STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT
2.1 Content and teaching strategies of the teaching area
2.1 Content and teaching strategies of the teaching area
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area
Evidence
Numeracy lesson plans:
See portfolio text submission document (pp. 22-33) if this link does not work
NB: The numeracy lesson plans are after the literacy lesson plan
Annotation
My evidence for this focus area includes three lesson plans from a sequence of maths lessons I delivered on early multiplication and arrays. I have also included a screenshot from ‘Teaching Primary Mathematics’ (Booker, Bond & Seah, 2020) which outlines a recommended progression of multiplication concepts.
Reflective statement
During my placement I developed a short sequence of lessons on early multiplication and arrays. Planning for each term was done by the 1/2 teaching team prior to the beginning of my placement, and this outlined the scope and sequence of math concepts that would be covered. Each teacher then adapted this to be appropriate for their math group. Within this, number and algebra content descriptor ACMNA031 “[recognise and represent multiplication as repeated addition, groups and arrays”, (Australian Curriculum, Assessment and Reporting Authority, 2018) was identified as a focus for term 4. In the week prior to delivering my lessons, my mentor teacher had introduced her class to multiplication through repeated addition. According to Booker, Bond and Seah (2020), using arrays to model these situations is the next logical progression. They suggest that the “arrangement of objects in … arrays is fundamental to developing multiplication as an operation in its own right independently of addition” (pp. 552). In accordance with this, my lessons focused on the following:
Lesson one: Introducing arrays as the arrangement of objects in rows and columns
Lesson two: Using arrays to model repeated addition and multiplication, and introducing the ‘x’ symbol
Lesson three: Consolidating using arrays and the ‘x’ symbol to represent multiplication
Thus, these lessons demonstrated my understanding of the concepts involved in early multiplication and my ability to sequence lessons so that these understandings logically built upon one another.
References
Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2018). F-10 curriculum : Mathematics (Version 8.4). ACARA. https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/
Booker, G., Bond, D., & Seah, R. (2020). Computation for whole numbers : Multiplicative thinking. In Teaching primary mathematics (6th ed., pp. 535-710). Pearson Education Australia.
