A Learning and Teaching Resource for Addition/Subtraction
When creating this specific resource for addition, I understood that this particular resource would be able to be used for completing subtraction tasks as well. The idea of the pigs in mud has came from a current interest of the students in the Year One class based on a recent excursion to a local farm. When designing and developing this resource I understood the need for it to be sturdy enough for the students to touch and use, while also providing a clear understanding that there are two smaller areas and one larger area which will be useful for explaining the concept of addition to the students. I I have also ensured that the space provided will be enough room for any combination up to 10. Because of the ages of the students I have decided to use an A3 size of cardboard. I have used green cardboard as the background representing the green grass that we love to see at farms, brown cardboard representing the mud puddles and I have used clip art images of a barn and pigs to ensure the farm theme was identifiable, I have also included a bubble writing font for the "pigs in mud" title. The base of this resource has been contacted to ensure its durability and the clip art pigs that I have used as the counting material have been laminated.
The purpose of the Addition Mat
Addition mats are a reliable resource for students who are being introduced to learning addition, the addition mat is primarily used to help children develop the concept of addition which is the joining of groups to find a total. However we are also able to use these mats for subtraction tasks which is also very useful for the students developing the skills based on the concept of subtraction which is when you know the total and one part of the total, and you know you have to find the other part.
This particular resource works consistently well with the language model in relation to teaching students the concept of subtraction in a Year One class. Student's language is used when introducing subtraction and by using familiar objects students are able to clearly identify the real word resources that are used. The language model reflects what a number of theorist believe including Piaget, Brunner and Vygotsky's, and many more. Vygotsky's Social Development of Learning Theory underpins where this language model works its way through the stages that Vygotsky outlines in his theories. Vygotsky development of learning theory has three main sections, zone of actual learning, zone of proximity and zone of potential learning. When students are able to successfully progress through the stages in the learning model they are effectively learning through each stage to ensure the knowledge is understood and comprehended correctly, before continuing to the next stage. The language model is founded based on what the theorists have found to be effective, for students and how they learn successfully.
The Australian Curriculum outlines the Year One content descriptors, which for this particular resource we are discussing the number and algebra strand of the Australian Curriculum: Mathematics, and our focus for this task is that students will be able to represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts with the elaboration (ACMNA015) Developing a range of mental strategies for addition and subtraction problems. Students should be able to effectively use this addition/subtraction mat whilst using and developing simple addition and subtraction strategies and leading towards completing these strategies without the aid of the addition mat after successfully using the mat for subtraction.
This particular resource works consistently well with the language model in relation to teaching students the concept of subtraction in a Year One class. Student's language is used when introducing subtraction and by using familiar objects students are able to clearly identify the real word resources that are used. The language model reflects what a number of theorist believe including Piaget, Brunner and Vygotsky's, and many more. Vygotsky's Social Development of Learning Theory underpins where this language model works its way through the stages that Vygotsky outlines in his theories. Vygotsky development of learning theory has three main sections, zone of actual learning, zone of proximity and zone of potential learning. When students are able to successfully progress through the stages in the learning model they are effectively learning through each stage to ensure the knowledge is understood and comprehended correctly, before continuing to the next stage. The language model is founded based on what the theorists have found to be effective, for students and how they learn successfully.
The Australian Curriculum outlines the Year One content descriptors, which for this particular resource we are discussing the number and algebra strand of the Australian Curriculum: Mathematics, and our focus for this task is that students will be able to represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts with the elaboration (ACMNA015) Developing a range of mental strategies for addition and subtraction problems. Students should be able to effectively use this addition/subtraction mat whilst using and developing simple addition and subtraction strategies and leading towards completing these strategies without the aid of the addition mat after successfully using the mat for subtraction.
Using the Addition Mat to demonstrate the concept of Subtraction
When using this mat for subtraction you will have the total number in the larger mud puddle and you will then have the other number in one of the smaller mud puddles and we need to find the number that goes in the other mud puddle.
For takeaway subtraction we would be using student's language and familiar objects could be there was seven little pigs all together in the big mud puddle and then two of the pigs walked off to the smaller mud puddle for a little play, how many pigs were left in the big puddle? You will then be able to start with the seven little pigs in big puddle and move two little pigs to one of the puddles and then move the remaining pigs to the other small puddle and count how many of them were left?
For comparison subtraction we would be using mathematical language instead of children's language and our story could be, there were a total of ten little pigs in mud puddles on the farm, there was six in this mud puddle how many less were in the other mud puddle?
For missing addend subtraction, using students language again our word story could be, this mud puddle is big enough for ten little pigs to play, we already have three pigs playing how many more do we need to fill this mud puddle?
For takeaway subtraction we would be using student's language and familiar objects could be there was seven little pigs all together in the big mud puddle and then two of the pigs walked off to the smaller mud puddle for a little play, how many pigs were left in the big puddle? You will then be able to start with the seven little pigs in big puddle and move two little pigs to one of the puddles and then move the remaining pigs to the other small puddle and count how many of them were left?
For comparison subtraction we would be using mathematical language instead of children's language and our story could be, there were a total of ten little pigs in mud puddles on the farm, there was six in this mud puddle how many less were in the other mud puddle?
For missing addend subtraction, using students language again our word story could be, this mud puddle is big enough for ten little pigs to play, we already have three pigs playing how many more do we need to fill this mud puddle?
References
Australian Curriculum Assessment Reporting and Authority (ACARA. (2014). Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1
Barn [Image] (n.d). Retrieved from http://images.clipartpanda.com/barn-20clip-20art-LiKaKRzia.png
Pig [Image] (n.d). Retrieved from http://pixabay.com/static/uploads/photo/2014/04/03/00/31/00-31-54-771_640.png
Jamieson-Proctor, R & Larkin, K. (n.d). Mathematics as a Language” - A Model for Scaffolding Students’ Mathematical
Understanding. Retrieved from file:///C:/Users/Sara/Downloads/%E2%80%9CMathematics%20as%20a%20Language%E2%80%9D%20-%20A%20Model%20for%20Scaffolding%20Students%E2%80%99%20Mathematical%20Understanding.pdf
Jamieson-Proctor, R.(2014). Topic 1, Lecture 1 Part 1. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/EDX1280_Lecture1_Part1/
Jamieson-Proctor, R.(2014). Topic 1, Lecture 1 Part 2. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/EDX1280_Lecture1_Part2/
Jamieson-Proctor, R.(2014). Topic 2, Lecture 2 Part 1. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/Lecture2_Part1/
Jamieson-Proctor, R.(2014). Topic 2, Lecture 2 Part 2. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/Lecture2_Part2/
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012). Helping children learn mathematics (1st Australian ed.) Milton: John Wiley and Sons.
Addition image [Image] (n.d). Retrieved from http://images.clipartpanda.com/denominator-clipart-math-clip-art-8.jpg
Subtraction image [Image] (n.d). Retrieved from
http://blogmarketing.typepad.com/.a/6a010534998f56970b019101ba569c970c-pi
Two children [Image] (n.d). Retrieved from http://content.mycutegraphics.com/graphics/school/math-center.png
Barn [Image] (n.d). Retrieved from http://images.clipartpanda.com/barn-20clip-20art-LiKaKRzia.png
Pig [Image] (n.d). Retrieved from http://pixabay.com/static/uploads/photo/2014/04/03/00/31/00-31-54-771_640.png
Jamieson-Proctor, R & Larkin, K. (n.d). Mathematics as a Language” - A Model for Scaffolding Students’ Mathematical
Understanding. Retrieved from file:///C:/Users/Sara/Downloads/%E2%80%9CMathematics%20as%20a%20Language%E2%80%9D%20-%20A%20Model%20for%20Scaffolding%20Students%E2%80%99%20Mathematical%20Understanding.pdf
Jamieson-Proctor, R.(2014). Topic 1, Lecture 1 Part 1. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/EDX1280_Lecture1_Part1/
Jamieson-Proctor, R.(2014). Topic 1, Lecture 1 Part 2. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/EDX1280_Lecture1_Part2/
Jamieson-Proctor, R.(2014). Topic 2, Lecture 2 Part 1. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/Lecture2_Part1/
Jamieson-Proctor, R.(2014). Topic 2, Lecture 2 Part 2. Retrieved December 5, 2014 from https://mediarep-prd-vip.usq.edu.au/b-repository/2014/3/EDX/EDX1280/Lecture2_Part2/
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Falle, J., Frid, S., & Bennett, S. (2012). Helping children learn mathematics (1st Australian ed.) Milton: John Wiley and Sons.
Addition image [Image] (n.d). Retrieved from http://images.clipartpanda.com/denominator-clipart-math-clip-art-8.jpg
Subtraction image [Image] (n.d). Retrieved from
http://blogmarketing.typepad.com/.a/6a010534998f56970b019101ba569c970c-pi
Two children [Image] (n.d). Retrieved from http://content.mycutegraphics.com/graphics/school/math-center.png