sequences, combining numbers flexibility, identifying and describing the relationship between addition and subtraction. Reasoning – using known facts to derive strategies for unfamiliar calculations. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES JOURNAL ACMNA036 Students will The Think Photograph or Give the students a number story, Early FISH Kit Solve use a Think Board helps photocopy the for example:25-q=16. Write a and Think board problems by Board to students to find completed Think word problem for this number Concrete materials – using link connections Board. Annotate story. counters, unifix number different between the comments made by the Bundle sticks sentences for ways of different ways student that Washable pens addition and representing of representing demonstrate their Word problems – subtraction. addition and a problem. This understanding of the standard addition and subtraction helps students connections between subtraction 2.2.5 problems to focus on the the different ways of The Think including meaning of the representing the Board words, operation problem. Check to see concrete rather than on if students select the materials, just calculating correct operation, pictures and to find an select a suitable number answer. Model representation, and sentences. working correctly represent the through a word number sentence. problem using the Think
sequences, combining numbers flexibility, identifying and describing the relationship between addition and subtraction. Reasoning – using known facts to derive strategies for unfamiliar calculations. TOPIC CONTENT KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 2.2.5 The Think Board ACMNA036 Solve problems by using number sentences for addition and subtraction. Students will use a Think Board to link different ways of representing addition and subtraction problems including words, concrete materials, pictures and number sentences. The Think Board helps students to find connections between the different ways of representing a problem. This helps students to focus on the meaning of the operation rather than on just calculating to find an answer. Model working through a word problem using the Think Photograph or photocopy the completed Think Board. Annotate comments made by the student that demonstrate their understanding of the connections between the different ways of representing the problem. Check to see if students select the correct operation, select a suitable representation, and correctly represent the number sentence. Give the students a number story, for example:25-q=16. Write a word problem for this number story. and Early FISH Kit Think board Concrete materials – counters, unifix Bundle sticks Washable pens Word problems – standard addition and subtraction
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