Unit Planner Math

Victoria Hender 110195722 EDUC 3063 Studies in Mathematics Ed.
2 Tutor: Sandra Gosnell
Unit Planner for Learning in Mathematics and Science

Learner context
Topic Focus: Number and Place Value; division
Level of schooling: Year 2
School and class context: Northern Suburbs non-gov. R-12 School. 1456 students, 1% Indigenous Students, 21% EAL/D.
Emphasis on Integrated Studies. Specialist LOTE, PE, Music and Art educators. 7 mathematic lessons per week
(Appendix 2). Gifted and Talented program, early intervention program. 2017 Year 3 NAPLAN numeracy result, close to
similar schools (Appendix 1). Year 2 class of 21, 7-8 year-olds. 4 EAL/D students, 2 ASD students. ESO to support entire
year 2 cohort.
What is the learning focus?

Concept(s): These are the big ideas to be Thinking and Working
developed Scientifically/Mathematically processes:
Dividing the class or a collection of objects into equal- Problem solving: using concrete materials to solve contextual
sized groups (ACARA 2018) problems.
Reasoning: articulating and justifying problem solving strategies
and conclusions.
Identifying the difference between dividing a set of Problem solving: developing algebraic thinking
objects into three equal groups and dividing the same
set of objects into groups of three (ACARA 2018)
Dispositions: These are the attitudinal aspects of learning

Students aged 7-8 years old have entered the concrete operational stage of development (Woolfolk & Margetts 2016).
They think logically about concrete situations and have less reliance on concrete materials, however, abstract
representation is only beginning to form and students will still require real contexts and manipulatives. Students will
represent ideas pictorially based on real world representations (Reys et al. 2012, p.23) (Appendix 3).
Fine and gross motor skills are more developed and students can complete complex physical tasks. Students may be
independent and have strong social networks. Accepting failure or criticism may be difficult (Reys et al. 2012, p.26)
(Appendix 4).
Students are unlikely to know the meaning of the equals sign. Prior to year 5, children typically ‘have not learned what
‘equals’ means and have not learned how to interpret the structure of symbolic sentences’ (Reys et al. 2012, p.357).
EAL/D students may have difficulty expressing their mathematical understanding in English and interpreting task
presented in English.
Students’ self-efficacy in mathematics may prohibit students’ motivation and engagement in the subject.
Play based learning with concrete materials can help students develop conceptual understandings (Van Hoorn et al.
2005)
©Planning for learning in mathematics and science, 2018 Modified AMR from B.O.P.
Victoria Hender 110195722 EDUC 3063 Studies in Mathematics Ed. 2 Tutor: Sandra Gosnell
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 - Finding out about the learner:

Post PE lesson provocation: Students had to split into even teams for PE game. How was this done? How many teams
were there? How many were there in each team? Were the teams even?
Educator role: Explains aim of lesson & their role. Observe students with annotations, using grid method (appendix
5). Mark and evaluate students’ record of computations (appendix 6). Scaffold class discussion.
Class role: split into even teams as per educator instructions for modelled example.
Class discussion: brainstorm ‘division’ vocabulary, symbols, understanding & contextual problems. Record on
smartboard.
Student task: individually choose number of teams; calculate number of students per team; choose number of
students in a team and calculate the number of teams; record computations (appendix 6).
Educator: provide counters if needed; pose open-ended questioning to students requiring help or extension.
Conclude lesson, review concept covered.
Exploratory /Explore Learning Experiences – Exploring the idea:
Educator role: Set up table rotations stemmed from students’ contextual problems presented in class discussion in
Prior knowledge lesson. Articulate aims of lesson, model examples
E.g. 1. Sharing money, 2. Sharing unit blocks, 3. Sharing counters, 4. Number of buses needed for students, 5. 30
Cupcakes, 6 in a box, how many boxes.
Educator ask class to split into 5 groups, how many in each group? We have 45 minutes for this activity,
approximately how long will you spend on each rotation?
Student role: spend time on each rotation, working out each problem and recording their work (appendix 6).
Example – unit blocks (100 sq., 10 sticks & units) given a 3-digit number. Using prior knowledge of trading games,
trade out quantity to give each student an equal proportion.
Educator: set timer per rotation. Instruct 3 students of varying ability to share their problem solving. Conclude lesson.
Discussion and consolidation of language /Explain Learning Experience(s) – Getting the idea:
Lesson: educator poses one problem at a time, students have a few minutes to solve, class discussion of
method/strategies.
Educator role: introduce lesson aims. Refresh students thinking of rotations lesson. Choose 5 contextual problems
explored on rotations. Scaffold whole class to solve problem, recording on smartboard symbolic representation. Use
random selection to question students thinking. Provide examples of non-suggested strategies.
Student role: recording problems/computation in workbook (appendix 6). Give explanations of how to solve
problems orally to whole class.
Elaboration / Extend Learning Experiences –Practicing the idea and applying the idea deeper
and/or wider:
NB This section would include several lessons in a unit of work that extends over a couple of weeks
Educator role: introduce lesson, reviewing what mathematical ideas used in previous lesson. Articulate goal for
lesson. Provide counters. Scaffold students requiring literacy assistance. Observe students/annotations (appendix 5).
Student role: Individually or in pairs brainstorm real-life contexts for division. Write/describe 3 problems involving
division from the contexts. Swap problems with peers and solve. Swap back and students to mark students work.
Whole class sharing of context, problems, calculations and solutions. Educator choose 3 problems of varying
complexity to model solving/computing: unpack concept, class discuss methods for solving problems.
This may take two lessons.
After views /Evaluation Learning Experiences –Reflecting on students’ learning of the idea:
NB This section can include formative approaches implemented in the above learning experiences OR provide a specific
opportunity for students to review and reflect on their learning to date in this unit.
Educator role: set up table rotations again, with similar but different problems and contexts. Choose one rotation to
observe/assess from. Introduce lesson and aims. Time rotations. Make summative assessment observations of
students understanding using marking sheet (appendix 7).
Student role: spend time at each rotation, working through the problem and recording work (appendix 6)
Differentiation /How will you extend and enable students?
Extend: Introduce division with remainder. Provide written algorithm. Students to formulating algebraic reasoning
and equations to division facts. Can you find a more efficient strategy?
Introduce fractions and division of a whole.
Enable: keep concrete materials available. Provide multiplication facts table and addition facts table. Engage ESO for
learning support. Use of iPads to record computations.
EAL/D: clear, simple explanations. Modelling problem solving. Giving students time to non-verbally express their
understanding. Drawing assessment information from pictorial representation.
ASD: setting clear expectations and guidelines. Having visual references and materials available.
How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? How will you record your Providing feedback
Who leads the assessments?
assessment?
Writing worded Formative Elaboration/extend Writing annotations Annotations in
problems assessment. lesson. Educator (appendix 5) workbook directly.
Noting students’ marks students work. Providing verbal
ability to write a feedback to students
problem with unable to complete
unknown and known this task satisfactorily
factors.
Solving worded Formative Elaboration/extend ‘Two stars and a Verbal or written
problems assessment. lesson. Students wish’ – students to Depending on
Examining students mark each other reflect in two things students writing
answers from peer they like about their ability.
derived problems. peers work and one
suggestion for
improvement.
Use of symbolic Formative Throughout whole Written annotations Annotation in
representation. assessment and unit. Educator lead (appendix 5) and workbooks.
Students are not summative final marking sheet
expected to achieve assessment. Viewing (appendix 7)
competence in students workbooks
symbolic
representation in
year 2, however, as
an extension this
element will be
assessed.
Use of pictorial Formatively using Throughout whole Written annotations Annotation in
representation grid (appendix 5) unit. Educator lead (appendix 5) and workbooks.
final marking sheet
(appendix 7)
estimation Formative. Throughout the unit. Written annotations Annotation in
Observation and When appendix 6 is (appendix 5) workbooks.
written annotation of used.
students making
estimations
Mental computation Verbally through Explain lesson. Annotations Verbally,
questioning Educator led. (appendix 5) immediately
Division in equal Viewing students’ Throughout unit. Annotations Immediately verbally
groups workbooks and Educator led (appendix 5) if there is uneven
summative division. Otherwise
assessment. written annotations
Problem solving Observations Throughout, but Annotations Praise of good
particularly during (appendix 5) strategies. Prompting
rotations lessons. ‘what if’ questioning.
Educator led.
reasoning Listening to students Explain lesson. Annotations Direct verbal praise.
explanations and Educator led (appendix 5)
justifications
Links with the Australian Curriculum (Use this at least once, copy and paste more if required)
Strand: Mathematics Sub- Strand: _Number and algebra
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)
By the end of Year 2, Problem solving Numeracy
Recognise and represent They represent Reasoning
division as grouping into multiplication and Critical and creative thinking
equal sets and solve division by grouping
Literacy
simple problems using into sets.
these representations They divide collections
(ACMNA032 - and shapes into halves,
quarters and eighths.
Teacher Resources (What has informed your planning, background information, learning experiences,
discussion of student understanding?)
Australian Curriculum, Assessment and Reporting Authority (ACARA) 2018, The Australian Curriculum, F-10 Curriculum,
Mathematics, ACARA, Viewed 18 March 2018, <australiancurriculum.edu.au/f-10-curriculum/mathematics/>.
Department of Education and Training, Curriculum K-12 Directorate 2008, Count me in too, SENA 2, State of NSW,
viewed 7 April 2018, <manneringparkworkspace.weebly.com/uploads/2/5/9/1/25919629/sena_2.pdf>.
Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers, A, Falle, J, Frid, S & Bennett, S 2012, Helping Students Learn
Mathematics, 1st Australian Edition, John Wiley & Sons Australia, Milton, QLD.
Sullivan, P 2011, ‘Teaching mathematics: using research-informed strategies’, Australian Education Review, no. 59, ACER
Press, Camberwell, Vic.
Sullivan, P, Clarke, D & Clarke, B 2013, Teaching with tasks for effective mathematics learning, Springer, New York.
Van Hoorn, J, Nourot, PM, Scales, B & Alward, K 2015, Play at the Centre of Curriculum, 6th edn, Pearson, New Jersey.
Woolfolk, A & Margetts K 2016, Educational Psychology, 4th edn, Pearson, Melbourne.
Student Resources (resources that you will need to engage students with the learning)
• Smartboard • Balls
• Counters • Whiteboards markers
• Unit/ten/hundred blocks • Pencil/paper
• Play money • Devices for recording
• Calculators
Appendix 1: NAPLAN banded results

Australian Curriculum, Assessment and Reporting Authority (ACARA), 2018a, My School, Tyndale Christian
School, NAPLAN results, ACARA, viewed 7 April 2018, <myschool.edu.au/school/49850/naplan/numbers>.
Appendix 2: Curriculum Context

Tyndale Christian School Salisbury East 2018, Summary of Curriculum Offerings/Pathways – Junior
School, Tyndale Christian School Salisbury East, viewed 7 April 2018,
<sites.webtemplate.com.au/bridgehead/25027/__files/f/2618/4._Curriculum_-
_Junior_School.pdf>.
Appendix 3 : Frameworks of the learning process
Reys, RE, Rogers, A, Bennett, S, Cooke, A, Robson, K & Ewing, B 2012, Helping children learn mathematics, 1st
Australian edn, John Wiley & Sons Ltd, Milton, Qld, p.23.
Appendix 4: Characteristics of learners in the primary years age 8-11
Reys, RE, Rogers, A, Bennett, S, Cooke, A, Robson, K & Ewing, B 2012, Helping children learn mathematics, 1st
Australian edn, John Wiley & Sons Ltd, Milton, Qld, p.26.
Appendix 5: Grid method of recording observations
Date: Student 1 Student 2 Student 3 Student 4 Student 5

Lesson:
Focus:
Student 6 Student 7 Student 8 Student 9 Student 10 Student 11
Student 12 Student 13 Student 14 Student 16 Student 17 Student 18
Student 19 Student 20 Student 21
Appendix 6: Bookwork recording

Bookwork/Recording Headings: (self-created)
Explanations in this table are for this assignment only. Students require more familiar language and worked
examples.
Problem Estimation Calculations/how Answer
you worked it out
Student Devise a symbolic Estimate an answer Explain how you Answer to derived
or worded problem can calculate an problem
from the contextual answer
situation
Educator Problems with Students with ‘one- Use of symbolic, Articulate
Look for... known and right-answer- written or pictorial wording.
Successes & unknown factors. syndrome’. calculations. Accuracy.
alternative Use of symbolic or Reasonable Articulate wording.
views. pictorial estimates. Mathematical
representation. strategies, e.g.
Articulate wording. consolidation, split-
up, use of facts.
Appendix 7: Summative Marking Sheet
N = Not Yet
Can use concrete materials to problem solve

W = Working on it
Use of abstract of symbolic representation

Use of pictorial representation in problem
Dividing known quantity into even groups
G = Got it
Identifying an unknown quantity to find

Lesson:
Date:
Articulate reasonable answer

solving
Student name

Unit Planner Math

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Victoria Hender 110195722 EDUC 3063 Studies in Mathematics Ed.

2 Tutor: Sandra Gosnell

Unit Planner for Learning in Mathematics and Science

What is the learning focus?

Dispositions: These are the attitudinal aspects of learning

Prior Knowledge/Engagement Learning Experiences - Finding out about the learner:

Exploratory /Explore Learning Experiences – Exploring the idea:

Differentiation /How will you extend and enable students?

Appendix 1: NAPLAN banded results

Appendix 2: Curriculum Context

Appendix 3 : Frameworks of the learning process

Appendix 4: Characteristics of learners in the primary years age 8-11

Appendix 5: Grid method of recording observations

Date: Student 1 Student 2 Student 3 Student 4 Student 5

Student 6 Student 7 Student 8 Student 9 Student 10 Student 11

Student 12 Student 13 Student 14 Student 16 Student 17 Student 18

Student 19 Student 20 Student 21

Appendix 6: Bookwork recording

Can use concrete materials to problem solve

Use of abstract of symbolic representation

Identifying an unknown quantity to find

Articulate reasonable answer

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