Big Ideas Covered
Addition is the mathematical process of combining groups together to identify a total amount. There are three primary thinking strategies in relation to addition including count on, doubles, and use ten. It is so important that each of these strategies are introduced, reinforced and practiced (Jamieson-Proctor, 2019).
Week 2 has developed my understanding of the thinking strategies related to addition. As a future educator, I will ensure that I teach each of these thinking strategies through using resources such as an array card.
Concept, Skill or Strategy
The concept of addition directly relates to the images that are formed in an individual’s mind when they hear the word ‘addition’. These images should relate to the notion of joining groups together. When teaching the concept of addition, it is important that the language model of mathematics is used.
Misconception
A misconception that a student may develop is that you always have to begin in the ones column when solving an equation. This misconception is likely to occur as an educator will often teach each student to begin in the ones column when solving an equation, and then progressively work towards the tens, hundreds or even thousands column. Although it is more efficient to begin in the ones column, it is still possible to begin in the tens or hundreds column and obtain the correct answer.
As a future educator, I could remediate this misconception through demonstrating to each student that you do have the ability to begin in either column. Yet, allow each student to identify that it is much more efficient to begin in the ones column, especially when a lot of trading is involved.
ACARA + Scootle
Year Level: Foundation, 1 and 2
Counting Beetles is a scootle resource which could be used to reinforce the concept of addition as it requires each student to combine groups of beetles together to find the total. Although Counting Beetles uses children’s language to explain how many beetles there are and how many more are added, each student must be at the symbolic language stage to effectively use such resource.
Resource or Teaching Strategy
Use Ten Worksheet is a resource which could be used to teach the addition thinking strategy of use ten. Each student must be at the symbolic language stage to understand and complete this worksheet. A possible limitation is that this worksheet does not cater for different mathematical abilities.
Concept, Skill or Strategy: Textbook
The concept of basic addition facts relates to “2 1 digit addends and their sum” (Reys et al, 2017). There are 100 basic addition facts that a student will learn, beginning at 0+9 through to 9+9 (Reys et al, 2017). Addition facts could be taught in depth in Year 3 using an addition fact grid, which each student could complete independently.
References
Australian Curriculum, Assessment and Reporting Authority. (2015). Mathematics: Sequence of Content. Retrieved from: https://www.australiancurriculum.edu.au/media/3680/mathematics_-_sequence_of_content.pdf
Boucher, D. (2013). Make a Ten Strategy for Addition. Retrieved from: https://docs.google.com/file/d/0B_wlnPzXZBUZdXZIeW5xU1hRdGc/edit
Curriculum Corporation. (2010). Counting Beetles – Scootle. Retrieved from: https://www.scootle.edu.au/ec/viewing/L8285/index.html
Jamieson-Proctor, R. (2019). EDMA241, Week 1 Part 2 [Powerpoint Slides]. Retrieved from: https://leo.acu.edu.au/mod/book/view.php?id=2406552&chapterid=189987
Maths Drills. (2019). Addition Facts Table. Retrieved from: https://www.math-drills.com/addition/add_table0.php#printable
Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., Cooke, A., Ewing, B., Robson, K & Bennett, S. (2017). Helping Children Learn Mathematics. (2nd ed.). Milton: John Wiley & Sons.
EDMA Reflective Journal 