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Grade: 2
Date Interviewed: 27/03/2013
1.
Signature:
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2.
Nutshell Statement
Mia can confidently skip count by 2, 5 and 10s from 0; but she doesnt
transfer this strategy when asked what is 5 more than a number in the
counting by 5s sequence. She uses her knowledge of skip counting and
grouping for multiplication and division when the problem is represented in
visual models, but runs into difficulty when only partially modelled.
Mia is able to use known fact for simple addition and uses the strategy of
counting back in her head for subtraction problems, but at times loses
track.
Mia can read numbers up to 4 digits, but has difficulty representing 4 digit
numbers on a calculator. She has an understanding of bundling to represent
groups of 10s, but must recount these groups to manipulate it into a new
number. Mia doesnt appear to understand how use a number line to
represent a number between 0 100.
(word count : 148)
3.
Lesson Plan
Activity two:
The student will be given a work sheet of number lines with different scales and numbers
they need to estimate. The sheets include from 1 digit numbers and go up to 4 digit
numbers. The student will work with the teacher, as they progress through the problems.
The student should discuss what strategies they used and justify how they reached the
solutions.
Student will;
1. demonstrate 2 different strategies for estimating a number on a number line
2. complete the work sheet up to at least 2 digit numbers with 80% accuracy.
3. attempt the 3 and 4 digit number problems on the worksheet with 60% accuracy.
At the end of the session the student needs to write down 3 to 5 important points to
remember in their work book.
Materials:
Masking tape, markers, smart board, number line, work book, pencils, masking tape,
number line activity sheet - http://www.teachingideas.co.uk/maths/files/estimationnumberlines.pdf
4. Lesson Rationale
These tasks were chosen for Mia because she seemed unsure of number
lines, based on her response to question 12 where she stated the answer
must be 90 because 100 is right there (pointing). Mia demonstrated her
ability to order numbers correctly providing a useful foundation towards
number lines. The teaching model adapted from Pirie and Kierens theory
suggests that learning is non-linear and where the need ensues, it is
appropriate to move between these phases (Ministry of Education New
Zealand, 2010). The activities that are included in the lesson are designed
to allow the student to utilise all of these phases and if necessary move
between them. An example of encouraging movement between phases is
having a marked number line with increments, and then removing them.
Also describing the numbers using their properties helps to image them.
Providing Mia the opportunity to learn about number lines, may encourage
her to create relationships with Landmark numbers which will support her in
the future to connect place value to addition and subtraction (J. Van de
Walle, K Karp & J. Bay-Williams, 2013). As demonstrated in tutorials, the use
of number lines to work through problems in invaluable as it visually allows
seeing the thought process. Mia would benefit from this strategy because of
her tendency to lose track of her calculations.
(word count: 218)
Student B: Saaketh
Grade: 2
Date Interviewed: 27/03/2013
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6.
Nutshell Statement
Saaketh can confidently count by ones from any staring point, his preferred
strategy for working out more than and less than problems is also counting
them by ones. Saaketh is able to skip count by 2, 5 and 10s and can count
by 10s from a variable starting point. Saaketh hasnt made the link to his
knowledge of skip counting to multiplication and division; he reverts back to
again counting by ones, which hinders him seeing patterns in numbers.
Saaketh is able to read and write up to 4 digit numbers. He can use
bundling strategies to show a given number and can easily manipulate that
grouping to form another number.
Saaketh can interpret 2 digit number lines, but struggles to understand a 3
digit number line as being the same size, but representing a different scale.
Saaketh strengths appear to be within addition and subtraction as he is able
to use basic strategies, such as doubling and ten facts.
(word count: 161)
7.
Lesson Plan
Materials:
Egg carton, counters (beans or buttons), graph paper, pencil, colored pencils, work book, dice, 10 X
10 grid, dot arrays sheet.
8. Lesson Rationale
The reasoning behind choosing these tasks for Saaketh is because he did
not exhibit clear links between his knowledge of addition and subtraction to
multiplication and division, as shown in questions 27 and 28 where he
chose to count or share by ones, even when asked if there was another way
of doing it. By allowing him to use materials in the lesson it will promote
different ways to approach multiplication problems. J. Young-Loveridge
(2005) suggests presenting students with multiple interpretations of a
problem will support them in becoming flexible problem solvers. She also
imparts that developing counting-based (number lines) and collectionbased (arrays) understandings are important models of multiplication.
Presenting problems in short stories will compel the student to think about
the problem in terms of how to present it in a way they understand, this
would encourage to move from the materials phase to the imaging phase of
the Pirie-Kieren teaching model (Ministry of Education New Zealand, 2010).
Allowing students to first use manipulatives and then putting it into an array
will encourage multiplicative thinking processes. Saakeths preferred
strategy of counting by ones will hopefully be shifted towards this type of
thinking and allow him to tackle more difficult tasks.
(word count: 201)
9.
References