Mathsplan

ESH320 Pedagogical Content Knowledge for Teaching Mathematics
Rhys David Tegg - 127605
AT1: Planning for teaching.
Mathematics unit of work

Unit title: Understanding subtraction: Strategies and
language developed in realistic and relevant
contexts.
Intended Grade: 2 (four student cohort)
Lessons
Duration: 5
Seen by teacher
My Mentor teacher
has
seen
and
approved
this
detailed first lesson
plan and outline for
the remainder of
the unit as a result
of pre-assessment.
Focus strand
Focus content descriptor:
Number
algebra
and Solve simple subtraction problems using a range of

efficient mental and written strategies ACMNA030)
Prior Knowledge
What do students
already know about
the
mathematics?
How will I find out?
Pre-assessment has determined that the group I will

be working with are requiring extra support in
subtraction as they made a number of basic errors
which suggest the need for further development of
mental and written strategies with the assistance of
teacher guidance and various learning tools. One
students erred with place value when subtracting (ie
15 6 = 19 forgetting that the 1 that is in the tens
column should be withdrawn. Another subtracted the
5 from the 6 (15 6 = 11 showing a
misunderstanding regarding the commutative law and
wanting to subtract the ones columns big number by
the small number. Finally another student actually
added these two numbers together instead of
subtracting. These are common errors which can be
addressed through the various strategies mentioned
below.
Counters, MAB blocks and empty number lines will be
used to help achieve initial student understanding of
Page 1 of 13

the unit content and will hopefully result in a deeper

understanding of the four subtraction structures
which will be addressed in this unit (partition,
reduction, comparison and inversion of addition).
Concrete learning tools combined with teaching
intervention and discussion amongst peers will
hopefully cater for all learning strengths in this
mathematical context. Close teacher support will also
play a large part in offering sufficient scaffolding
through any challenging questions or concepts.
Students demonstrated a need to understand the
language used in subtraction questions so they can
develop appropriate strategies to correctly identify
what the question is asking them. This will be a
matter of great importance in developing efficient
mental strategies for these four students.
Reflection on pre-assessment also resulted in me
acknowledging that the questions were not
contextualised to their interests or to the world in
which they reside. This may have negatively skewed
their interest in the pre-assessment and has resulted
in activities for this unit now being contextualised to
areas they are interested in (the four boys in this
group all enjoy sport and things that money can buy)
or are in their immediate social context (school
related events and local locations in the area.
Understanding
goals/objectives:
What do I want the
students
to
understand and be
able to do?
It is my aim for the students to be able to successfully

work independently on subtraction questions and use
mental and written strategies to achieve this.
Students should also be able to identify what a written
problem is asking of them and how they should go
about finding the answer. This will be made slightly
more challenging when they work in inverse of
addition in lesson 4, as it seems like an addition
question but requires subtraction to find the answer.
These current problems will be addressed by teaching
the group to understand the language used in each of
the subtraction structures and how the different
language used can actually help them to find the
correct solution to a given problem.
I want students to be able to think about where
Page 2 of 13

subtraction exists in the world around them outside of

the classroom and how these exist even in their
places of personal interest (such as cricket). This will
hopefully engage them and assist them in thinking
about the process and structure of subtraction in a
new light.
Finally, I am hoping to move students away from just
using their fingers and counting back by 1s to find a
solution, as a result of implementing MAB blocks and
empty number lines to promote subtracting by 5s
and
10s
(providing
they
have
adequate
understanding of the 5 and 10 times tables). This will
ultimately help them to be able to arrive at solutions
to subtraction problems mentally, then be able to
demonstrate how they arrived at this answer using
appropriate mathematical language.
Vocabulary:
Language which is relevant to each of the four
What mathematical structures of subtraction will be developed and
language will I focus emphasised during this unit.
on in this unit?
Partition structure (lesson 1): How many left?
How many are not?
Reduction structure (lesson 2): Start at and reduce by.
Count back by.
Go down by.
Comparison
difference?
structure
(lesson
3):
What
is
the
How many more/less?

How much
greater/higher
or
smaller/shorter?
Inverse of addition structure (lesson 4): What must be
added?
How many more
needed?
Students will also need to describe the methods they
use to complete a given problem (e.g. Counting back,
counting back by tens/fives etc.).
Page 3 of 13

Assessment
Evidence
What
forms
of
assessment will I
use
to
provide
evidence that the
students
understand?
How
will
I
provide
ongoing feedback to
students?
Each lesson will provide for ongoing assessment

opportunities in order to track overall development of
the various subtraction strategies and mathematical
language used during the unit. Each lesson is similarly
structured and the questions are currently modelled
to become slightly more challenging every lesson to
scaffold and extend their learning (this may change
after Lesson one has been completed, depending on
the groups development after each lesson.
Each lesson will repeat the use of the learning tools
and reiterate the importance of focussing on the
language used in short subtraction problems in order
to correctly identify and answer a range of questions.
Assessment will be in the form of an observation
checklist (including: comprehension of language,
engagement, learning tools used, whether they are
using their hands to count back, counting back by 1s,
2s, 5s or 10s and behavioural notes), anecdotal
records of other various relevant information noted,
written responses of the written and mental strategies
created by the students in solving problems during
the body of the lesson and during the relevant maths
game in each lesson.
There will be ongoing feedback and reflection during
the final 5-10 mins of each lesson in order for the
class to gain an understanding of their own
development during the unit and so there is
transparency between the teacher and the learner.
This will help instil trust and a positive learning
relationship between myself and the student. It also
aligns with Assessment for Learning, where ongoing
assessment and reflection with the learners will help
them to see which stage of learning they are at and
where they need to go from there in order to further
develop the learning.
Lesson sequence:
1.
1.
Introduction or
2.
tuning in
Each lesson will begin with a brief discussion about

where subtraction can be found in the real world and
where each of the four subtraction structures are
prevalent. Images, catalogues and examples will be
Page 4 of 13

given during this stage to engage and contextualise

each of the different structures before the explicit
learning of the mathematical concept will begin.
2.
Investigating
the
key
mathematical
concepts
(How will the unit
progress?
What
learning
experiences will I
provide?)
What
direct
instruction
/
modelling
scaffolding will I
provide?
What strategies to
cater for diversity
(multiple entry/exit
points; enabling and
extending prompts)
will I use?
How will learning be
connected
to
something
of
importance or value
to learners?
How will I cater for
particular needs of
individual students?
How will I ensure
the proficiencies of
understanding,
problem
solving,
reasoning
and
fluency
be
addressed?
I will be mostly providing scaffolded learning, with

open ended questions during the discussion to try to
extract the answers, responses, and language from
each of the students, rather than simply giving direct
instruction of mathematical concepts. I will directly
introduce the class to empty number lines so that
they can choose to use this learning tool if it appeals
to them, or they can use simpler methods initially to
solve the subrtraction problems.
Students will work in pairs during some lessons,
individually at times but also discuss and reflect as a
whole group, which offers a chance for peer-led
development and understanding and also time for
teacher guided instruction and extension of learning.
I have catered for student interests and local social
context in order to make the learning meaningful and
relevant to their own lives. This has been done to
connect the student to the content of the unit. I
believe that this unit will help to address the four
proficiencies of the mathematics curriculum as it not
only addresses the content of subtraction, but also
addresses the language terms associated with it and
requires that students become fluent in this
knowledge. It is also largely a problem solving unit
which has been place into a relevant environmental
and social context.
Page 5 of 13

3. Reflecting on
the unit:
How will I find out
what the students
now
understand?
How
will
we
conclude the unit?
The final lesson of the unit is going to be a

consolidation lesson, which will recap on the language
developed in each lesson and what these mean in a
given problem. Records will be kept of student
responses and understanding of the key language
terms and if they are recalled in the correct
mathematical context. This will also be tested as I will
be asking each student in the final lesson to create
two subtraction questions which need to include a key
language term which has been taught during the unit
(ie. I had 5 apples but then ate 2, how many do I have
left?) The four students will then be put into two pairs
to will give their questions to the their partner for
them to test and answer. When answering the
question the students will be encouraged to show
their working on an empty number line or
write/illustrate their subtraction strategy on paper so
that it can be keep for assessment of overall
development.
This lesson will hopefully show what the group has
learned as a result of their attendance and work in
this unit. The ongoing assessment during each
previous lesson will also demonstrate if improvement
has occurred during the unit.
I have gathered an online catalogue for The Reject
Shop for the reduction lesson (lesson 2), where the
class will need to shop for various items which have
been hypothetically reduced in price. They will need
to search for the items online and then use the
reduction structure to find the answer to the
questions.
Resources:
What do I need to
prepare and source?
Are there materials
and references I can
use? Who can help
me? Are there good
websites
or
ICT
tools I can use?
The classroom has mathematical learning support
tools which I can use in the classroom (MAB blocks,
counters, books and stationary for recording their
work). I need to create my observational checklist and
anecdotal records pad so that I can keep track of each
lesson and each student within. This will also help me
to reflect on the overall success and flow of each
lesson and records areas to improve.
Page 6 of 13

LESSON 1: Developed plan.
Lesson 1.1: Intro
Lesson 1.2: Body
Time
(mins)
10
40
Detailed outline of content.
Guiding Questions/language used
Student will be addressed as a group.

Discussion of subtraction will begin, including questions about where they
may see it outside of school and why it is important. Try to get the group to
identify a few places they have identified it being used.
Show the class several example of the partitioning structure of subtraction
(the most commonly used). Explain that partitioning has the most basic
language (I have x amount of apples, I eat y amount, how many do I have
left? Run through the various learning tools and how they can help them find
solutions to problems.
Where is subtraction found

outside of school?
Can you think of where it could
be used in sports? Money?
Measurement? Comparing items
or people?
Students will be given three problems to solve using the partitioning

structure, which are all designed to be fairly simple and can be counted back
by 1s if need be. However, using learning tools and especially either a
number line or empty number line should be encouraged. The first problem
will be worked through as a group, showing how the number line, counters
and MAB blocks can all be used to find the same answer. There will be a
money question, measurement question and a sport question, with all of the
questions aimed at their interests and including local landmarks and
identities to keep the questions engaging and relevant.
Which learning tools will help

each of you to find the solution to
your problem?
Game: How many left??

Each student will be given 50 MAB single unit block as their starting value.
Using these blocks, the class will see how many they can use in 45 seconds
Page 7 of 13
How many do I have left?

How many are not?
How will you use this learning

tool?
Will all of the learning tools find
the same answer to each question?
How many blocks did not get
used when making your pyramid?
If you started with fifty blocks,

Lesson 1.3:
Reflection
10
to create a pyramid. Once the time is up the class will count how many are and you have x left, how many did
not used.
you use?
They must now write this as a mathematical equation (short equation only,
not an extended problem solving question). If they have 20 left then their
How will you write this out as an
equation would be 50 30 = 20.
equation?
This is an extra challenge and will test their understanding of subtraction and
number conventions which instilling the language of how many left.
If the maths is too challenging for them to successfully subtract, the student
can count the number of blocks used and the number not used, then use
these numbers to create the equation.
This reflection will have plenty to talk about.
What have you learned about
As a group, recap on the language terms which were used during the
subtraction today?
problem solving and game. Ask what they learned about this structure of
subtraction and how they feel about the questions.
What language terms have we
Ascertain difficulty of questions and problems to moderate the difficulty of
developed?
the problems for the next lesson.
Give feedback of their development and behaviour during the lesson and
How do you feel personally about
where their improvements can be made in order to become better learners of
subtraction?
subtraction.
More or less confident than at the
start of the lesson.
How can we improve our
understanding of subtraction as a
group?
Resources.
Assessment
Number lines, anecdotal records pad, observational checklist, examples of

subtraction in the media and in the local area.
Anecdotal records and an observational checklist will be used during the
lesson as a means of enabling ongoing assessment and for later assessment
Page 8 of 13

Differentiation
strategies.
Lesson # and
Title.
Lesson 2:
Reduction
structure
of not only student development but also teaching strategies and

effectiveness during the lesson. Students will be observed as to their
understanding of the language terms implemented in this lesson and also
their development of subtraction strategies since the pre-assessment stage (if
any in this first lesson). Student work will also be collected at the conclusion
of every lesson as a means of ongoing assessment of their methods and
solutions and how this has developed over time. This is all in accordance
with the learning outcome objective stated at the start of this document.
A range of learning tools are available in this lesson and all subsequent
lessons to ensure that students have several methods at their disposal to
solve the given subtraction problems. Offering number lines and teaching
empty number lines will help those who benefit from illustrating and
visualising the actual subtraction process, whilst making MAB blocks and
counters available will help those who require concrete materials to work
with in order to deal with adding and subtracting numbers.
Brief description of lesson.
Language developed and assessment for lesson.
Recap of language developed last lesson and learning tools which

can be used. Introduction of new language (see right) and
discussion of where these may be found in the real world.
(Money and measurement mostly).
Two simple reduction questions will be put forward for the class to
solve using their chosen learning tools, encourage trying several
different tools so that they understand each method and how it
works.
Price reduction game (ICT component):
The group given a shopping list I create which are all found online
Start at and reduce by

Count back by
Go down by
Page 9 of 13
Anecdotal records and an observational checklist will

be used during the lesson as a means of enabling
ongoing assessment and for later assessment of not
only student development but also teaching strategies
and effectiveness during the lesson. Students will be
observed as to their understanding of the language

on a The Reject Shop catalogue. Prices on these items have been

reduced just for them by certain amounts (these are on the
shopping list). They need to find the items in the catalogue and
then find the new price for these items after they reduce the price
by the amount specified.
Lesson 3:
Comparison
structure
Reflection about the lesson andthe ICT component. Did they find
it helpful/engaging? Did it help them understand how reduction
can work in the real world and how to solve reduction problem /
understand the language used? Provide feedback of learning which
teacher has observed.
Recap of language developed last lesson and discussion about
which learning tools they have and have not tried yet.
Introduction of comparison structure and the language terms
which are common with this (see right). Where do we see
comparison in the real world? (many examples or height, weight,
price, length etc.)
Only one simple question comparing length for this lesson, ask
group to try a learning tool which they have not yet used to solve.
Comparing sporting stars money earnings game:
Group will go to a basketball court.
Group will run to half court ($1 earned) and back ($1 earned).
Run up and back as many times as they can in one minute.
Record their money earned at the end.
Group will now bounce a basketball to half court ($1 earned) and
back ($1 earned).
They will do this for a minute then record their money earned after
Page 10 of 13
terms implemented in this lesson and also their

development of subtraction strategies since the preassessment stage (if any in this first lesson). Student
work will also be collected at the conclusion of every
lesson as a means of ongoing assessment of their
methods and solutions and how this has developed
over time. This is all in accordance with the learning
outcome objective stated at the start of this document.
What is the difference?

How many more or less than?
How much greater or smaller than?

this. Return to the classroom.

They must then work out what is the difference? in money
earned from running without the ball and then running whilst
bouncing the ball. They may use any necessary learning tools in
the classroom.
Extra challenge: The four students get into pairs and work out how
much more/ less money they earned than their partner whilst
bouncing the basketball.
Reflection of learning and language terms they have developed
this lesson. Teacher to provide feedback of the lesson and how
their learning is coming along. This can almost be seen as a
difference structure as their understanding of subtraction can be
measured as more/less than when the unit began! Students should
be encouraged to be open about any challenges they are finding in
solving subtraction problems.
Lesson 4: Inverse
of addition
structure
Recap of language terms and learning they have recorded so far in

this unit.
Introduce the inverse of addition structure. Explain that it is a bit
tricky as it can sound like an addition problem but needs to be
solved with subtraction. Work through first question together on
the board and show the key language term which lets you know
that it can only be solved with subtraction. (see right)
2 problems to solve independently (one sport and one
measurement).
How many needed for victory game:
Page 11 of 13
What must be added?

How many more needed?

Need to score 20 baskets in a minute from under a netball or

basketball ring to win the championship!
After the minute, how many more baskets would be needed to win
the game?
Write the equation with the solution, showing working. Then write
the answer as a sentence (I needed to score x baskets to win the
game). Extra challenge if time available: Illustrate the game and
what the final score could have been.

During reflection show the illustrations if time was available to

draw them. Ask the class what they learned and enjoyed about the
lesson. Reiterate that while the question asks how many more
they needed to subtract to find the answer, and every problem
must be read closely. Offer feedback and ask for feedback as well
regarding their confidence in subtraction.
Lesson 5:
Consolidation of
language/strategies
Recap of language used last lesson and how it shows that

subtraction is needed.
Recap of language used during the unit, ask class to brainstorm
whilst teacher records the language terms which they can recall on
a whiteboard, and for what sort of questions they relate to.
Try to get the students to give an example of each of the four
different types of subtraction used (remind them that the games
should prompt their memory of the types of questions and
language which has been developed during the unit.
Ask each student to write two short sentence subtraction problems
(preferably from different subtraction structures, which is made
easier as the language terms are on the whiteboard to prompt them.
Page 12 of 13
Recap of language terms developed during unit.


Each student must then give their questions to a partner for them
to test and answer. They must answer the question using their
preferred learning tool and and show their working on an empty
number line.
These will be kept for assessment.
Reflection of the unit will now follow, asking students to comment
on learning obtained, confidence and fluency of subtraction
concepts and language. The teacher will provide feedback of their
overall development during the unit and congratulate them on a
job well done!
Page 13 of 13


Mathsplan

Caricato da

Informazioni sul documento

Descrizione originale:

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Mathsplan

Caricato da

Copyright:

Formati disponibili

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

Rhys David Tegg - 127605

AT1: Planning for teaching.

Mathematics unit of work

and Solve simple subtraction problems using a range of

Pre-assessment has determined that the group I will

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

the unit content and will hopefully result in a deeper

It is my aim for the students to be able to successfully

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

subtraction exists in the world around them outside of

How many more/less?

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

Each lesson will provide for ongoing assessment

Each lesson will begin with a brief discussion about

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

given during this stage to engage and contextualise

I will be mostly providing scaffolded learning, with

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

The final lesson of the unit is going to be a

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

LESSON 1: Developed plan.

Lesson 1.1: Intro

Lesson 1.2: Body

Detailed outline of content.

Guiding Questions/language used

Student will be addressed as a group.

Where is subtraction found

Students will be given three problems to solve using the partitioning

Which learning tools will help

Game: How many left??

How many do I have left?

How will you use this learning

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

Number lines, anecdotal records pad, observational checklist, examples of

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

of not only student development but also teaching strategies and

Language developed and assessment for lesson.

Recap of language developed last lesson and learning tools which

Start at and reduce by

Anecdotal records and an observational checklist will

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

on a The Reject Shop catalogue. Prices on these items have been

terms implemented in this lesson and also their

What is the difference?

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

this. Return to the classroom.

Recap of language terms and learning they have recorded so far in

What must be added?

ESH320 Pedagogical Content Knowledge for Teaching Mathematics

AT1: Planning for teaching.

Need to score 20 baskets in a minute from under a netball or