1.

Report (Maximum 200 words)

Students name:
Sebastian showed ability to count sequences within the interview which allows him to easily
solve simple subtraction and addition problems such as 5 more than 35 is 40. While Sebastian
can count sequences when counting from x he struggles to understand the concept, which
shows a weakness in skip counting-on. This is evident when he was unable to count from x by
10s and 5s.
Sebastian understands and can interpret two digit numbers. He was able to subitise in the
bundling activity by choosing 3 buddles of tens followed by 6 ones and when asked to make 26
he was able to further show and explain what it would look like and how he came to this
answer. Sebastian expressed comprehension and competence in number bonds with the
bundling and number line activities
Sebastian lacks knowledge and understanding of multiplication and division concepts, which is
understandable as he is only in grade one and this knowledge will be developed as he continues
to learn and develop his skills.

Comment [WU1]: From the interview I was able

identify Sebastians strengths and weaknesses in
maths.

3.

Lesson Plan (Use the template below and write into it. Maximum of 600 of your own

words)
Lesson Title:
Learning intention/s:
What do you want the student to learn from the lesson? (refer to AusVELs Content Descriptors but you need to
create a specific and measureable learning outcome)

*Sebastian had exceeded all descriptors from Level 1, so learning intentions are based on Level
2
Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate
more efficient counting (ACMNA028)

e5: ENGAGE, EXPLORE

Lesson introduction (aligning-tuning in-motivating- the hook)
How will your lesson begin? How will you engage the student?

There will be 3-, 2- and 1-digit arrow cards placed on table in front of student as well as place
value blocks of 3-, 2-, and 1-digit value
Teacher will ask student to make a 3-digit number using the arrow cards and accompany it with
place value blocks of same value
Ask student to read number to teacher

e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation
What specific tasks or problems will the student work on? (Make sure you state the actual problem/s as presented
to the student, including the wording you will use no general task descriptions please)
How will you use the Pirie-Kieren model (Materials to images to properties) to develop their understanding?

1. Student will be asked to choose a 3-digit arrow card and read the number to the teacher, e.g.
300
2. Student will represent arrow card value with place value blocks
3. Student will be asked to choose a 2-digit arrow card and add it to the 3-digit card and read
the total number to the teacher, e.g. 453
4. Student will represent arrow card value with place value blocks
5. Student will be asked to choose a 1-digit arrow card and add it to the 2-digit card and read
the total number to the teacher, e.g. 378
6. Student will represent arrow card value with place value blocks
7. Student will be asked to add to number value in 2s, 5s and 10s, showing progress with arrow
cards and place value blocks
8. Student will be asked to represent the change with use of arrow card and place value blocks

Comment [WU2]: Using the curriculum to create

a lesson plan based on the evidence from the
interview assessment.

The use of materials provides a link between concrete and abstract cognition for the child,
whereby they are able to physically count the numbers asked of them with representation of
place value blocks provided and a written number. To strengthen their ability in counting, the
use of the two materials allows students to build on imaging, therefore further encouraging a
transition between concrete and abstract cognition. This task is ultimately aimed to develop the
childs understanding of number properties as their value increases.

Comment [WU3]: Justification

Adjusting the lesson (What do you anticipate will happen? What strategies you will use to adjust the lesson?):

If the student finds the activity challenging you could alter this activity by using 2 arrow cards
and if the student finds it simple you could introduce 4 arrow cards.

Comment [WU4]: Knowing your students and

having an alternative

e5: EXPLAIN, ELABORATE, EVALUATE

Making connections
How will you help the student notice and connect the important mathematical idea(s) at the end of the lesson?
How will you assess whether or not the student has met your learning intention? (Be specific. Give the question/s or task/s you will use and
what you will look for in the students response)

1. Ask student to think of a 3-digit number and skip count up by 2s, 5s and 10s. If they struggle
without concrete materials it means they have not met the learning intention. However, allow
them to use materials periodically to reinforce lesson content.

Materials:
What materials/equipment will you need for the lesson?

3-digit, 2-digit and 1-digit arrow cards

3-digit, 2-digit and 1-digit place value blocks

Comment [WU5]: Assessment of learning