RESOURCE 1 Subtraction and Addition Clusters

Count on/back:
Diagram of Resource

Language to be used:
COUNT-ON FOR 1,2,3,&0
How many bumblebees can you see? (5) *Open the card How many extra bumblebees can you see? (1) How many bumblebees can you see altogether? How can we work this out? *Count-on 1 from 5 So can everyone count with me?.... 5,6 There are 6 bumblebees altogether!

Purpose
This resource is aimed towards the use in Year 1 (ages 6-7). It is used to introduce a basic math strategy that can be used for the addition and subtraction of small numbers. This resource is effective and useful as it uses student language to build on the

previously learned skills of counting, and one-to-one correspondence. It slowly eases children into thinking about objects in a mathematical way. This resource involves counting-on/back a number to figure out the answer to basic math problems. This strategy could be used in conjunction with dropping marbles in a clear plastic cup to cater to visual, auditory, and tactile learners from all cultures, and socioeconomic classes.

Doubling/Halving:
Diagram of Resource

Language to be used:
USE DOUBLES
*With card half opened: How many lady bugs can you see? (5) *Open the card fully. How many lady bugs altogether? How could we work this out? Double 5 Double 5 is10. There are 10 lady bugs altogether!

 Purpose
This resource is aimed towards Year 2 (ages 7-8). It is an addition/subtraction resource and it is used to teach students the concepts of doubling and halving in math. This resource is effective as it uses pattern/placement to teach children the important mathematical strategy of grouping. It is also an effective way to introduce students to the idea of addition repetition which will be used when they begin multiplication. This resource should be used in conjunction with visual imagery, such as having students think about the number of fingers on one hand, and then the number of fingers on 2 hands.

Use 10 (for the 8 & 9 Facts):

 Diagram of Resource

Language to be used:
USE 10 (FOR THE 8 & 9 FACTS)
*Show 8 butterflies. How many butterflies do you see? (8) *Open card to show 5 on the other side. How many more butterflies are there? (5) How many butterflies are there altogether? How could we figure this out? Use 10we know that 8+2 is 10 (*Take 2 from right side of card and add them to the left side) And 10+3 is 13, so 8+5=13 *We can also reverse this process for teaching subtraction

Purpose
This resource is aimed towards Year 2 and 3. It can be used to demonstrate the adding 10 facts. This teaches children that adding ten to a number relates to place value and it can be used to enhance their numeration knowledge. This resource can also be used to teach the bridging ten facts, particularly with the numbers 8, and 9.

Diversity

These resources were designed and constructed with diversity in mind. They are effective because they are aesthetically pleasing, age appropriate and gender neutral. They use universal living things from nature that most (if not all) children will be familiar with, regardless of their cultural background, and socioeconomic status. They are also very large for those children with poor vision and they do not employ colors (such as green & red, or blue & purple next to each other) that would be difficult for children with color blindness. One way this resource could be adapted would be to have the objects (ie bees, lady bugs, and butterflies) removable. This would cater to kinesthetic learners as they could take the objects off when they are subtracting and put them on when they are adding. You could use Velcro or Bluetac and place it on the back of each picture.

Amanda Wylie #2153488

RESOURCE 2 Division and Multiplication Doubles

Doubling:
Diagram of Resource

Language to be used:
USE DOUBLES FOR MULTIPLYING & DIVIDING
*Show 3 worlds We have 1 group of 3 worlds How many worlds do you see? (3) So 1x 3=3 *Open card to show another 3. From addition we know that double 3 is?.6 So two groups of 3 worlds gives us 6 worlds So 2 x 3=6 *Close card so that 3 worlds are showing From subtraction we know that half of 6 is?...3 So 6 2=3

Purpose

This resource could be used for Year 3. It is a good resource to introduce children to the concepts of multiplication and division as it builds on their previous knowledge of repetition: addition and subtraction (quotition). This resource encourages children to think in terms of doubling and halving. This example also begins with the use of student language, and via scaffolding eases into mathematics language

Array Model:
Diagram of Resource

 Language to be used:
THE ARRAY MODEL
Multiplying: *Open card so that 1 group of 4 is showing How many planets are there if we have 1 group of 4?(4) So 1 x 4=4 What happens if we double the 4 planets? *Open card so that 2 groups of 4 are showing How many planets are there now?...8 So 2 x 4=8 Dividing: *Start with card open so that 8 planets are showing How many planets can you see?...8 What happens when we take 1 group of 4 away from the 8 planets? *Close flap so that 4 planets are showing How many planets are can you see now?...4 We now know that 2 x 4=8 and 8 2=4

Purpose
The array model could be used for Year 3 or 4. This resource is used to teach the twos for both multiplying and dividing. This resource is particularly useful as it shows children how to think in terms of rows and columns to perform multiplication. It provides

a strong visual for dividing 8 into groups of 4 and/or 2. Finally it sets the stage for writing division problems symbolically: 2 8

Grouping Model:
Diagram of Resource

Language to be used:
GROUPING MODEL
*Show 4 suns. We have 1 group of 4 suns How many suns do you see? (4) so 4 x 1=4 *Open card to show another 4. From addition we know that double 4 is?.8 So two groups of 4 suns gives us 8 suns So 2 x 4=8 *Repeat until 4 groups of 4 suns are showing (card is fully open) What happens when we double, double 4? We get 16 suns! Therefore: 4 x 4= (2 x 2 x 4)= 2x 8=16 *Close card from the top down to show 8 suns From subtraction we know that half of 16 is?...8 So 16 2=8 *Close card from left to right so that 4 suns are showing What happens if we take 1 group of 4 away from 2 groups of 4? We are left with 1 group of 4 Therefore 8 2=4

 Purpose
This resource is aimed towards the use in a Year 3/4. The purpose of this resource is to focus on the concept of grouping to provide students with a thinking strategy to employ when multiplying and dividing. This resource is effective in implementing pattern/placement, and doubling strategies that the students would have already been exposed to.

Diversity
These resources are effective because they are: aesthetically pleasing, age appropriate, gender neutral, and use universal things for representational use to cater to all backgrounds. They are also very large for those children with poor vision and they do not employ colors (such as green and red or blue and purple next to each other) that would be difficult for children with color blindness. These resources use simple concepts and are displayed visually making them useful for students with hearing impairments. In conjunction with these resources I would provide students with real life examples of how multiplication and division relate to their lives. Example: If I catch 3 fish today and 3

more fish tomorrow, how many fish will I have? If I eat half of the 6 fish I caught, how many will I have left? One way I could adapt this resource would be to add on more groups for gifted or older children. I could also display the symbolic language for the reverse operation (ie. 4 x 2=8, 8/2=4.

RESOURCE 3 Mix and Match Number Cards For

Picture Card for Place Value:
Diagram of Resource

Teen Numbers

 Language to be used:
We have one ten and five ones

Purpose
Using place value to demonstrate numbers is useful for a number of reasons. When numbers are represented using concrete objects the placement of the objects does not always reflect the way the digit is written down. When we use place value charts the placement of the concrete materials corresponds to the placement used in symbolic language. This is a good way for children to begin to consider number placement and the importance of sequence in writing numbers. This resource is also useful for providing children with a base knowledge of place value, to be build upon when dealing with more advanced mathematical concepts such as: exponents, decimal points/fractions of numbers, integers etc.

Word Card:
Diagram of Resource

 Language to be used:
This is what the written word for the number 15 looks like.

Purpose
The purpose of this card is to provide children with the verbal and written word component of the number fifteen. When used with the other cards in this resource section the children learn what the word fifteen means and they are provided with the understanding that all of these cards are used to represent fifteen.

Symbolic Card: Diagram of Resource

Language to be used:
This is what fifteen looks like when written symbolically. You would write fifteen like this when you are engaging in math calculations.

Purpose
This card offers children the symbolic representation of the number fifteen. The children will need to know how to write the symbolic representation of numbers for

solving future math problems. They will need to know what these symbols mean, and they will need to be able to make mental representations of what fifteen means in their mind to fully understand the concept of what fifteen is. These cards should be supplemented with ways of thinking about numbers or imagery. For example children should be asked to think of things in the world that come in groups of fifteen, such as the number of digits on 3 hands. Finally these cards can be used to teach older children the 5 principles of numeration: Base Position Multiplication Additive Odometer
Hindu-Arabic System uses only 10 digitis (0,1,2,3,4,5,6,7,8,9) Position of each digit is indicative of its value, and every place in the system is related to other places by powers of 10. The value of each digit is multiplied by the value of its place (in 15 the value of the 1 is 1x 10 and the value of 5 is 5 x 1) Digits in a number are added to give the total amount (15 is 10 +5) Every place counts.

(Zevenbergen, R., Dole, S., & Wright, R. J. (2004). Teaching Mathematics in Primary Schools: Allen & Unwin. Pg. 137.)

Proposed Activity
Make picture cards, word cards and symbol cards for all of the teen numbers. Make enough cards so that there is enough for every student in the class. Have students line up in a horizontal line with their faces towards the wall. Attach one card to each students back so that they can not see their own card but they can see the card on all the other students backs. Have the students find all of the people with the same number as them represented in all the different ways (symbolic, picture, and word). Once a group has found all of its group members have them stand in their place (according to their number) in relation to all the other group/numbers in the class.

Rule: students are not allowed to directly tell each other their numbers

-using number facts and gesture is fair game!

Diversity
These cards are universal for all children learning the 3 representations (word, picture, symbolic) of the number 15. However if I was teaching this concept to a child of a first language other then English I would provide the child with the symbols and language native to them and then put the English description next to it.

RESOURCE 4 Fraction Sticks

Diagram of Resource

 Language to be used:
One whole is the same as saying the number 1 One halve means halve of a whole or half of the number 1 One fifth means a whole has been broken down into 5 parts and 1/5 is what you would call one of those 5 parts. One tenth means a whole has been broken down into 10 parts and 1/10 is what you would call one of those 10 parts.

*Emphasis would be placed on the th in fifths, and tenths

Purpose
Fraction sticks are useful because they align to provide children with a means of comparing the size of different fractions. In this way they provide a visual representation of the difference of: a whole, to a half, to a fifth, to a tenth and so on. Children can count the segments of each stick to determine how much each portion represents, while comparing that portion to the portion in other fractions. This helps them to understand why is larger then teaching them that the larger the denominator (under a numerator of one) the smaller the number! This resource is also helpful as a starting point to understanding decimals and common factors in their symbolic forms.

Proposed Activity

Each child is given a different sized portion of a tenth (some kids have two tenths, others have one tenth, others have three tenths etc.). Children must place their portion against the fraction stick chart to find out how much their portion is. Children are then asked to find others in the class to pair up with to make a whole! The team who makes up a whole with the least amount of kids wins!

Rule: no improper fractions allowed (you cant go over a whole!) Diversity

These fraction sticks are not appropriate for all learners as they use concrete material and are not very aesthetically pleasing. This resource could be used for Year 3 or 4 students. Many children would not feel motivated to learn from this type of resource so it would be good to supplement this resource with a model diagram which could represent a type of food such as pizza, cake or pies. For children who are not visual learners you could have them draw or make their own fraction models. For aboriginal children living in remote areas you could make fraction sticks out of twigs and align them to teach the concept.