11686594

EMM209 ASSESEMENT 2
 CHARLES STURT UNIVERSITY  [Company address]

Lachlan Wilson
First lesson plan
Outcome:

Warm up:
 Blank Numbers
Write up 10 numbers on the board, partition into their component parts but omit some of the numbers

Eg 56321 = □ + 6000 + □ + 20 + 1

89035 = 80000 + □ + □+ 30 + 5

345 678 = 300 000 + □ + 5 000 + □ + 70 +8

Ask children to choose 3 numbers and decide what is missing.

Ask them then to come out and fill in the missing numbers on the board, explain their methods and show the number, using the place value chart (refer to attached sheet)

Body:
After the introductory activity students will then be placed in pairs where they will then have cards with numbers on them, dealing themselves three single-digit cards.
Students will then write down the six possible numbers that can be made from the three digits on the cards they pulled.
Students then each order their six numbers from smallest to largest and record how many groups of ten could be formed with the smallest number. As students finish their
activity ask students who have finished quickly to pull cards again or adding 4 or 5 cards for an even more advanced activity as a means of differentiation.

Totals

Use the digits 1, 2, 3, 4, 5, 6, 7, 8, 9, and addition to make the largest possible total and the smallest possible total.

Unit/Lesson Title Lesson duration Stage 3

Lachlan Wilson
 Creating and sorting numbers of various place value 1 hour Year 6

Rationale Syllabus Outcomes Syllabus Content

This lesson and integration of investigative
inquiries is aimed at Staged 3 students who
are in Year 5 and 6 for the syllabus strand
“Number and Algebra” aiming to provoke
their problem solving skills whist further
developing their knowledge of the
components of large numbers in the intro,
creating and sorting numbers in the body,
and further problem solving with multiple
digits in the conclusion using their
knowledge of place value.
Prior Knowledge
Previous lessons on the representation of place value in
large numbers and addition
Learning Outcomes Time
Guide
MA3-4NA orders, reads and represents integers of - state the place value of digits in numbers of any size
any size and describes properties of whole numbers
- arrange numbers of any size in ascending and
MA3-5NA selects and applies appropriate strategies descending order
for addition and subtraction with counting numbers of
any size - record numbers of any size using expanded notation
MA3-2WM selects and applies appropriate
problem-solving strategies, including the use of -solve problems using knowledge of factors and multiples
digital technologies, in undertaking investigations
Risk Assessment Resources
N/A Smart board
Digit cards
Writing utensils
Content/Learning Experiences Teaching Strategies Class Assessment
Introduction Organisation Techniques
Engagement ( ELPSARA components of Experience,
language and symbolic representation)

Children will know/be able to
understand and apply Numeral
recognition and identification of
place value to fix broken
numbers
The first activity is to introduce and familiarise
students with the concept of seeing individual
numbers within a bigger number and being able to
expand them out to their actual value.

This is done by writing up 10 numbers on the smart Interactive learning Whole class
and use of ICT’s Observation
board, leaving a gap between certain numbers.
and student
15 mins samples as
Eg 19372 = □ + 9000 + □ + 70 + 2
they write on
7395 = 7000 + □ + □+ 5 the board

488 138 = 400 000 + □ + 8 000 + □ + 30 +8

Lachlan Wilson
 Then asking all students write out the numbers in
their books and not yell out the answer, allowing for
a student to come up if they chose and fill in the
answer on the smart board.

Body
( ELPSARA components of Pictorial representation,
assessment and application )
Step 1 finding out
After the introductory activity I will model the next Whole class for
activity on the smart board which involves dealing introduction
three single-digit cards then writing down the six and
possible numbers that can be made from the three demonstration
digits on the cards pulled.
Eg 213 Questioning
Children will know/be able 123, 132, 321 ………… during
create and sort 3 digit numbers Then ordering the six numbers from smallest to introductio
from random and be able to largest and record how many groups of ten could be n
understand and apply formed with the smallest number.
knowledge of place value to Informing students that they will be in pairs and or
create as many numbers as small groups. Modelling and
possible from those 3 digits. Also before proceeding asking questions such as demonstration before
Also being able to order such “would anyone like me to further explain any parts the activity and
numbers in chronological order. of the activity”, if so back track on the board and during as required
explain further.

Step 2 sorting out

Once students are proceeding with the activity
35 mins provide assistance if they don’t understand the
mathematics involved by questioning and observing
their ordering of the numbers and if they have made
all possible combination of numbers from the cards.

Step 3 going further Observation

This activity may be sufficient for the time and

Lachlan Wilson
 allocated but many students may need to go questioning
further and may finish early. Ask students who Questioning Pairs and small concurrentl
have finished their activity early to either pull 3 concurrently to be groups for y and after
different cards and start over or pull an 4 or 5 able to offer body activity the body
assistance and gauge
cards for an even more advanced activity as a activity
their level of
means of differentiation.
understanding

Step 4 making connections

At the concluding moments of the body and
even throughout ask students how this activity Collaborative learning
could be applied to their world or other people’s and student based
lives as a means to prompt them to make learning
connections in their work.
Answers such as counting money and working
out prices and products whilst shopping and in a
job Involving sorting mass amounts of product in
a warehouse. Asking such connecting questions
creates a reflective mindset upon the work they
just did.

Conclusion
Step 6 Reflection, Where to next ( ELPSARA
components of assessment and reflection)

To conclude the lesson create a reflection as a Summary activity

Children will know/be able
whole class at their desk prompting questing
create and sort and display Demonstration
digits from 0-9 be able to such as Whole class for
Student
understand and apply explanation
knowledge of place value to be “what did we learn” and individual/ work
able to sort and order such 10 mins talking samples
numbers in the required way. “what is place value” etc. amongst
people nest to
Then with the remaining minutes a number Collaborative them for
question will be put forward on the board using learning and activity
student based
Lachlan Wilson
 the digits 1, 2, 3, 4, 5, 6, 7, 8, 9, requiring learning
students to use their knowledge of addition and
place value to make the largest possible total
and the smallest possible total. I will initially
explain the activity and then ask students to
solve it at their desks individually but also
chatting with person next to them. Also
collecting student work samples as the activity is
similar to the next investigative inquiry lesson.

Transitions to next lesson

The concluding activity which focuses on identifying relationships in large numbers using place value of digits 0-9 transitions into my next lesson
including an investigative inquiry involving multiplication, whole number and problem solving skills

Investigative inquiry learning plan

Lesson title: Working strategically with number and equations Lesson duration: 90 minutes Stage: 3 Year: 6

Lachlan Wilson
 Aim: To work through problem solving equations and questions Prior knowledge
while also finding different variations to produce the correct solution.
Rationale Syllabus content
This lesson and integration of investigative inquiries is aimed at - state the place value of digits in numbers of any size
Staged 3 students who are in Year 5 and 6 for the syllabus strand
“Number and Algebra” and will utilize their operation skills involving - arrange numbers of any size in ascending and descending order
division, multiplication, addition, subtraction in conjunction with
problem-solving skills to resolve the problem strategically. This - record numbers of any size using expanded notation
lesson tests the student’s mathematical skills by firstly solving
problems ranging in difficulty in as many ways possible including -solve problems using knowledge of factors and multiples
finding missing operations and numbers to complete the equation.
Then taking these skills further students will attempt to solve tricky
-Identify and describe factors and multiples of whole numbers and use them to solve
number questions putting their division and problem solving to the
test when required to order the given digits in the correct combination problems (ACMNA098)
that the whole number is divisible by the last digit. Then once the last
digit is removed the new whole number is divisible by the new last
digit, and so on until there are no more digits to divide evenly.
Outcomes Resources
Whole Numbers- MA3-4NA orders, reads and represents integers of - Writing resources (pencils and paper)
any size and describes properties of whole numbers - Whiteboard for students to be shown visual examples of the activity and to
be shown answers
Multiplication and Division- MA3-6NA selects and applies
- Activity worksheet for completion of tasks
appropriate strategies for multiplication and division
- Calculator
Problem Solving- MA3-2WM selects and applies appropriate
problem-solving strategies
Risk Assessment
N/A

Learning outcomes Time Content/learning experiences Teaching Class Assessment techniques

strategies organisation
10 Introduction
min Engagement ( ELPSARA components of Experience,
language and symbolic representation) Explicit teaching Whole class Observing that the class is engaging
Starting the lesson off with an explanation of the initial and answering the questions and if the
Children will know/be activity that is used to create engagement by relating the students seem to take interest in the
able to be content to everyday life such as in this case organising content being presented
Lachlan Wilson
 reintroduced to the
concept of creating
and sort and display
digits from 0-9 be able
to understand and
apply knowledge of
place value to be able
to sort and order such
numbers in the
required way.
30-
40
min
Children will know/be
able to sort and work
mathematically using
problem solving skills
of certain particular
whole number
problems using
multiplication.
Lachlan Wilson
sporting teams into many different combinations of
numbers and players for a competition for example. Teacher
Showing a multiple field set ups on the smart board explanation and Questioning and observation whilst
including Netball, rugby, and cricket. Then students will modelling they practise their number
engage in the introductory activity shown in Appendix 1, facts/division skills looking for students
engaging the student’s problem skills as they are required Individual work. who may need more assistance in the
to solve a fill in the gap division equation that equals to 12 next activity.
in as many possible ways.
The students have their work sheet (appendix 1) on their
desk
Body
( ELPSARA components of Pictorial representation,
assessment and application )
Step 1 Finding Out
Once engagement is finished the next activity (appendix 2) Teacher Individual
will be explained on the white board by stating that the explanation and work and Questioning and observing if the
students will attempt to solve tricky number questions modelling possibly small students understand the investigation
putting their division and problem solving to the test when group work. and activity?
required to order the given digits in the correct
combination that the whole number is divisible by the last
digit. Then once the last digit is removed the new whole
number is divisible by the new last digit, and so on until
there are no more digits to divide evenly. An easier
example of 1,2 will be on the whiteboard first to give the
students a sense of how to work through the problem Direct
correctly. instruction.
Once the introduction to the second task is complete Individual work
reaffirm their understanding by asking a questions like and possibly
“now is there any questions” or “if anyone doesn’t small group Observing if some students need
understand don’t hesitate to ask”. Then proceed with a work. assistance? Are they working well by
statement such as “alright, you can start the activity now” themselves or do they need help in a
group?
The students initially be working individually, but if they
 are finding the task hard they can work with someone else
or a small group of 3 so that the individual struggling
learns and the people who understand it further cement
their skills upon teaching it.

Step 2 Sorting Out

Once students are proceeding with the activity provide
assistance if they don’t understand the mathematics Teacher Individual
involved and ask questions as they are completing the explanation work
work like
“are you finding multiple solutions to the question” Individual work. Whole class
“are you using your calculator or not” discussion Are the students finding multiple
“do you need assistance, I can show you the division work” Group solutions?
“can you explain how you found your combinations to discussion.
someone that doesn’t get it?”
These questions are to reinform the class of the critical
aspect of investigative inquiry of finding multiple solutions
to advance their problem-solving skills.

Step 3 Going Further

As students have attempted questions and possibly Group work
finished the worksheet the teacher will ask questions such Discussion
as
Children will know/be “how many combinations did you we all get for question Whole class
able to extend their 1?........ what about 2…….. what about 3…….. ”
knowledge of the “did we all need to use calculators for all the questions” Observing if the students advancing
previous task with the “did any questions have no solutions” through the first activities enough to be
same principles of These questions give a representation for each kid’s ability able to attempt the extension question,
multiplication with to grasp the task and their problem-solving skills as to not
whole number digits only understand the maths but applying out of the box Are the students realising and making
using problem solving thinking to provide multiple solutions for the correct Group work connections from the investigation to
skills answer. Discussion their real life?
Then propose the extension question (Appendix 3) on the
board and allow students to work I small groups as the
task is high in difficulty as it has 9 digits and will take a long
time to work out which if worked out individually may lose

Lachlan Wilson
 interest.

(Step 4 Making Connections)

Ask each group questions about the extension question
such as “what was your answer ? and did you find multiple Also compare student samples from
solutions ” last lesson and collect from this lesson
Then proceed to ask connecting questions such as and compare results and progression
“was it easier to work out how many combinations as a
group” Group work,
“have your division skills increased” Discussion. Whole class
“is problem solving your strong point, if so did it improve
your ability through the task”
Asking such connecting questions creates a reflective
mindset upon the work they just did.

(Step 5 Taking Action/Application)

Provide examples of how this task can make connections
to their everyday life and future such as organising
numbers of sporting players into set amounts of teams in a
competition and developing problem solving skills for
everyday life.

Learning outcomes Time Content/learning experiences Teaching Class Assessment techniques

15-
Children will know/be 20
able to reflect on their min
own work but also
reflect on others
learning experiences
in the lesson
strategies organisation
Conclusion
Step 6 Reflection, Where to next ( ELPSARA
components of assessment and reflection) Group Whole class Do the students possess problem
Ask the class questions such as discussion solving skills that can be applicable to
“does anyone have any questions about the everyday life?
investigation”
“would anyone like anymore questions or extra work
to improve their skills”
“did anyone not understand the activity?”
“did you find it harder or easier to find more
solutions”

Lachlan Wilson
Appendix 1
Students are to find as many possible ways this equation can eb solved correctly by filling the gaps in with different combinations of numbers of
the equation:

_ ÷_=4

Solution:

4/1, 8/2, 12/3, 16/4, 20/5, 24/6, 28/7, 32/8, 36/9, 40/10

Appendix 2
Question 1: 1,2,3

Solution: 123 and 123

123÷3=41, 12÷2=6 and 1÷1=1

321÷3=107, 32÷2=16 and 3÷1=3

Question 2: 1,2,3,4

Solution: no solution

Question 3: 1,2,3,4,5,6
Lachlan Wilson
Solution: 321654 or 123654

321654÷6=53609, 32165÷5=6433, 3216÷4=804, 321÷3=107, 32÷2=16, 3÷1=3

123654÷6=20609, 12365÷5=2473, 1236÷4=309, 123÷3=41, 12÷2=6, 1÷1=1

Appendix 3
Question 4: 0,1,2,3,4,5,6,7,8,9

Solution: 3816547290

3816547290÷10=381654729, 381654729÷9=42406081, 38165472÷8=4770684, 3816547÷7=545221, 381654÷6=63609, 38165÷5=7633,

3816÷4=954, 381÷3=127, 38÷2=19, 3÷1=3

Lachlan Wilson
Emm essay

My pair of lesson plans titled “Creating and sorting numbers of various place value” and “Working strategically with number and equations” which was my investigative
inquiry focused on the syllabus strand “Number and Algebra” for stage 3 students in year 6 for primary outcomes MA1-4NA, MA3-6NA and MA3-2WM. The first lesson was
an introductory lesson for the investigative inquiry involving creating and sorting numbers of various place value as they create random numbers in small groups and state
their place value of digits in numbers of any size, also arranging such numbers in ascending and descending order. The investigative inquiry tests student’s operation skills
involving division and multiplication in conjunction with problem-solving skills to resolve the problem strategically, adding onto their place value skills revisited in the first
lesson. Then taking these skills further students will attempt to solve tricky number questions putting their division and problem solving to the test when required to order
the given digits in the correct combination that the whole number is divisible by the last digit.

Both my lesson plans were designed around the theory of ELPSARA, a pedagogical approach to lesson planning. The ELSARA framework provides a structure for identifying
how mathematical concepts and understanding are acquired and developed by providing an approach to thinking through 7 learning components represented as
Experience, Language, Pictorial representation, Symbolic representation, Application, Reflection and Assessment. I was influenced by the reading [ CITATION Dia15 \l 3081 ]
as the ELPSARA framework views learning as an active process where students construct their own ways of knowing through both individual thinking and social interactions
with others which is in alignment with my own central concepts of successful teaching.

The components of Experience, language and symbolic representation are within the introduction of the lessons as initially the students are provided with an example of
how the topic can be applied to real life experiences to make the problem relevant to them, in this case sport through draws and team layouts [ CITATION Dia15 \l 3081 ]. As
the topic is introduced the component of language is applied as words such as “digits” and “divisible” can be added to the student’s word bank to be later looked back on
throughout the lesson and for future reference. Then symbolic representation was applied by initially familiarising the students with dividing numbers and symbols through
the engaging activity of filling in the gaps of the equations to introduce the student to the symbolic aspects of the topic before advancing to more difficult questions.
Pictorial representation is shown in the body through the strategy of modelling using ICT’s, writing a simple example and explanation visually on the board, accommodating
for visual learners. The following step in ELPSARA is the application of knowledge, solidifying the concept. The students apply this knowledge to the presented investigative
inquires and questions entailing both dividing and multiplying a combination of numbers, whole numbers and place value. Once the activities in the lessons have been
attempted the reflection component of the lesson is applied in the conclusion. This is where students reflect on their work in a whole class group conversation, comparing
answers and working out methods to the class or a small group to reaffirm or learn the concept at a greater length by reflecting. The reflection component also contains
Lachlan Wilson
questions asking what the students learnt new and discussing all the possible solutions to the different questions. The last component of ELPSARA is assessment. This done
throughout the lesson where students are participating in activities through student work samples at the conclusion of lesson 1 and the end of the body in the investigative
inquiry. I also applied observation and questioning strategies, as the students work asking questions such as “are you finding multiple solutions to the question”, “do you
need assistance” resulting in a formative assessment of the students work progressively.

I altered my lesson plan after receiving my feedback in the forum, altering multiple areas which improved my investitive inquiry extensively. I altered the engagement
aspect of the lesson by means relating a real-life experience as the first component of ELPSARA. I removed the mathematical theme of addition/subtraction as it wasn’t
relevant and added the working mathematically learning outcome problem solving. Lastly I altered the amount of calculator use to only the last activity and altered my
question asking to show that in the lesson that I was teaching mathematical skills not just asking students how they are going. 

In doing so the students have to combine conventional dividing skills with persistent problem-solving skills to solve the question to its fullest of possibilities, allowing for
creative learning that is engaging to the students.

Reference list?

Lachlan Wilson