Name: Melissa Hylan 110137261

Mathematics Education 2 2017 Melissa Hylan 110137261

Unit Planner for Learning in Mathematics

Learner context
Topic Focus: Addition and Subtraction and the relationship between the two operations.
Level of schooling: Year 2.
School and class context: Country School with 100 students. The Classroom is made up of year 2 and year 3students.
There are 13 year 2 students, 7 boys, and 6 girls. 1 student has been recently diagnosed with Autism and requires extra
scaffolding. There are no EOSL students in this classroom. Students vary in mathematical ability.

What is the learning focus?

Concept(s): Thinking and Working Mathematically:
Ability to recognise relationships of Students will apply operations of addition and subtraction when identifying
10. combinations of 10.
Students will apply these understandings of relationships of 10 to make fact
families.
Students will communicate their results in written form and explain verbally their
understanding of these.
Addition sentences are Students will explore that the order of addends in an addition sentence does not
commutative. change the value of the sum through recording and manipulation of concrete
objects.

Subtraction is an inverse of addition.
Students will investigate and model subtraction sentences through manipulation
of concrete objects. They will demonstrate the addition sentence that can be
made using the same numbers. Students will apply their understanding of this
concept through investigating, modelling and justification. Students will analyse
their work to prove that this is true.

Subtraction and addition can both Students will identify key elements in worded problems and choose the
be used to solve a mathematical appropriate computation required to solve these problems.
problem with missing parts. Students will apply the appropriate computation to find missing addends,
minuends or sums.

Dispositions:
The teacher will create a learning environment which will engage, encourage and extend students in their mathematical
thinking and working.
The teacher will provide experiences which utilise concrete materials for students to manipulate and develop their
understandings.
The teacher will present learning experiences to students as a group, sitting on the floor and provide clear demonstrations
of the expectations for each experience. Students will be encouraged to participate in each experience and to be active in
their own learning. Learning experiences provided will allow for hands on investigation, which will allow students to
inquire, interpret and model their understanding.
The teacher will scaffold learners in their investigations and during their communications of understandings, which will
provoke students to think deeply about the mathematical concepts.
Teachers will make connections between new learning and previous learning and encourage students to also make these
connections and apply them to new problems.
Teachers will ensure all students have opportunity to participate and that partner groups are positive for each student.
The teacher will ensure students are scaffolded where needed and activities are adjusted according to student’s needs.

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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 (s):

Students will engage their prior knowledge of addition and subtraction.

They will explore the addition of 2 parts to make a whole of 10.
Working in pairs students will use 10 counters and drop them above a circle template. Students will group the counters
that are on the inside of the circle together and those that are on the outside of the circle together.
Students will model operations of addition by recording their results as number sentences, reflective of their groups of
counters. Students will continue this activity and record as many different number sentences as they can.
Students will be able to identify the 2 parts which make up the whole of ten.
Students who need to be extended in this activity will be given 20 counters.

This activity will demonstrate the computation abilities of students, in using addition to the value of 10 and when all
addends are known. Teachers can identify whether students are able to subitise, rote count, skip count, add using only
the concrete objects (counters), whether they can use mental computation, or whether they recognise the properties of
10.

Exploratory /Explore & Explain Learning Experiences:

Exploratory 1:
Students will explore the connection of subtraction and addition, through fact families.
The teacher will engage students by explaining the rules of a fact family.
Students will demonstrate the understanding that addition is commutative and subtraction is not. That subtraction
has an inverse addition.
Students will be given two numbers, one being the whole number and one being the part number. Students need to
identify what the missing part number is, using subtraction to make their fact family true.
Students will work out and record the 4 number sentences that represent the fact family. Students will record their
work on a fact family house (Appendix 1)

Students will evaluate what they have found by discussing their results in small groups. Each group will then explain
their findings to the class.

Students who need to be extended in this activity will be asked to find fact families of numbers above 10.

Exploratory 2:
Students will explore and identify that subtraction is an inverse for addition and use concrete materials and
understandings to find missing addends, subtrahends and differences.
Working in pairs students will use addition and subtraction mats (Appendix 2) and a deck of cards. The whole will be
given for the addition problem. Students will find two cards (the addends) which make the addition sentence true.
Students will then use these cards on the subtraction line to create a true subtraction sentence, the minuend will be
given. Students will swap mats with others once they have completed the ones they have worked on.
Students will apply mathematical thinking whilst they are working on finding the two addends which will complete
their addition sentence. They may use addition or even subtraction to work out which two numbers they will need.
Students will develop the concept of the subtraction sentence being an inverse of the addition sentence as they use
the same numbers to complete the subtraction sentence.
Students will explain and clarify their understandings to the teacher through questions asked about how they worked
out their answers.
Students who need to be extended can use mats which do not provide any numbers to work with.

Teachers will identify whether students demonstrate an ability to compute using addition and subtraction and an
understanding of subtraction being an inverse to addition. Teachers can also identify if students can solve simple
addition and subtraction problems using efficient mental strategies.

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Exploratory 3:

Students will explore how addition and subtraction can be used to solve worded problems, when the change is
unknown. (Appendix 3)
After identifying the elements they need to use in the worded problem, students will use a number line to find out
their answers and identify the computation required. Students will develop a number sentence from the worded
problem with their answer. Students will be encouraged to think how they can record this number sentence as an
addition sentence and as a subtraction sentence.
Students will apply addition as an inverse action to subtraction, they will identify that subtraction can be used to find
a missing part in a number sentence and that subtraction can be thought of as think addition.
Students will partner up and compare their answers. Students will discuss what they have done and if they have
different answers, try to identify why.

Investigations /Problem solving/Elaboration Learning Experiences:

Based on Student Questions

Students will continue to explore addition and subtraction as being inverse of one another. Students will recognise this
by working with taking away from a whole amount and adding back the same amount.
Working in pairs students will have 20 counters. Partner A will display all of the counters in front of partner B. Partner
B will look away whilst Partner A removes a number of counters. Partner B then needs to find how many counters are
missing. They need to record this subtraction sentence in their maths book. Partner A needs to then add back the
counters they took and write this addition sentence in their maths book. Both partners need to check their number
sentences and check that they are an inverse of one another. Partners will swap roles after they have completed each
round three times.
This activity can be varied, by increasing or decreasing the number of counters used in the partnership.

Teachers will identify in the partner group students who grasp the concept of subtracting from and adding back to a
whole amount. The teacher will identify students who need further work on either computation, who have not yet
grasped the inverse relationship.

How will you know what the students have learnt? (Assessment)
What will you assess? How will you assess? When will you assess? & Who How will you record What forms of
leads the assessment? your assessments? feedback will you
provide?
Concept(s): Observation. Assessment will occur The teacher will Feedback will be
Prior Knowledge Questioning. through observation by use the given during the
Prior Knowledge Checklist the teacher during the statements on activity and at
Apply addition using (Appendix 4). activity and at the end the prior sharing of their
concrete objects, during small group and knowledge results as verbal
subitising and mental whole class discussions. checklist to feedback.
computation. identify the
The teacher will ask student’s current Students will be
Can use addition and questions to students to knowledge. They questioned about
subtraction to find investigate their will record any their results and
combinations of 10. understandings. notes on the side asked to justify
that they believe their responses.
Can record addition to be significant.
and subtraction

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sentences using
numeric symbols.

Can work effectively

with a partner.

Can explain their

thinking.

Thinking and Working

Mathematically/
Scientifically:

Can explain and Observation. Observations will be All observations Feedback will be
demonstrate that made throughout the made by the given verbally to
addition is Work Samples: Fact learning experiences. teacher and of students as they
commutative and Family house, student’s the work samples are completing
subtraction is not. record of number The teacher will identify carried out by the the experiences.
sentences in activities. whether students are students will be Feedback will
Can explain and Thinking and Working meeting the concepts on recorded on an recognise their
demonstrate that mathematically proforma. the proforma, and how individual achievements as
subtraction has an (Appendix 5). developed their proforma. well as help with
inverse addition. understandings are. The their
Students will complete a teacher will do this Students will understandings.
Can use concrete reflection on their through observations. complete their Questions will
objects, number lines learning at the end the own reflection on help deepen their
and mental unit. (Appendix 6). The students will explain their learning, thinking.
computation to their understandings as this will be added Students will
perform addition and they report during the to their proforma assess their own
subtraction. different activities. They and put with their learning on their
will compare their learning records. reflection and
Can find missing answers and explore any identify where
addends or minuends differences. they need more
in addition and help.
subtraction problems.

Can explain and justify

their thinking.

Can work effectively

with a partner.

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Links with the ACARA Framework (Use this at least once, copy and paste more if required)
Strand: Number and Algebra Sub- Strand: Number and Place Value
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)

Explore the connection Students recognise the Understanding. Literacy.

between addition and
subtraction (ACMNA029).
inverse relationship Fluency. Numeracy.
between addition and Problem Solving. Critical & Creative Thinking.
subtraction and can Reasoning. Personal & Social Capability.
explain and demonstrate
this relationship.

Strand: Number and Algebra Sub- Strand: Number and Place Value
Descriptor: : Achievement Standards: Proficiencies (for General capability
Mathematics)

Solve simple addition Students can use Understanding. Literacy.

and subtraction
problems using
a range of efficient
mental and written
strategies (ACMNA030).
concrete, pictorial and Fluency. Numeracy.
mental computation to Problem Solving. Critical & Creative Thinking.
solve subtraction and Reasoning. Personal & Social Capability.
addition problems.
Students can identify
and use the correct
computation to find the
answer to their problem.

Teacher Resources (What has informed your planning, background information, learning experiences, discussion of student understanding?)

Prior Knowledge learning experience carried out in Professional Experience 2 placement.

Texts/ Articles
Asking Effective Questions. (Used to develop questions which will enhance student’s mathematical thinking).
Benchmarking Aspects of Literacy and Numeracy K-2. (Used to find out where students understandings should be).
Bunting Books & Bright Ideas. (Used for a template to display fact families).
Developing efficient numeracy strategies. Used as references for what is the
Elementary and Middle School Mathematics. best way to develop addition and
Helping Children Learn Mathematics. subtraction understandings.
Teaching Children about the inverse relation between Addition and Subtraction.
The Australian Curriculum.

White board and markers.

Prior Knowledge Checklist (Appendix 4).
Thinking and Working Mathematically Assessment (Appendix 5).

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Student Resources (resources that engage students with the learning)

Counters.
Circle template.
Maths books, pencils.
Fact Family House Worksheet. (Appendix 1).
Addition and Subtraction Mats. (Appendix 2).
Deck of cards (K, Q, J, J removed).
Worded Problems Worksheet. (Appendix 3).
Student Reflection (Appendix 6).

Teacher Evaluation (Reflection: How effective have you been? This can be left blank until after implementation)
To consider:

What worked?

What didn’t work?

Was it worth learning?

Why and why not?

How were the skills

integrated into other
learning areas?
How was the learning
shared with others?

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References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2017, F-10 Curriculum, Mathematics: Foundation to
Year 10 Curriculum v 8.3, Australian Curriculum, Assessment and Reporting Authority, viewed 12 April 2017,
< http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1>.

Bainbridge, C 2014, Bunting Books & Bright Ideas, viewed 20 April 2017,
<http://www.bainbridgeclass.blogspot.com>.

Nunes, T, Bryant, P, Hallett, D, Bell, D & Evans, D, 2009, Teaching Children About the Inverse Relation Between Addition
and Subtraction, Mathematical Thinking and Learning, pp. 61-78, vol. 11, no.2, L Erlbaum Associates.

Student Achievement Division 2011, Asking Effective Questions, The Capacity Building Series, Special Edn 21, Ontario,
viewed 20 April 2017,
<http://www.edu.gov.au.on/ca/eng/literacynumeracy/inspire/research/CBS_AskingEffectiveQuesions.pdf>.

NSW Department of Education and Communities 2013, Benchmarking Aspects of Literacy and Numeracy K-2, Public
Schools NSW, viewed 17 April 2017,
<http://www.earlyactionforsuccess.com.au/pdf/Benchmarking2013.pdf>.

NSW Department of Education and Training 1999, Developing efficient Numeracy Strategies, Department of Education
NSW.

Reys, RE, Lindquist, MM, Lambdin, DV, Smith, NL, Rogers, A, Falle, J, Frid, S & Bennett, S, 2012, Helping children learn
mathematics, 1st edn, John Wiley & Sons Australia Ltd, Milton, Qld Australia.

Van de Walle, JA, Karp, KS, Bay-Williams JM 2015, Elementary and Middle School Mathematics: Teaching
Developmentally, 9th edn. Pearson Education Limited, England.

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Appendix 1: Fact Family House.

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Appendix 2: Addition and Subtraction Mat.

+ = 10

10 - =
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Appendix 3:

Addition and Subtraction Word Problems #1

11 birds were sitting in a tree. Some more fly up to the tree. Then there
were 17 birds in the tree. How many more flew up to the tree?

9 birds were sitting in a tree. Some more fly up to the tree. Then there were
15 birds in the tree. How many more flew up to the tree?

Beth has 19 crayons. She gives some of them away to Jen and now has 9.
How many crayons does Beth give away?

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Cindy’s mum baked 13 cookies. Paul’s dad ate some. She now has 9, how
many did Paul’s dad eat?

8 children were riding on the bus. At the bus stop, some more children got
on the bus. Then there were 17 children altogether on the bus. How many
children got on the bus at the bus stop?

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Appendix 4: Assessment.
Prior Knowledge Checklist.

Student Uses addition Uses Identifies Identifies both Can record Can record Can Can perform Can justify Works Comments.
Name. to find subtraction to combinations addends in addition subtraction Subitise. addition and cooperatively
DATE________ combinations find of 10, using combinations sentences sentences using mental explain with their
of 10 when combinations one addend. of 10, without with numeric with numeric computation. their partner.
both addends of 10, when 1 using concrete symbols. symbols. answers.
are known. addend is objects.
known.

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Appendix 5: Thinking and Working Mathematically Assessment.

Student Name_________________________________ Date________________
Concept Shows no Shows partial Shows sound Shows excellent Can explain Comments
understanding understanding understanding understanding concepts about
this, when asked
The order of addends in addition
sentences does not change the sum.
Can explain why subtraction
sentences are not commutative.
Recognises that subtraction is an
inverse of addition.
Can demonstrate and explain how
subtraction is an inverse to
addition.
Can use a number line to solve
addition problems.
Can use a number line to solve
subtraction problems.
Can use mental computation to
solve simple addition problems.
Can use mental computation to
solve simple subtraction problems.
Can identify elements needed in a
worded problem.
Can identify computation needed to
solve a worded problem.
Can identify that subtraction or
addition can be used to solve a
problem, by using think addition.
Can find missing addends in
addition problems.
Can find missing minuends in
subtraction problems.
Can work effectively with a partner.

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Appendix 6: Student Reflection.
MY LEARNING
The Relationship between Addition and Subtraction.

One thing I have learnt about addition is:

One thing I have learnt about subtraction is:

One thing I would like to know more about is:

What do you feel about your learning in this unit of maths? (Colour in a face)

What do you feel like you need help with?

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