Week Two: Subtraction

Week Two
Big Ideas	Numeracy is more than numbers, it includes shapes two- three dimensional, measurement, location, predicting etc. Numbers are a major part of numeracy however number is more than counting as one of the most important understanding is one-to-one corresponce.         With subtraction always think addition as with addition fact there is a related subtraction fact.        Both types of knowledge are essential in order for students to be able to learn mathematics with understanding.(Reys et al., 2012) -Procedural knowledge or fluency is reflected in skilful use of mathematical rules or algorithms. A student with procedural knowledge can successfully and efficiently use a rule or complete a process, a sequence of actions -Conceptual knowledge or understanding involves understanding what mathematical concepts mean. Students who understand can link ideas in networks of connected meanings, incorporate new information into those networks and see relationships among different pieces of information
Demonstrate concept skills and strategies	Subtraction is when you know the total and one part of the total and you have to find the other part.       - Think addition as for each basic addition fact there is a related subtraction fact        - Subtracting one and two follows on from addition of one and two from observing the patterns(Reys et al., 2012)        There are three main strategies to subtraction and they are •       Take away … “I had 5 lollies and I ate 2. How many do I have left?” •       Difference or Comparison … “I have 5 lollies and you have 10 lollies. How many more do you have than me?” or “How many less do I have than you?” •       Missing addend … “I have 3 lollies, but I need 7 for all my friends. How many more lollies do I need?”
Demonstrate Language model	Children’s language Materials Language Maths Language Symbolic Language Materials Animals, counters, cars, bears, figurines, chickens, pegs, ect. Paddle pop sticks, counters, MABS MABS Language Went away, flying out, buzzing off, taken away, jumping in, disappear, ran away, eaten, take away, more or less, Similar to the Children’s language stage however being appropriate to the materials said above such as: Given to a friend, Subtract, equals “now we are going to learn what the symbol is for subtraction” Recording No symbol, rudimental recording, children drawing No Symbols, drawings, rudimental recording around the story teacher has made up No symbols at start, children drawing, pictures only (including maths materials), may write word stories Now can record symbolically
Demonstrate/ describe teaching strategies	Decomposition Algorithm: Subtraction with Regrouping - Math Video for 2nd Grade ("Subtraction with Regrouping - Math Video for 2nd Grade", 2016)
Describe misconception	A major misconception when teaching subtraction is teachers using the wrong language. Using the word minus actually doesn’t relate to subtraction as well as educators should not be saying take way instead of subtract; they need to convert this into wording into subtract or subtraction. This will further lead onto for the student thinking subtraction when subtracting to avoid confusion in later years. To avoid students learning this thinking pattern, teachers need to work on their language from the early years of education as well as work through the language model only moving on to the next stage when all students are ready.
ACARA	Mathematics / Year 1 / Number and Algebra / Number and place value / ACMNA015 ("Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.1", 2016)
Resources and ideas	Football subtraction http://www.ictgames.com/football2.html ("football2", 2001) Recounting or introduction story book https://www.youtube.com/watch?v=g-_cThjqaC4
Concise synthesis textbook ____________ References	Creating a positive environment that supports diverse learners that avoids negative experiences, plays a major role as many learners have experienced some degree of mathematics anxiety. Through procedural and conceptual knowledge as well as clear expectations students are able to retain mathematical knowledge and skills that can be applied to different circumstances through four important strands: (1) Understanding, (2) Fluency, (3) Problem Solving, (4) Reasoning.  This further leads to teaching students through developmental characteristics of the students that actively involve them in activities that moves learning from concrete to abstract all while using communication to encourage understanding that thereby develops greater understandings of mathematics.  (Reys et al., 2012) ____________________________________________________________      football2. (2001). Ictgames.com. Retrieved 3 April 2016, from http://www.ictgames.com/football2.html              Mathematics Foundation to Year 10 Curriculum by rows - The Australian Curriculum v8.1. (2016). Australiancurriculum.edu.au. Retrieved 3 April 2016, from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout=1#levelF              Reys, R., Lindquist, M., Lambdin, D., Smith, N., Rogers, A., & Falle, J. et al. (2012). Helping Children Learn Mathematics. Milton Queensland: John Wiley & Sons Australia, Ltd.           Subtraction with Regrouping - Math Video for 2nd Grade. (2016). YouTube. Retrieved 3 April 2016, from https://www.youtube.com/watch?v=Buyaqe_L5-Y           The action of subtraction. (2012). YouTube. Retrieved 3 April 2016, from https://www.youtube.com/watch?v=g-_cThjqaC4