Teacher Candidate Hayley Thompson Date: Feb 3, 2023

Students ☐ Whole Class ☐Speci c Students: Elowyn

Developing Hierarchical Inclusion Developing Using a Known Fact

Key Idea Part Whole Relationship Strategy Counting on with tracking
Curriculum B2.1 use the properties of addition and subtraction, and the relationship between addition
Expectation and subtraction, to solve problems and check calculations

B2.2 recall and demonstrate addition facts for numbers up to 10, and related subtraction
facts
Game Select- Snakes and Ladders Why I chose While completing the addition activities
ed this Game with Elowyn it was not clear how she was
solving the question, as she is very quiet
and shy. We weren’t sure if she was count-
ing and subitizing the dots and symbols
from the previous week’s activities or if
she actually understood the value of the
number. Introducing Snakes and Ladders
will allow me to determine whether she is
tracking the dots on the dice or not. She
struggles to express her thought process
both verbally and physically. Therefore,
having to solve the part whole relationship
between the two dice rolled and then hav-
ing to move her character as many times
as the whole, would generate and encour-
age her to use some direct modelling.

Materials Snakes and Ladders game board

needed 2 normal dice
Opening the When I introduced the activity to Elowyn I began by activating her prior knowledge from
Lesson the previous week. We discussed the games we did, and why. We briefly went over some
math equations that we worked with in our first game. Next I explained that we were going
to be playing Snakes and Ladders and why I thought it would be a good game for her and I
to play. I clearly explained all of the rules made sure to do a couple mock rolls to ensure
she really comprehended the purpose of the game.
Assessment for Learning
What might my students do/say during this Who did this Thoughts for next time
game
fi

Tapped the dots on the dice to determine how
many spots she has to move.
“I started with 9 and put up 4 fingers to keep
track”
Elowyn subitizes the dots on the dice
Elowyn As I observe her counting on
and tracking on the direct mod-
el I will determine if she is
starting from the larger number,
if she is subitizing, or if she has
her own creative flexible mental
method. I would then ask her a
series of questions to assess her
comprehension of the part
whole relationship. Moving
forward I would introduce the
same game, but without any
symbols or dots on the dice.
Elowyn This clearly shows that she is
counting on from the larger
number and tracking. However,
this would not be direct mod-
elling, as she is not using her
fingers as a model, but to just
keep track of her counting
count. She displays her under-
standing of cardinality by stat-
ing 9, as she understand it is the
total of the one set. Moving
forward I would advance to a
game such as Piggy Bank War
to challenge Elowyn to find the
difference between two cards.
This activity will promote fur-
ther development of counting
on and part whole relationships.
Elowyn Using a dice with dots is easy
for young students and many of
them become so familiar that
they can subitize, and just know
the number by looking at the
dots. Moving forward it is nec-
essary to introduce a game that
doesn’t have symbols or dots
for the students to see.
“I don’t know how to find the answer”
Loss of interest
Elowyn If Elowyn was unsure how to
use the two dice to find the an-
swer I would encourage her to
use the strategy of counting 3
times. This would generate a
better understanding of the key
idea of part whole relationship,
as well as cardinality. I would
consider introducing the Miss-
ing Parts game to promote an
understanding of part whole
relationship.
Elowyn Math can be a very overwhelm-
ing subject of many students, so
it is important to make sure they
are engaged the duration of the
lesson. If my student is not in-
terested in the activity I
arranged it could be due to the
fact that it is too difficult or too
simple for them. It is essential
that we pick activities that align
with the students academic,
physical and social abilities.
Moving forward I would ensure
that I am picking a game that
suits the child. I will ask what
type of toys she likes and try
and incorporate it into the next
lesson.

Notes to myself about what I’m looking for:

It is very clear that Elowyn struggles to explain her mathematical problem-solving strategies when working
with addition questions. What I am looking for, is to develop a better understanding of how she compute the
questions in her head. When I asked how she gets an answer, I am given little to no feedback, regardless of
how I ask, or how often I ask. I am wanting to determine if she is solving her answers through subitizing
and/or counting the symbols and dots on the manipulatives used in the game, or if she is using a flexible
strategy in her head. I need to know which strategy she is using in order to be able to move onto a game that
will benefit her the most. If Elowyn has a comprehensive grasp of numerical concepts, it can be potentially
detrimental to her learning, to be introduced to games below her academic level.
Other strategies/key ideas/errors that Who did this Thoughts for next time
emerged:
Moves the wrong number of spaces on the Elowyn Although moving the wrong
game board. number of spaces on a game
board may seem like a small
error, it is showing me that the
student is struggling to count on
and properly tag the squares on
the direct model. This could
also affect their number se-
quence as they could begin to
count incorrectly by missing a
number (ex. 1, 2, 3, 5, 6).

Next time I would make sure

the student is taking her time
with every action and computa-
tion that she is making. I will
also ensure that every action I
take is also slow and I don’t ap-
pear to be rushed.
“I did it in my head” Elowyn Some students are very shy, so
when it comes to mathematics,
it can feel like an overwhelming
pressure for some students. It is
very important for educators to
ask prompting questions that
resonate with the child strategy.
For example, if I see my student
tracking dots on a dice with her
eyes, when solving an equation,
I can infer that she is counting
on, and tracking, mentally.
Therefore, I could ask her ques-
tions that have to do with visu-
alizing the object. So, I could
ask, do you see dice in your
head when you count? What
does it look like? What do you
see when you add the dots in
your head?
Closing the Elowyn and I briefly went over the game we played, and why. I asked her what she was
Lesson looking forward to for the rest of her school day. This is to maintain a solid rapport with
her. Having a good relationship will allow her to feel open and comfortable with me, and
hopefully allow her to open up deeper about her strategies the next week.