Ashley Marshall Student No.

S00154321
EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)

Assignment cover sheet

Note: (1) The attention of students is drawn to:
the Academic Regulations,
the Academic Honesty Policy and
the Assessment Policy, all of which are accessible via http://www.acu.edu.au/policy/136703
(2) A de-identified copy of your assignment may be retained for University quality (audit) processes,
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Student ID Number/s:

Student Surname/s:

Given names:

S00154321

Marshall

Ashley

Course: Bachelor of Education Primary

Unit code: EDMA 202

School: Education

Unit title: Learning and Teaching Mathematics 1

Due date: 11/04/2014, 5pm

Date submitted: 11-4-14

Lecturer-in-Charge: Vince Wright

Tutorial Group/Tutor: Vince Wright

Assignment Title and/or number: One: Interviews, Growth points, Nutshell Statements and Lesson Plans
DECLARATION OF ORIGINALITY
By submitting this assignment for assessment, I acknowledge and agree that:
1. this assignment is submitted in accordance with the Universitys Academic Regulations, Assessment Policy
and the Academic Honesty Policy. I also understand the serious nature of academic dishonesty (such as
plagiarism) and the penalties attached to being found guilty of committing such offences.
2. no part of any assessment item has been copied from any other source without acknowledgement of the source.
3. no part of this assignment has been written by any other person, except to the extent of collaboration and/or
group work as defined in the unit outline.
4. this assignment has not been recycled, using work substantially the same as work I have completed previously
and which has been counted towards satisfactory completion of another unit of study credited towards another
qualification, unless the Lecturer in Charge has granted prior written consent to do so.
5. a copy of the original assignment is retained by me and that I may be required to submit the original
assignment to the Lecturer in Charge upon request.
6. the Lecturer-in-Charge may, for the purpose of assessing this assignment:
6.1. reproduce this assignment;
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6.3. provide a copy of this assignment to another member of the University; and/or
6.4. communicate, or authorise communication of, a copy of this assignment to a plagiarism checking service,
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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
at its absolute discretion). I acknowledge that a plagiarism service provider may then retain a copy of this
assignment on its database for the purpose of future plagiarism checking.
Signature of student(s): ___________________________________________

Date:___/___/___

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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
Student A: Jonah
Grade/Year: One
Date Interviewed:
1.

Wednesday 26th March

Growth Point Table

Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

2
1
0
1

Who checked your growth point judgements?

Students name:
2.

Date:

Nutshell Statement (Maximum 150 words)

Jonah Camilleri knows number names whilst counting forward by 1 between 1 and
109 and uses his knowledge of one-to-one correspondence whilst counting from 132. Jonah does not have a sound comprehension of backward counting by ones, as
he lacked the ability to count down from 20 19 highlighting an error in
understanding counting backwards from different base 10 values (twenties
teens). Jonah has the ability to identify numbers containing three digits or less and
uses this knowledge of place value to order one to three digit numbers values in the
correct order displaying an understanding of the value of the ones, tenths, and
hundreds place. Jonah does not understand cardinality as he answered 16 when
asked to add 4+6 together, proceeding to count from one onwards. Jonahs inability
to cardinalate numbers seems to impede his ability to use imagery when asked how
many teddies there were all together including the 9 teddies that were covered by
an ice-cream lid and 4 in front of him proceeding to count from 1 onwards.
Word Count + 10% = 174 words

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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
3.
Lesson Plan (Use the template below and write into it. Maximum of
500 of your own words)
Lesson Title: Counting backwards from 100
Learning intention/s:
Jonah will grasp an understanding of counting backwards by ones from numbers 25
and under, using the 100s chart and visual aids such as icy pole sticks to
consolidate his understanding.
Number and Place Value: Develop confidence with number sequences, to and
from 100 by ones from any starting point. Skip count by twos, fives and tens
starting from zero. (ACMNA012)
Word Count: 57

e5: ENGAGE, EXPLORE

Jonah have you seen a 100s chart before? We are going to play a fun game using
the numbers 1-20.
Can you please get me 1 blue counter, and 1 red counter, and place them both on
the number 20; we are going to see who can count backwards first to one by rolling
the dice!
If Jonah rolls a five firstly he must then acknowledge that the answer is 25 by
counting backwards, pointing his finger at each number as he passes it, e.g.
1918171615, by doing this Jonah is visually seeing the number before the
lesson.
Word Count: 98

e5: EXPLORE, EXPLAIN, ELABORATE: Development/investigation

Jonah we know that a 100s chart has how many numbers on it? I am going to cover
up 5 numbers (3, 7, 11, 16 and 21) and we are going to work together to find out
what is missing.
Is there anything different about this one hundreds chart?
Do you know what the missing numbers might be? Which numbers do you know?
Jonah please empty out the contents of the sealed bag.
In front of you are some icy pole sticks with bundles of 10 and loose ones. Please
count backwards by ones from 25 until I say stop, (Tell Jonah to stop when he gets
to 22).
Jonah what is this number I am pointing at? (22) Can you make this much with your
icy pole sticks? What number have you made?
Jonah you have 2 bundles of icy pole sticks and 2 loose sticks in front of you, can
you imagine 22 in your head for me. (Cover up the sticks with paper)
Jonah if you have 22 icy pole sticks here and you need to find out the next number
(which is missing) how many icy pole sticks did you take away in your head?
With this pen can you please write the answer on the covered up piece of paper.
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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
Continue counting down after 21 saying the numbers out loud and pointing to the
number as you say it.
To make the lesson more difficult I would increase the number range and cover up a
line of sequenced numbers so the predictability of the next number is less
apparent, I anticipate that Jonah would be unable to complete the lesson as he
lacks the sound ability of counting backwards with numbers 20 and under.
Word Count: 289
e5: EXPLAIN, ELABORATE, And EVALUATE: Making connections
Jonah please count backwards from 25 without using the 100s chart or icy pole
sticks (look for links between imagery and number values and if fluent counting has
occurred). I will assess if Jonah understands the lesson by asking him the following:
Jonah please make the number 13 using icy pole sticks, if I were to take 3 icy pole
sticks away how many do I have left? I will observe whether Jonah still requires my
assistance or the use of icy pole sticks to work out the answer.
Word Count: 89
Materials:
- 100s chart.
- Whiteout paper
- Icy pole sticks
- 1 X dice
- Transparent counters
Word Count: 17
Word Count + 10% = 550 words

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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
4. Lesson Rationale (Maximum of 200 of your own words)
Jonahs lesson focused on backwards counting of numbers 25 and under, using a
100s board after observing Jonah having difficulties with backwards sequencing
during the Mathematical Assessment Interview (MAI). Reys, Lindquist, Lambdin,
Smith, Rogers, Falle, Frid, & Bennet discuss that counting backbecomes helpful in
developing subtraction. (p. 153) Although Jonahs growth points for counting are
higher than his growth points for addition and subtraction, in order to master simple
subtraction problems he must have a solid understanding of counting backwards
from points between 1-100 and become familiar with number orders and
sequences, Reys etal express that counting backwardhelps children establish
sequences and relate each number to another in a different way. (p. 153) I based
my lesson around the 100s board so Jonah could visually familiarise himself with
backward number patterns, as mentioned in the week 2 lecture that, students have
trouble with counting backwards because they are Naming what is left not what
has just gone (Wright, week 2 lecture, slide 26). Jonah was asked to visualise
number values in his head, as the Pirie- Kieran model for learning highlights that,
imagery develops a childs mathematical thinking and understanding, this is
expressed in Martin, Powers, & Piries article that in growing their mathematical
understanding about a particular concept, students make, hold, and extend
particular images (p.151).
Word Count + 10% = 217

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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
Student B:
Jenai
Grade/Year: Three
Date Interviewed:
5.

April 2nd 2014

Growth Point Table

Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

3
1
3
2

Who checked your growth point judgements?

Students name:
6.

Date:

Nutshell Statement (Maximum 150 words)

Jenai White-Denys counts forwards and backwards by ones using one to one
correspondence starting from any number between 1 and 113. Jenai lacks
knowledge about even and odd numbers which seems to obstruct her
understanding off solving simple addition problems such as 35 + 5 = 30. Jenai uses
her knowledge of base 10 values to assist her in addition problems often working
out the nearest base 10 value and adding on the subsequent numbers left out.
Jenai understands the idea cardinality using derived strategies such as number
lines to work out addition and subtraction problems like 6+7 using the base number
of 6 as her initial start to her number line. Jenais ability to skip count by 2s assists
her understanding of identifying a grouping method during simple multiplication
questions like, 2x4 into two groups of 4 or 5x2, (5 distinct groups of 2).
Word Count: 145 words

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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
7.
Lesson Plan (Use the template below and write into it. Maximum of
500 of your own words)
Lesson Title: Odds and Evens
Learning intention/s:
Jenai will understand the reasoning behind why there are odd and even numbers,
and identify an odd number from an even number.
Number and Place Value: Investigate the conditions required for a number to be
odd or even and identify odd and even numbers (ACMNA051)
Word Count: 41
e5: ENGAGE, EXPLORE
Lesson introduction
Jenai I have brought in some square tiles to work with today, have you seen these
in your classroom before? This big pile of cubes in front of you needs to be put into
some groups on the left hand side of your table; can you help me make 5 different
groups? Group 1 has 1 tile, group 2 has 3 tiles, (etc. 1, 3, 5, 7, 9)
On the right hand side of the table I need help once again to make another 5
groups, but this time can you put 2 tiles in group 1, 4 tiles in group 2 (etc. 2, 4, 6, 8,
10) distinguishing between the odd and even numbers from 1-10.
Word Count: 118
e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation
Jenai what can you tell me about even and odd numbers?
Is there anything different about the two different groups? Why didnt I make one
group instead of two groups?
With each group I would like you to make pairs of two tiles.
Jenai now that you have placed each group into twos what do you notice about the
numbers 1, 3, 5, 7, &, 9? Why is their always one cube left over? Does that make
these numbers even or odd?
With the numbers 2, 4, 6, 8, 10 are there any leftover cubes? (Equally partitioned)
If I were to give you a set of numbers such as 23, 25, 28, and 34 how would you
find out if that number was an odd or even? (If using tiles ask if there is a quicker
method, looking at the last digit of the number)
Would the number 23 be an even or an odd number?
Now we know what even and an odd numbers looks like, I am going to cover up the
tiles with an ice-cream lid
In front of you are 9 tiles, and under the lid are 5 tiles can you image the 5 extra
tiles in your head?
Is this number even or odd? How do you know? (Divide evenly)
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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
Word Count: 215
Adjusting the lesson:
To advance the lesson I will ask Jenai to work out whether a set of 3- digit numbers
are even or odd. I think that based on Jenais understanding to analyse the ones
column in 2-digit numbers to find the answer, she will be capable of analysing both
the tens and ones column to challenge and extend her understanding of even and
off numbers.
Word Count: 63
e5: EXPLAIN, ELABORATE, EVALUATE: Making connections
Ask the following to assess Jenais understanding;
How do you feel about even and odd numbers now? Is there anything you are
unsure about?
Please make an even and odd number out of these tiles, which is which, explain?
Do you understand the method of working out whether it is odd or even? (Even=
being able to divide the number equally between two?)
Jenai the number 22 can be divided evenly does that mean it is an even or odd
number?
If a number ends in either of these numbers, 1, 3, 5, 7, or 9, will be it be an odd or
even?
Word Count: 104
Materials:
- Square tiles
- Ice-cream lid
Word Count: 6
Word Count + 10%: 548

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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
8. Lesson Rationale (Maximum of 200 of your own words)
Whilst conducting the MAI I noticed Jenai lacked an understanding off even and odd
numbers, believing that 35+5= 39 due to the fact that 5 is an odd number, so the
answer cannot be even. I then decided to base my micro-lesson around even and
odd numbers, focusing on the left over (1) as a result of equal partitioning of two. I
chose to demonstrate this concept to Jenai through concrete materials such as
square tiles, to display to her that even numbers will divide equally between two
groups, whereas odd numbers will lack the ability to pair one number, this allows
Jenai to visually see the end result of partitioning each group. This is further
expressed in Martin, Powers, & Piries article as highlighted that when Image
Making, learners are engaging in specific activities aimed at helping them to
develop particular images and ideas. (p.151). I expressed alternative ways of
figuring out number classification such as analysing the last digits in a number,
rather than counting or grouping as the only method, as it is time consuming for
large numbers. The concept of classifying numbers is seen as important as Reys
etal expresses that, only 65% of students in Year 4 could classify a set of numbers
involving 2 or 3 digits as even or odd (p. 332).
Word Count + 10%: 219

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Ashley Marshall Student No. S00154321

EDMA 202 11/04/2014
Assessment Task One: Interviews, Growth Points, Nutshell Statements and Lesson Plans
Tutorial Group: Tuesday 4:00pm (Vince Wright)
9. References
Ausvels: Scope and Sequence, retrieved from
http://www.vcaa.vic.edu.au/Documents/auscurric/Maths_scope_and_sequence
_AusVELS.pdf
Kellie, P. (n/a) Counting activates for first grade: Counting to 100, Retrieved on
Friday 4th April from http://www.smartfirstgraders.com/counting-activities.html
Martin, L , Towers, J & Pirie, S, (2009). Collective Mathematical Understanding
as Improvisation [Online Article] Retrieved from
http://www.tandfonline.com/doi/pdf/10.1207/s15327833mtl0802_3
Reys, E, R., Lindquist, M, M., Lambdin, D, V., Smith, N, L., Rogers, A., Falle, J., Frid, S.,
Bennet, S. (2012). Helping Children Learn mathematics (1st ed). Milton ,
Queensland: John Wiley & Sons Australia.
Wright, V. (2014). Week two lecture: Counting, Retrieved from
http://leo.acu.edu.au/course/view.php?id=11132

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