Introduc3on Students will use a Think Board to link different ways of represen6ng addi6on and subtrac6on problems including words, concrete materials, pictures and number sentences. Resources •  Early FISH Kit •  Think Board •  Concrete materials – counters, unifix, •  bundle s6cks •  Washable pens •  Word problems -­‐ standard addi6on and subtrac6on Time/Classroom Organisa3on This ac6vity may be introduced in a whole group or small group as a 20 – 30 minute focused teaching and learning event. Part 7 of the Ac6vity Process requires students to work in pairs. Allow at least15 minutes for this part of the process. Use the Think Board regularly to represent addi6on and subtrac6on problems in a variety of ways.
1.2.1
2.2.5
Australian Curriculum Year Two ACMNA036 Solve problems by using number sentences for addi6on or subtrac6on Proficiency Strand:
Problem Solving – using number sentences that represent problem
situations; formulating problems from authentic situations. Ac3vity Process-­‐ The Think Board 1.  The Think Board helps students to find connec6ons between the different ways of represen6ng a problem. This helps students to focus on the meaning of the opera6on rather than on just calcula6ng to find an answer. Model working through a word problem using the Think Board. Ini6ally use standard addi6on and subtrac6on problems where the opera6on is straight forward, for example: 15-­‐6=q 2.  Place or write a word problem in the word sec6on of the Think Board Lisa had smarties
and she ate 6. How
many smarties
were left?
3.  In the materials sec6on, use blocks or counters to represent the problem: 4.  In the picture sec6on, represent the problem with pictures of the objects. (Later students can move to more abstract representa6ons, for example a diagram or tally marks). Word Wall: think, thinking, number sentence, The Think Board Con3nued 5.  Work with the students to decide the number sentence they could write that connects to the way that they have solved the problem, for example: 6.  Choose a new word problem to place in the word sec6on of the Think Board or write a problem on the whiteboard for all students to see. 7.  In pairs allow students to work through the problem filling in all or some of the Think Board sec6ons. 8.  Come together to share representa6ons, strategies and the number sentences that they have created. Reinforce that the same problem can be thought of in different ways. Varia3ons & Extensions 1.  Identifying Operations
Resources: cards with add or take away – one each
per participating student.
Read word problems to the students and ask students
to hold up a card add or take away to identify the
operation in the problem. For example: There were 10
bananas and Jim ate 2. How many bananas were left?
Students would hold up a take away card. Ask
students to identify the clue that made them think of
add or take away. Write a number sentence to
represent the problem.
Digital Resources h_p://www.ideal-­‐resources.com.au/index.php Prac6ce addi6on and subtrac6on: Contexts for Learning Play: Set up costumes and props to role play a word problem. Have a variety of word problems available for students to drama6se. Inves3ga3on: Give the students a number story, for example: 25 – q= 16. Write a word problem for this number story. Real life experience: Create word and number stories to demonstrate who is present and absent., for example: There are 25 people in 2G. Emma and John are sick and Jacinta is on holidays. How many students are present in 2G today? 25-­‐3=q Rou3nes and Transi3ons: Use the IdenEfying OperaEons ac6vity from VariaEons and Extensions as a transi6on ac6vity as students leave or enter the classroom. Assessment Photograph or photocopy the completed Think Board.
Annotate comments made by the student that demonstrate
their understanding of the connections between the different
ways of representing the problem. Check to see if students
select the correct operation, select a suitable
representation, and correctly represent the number
sentence.
Background Reading Students need to develop a deep understanding of the
meaning and use of the four basic operations – of their link
to each other and to real-world applications. In order to
build up conceptual links between the various types of
situations and the addition, subtraction, multiplication and
division operations, a rich and flexible variety of
representations is need over an extensive period of time. It
should not be rushed. These various forms of representation
include:
• Experience-based scripts of real world events or dramatic
play
• Manipulatives
• Pictures and diagrams
• Spoken language
• Written symbols in number sentences
Source: First steps in Mathematics – Number – Understand Operations, 2010.
Rigby: Port Melbourne. p 87.
Year three NAPLAN -­‐ Numeracy test links •  Addition and Subtraction – word problems
Links to Related MAGs 1.3.2 – Addition and Subtraction strategies - 3
2.1.5 – Addition and Subtraction - 1
2.3.1 – Think Board 2
Achievement Standard: perform simple addition and
subtraction calculations using a range of strategies.
Suppor3ng Mathema3cal Vocabulary Development Wrong Answers Collected and Used. Adapted for use in the Cairns Diocese with the permission of the
Catholic Education Office Toowoomba
. Wrong answers are interes6ng in that they allow us to iden6fy and challenge a learner’s misconcep6ons. In a lesson where every learner gets every ques6on right, is anyone learning? We need to develop an atmosphere in which wrong answers are valued as a significant contribu6on to the learning of the class.