Learning Statement: I can represent addition problems in different ways. First watch the teaching video to the left. Activity: Write the addition equation and the turnaround equation as well. Take a photo of the objects that you have organized on your table to show addition problem. Draw a picture or use the Shapes to show a picture of the addition problem. Type a number story about your equation. Record your voice explaining what you have completed. Notes: Number sentence: Write an equation showing the turn around property. This could be a 2 sum equation or a 3 sum equation. Story: Write a number story using the numbers from the equation. Concrete: objects, number line or tens frame. Picture: drawing visualising the number story.
Students had to show their understanding of addition in multiple ways.
The Herrington Think Board is one way to organise and solve problems with students that also focuses on the language of mathematics. A process for understanding mathematics by Sue Gunningham (PDF 422.58KB) . -For example, the teacher can supply the story “Mary had five oranges, Tom took two away, how many oranges does Mary have left?” -Students can then draw a picture of the story, use objects such as counters or play dough to create and work out the problem, then record a number sentence that matches the story. -To focus on the language, provide students with the number sentence and ask them to write a story to match. https://education.nsw.gov.au/teaching-and-learning/student-assessment/smart-teaching-strategies/numeracy/number-and-algebra/addition-and-subtraction/S1-addition-and-subtraction