EDU30009: Mathematics in the Primary Classroom Assignment 2: Mathematics folio
Laura Salib
Introduction:
Mathematics should be fun and engaging and promote curiosity in the minds of students. Creating a positive attitude towards mathematics is important for future mathematical development in students. Mathematical confidence plays a major role in how students respond to mathematics therefore it is important to ensure that experiences are positive.
If students have a foundation of negative beliefs about mathematics they will be disengaged during lessons.
The Foundation year level Mathematics within the Australian Curriculum states that by the end of Foundation year students will develop the skills of connecting numerals with names, compare objects through height and length and group items through shared characteristics along with answering yes no questions and representing that data (ACARA, n.d).
This unit of work focusses on providing Mathematical development across the three content strands for foundation of Number and Algebra, Measurement and Geography and Statistics and Probability (ACARA, n.d). Each lesson within this unit is based on the interest of students utalising transport to connect to students mathematically. Lessons meet the foundation year content descriptions and achievement standards (ACARA, 2017) within the Australian Curriculum.
This unit plan represents all three strands within the mathematics curriculum. This unit will assist in developing students into creative confident communicators of mathematics, develop students understanding of mathematical concepts, recognise connections between mathematical strands and develop in students an appreciation for math (ACARA, n.d).
Pedagogical Approach:
Actively engage students in the process of ‘doing mathematics’. Students should be immersing themselves into the mathematical activity by doing rather than watching someone do it for them (Andrews.edu, n.d.). This pedagogical approach lays foundation on the abilities, interest and needs of students by making authentic connections to their lives through mathematical processes (Reys, 2012). Challenge students to think about the problem they are solving and ask questions about processes, by explaining both how they found their solution and why they chose a particular method of solution learning is fostered (Andrews.edu, n.d.). Ask questions that stimulate students, curiosity and encourages further investigation (Andrews.edu, n.d.). Creating a positive environment towards math lessons builds confidence in students and develops a positive culture around doing math (Andrews.edu, n.d.).
Each lesson is based around a constructivist approach, where engagement is seen as the most important aspect of learning (Prideaux, 2007) this can be seen through play-based learning which strengthens students spatial, language and perceptual development (DEEWR, 2009). Creating learning activities that are diverse in their way they are represented such as online learning, role play, group discussions, collaborative problem-solving and project work (Prideaux, 2007) will ensure students are not bored with the content. Vygotsky developed the Zone of Proximal Development where children interact with their peers and close the gap between what they can achieve alone or with guidance (Nagel. M 2013) also known as scaffolding students are grouped in varying abilities to allow for scaffolding to enhance their learning and assist with achieving the desired outcome.
Asking open ended questions will allow critical thinking skills to develop through enquiry based learning (Weisberg, 2013). Critical thinking is vital for 21st century learning and support deeper understanding through collaboration and positive learning environments (ACARA, n.d).
Assessment
Formative assessment approach, of direct observation ensures inclusiveness of all learners (Reys, 2012) will be performed during each lesson. Whole class discussions and questioning will allow for the teacher to gain insight on what the student has learnt.
Formative assessment is a process used during instruction by both teachers and students. This type of assessment provides feedback for further teaching and learning to enhance students’ achievement outcomes (Popham, 2008). Formative assessment can be used by students in self
-assessment to gauge where they are at and whether they need to change their approach to how they’re trying to learn (Popham, 2008). Research has shown that the use of Formative assessment can enhance students learning (Popham, 2008), therefor it is an important assessment tool to be used throughout lessons and with summative assessment to ensure students are getting the most out of their learning.
| LESSON | Let’s add buses |
| MATHEMATICS | Number and Algebra Represent practical situations to model addition and sharing (ACMNA004) (ACARA, n.d) |
| Learning objectives and aims: | Students: Will learn mathematical strategies for addition through the use of concrete materials or visual display (ACARA, n.d). |
| Students background knowledge: | The students within Foundation have already established the foundation of number. They are able to count to 10 and can name |
| and represent the numbers using counters (ACARA, n.d). | |
| Assessment Formative | Direct observations Questioning: Individual and group |
| Lesson overview / reflection Students engage in the YouTube clip, Counting buses To ensure understanding teacher models correct pronunciation and demonstrates an addition number sequences e.g 2 add 2 is the same as 4 Students complete addition number sentences worksheets in pairs by using car counters Differentiated: To ensuring inclusive learning the teacher will scaffold students with lower abilities to assist them in achieving learning outcome (Algozzine & Anderson, 2007). To enhance the learning of students with higher capabilities this resource can be prepared with the higher number of addition. | |
| Resource list YouTube clip Learn Math for Kids | Adding with Monster Trucks by Brain Candy TV Number sentence worksheets created by teacher e.g If Sally had 2 apples and her mum gave her another 2 how many apples would Sally have? add Is the same as Draw your working out in the box below |
| LESSON 2 | Classify Objects |
| Strand and sub- strand | Mathematics Number and Algebra Compare, order and make correspondences between collections, initially to 20, and explain reasoning (ACMNA289)(ACARA,n.d) |
| Learning objectives and aims: Linking to Curriculum | Compare and order objects of similarity Use language such as more, less than, same as and not same as Use language and comprehend first, second, third (ACARA, n.d). |
| Students background knowledge: | Students have prior knowledge of numbers and what makes things the same. |
| Assessment Formative | Questioning: During whole group discussion Questioning once activity is finished to gain an understanding of what the student has learnt Observations |
| Lesson overview / Reflection Watch the YouTube clip with students Explicit Teaching: Discuss with students what classifying means using appropriate language Independent / guided: Students are given cards of different transportation They need to classify the transport into specific groups e.g cars, trucks, planes or two wheels, three wheels, no wheels- this is open to students individual choice as in what characteristic they choose observe this process and ask questions like why did |
| LESSON 4 | Which is bigger |
| Strand and sub- strand MATHEMATICS | Measurement and Geometry Use direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language (ACMMG006) Number and Algebra Number and Place Value Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) |
| Learning objectives and aims: | Compare objects informally by placing them next to each other Measure objects using informal measurement by using counters to measure |
| Students background knowledge: | Students have prior knowledge: Counting to 20 understand the concept of longer or shorter, bigger and smaller use language such as taller, shorter, longer, shorter, bigger, smaller |
| Assessment Formative | Whole class discussion To elicit prior knowledge, ask open ended questions Observation provides feedback on progress Anecdotal Notes |
| Lesson overview Read the picture story book Ernest, by Catherine Rayner, focus on the words that represent measurement such as Large, too small Collaboratively discuss the problem Ernest had ensuring to use correct language Model to students how to complete the task and record the information Differentiated: Grouping students of varying abilities encourages scaffolding beyond individual ability Challenging: students begin to measure larger objects such as class tables, book boxes, |
| LESSON | Spin and Graph |
| Strand and sub- strand | Statistics and Probability Answer questions to collect information and make simple inferences (ACMSP011) (ACARA, n.d) Data representation and interpretation (ACMSP011) (ACARA, n.d) Number and Algebra Patterns and Algebra Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) (ACARA, n.d) |
| Learning objectives and aims: | Pose questions about familiar objects Use data displays to represent responses (ACARA, n.d) |
| Students background knowledge: | Students have prior knowledge in: Classifying objects Identifying and naming numbers to 20 |
| Assessment | Formative Assessment Observation Spin and Graph Worksheet |
| Lesson overview / rationale Whole class discussion about collecting data to elicit prior knowledge, if there is very limited prior knowledge watching What is a Monsters favorite food? may help students begin to understand data collection http://education.abc.net.au/home#!/media/29610 |
| Place student in groups of two of varying abilities to allow for scaffolding if needed and give them a spin wheel and tally sheet Model the activity for students asking them to come up and spin the wheel, place the marker in the correct column in tally and always ask students what do I do next to ensure they have a solid understanding of what is expected of them to complete the activity. Encourage counting through one-to-one correspondence to tally up final numbers | |
| Differentiated | Strategies ensuring inclusivity, Collaborative group work in answering questions mixed abilities to scaffold each other Questioning based on student’s abilities. Challenge critical thinking through different combinations of math |
| Resource list Spin wheels with three different modes of transport on them Tally work sheet Clip from ABC Education What is a Monsters favorite food? http://education.abc.net.au/home#!/media/29610 |
| LESSON | I can make patterns |
| Strand and sub- strand | Number and Algebra Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings (ACMNA005) (ACARA, n.d) |
| Learning objectives and aims: | Create patterns of their own using pictures of transport |
| Students background knowledge: | Representing objects in classifications How to distinguish similarities How to group objects |
| Formative Assessment | Completed task Questioning individual and group discussion Observation of processes and understanding |
| Lesson overview Show student’s different simple patterns and discuss what makes them a pattern Students are provided a collection of transportation pictures Students colour and cut out the transportation Students organise the pictures into patterns e.g car, truck, car or truck, truck, car etc and paste them onto coloured paper for display Observe understanding of what makes a pattern a pattern by asking the student open ended questions | |
Resource list |
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2017).AustralianCurriculum:F-10overview: AustralianCurriculum:Mathematics:Australian
Curriculumv.8.3.
Department of Education Employment and Workplace Relations. (2009). Belonging, Being and Becoming – The Early Years Learning Framework for Australia. Canberra:
DEEWR. Retrieved from http://files.acecqa.gov.au/files/National-Quality-
Framework-Resources-
Kit/belonging_being_and_becoming_the_early_years_learning_framework_for_austr
alia.pdf
Prideaux, J. (2007). TheConstructivistApproachtoMathematicsTeachingandtheActiveLearningStrategiesused toEnhanceStudentUnderstanding. [online]
Fisherpub.sjfc.edu. Available at: https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?
article=1028&context=mathcs_etd_masters [Accessed 23 Jan. 2019].
Reys, R. E. (2012). HelpingChildrenLearnMathematics. Milton, Qld: John Wiley & Sons Australia.
Weisberg, D. S., Hirsh‐Pasek, K., & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education, 7(2), 104-112.
