Student A

Year Level: 3

Report:
Within this interview, David was able to count forwards and backwards by ones. He is
also able to skip count from zero, as well as a non-zero starting point by 2s, 5s and 10s
to a given target. He was able to identify the number that is more or less than the known
number. He was able to recognise that five more than thirty-five is forty and ten less than
seventy is sixty.

David is able to read, write, interpret and order three-digit numbers. He was able to use
concrete materials such as pop-sticks to represent a number. By using the bundles of
ten and loose pop-sticks, David was able to make the number thirty six, but firstly
grabbing three bundles and six loose ones. Additionally, David can interpret two and
three-digit number lines and locate the missing value of the given point. He able was to
interpret the number line and understand that halfway between zero and a hundred was
fifty.

David was able to use derived strategies such as near doubles, fact families and build to
the next ten when solving a single-digit addition or subtraction problem. To illustrate this,
he was able to understand that twelve is made up of double six and that three and seven
is a fact family of ten.

When solving multiplication and division problems, David was able to use the strategy of
skip counting by 2s, 3s and 5s to determine the whole of a partial model. He was able to
recognize that four packets with three tennis balls in each, is equivalent to twelve tennis
balls altogether. Within this, he was able to skip count by 4s from zero to twelve. In
regards to abstract thinking, he was able to listen to a story and mentally solve the
problem using multiplication and division strategies of skip counting, to a given point.

 Mathematics lesson plan

Topic: Place Value Year Level(s): 3 Date: 08.05.16 Lesson duration: 50 minutes
Mathematical Focus:
Using concrete materials and written strategies to understand the concept of subtracting
two-digit numbers from a three-digit number.

Intended learning outcome:

Recognise that a two and three-digit number is partitioned into hundreds, tens and ones.

Learning Intention:
We are learning to:
Subtract two-digit numbers from three-digit numbers.
Partition two and three-digit numbers according to their place value to aid computation.

Victorian Curriculum (VC): Students prior knowledge:

Year level(s): 3 Students already understand/know about this

Content strand(s): Number and
algebra
Sub-strand: Number and place value
Content descriptors(s):
Apply place value to partition,
rearrange and regroup numbers to
at least 10 000 to assist calculations
and solve problems (VCMNA131)
Recall addition facts for single-digit
numbers and related subtraction
facts to develop increasingly
efficient mental strategies for
computation (VCMNA133)
topic/mathematical focus, and the skills already
used:
Prior to engaging in this lesson, children need to
be able to represent a number using MAB blocks
on a place value mat.
Students need be able to use their problem-
solving strategies to solve computation problems.
Be able to subtract single-digit numbers from two-
digit number, as well as a three-digit number.

Proficiency strand(s) and descriptor:

Understanding:
Students use their mathematically
understanding of subtracting single-
digit numbers to subtract two and
three-digit numbers.
Fluency:
Using appropriate computation
strategies to solve the subtraction
problem.
Understanding:
Be able to explain their use of
strategies to solve the subtraction
problem.
Assessment strategy/strategies: Key vocabulary/terms:
Work samples Partition
Observations Modelling
Place value: Thousands, Hundreds, Ten and
What will you analyse, in the Ones.
 evidence found in the assessment? MAB blocks: Exchanging, Renaming, Trading
How did the students record their Operations: Subtraction (minus or take away)
thinking? Interpret
Diagrams/drawings Explain
Concrete materials (MAB Solve
blocks) Compare
Words/symbols Number line
Number lines Symbolic representation
Did these representations clarify the Drawing/diagrams
students explanations to solving the Resources:
problem? Masking-tap (number line)
In regards to subtracting, what Multi-attribute blocks (MAB)
strategies did the student use? Place-value mat
Think addition 2 x 10 sided polyhedron dice
Take-away subtraction Interactive whiteboard (IWB)
(subtracting ones, tens, 30 x A3 paper
hundreds then thousands). Pencils/Pens
Part-Part-Whole
Compare
Partitioning
Bridging
Observe students responses to their
understanding of the place value
holder.

 Lesson design
e5: ENGAGE, EXPLORE Focus question/s:
Lesson introduction (Whole TUNING IN): 10 minutes
1. As a whole class, children will play Up and Down the Number Line What do you notice
(Van de Walle, Karp & Bay-Williams, 2015) using on three-digit about the language
numbers. being used?
2. Create a large empty number line on the floor.
3. Make sure there are arrows on each end of the number line. What strategies are
4. Mark an appropriate point that represents 345. appropriate for
solving subtraction
345 operations?

5. Say to the children that a two-digit number will be generated using

two 10-sided dice (i.e., 87). The aim is to subtract that two-digit
number from a three-digit number (i.e., 345 - 87) using strategies.
6. Ask What could we subtract first; ones, tens or hundreds? Why?
Encourage students to use the number line to model their thinking.
7. Ask What number do we have now? What is the difference
between the two numbers? How did you solve the problem?
8. Repeat this again, by inviting another student to roll the two dice to
generate a new two-digit number (i.e., 34). Encourage them to
partition the two-digit number before subtracting the number (i.e., 34
= 30 + 4)
9. As children justify their thinking, highlight their computation
strategies.
10. Ask students to choose a pair and collect MAB blocks, place value
mat, two 10-sided dice, and an A3 piece of paper.

e5: EXPLORE, EXPLAIN, ELABORATE Focus question/s:
Development/investigation (Part - INVESTIGATING): 30 minutes
What strategy did
1. In pairs, children will use the MAB blocks and a place value mat to you use?
make the three-digit number that is displayed on the board (i.e.,
502). How many MAB
2. After the pairs generated the three-digit number onto the place blocks (hundreds,
value mat, ask children to establish How many hundreds, tens and tens and ones) did
ones are in 502? Focus on the whole number not just the columns. you take away?
3. Students will be able to understand that 502 are partitioned into 500 What are you left
and 2. with?
4. Ask, What roles does the zero play? Does it represent nothing or
does it represent a value? Can you show me
5. Record childrens idea on the IWB about place value holder. what you did?
6. Inquire about zero when subtracting. Get the students to explain,
what happens to the zero while subtracting? How can you
7. Invite a student to roll two 10-sided dice to create a two-digit record this method
number. As a whole class, work through an example of subtracting down? Can you
a two-digit number from 502. Draw students attention to trading and draw a picture or
exchanging MAB blocks. use a number line
8. Working in pairs, children will investigate subtracting two-digit to show your
numbers from 502. Students will create a two-digit number by using thinking?
 two 10-sided dice. From here, encourage the students to use the
MAB blocks to subtract the two-digit number from the total.
9. As students work together on this task, wander around the room
asking the pairs focus questions.
10. Encourage the students to record their thinking on an A3 piece of
paper, using computation strategies.
11. I will observe five students who represented their thinking using a
number of different strategies such as:
1. Concrete materials (MAB blocks and Place value mat)
2. Drawings/Diagrams
3. Algorithms (symbolic representation)
4. Explanation
5. Number lines
e5: EXPLAIN, ELABORATE, EVALUATE Focus question/s:
Plenary and conclusion (Whole REFLECTING and
GENERALISING): 10 minutes Why is it important
to understand place
1. Invite all children back to the floor, and select five students to value when using
present their new learning to the class. operations such as
2. Children will share their algorithm to the class and identify what addition and
strategies they used to solve this problem (diagrams, subtraction?
words/symbols, number lines).
3. As children share their responses, record them down on IWB for all What strategies did
children to see. you use? Which one
4. Prior to concluding the lesson, retell the learning intention to the was the most useful
children. to you?
5. Invite the children to look at the IWB and ask how the evidence on
the IWB has made the learning intention noticeable.

Catering for diversity:
Enabling prompt:
Students, who are unable to begin the task, provide them with one ten-sided die. Using the die,
children will be able to subtract the single-digit number that they rolled from the three digit number,
502. Encourage the child to use the MAB blocks before representing their thinking by using
drawings/diagrams, number lines and symbolic representation. Ask, What is the difference? What
strategies did you use to solve this problem? When children seem to be more competent,
introduce another dice and allow them to subtract a two-digit number from a three-digit number.

Extending prompt:
Children will be given four-digit number (i.e., 2702) and three ten-sided dice. There aim is to
subtract a three-digit numbers from the four-digit number provided. The students will record their
thinking using two different strategies. Ask, What strategy did you use? Can you solve this in
another way?

English as additional language learner/dialect (EALL/D) learners:

For students where English is there second language, encourage them to represent their thinking,
using to different concrete materials. Ask the students, What have you done? Can you show me
what you have done?

Indigenous learners:
For indigenous learners, I will use a story to provide meaning and context. An example story could
be, Charlie had 502 jellybeans but gave his friend, Anna 58 of them. How many jellybeans would
Charlie have left? Prompt, What strategy did you use? Invite the students to create their own
stories that match the context being used.