Lesson Plan Assignment

EDUC 5183 - MATHEMATICS EDUCATION LESSON PLAN
Jane Angove
TABLE OF CONTENTS
Introduction......page 3
Lesson Plan One I Dropped My Counters.... page 5
Lesson Plan Two - Make 10: A card lesson to build number facts...page 7
Lesson Plan Three Domino Addition........page 9
Lesson Plan Four Addition Bingo..page 11
Lesson Plan Five Subtraction by Trading..... page 13
Conclusion...page 15
References.. page 17
Appendix One Year Two Australian Mathematics Curriculum...page 19
Appendix Two Ten Frame Recording Sheet.. page 21
Appendix Three Number Line. page 22
Appendix Four Dominoes Number Discs.... page 23
Appendix Five Domino Addition Matching Game. page 25
Appendix Six Math Bingo Game.....page 26
Appendix Seven Addition Facts Jenga...page 27
INTRODUCTION
Basic number facts and the four operations are a critical foundation in primary school
mathematics programs, enabling students to understand challenging computation and
mathematical concepts presented in everyday contexts (ACARA, 2014; Reys et al, 2012: 196). The
Mathematics Curriculum, devised by the Australian Curriculum, Assessment and Reporting
Authority (ACARA), aims to ensure students are confident, creative users and communicators of
mathematics, able to investigate, represent and interpret situations in their personal and work
lives and as active citizens (ACARA, 2014). Learning programs should be designed to enable
students to develop a clear understanding of mathematical concepts for problem solving, as well
as identify the applicability of mathematics in other disciplines (ACARA, 2014).
The accompanying unit plan has been developed for a class of Year Two students, consisting of
fourteen girls and nine boys. The school is situated in a higher socio-economic metropolitan area,
with the majority of students from English speaking backgrounds. Despite similarities in students
biological ages, the class demonstrates disparities in their mathematical capabilities. Subsequently,
it was imperative to incorporate tailored support and extension activities, differentiating teaching
to address the individualized learning needs of students to comply with Standard 1.5 (AITSL,
2014).
This unit plan addresses the Number and Algebra content strand outlined in the Year Two
learning scope devised by ACARA. Key content descriptors of the strand include: [recognising,
modelling, representing and ordering] numbers to at least 1000 (ACMNA027); [exploring] the
connection between addition and subtraction (ACMNA029); [solving] simple addition and
subtraction problems using a range of efficient mental and written strategies (ACMNA030); and
[solving] problems by using number sentences for addition or subtraction (ACMNA036) (ACARA,
2014). According to Reys et al (2012: 196-197), children need to understand the properties that
apply to each operation and the relationship between operations...[so that] children not only know
how to add, subtract, multiply and divide but know when to apply each operation in a problem
3
solving situation.
In the previous unit, students have explored the Patterns and Algebra strand, strengthening their
subitising skills, whilst describing patterns within numbers and isolating missing elements in
mathematical problems. Students have developed the capacity to categorise objects according to
their attributes, sorting different concrete materials into groups and classifying the objects by
their type, material, colour, size and shape.
Ultimately, the main objective of this unit plan is to deepen students existing knowledge of
patterns and classifications, whilst developing their understanding of basic number facts and the
operations, with a primary focus on addition and subtraction. Students will progress from utilizing
concrete materials in computation, to developing pictorial or abstract levels of understanding.
Furthermore, they will gain an appreciation of the mathematical language associated with
operations, as well as the applicability of each operation in a problem-solving situation (Reys et al,
2012: 197).
LESSON PLAN ONE

I DROPPED MY COUNTERS (adapted from ACARA, 2014)
INTRODUCTORY INFORMATION
YEAR LEVEL
Year Two
TOPIC
Four Operations and Basic Facts

-
CONTENT DESCRIPTION
(AUSTRALIAN CURRICULUM)
DATE
16 March 2015
ACMNA027 Recognise, model, represent and order numbers to at

least 1000.
ACMNA030 Solve simple addition and subtraction problems using a

range of efficient mental and written strategies.
The students will:

LESSON OBJECTIVES
Subitise numbers up 10.
Use counters to explore counting to 20.
Recognise and use numerals from 0 to 20.
Correctly identify numerals to match amount of concrete materials

(counters).
ASSESSMENT
Illustrate understanding of multiple representations and strategies.
Observe and note different strategies students have used with

concrete materials.
SUPPORT
EXTEND
MATERIALS
Offer students concrete materials (counters) and/or a pictorial

number line.
Introduce concept of estimation to apply with counter activity.
Lets Count to 100! picture book by Masayuki Sebe.
Counters.
Number line (Appendix Three).
Maths books and pencils.
LESSON OUTLINE
INTRODUCE (20 minutes)
-
Read Lets Count to 100! by Masayuki Sebe ask students to search for particular objects within
each picture panorama and encourage them to count upwards to 100.
Discuss counting up and down with numbers 1-20.
EXPLORE (30 minutes)

-
Explain I dropped my counters assessment activity. Do not share that the activity is for assessment
purposes. Students to be given bundle of counters to hold in their hand and asked to drop some,
then figure out how many are in their hand and on the floor.
Students to record results both numerically and pictorially in their maths books.
REFLECT/SUMMARISE (10 minutes)

-
Students to come back together.
As a class, share and discuss discoveries and answers. Resolve any confusion and reflect on who
found the activity challenging and or simple.
LESSON PLAN TWO

MAKE 10: A CARD LESSON TO BUILD NUMBER FACTS (adapted from Australian Curriculum Lessons, 2013)
YEAR LEVEL
Year Two
TOPIC
CONTENT DESCRIPTION
DATE
17 March 2015
ACMNA029 Explore the connection between addition and subtraction.

ACMNA036 Solve problems by using number sentences for addition

or subtraction.
The students will:

LESSON OBJECTIVES
Develop understanding of what constitutes an addition problem.
Partition numbers to develop basic number facts.
Utilize useful strategies to develop automaticity and fluency in

handling addition operations up to 10.
ASSESSMENT
SUPPORT
Students to note and record different abstract variations of addends

to 10.
Observe and note different strategies students have used.
Offer concrete materials (counters) and/or a pictorial number line to

help students develop addition facts.
EXTEND
Challenge students to explore addition facts to 20 in Make 10 card

game. Offer concrete materials and/or pictorial number line if
necessary.
MATERIALS
If you were a plus sign picture book by Trisha Speed Shaskan.
MAB blocks.
Number line (Appendix Three).
1 deck of cards per student pair.
10 frame recording sheet per student and pencils (Appendix Two).
20 counters per pair.
Poster card and textas.
LESSON OUTLINE
-
Have students form pairs in a semi-circle. Encourage class discussion: Who has used addition before?
What sort of situations do you use it in? What does an addition sign look like?
Read If you were a plus sign by Trisha Speed Shaskan. Discuss: If you were a plus sign, what types of
problems would you solve? Brainstorm ideas on whiteboard.

-
Solve addition algorithm using MAB blocks and trading system. Ask questions to guide the class, such
as what should I do next? Allow students the opportunity to play and explore using the materials
with a partner.
Demonstrate the Make 10 card game with a volunteer at the front of the room. Lay out ten cards
(facing upwards), explain that the concept of the game is to Make 10 using addition facts (possibility
for extension to 20). The person who uses more cards to get to 10 is the winner. When you take a
card from the line up, explain to the class what you are doing and encourage them to verbalise their
movements with their partners. Record addends as a class on the whiteboard.
Give students opportunity to play game. Once finished, ask students to think, pair and share the
strategies they used to make 10. Record results on Ten Frame Recording Sheet.
In groups of four, get students to construct a Make 10 poster for display in the classroom, which
illustrates the facts families of ten. Have students represent addends using both pictorial and abstract
representations.

-
Bring class back together to discuss activities and share discoveries. Revise any confusion and reflect
on who found using concrete objects more useful then pen and pencil. Briefly introduce notion of
subtraction, and its relationship with addition.
On the whiteboard, brainstorm all the facts of 10 which involved just two addends eg) 3+7, 7+3.
Model concept of commutative and associative law using counters to show addends of ten.
LESSON PLAN THREE

DOMINO ADDITION (adapted from Super Teacher Worksheets, 2015)
YEAR LEVEL
Year Two
TOPIC
CONTENT DESCRIPTION
DATE
18 March 2015
ACMNDA030 Solve simple addition and subtraction problems using a

The students will:

LESSON OBJECTIVES

ASSESSMENT
Observe students ability to correctly identify basic addition to 12.
Accurately transfer pictorial representations on dominoes into

abstract symbolic addition problems.
SUPPORT
EXTEND
MATERIALS
Offer peer support and concrete materials (counters) to help students

with addition facts.
Students to create number sentences with missing numbers for their

partner to solve.
Projector to display YouTube video, 25,000 Dominoes.
Domino Addition picture book by Lynette Song.
1 pack of dominoes per pair.
1 pack of domino number discs per pair (Appendix Four).
LESSON OUTLINE
-
Play YouTube video 25,000 Dominoes (Hevesh5, 2013). Encourage class discussion: What is the
name of the objects falling over in the video? Who has played with dominoes before? What are the
key characteristics of dominoes? Explain origin/history of dominoes (cross-curriculum opportunity
with Chinese studies).
Read Domino Addition by Lynette Song, encourage students to find the dominoes that correspond
to the total value hidden in the pictures.

-
Using concrete dominoes, demonstrate Domino Addition game, ask students to assist in placing
dominoes on circle that has the correct corresponding number. Allow students to explore basic
addition facts with a partner and their own set of dominoes and the number discs. Bring class back
together, discuss: Which addends were most common? Which number did you choose for the blank
tile to represent? Why did you choose that number?
Show students how to play Domino Fact Families. Ask them to select a domino and write as many
number sentences as they can.

-
Bring students back together as a class and discuss activities. What did students discover about
dominoes? Are there any similarities to rules we learnt about addends to 10?
Homework/Research: Students to complete Domino Addition Matching Game activity sheet

(Appendix Five), illustrating pictorial and abstract representations of addition. Offer concrete materials
(counters) for students to borrow if necessary.
10
LESSON PLAN FOUR

ADDITION BINGO (adapted from DonnaYoung.org, 1998)
YEAR LEVEL
Year Two
TOPIC
CONTENT DESCRIPTION
DATE
19 March 2015


or subtraction.
The students will:

LESSON OBJECTIVES

ASSESSMENT
Use concrete, pictorial or abstract thinking for computation of

addition up to 20.
Correct use of pictorial and numerical representation in problem

design activity.
SUPPORT
EXTEND
MATERIALS
Offer concrete materials, such as counters and/or number line, as well

as peer support for students.
Challenge confident students to be the caller during Addition Bingo.
Addition Bingo game board per student (Appendix Six).
25 counters per student.
Maths books and pencils.
Jenga sets 1 per group of four.
Number line to 20 (Appendix Three)
Calculators.
11
LESSON OUTLINE
-
As a class, consolidate previous ideas learnt about simple addition and facts of 10. Steer discussion to
reflect on commutative and associative law.
Explain the rules of Addition Bingo. Demonstrate the similarities with traditional bingo. Encourage
students to reflect on how the game relates to what they have learnt in previous lessons.

-
Give students their bingo boards and call out relevant numbers. Have a few practice turns to ensure
all students understand process. Enable enough time for students to solve the addition problems,
number lines available for support. Play several rounds and give some students the opportunity to be
the caller.
Students will then partner up to create and write down their own addition word problems in their
maths books. Problems may be presented in a pictorial or abstract way. Another pair to solve the
problems.
Divide students into groups of four to play Addition Jenga (Appendix Seven). Demonstrate the game
at the front of the class. Encourage peer assistance with difficult algorithms. Calculators may be used
to check final answers.

-
Bring students back together as a class and discuss activities. Give students an opportunity to discuss
the problems they designed with their partners. Compile word problems into a booklet for students to
take home and practice.
Homework/Research: Students to design five word problems that illustrate basic addition facts.
Problems may be presented in a pictorial or abstract manner. Offer concrete materials (counters) for
students to borrow if necessary.
12
LESSON PLAN FIVE

SUBTRACTION BY TRADING (adapted from Australian Curriculum Lessons, 2014)
YEAR LEVEL
Year Two
TOPIC
CONTENT DESCRIPTION
DATE
20 March 2015


or subtraction.
The students will:
LESSON OBJECTIVES
Develop understanding of what constitutes a subtraction problem.

handling subtraction operations up to 20.
ASSESSMENT
Recognise relationship between addition and subtraction.
Use concrete, pictorial or abstract thinking for computation of

addition up to 20.
Accurately transfer pictorial representations on dominoes into

abstract symbolic addition problems.
SUPPORT
Use numbers 0-10.
Offer concrete materials (unifex blocks) and/or a pictorial number line,

as well as peer support for students.
EXTEND
MATERIALS
Challenge students to progress to abstract thinking, completing

computation without assistance of concrete MAB blocks.
If you were a minus sign picture book by Trisha Speed Shaskan.
Projector to display YouTube video, Subtraction by Trading.
MAB blocks.
Jenga set 1 per group of four.
Beach ball numbered 1-20.
Number line to 20 (Appendix Three)
Unifex blocks.
Calculators.
13
LESSON OUTLINE
-
Have students form pairs in a semi-circle. Encourage class discussion: Who has used subtraction
before? What sort of situations do you use it in? What does a subtraction sign look like? How is it
different from addition?
Read If you were minus sign by Trisha Speed Shaskan. Discuss: If you were a minus sign, what would
you do? Brainstorm ideas on whiteboard.
Play YouTube video Subtraction by Trading (Learningvids4kids, 2012). Discuss ideas explored in video
with class.

-
Solve subtraction algorithm using MAB blocks and trading system. Ask questions to guide the class,
such as what should I do next? Allow students the opportunity to play and explore using the materials
with a partner. Provide students with subtraction problems to solve in pairs using MAB blocks.
Bring students back together and demonstrate Subtraction Jenga, Reiterate that concrete materials
(counters) and number lines are available, and calculators may be used to check answers.
Sit students in circle and explain the game Beach Ball Maths. Students throw beach ball around the
circle, when a student catches the ball, they must say the number their right thumb is touching.
Teacher to call out a procedure or operation with that number, eg) double the number, add six to the
number, subtract one from the number (Brown et al, 2011).

-
Discuss activities and share discoveries. Resolve any confusion and reflect on who found using MAB
blocks, number lines or counters more useful than pen and pencil.
Reflect on the relationship between addition and subtraction.
Homework/Research: Students to design five word problems that illustrate basic addition facts.
Problems may be presented in a pictorial or abstract manner. Offer concrete materials (counters) for
students to borrow if necessary.
14
CONCLUSION
According to MacLellan (2001), children establish a foundational understanding of mathematics
and its application in everyday contexts, prior to formal education. This knowledge is
underpinned by each childs individual experiences within these informal contexts. Thus,
students must develop a formal understanding of mathematical language and reasoning,
utilizing concrete, pictorial and abstract computation. Once students have demonstrated
experience with concrete situations, as well as the ability to count and apply mathematical
language in problem-solving situations, they may develop an understanding of basic number
facts and the four operations (Reys et al, 2012: 197).
The Position Paper on the Practice of Assessing Mathematics Learning, compiled by the
Australian Association of Mathematics Teachers (AAMT), argues that assessment is undertaken
to provide information about students learning and/or their attitudes to learning and doing
mathematics (cited in Reys et al, 2012: 67). Further, it is imperative the plan incorporates a
range of individual, small group and whole group assessments, to cater for a variety of learning
styles and needs. Assessment may be organised either formatively, assessment for learning, or
summatively, assessment of learning (Stiggins, 2002). This unit plan primarily utilizes formative
assessment pieces, incorporating a combination of teacher observations, in-class assignments,
homework and performance tasks to illustrate student learning. However, a summative
assessment is conducted in the initial lesson to identify students existing knowledge and
capabilities, enabling the teaching program to be adapted to ensure each student reaches their
maximum potential in the unit (Reys et al, 2012: 69).
The Australian Association of Mathematics Teachers (2006) suggests that teaching in
mathematics classrooms shift from a traditional behaviourist approach to a constructivist
approach. Through actively involving students in the learning process, students may exercise
metacognition, developing awareness of their strengths and weaknesses, as well as deepening
their understanding of maths (Reys et al, 2012: 24). Discussions will be conducted in pairs and
shared with the broader group to gauge understanding of the topic. This approach facilitates
15
higher-level thought processing, advancing student knowledge of number facts and operations
through encouraging explanation of computational processes and the generalisation of the
topics underlying principles in other mathematical strands (Reys et al, 2012: 73).
Observation of class discussions and activities will be the primary assessment method utilized,
as it facilitates continual refinement to lesson structure in response to student knowledge and
engagement. Particular attention will be issued to the computational strategies children adopt
to solve addition and subtraction problems, as well as their capacity to verbalise their reasoning
behind the methods selected. Anecdotal notes of these observations may be used for individual
student assessment, reporting to parents and guardians, as well as a source for future planning
(Reys et al, 2012: 72).
Ultimately, this unit plan will broaden and deepen students understanding of the Number and
Place Value strand in the ACARA curriculum. The primary objective of the lessons is to progress
students understanding of mathematical language, basic number facts and the use of addition
and subtraction operations, using a variety of concrete, pictorial and abstract representations
(Reys et al, 2012: 190). Future unit plans could broaden student knowledge of operations,
introducing the concepts of multiplication and division.
16
REFERENCES

Australian Curriculum Assessment and Reporting Authority 2014, The Australian Curriculum: Mathematics,
Commonwealth of Australia.
Australian Curriculum Assessment and Reporting Authority 2014, Curriculum browser, viewed 2 April
2015, <http://www.australiancurriculum.edu.au/Browse?a=E&a=M&a=S&a=H&a=G&a=ENB&a=CNC&a
=da&a=dr&a=ma&a=mu&a=va&a=DI&a=DE&a=HPE&y=2#page=2>.
Australian Curriculum Assessment and Reporting Authority 2014, Mathematics, viewed 1 April 2015,
<http://www.australiancurriculum.edu.au/mathematics/aims>.
Australian Curriculum Assessment and Reporting Authority 2014, Mathematics, viewed 1 April 2015,
<http://www.acara.edu.au/curriculum/worksamples/Year_1_Mathematics_Portfolio_Satisfactory.pdf>.
Australian Curriculum Lessons 2013, Make 10: A card lesson to build number facts, viewed 2 April 2015,
<http://www.australiancurriculumlessons.com.au/2013/03/02/make-10-a-card-lesson-to-build-numberfacts/>.
Australian Curriculum Lessons 2014, Teaching subtraction by trading, viewed 3 April 2015,
<http://www.australiancurriculumlessons.com.au/2014/04/14/teaching-subtraction-by-trading-a-mathslesson-plan-for-years-234/>.
Australian Institute for Teaching and School Leadership 2014, Australian Professional Standards for
Teachers, viewed 1 April 2015, <http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/career-stage/graduate>.

Brown, P, Evans, M, Hunt, D, McIntosh, J, Pender, B & Ramagge, J 2011, The Improving Mathematics
Education in Schools (TIMES) Project: Addition and Subtraction, The Australian Government Department of
Education, Employment and Workplace Relations, Canberra.
Displays 2014, 0-20 Number Line (dinosaurs), viewed 4 April 2015,
<http://displays.tpet.co.uk/?resource=324#/ViewResource/id324>.
DonnaYoung.org 1998, Math bingo game, Bingo Games for Math, viewed 3 April 2015,
<http://www.donnayoung.org/homeschooling/games/math-bingo.htm>.
17
Hevesh5 2013, 25,000 Dominoes!!!, video, YouTube, 25 February, viewed 3 April 2015,
<https://www.youtube.com/watch?v=IXtDChNB3gc>.
Learningvids4Kids 2012, Subtraction by Trading, video, YouTube, 16 May, viewed 3 April 2015,
<https://www.youtube.com/watch?v=dkK9ryto258>.
Lynette, R n.d., Addition Facts Jenga, Teachers Pay Teachers, viewed 3 April 2015,
<https://www.teacherspayteachers.com/Product/Addition-Facts-Jenga-154974>.
MacLellan, E 2001, Representing Addition and Subtraction: Learning the Formal Conventions, European
Early Childhood Education Research Journal, vol. 9, no. 1, pp. 73 - 86.

Reys, R, Lindquist, M, Lambin, D, Smith, N, Rogers, A, Falle, J, Frid, S, Bennett, S 2012, Helping Children
Learn Mathematics, 1st edn, John Wiley & Sons, Australia.

Sebe, M 2014, Lets count to 100!, Kids Can Press, Canada.
Shaskan, TS 2008, If you were a minus sign, Picture Window Books, Minnesota.
Shaskan, TS 2008, If you were a plus sign, Picture Window Books, Minnesota.
Song, L 2014, Domino Addition, Charlesbridge Publishing, Massachusetts.
State Government of Victoria 2014, Fact Families (Addition and Subtraction): Level 2, Department of
Education and Training, viewed 3 April 2015, <http://www.education.vic.gov.au/school/teachers/
teachingresources/discipline/maths/continuum/pages/factfam175.aspx>.
Stiggins, R 2002, Assessment crisis: the absence of assessment for learning, Phi Delta Kappan, vol. 10,
no. 83, pp. 758 792.
Super Teacher Worksheets 2015, Domino addition matching game, Super Teacher Worksheets, viewed 3
April 2015, <http://www.superteacherworksheets.com/addition/dominoes-matching-gameadd_WNNFD.pdf>.
18
APPENDIX ONE Year Two Australian Mathematics Curriculum (ACARA, 2014)

LEVEL DESCRIPTION
The proficiency strands Understanding, Fluency, Problem Solving and Reasoning are an integral part of
mathematics content across the three content strands: Number and Algebra, Measurement and Geometry,
CONTENT DESCRIPTION
Number and Algebra

Number and place value
- Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten
from any starting point, then moving to other sequences. (ACMNA026)
- Recognise, model, represent and order numbers to at least 1000 (ACMNA027)
- Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more
efficient counting (ACMNA028)
- Explore the connection between addition and subtraction (ACMNA029)
- Solve simple addition and subtraction problems using a range of efficient mental and written strategies
(ACMNA030)
- Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)
- Recognise and represent division as grouping into equal sets and solve simple problems using these
representations (ACMNA032)
Fractions and decimals
- Recognise and interpret common uses of halves, quarters and eighths of shapes and collections
(ACMNA033)
Money and financial mathematics
- Count and order small collections of Australian coins and notes according to their value (ACMNA034)
Patterns and algebra
- Describe patterns with numbers and identify missing elements (ACMNA035)
- Solve problems by using number sentences for addition or subtraction (ACMNA036)
Measurement and Geometry

Using units of measurement
- Compare and order several shapes and objects based on length, area, volume and capacity using
appropriate uniform informal units (ACMMG037)
- Compare masses of objects using balance scales (ACMMG038)
- Tell time to the quarter-hour, using the language of 'past' and 'to' (ACMMG039)
- Name and order months and seasons (ACMMG040)
19
- Use a calendar to identify the date and determine the number of days in each month (ACMMG041)
Shape
- Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
- Describe the features of three-dimensional objects (ACMMG043)
Location and transformation
- Interpret simple maps of familiar locations and identify the relative positions of key features
(ACMMG044)
- Investigate the effect of one-step slides and flips with and without digital technologies (ACMMG045)
- Identify and describe half and quarter turns (ACMMG046)
Statistics and Probability

Chance
- Identify practical activities and everyday events that involve chance. Describe outcomes as likely or
unlikely and identify some events as certain or impossible (ACMSP047)
Data representation and interpretation
- Identify a question of interest based on one categorical variable. Gather data relevant to the question
(ACMSP048)
- Collect, check and classify data (ACMSP049)
- Create displays of data using lists, table and picture graphs and interpret them (ACMSP050)
ACHIEVEMENT STANDARD
By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s
and 5s. They represent multiplication and division by grouping into sets. They associate collections of
Australian coins with their value. Students identify the missing element in a number sequence. Students
recognise the features of three-dimensional objects. They interpret simple maps of familiar locations.
They explain the effects of one-step transformations. Students make sense of collected information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a
range of strategies. They divide collections and shapes into halves, quarters and eighths. Students order
shapes and objects using informal units. They tell time to the quarter hour and use a calendar to
identify the date and the months included in seasons. They draw two- dimensional shapes. They
describe outcomes for everyday events. Students collect data from relevant questions to create lists,
tables and picture graphs.
20
APPENDIX TWO Ten Frame Recording Sheet
TEN FRAME
RECORDING SHEET
21
APPENDIX THREE Number Line (Displays, 2014)
22
APPENDIX FOUR Dominoes Number Discs
23
24
APPENDIX FIVE Domino Addition Matching Game (Super Teacher Worksheets, 2015)
Domino - Addition
Matching Game
This game is played like the memory match card game that many children are familiar with. It is
designed to reinforce their understanding of basic addition.
Materials:
Domino cards and addition fact cards (pages 2-5)
Set up:
Copy the cards on card stock so students cannot see through the paper
Cut the cards on the dotted lines
Laminate the cards, if desired
Note: Use only the first two pages of cards for addition facts with sums up to 9.
Use all 4 pages of cards for addition facts with sums up to 18
How to Play:
Lay all of the cards upside-down on the table and mix them up.
Players will try to flip pairs of matching cards.
example: The card
matches the card
Player 1 flips two cards. If the cards match, he or she gets to keep both cards. If the cards
do not match, then the cards are flipped back upside-down.
Then, player 2 gets a turn to try to flip matching cards. Players alternate until all cards have
been removed from the game.
When the game is over, the player with the most cards is the winner.
Super Teacher Worksheets - www.superteacherworksheets.com
25
APPENDIX SIX Math Bingo Game (adapted from DonnaYoung.org, 1998)
BINGO
4 + 8 7 + 5 8 + 3 9 + 1 4 + 7
1 + 5 7 + 2 1 + 6 3 + 1 8 + 4
6 + 7 5 + 5 FREE 2 + 2 7 + 9
3 + 1 8 + 2 4 + 9 9 + 8 9 + 2
1 + 1 5 + 4 8 + 0 3 + 7 9 + 6
26
APPENDIX SEVEN Addition Facts Jenga (Lynette, n.d.)
27

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EDUC 5183 - MATHEMATICS EDUCATION LESSON PLAN

LESSON PLAN ONE

Four Operations and Basic Facts

ACMNA027 Recognise, model, represent and order numbers to at

ACMNA030 Solve simple addition and subtraction problems using a

The students will:

Subitise numbers up 10.

Use counters to explore counting to 20.

Recognise and use numerals from 0 to 20.

Correctly identify numerals to match amount of concrete materials

Illustrate understanding of multiple representations and strategies.

Observe and note different strategies students have used with

Offer students concrete materials (counters) and/or a pictorial

Introduce concept of estimation to apply with counter activity.

Lets Count to 100! picture book by Masayuki Sebe.

Number line (Appendix Three).

Maths books and pencils.

Discuss counting up and down with numbers 1-20.

EXPLORE (30 minutes)

REFLECT/SUMMARISE (10 minutes)

Students to come back together.

LESSON PLAN TWO

Four Operations and Basic Facts

ACMNA029 Explore the connection between addition and subtraction.

ACMNA030 Solve simple addition and subtraction problems using a

ACMNA036 Solve problems by using number sentences for addition

The students will:

Develop understanding of what constitutes an addition problem.

Partition numbers to develop basic number facts.

Utilize useful strategies to develop automaticity and fluency in

Students to note and record different abstract variations of addends

Observe and note different strategies students have used.

Offer concrete materials (counters) and/or a pictorial number line to

Challenge students to explore addition facts to 20 in Make 10 card

If you were a plus sign picture book by Trisha Speed Shaskan.

Number line (Appendix Three).

1 deck of cards per student pair.

10 frame recording sheet per student and pencils (Appendix Two).

20 counters per pair.

Poster card and textas.

EXPLORE (35 minutes)

REFLECT/SUMMARISE (10 minutes)

LESSON PLAN THREE

Four Operations and Basic Facts

ACMNA029 Explore the connection between addition and subtraction.

ACMNDA030 Solve simple addition and subtraction problems using a

The students will:

Develop understanding of what constitutes an addition problem.

Partition numbers to develop basic number facts.

Utilize useful strategies to develop automaticity and fluency in

Observe students ability to correctly identify basic addition to 12.

Accurately transfer pictorial representations on dominoes into

Offer peer support and concrete materials (counters) to help students

Students to create number sentences with missing numbers for their

Projector to display YouTube video, 25,000 Dominoes.

Domino Addition picture book by Lynette Song.

1 pack of dominoes per pair.

1 pack of domino number discs per pair (Appendix Four).

EXPLORE (25 minutes)

REFLECT/SUMMARISE (15 minutes)

Homework/Research: Students to complete Domino Addition Matching Game activity sheet

LESSON PLAN FOUR