using any notes and record in their mathematical journal Use mathematical thinking stars for students to record their reasoning in their journals Inquire if you only had hundred dollar notes, how many to give me if something costs $275, $380 or $550.

Class communication, for reasoning, relating ideas and analysing student conjectures.

Students share their methods and thinking that they recorded in their mathematical thinking diaries. Teacher is facilitator and scaffolder of class discussion New ways of thinking and efficient ways of counting (grouping in like notes) is recorded on the white board, or on large sheets of paper to be used as display, focused teaching and for reference for future teaching

Specific Inquiry considerations:

Enabling Prompts (examples) Extending prompts: Asking the student to summarise their knowledge what have you tried Reducing the size of the number Providing more concrete representations such as a hundreds chart to support counting Exploring key concepts, through scaffolding using one to one, or small teacher/parent led group work

Students can make numbers with specific number of notes, for example, making $550 with 10 notes and then with 20 notes, or with as little or as many notes as possible. Students can explore the relationship between using more notes and the increasing difficulty of counting Students can explore the difference between making $660 with only the same notes and or with as many different notes as possible