Part 1

The big ideas from Week 2 Lecture and Tutorial is Numeracy. How is mathematics different
to numeracy? And Subtraction. These are all brought together within the Lecture and
Tutorial as Mathematics is what teachers teach and Numeracy is what Students learn. For
myself Subtraction or “Take Away” was a lot harder for myself to understand. I couldn’t
understand that if you take away the whole number and part of the number you will find
the answer for the subtraction sum. Again Maths has been my biggest struggle but even so
with Subtraction as it gets to bigger numbers I give it a try and then try on the calculator and
can not get the right answer.

Part 2

A Mathematic strategy that can be used when teaching mathematics to the students is the
‘part - part – whole’ strategy. This helps the students to see which numbers are missing by
showing the whole (answer), and one of the parts (_ +_ = ). Another strategy that can be
used to help the part – part- whole is the ‘count on’ strategy which could also be called the
‘cover up’ strategy. These strategies can help out each other as the students can give the
part part whole a go and then try it on a counting on activity.
The part of the Mathematical language model used would be symbolic language,
Mathematical language and Materials language.

Part 3

A common misconception that can arise from students and subtraction is that like myself as
a child I was unable to think off the top of my head about what the answer would be, I
would always have to use my fingers. To me this was one of the only ways I could/ would be
able to get the answer correct. This will always occur in every classroom, there will always
be a couple of children that will need to use their fingers. However, having strategies for the
students to look at may just be able to help them to not use their fingers.

Part 4

The year level that I have chosen for this strategy is Year 2 – Number and Algebra – Number
and place value. Solve simple addition and subtraction problems using a range of efficient
mental and written strategies (ACMNA030 - Scootle ) I chose this year level as at this age
level the students will be starting to write down their own subtraction stories. As the year
goes on the students will be able to write a subtraction story by themselves without any
prompts. The game that I have chosen from Scootle is again the Counting beetles. However,
it is different to the addition game. This one they create their own number story.
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Part 5

The recourse I have personally soured can assist with helping the students to subtract
numbers up to 100. With this game the difference between the two numbers picked up is
the amount of spaces they are allowed to move. The students take turns showing that they
can share, and so they will be able to remember the differences between the numbers if
they end up finding the smaller difference. Students will be able to play this game either
during maths group rotations or when it is free play time within the classroom. The
limitations for this group is that only 1 person will win and the other may think that its
because they didn’t know the difference, however, this isn’t the case as it allows the
students to work on their subtraction to win the next time. This aligns with Mathematical
Language, Materials Language, Symbolic Language and student language.

https://teachezy.com/wp-content/uploads/2013/09/Race-to-100-Subtraction-Game.pdf

Part 6

Instead of the strategy of counting on, in this instance I would use the strategy of counting
back.

The ACARA links that this concept/ strategy would come under is Represent and solve
simple addition and subtraction problems using a range of strategies including counting on,
partitioning and rearranging parts (ACMNA015 - Scootle )
The teaching strategy I would use to teach the class would be to use a number line eg.

6-4=2
10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0

Using the visual of the jumps helps the students to see that they start with the 6 and count
back 4 to get the answer of 2. Once the students have an understanding of the ‘count back’
strategy with simple subtraction it could be used with ‘2’s, 4’s or even a range of other
numbers too.