INDIVIDUAL LEARNING PLAN - JESSICA WONG, LAURA BLACK AND REBECCA THURROWGOOD

Student: Sarah Year Level: Year 4 D.O.B. 19/03/2004 Age: 9Program Support Group Members consulted in devising this plan:Class Teacher: Mrs ClarkParents: Mr and Mrs YoungPrincipal: Mr BurkeTeacher Aide for Sarah’s class: Ann SmileySarah’s psychologist: Zoe Parton Entry Skills (What the student has achieved)

Sarah can work hard when she puts her mind to it, however it sometimes takes us a while to get focused. This term we are going to work together on helping Sarah organise herself better, in order to get on topic straight away and we can see more wonderful work produced.

Literacy- Understands pen grip and letter formation – handwriting can be neat when Sarah takes her time - Prefers to give her answers verbally- Relatively high level of phonological awareness and is able to use several techniques to sound out a word.- Enjoys reading picture story books as the visuals give Sarah something else to look at other than the words and also helps her to create meaning.

Number knowledge and strategies- Sarah is a visual/kinaesthetic learner so she benefits from using materials to help solve a problem.- Currently uses “counting on” or “counting down” methods to solve numerical problems involving addition and subtraction.- Demonstrates automatic recall of all pairs of single digit addition facts whose total is 10 or less. - Understands the commutative property of addition and the inverse nature of addition and subtraction.- Know how many ones, tens, and hundreds are in whole numbers to at least 1000.- Excels in a balanced curriculum which emphasises on patterns, geometry, logical thinking/reasoning.

Challenges (Areas for Improvement)- Communication and Social interactions- Emotional and Behavioural skills - Managing her energy and restlessness during a lesson- Organisational Skills- Attention Span and Memory Retention- Reading comprehension is difficult: Sarah can read a paragraph but not retain the information for she does not grasp the concept immediately- Fluency is hindered by word recognition so she needs to develop more decoding strategies - Sarah can become frustrated when math questions are asked in sentences or if there are multiple ways to solve a problem

Communication/Social interactions

Emotional/Behavioural skills

Organisation/ Time management skills

Attention Span/ Academic performance

Characteristics Sarah can on a few occasions identify others perspectives particularly when they are closely aligned with her own. She particularly enjoys discussing her own interests- very egocentric as is common for children with ADHD(The Royal Children’s Hospital Melbourne, 2014).

Understands fairness and sharing but this knowledge isn’t always put into practice as she must feel in control and know where her own belongings are.

Sometimes children her own age will engage Sarah when she appears interested (Carpenter Rich, Loo, Yang, Dang, & Smalley, 2009).

When it comes to working with others Sarah enjoys sharing her ideas and opinions and really likes to become involved with the activity but it can also be difficult to encourage Sarah to include the rest of the people in the group and give them the opportunity to be a part of it as well.

While communicating, Sarah can retain some information from the speaker. She has learnt that it is important to maintain eye contact when either

Sarah can recognize and control her own emotions majority of the time.Recognizes when she becomes frustrated and attempts to use some strategies with varied success.

Attempts to react in a resilient manner towards stressors.(The Royal Children’s Hospital Melbourne, 2014).

Sarah enjoys socializing with younger children and displays an interest in them.

Sarah does enjoy the opportunity to participate in a class discussion and is always ready to say what she thinks/feels however she often forgets to raise her hand and wait to be called upon for her response.

The unpredictability of a noisy and disruptive classroom can affect Sarah’s ability to manage her own behaviour.

May be unsettled when moving locations or changing activities or when unforeseen circumstances arise. For example, Sarah can at

Sarah will aim to finish her task in a timely manner as shown on the permission slips.

Sarah can often can estimate the length of time a task requires yet finds it difficult to organise her own thoughts and put them on paper.

As is common for most children with ADHD, Sarah has trouble focusing when there is visual clutter distracting her (Ledgerton & Vize. 2010, p.11).

Knows what she must take home at the end of a school day but can forget some items if they are not kept in a specific place. Sometimes Sarah will need to be reminded of where her own belongings are and it is important that she is in control.

During a reading/writing task Sarah can become quite overwhelmed if she is not provided with a structured plan that will help her to organise her own thoughts and ideas.

Sarah will aim to reduce the ‘zoning out’ periods when talking to friends and focus on listening to others.

Sarah will develop the skills to not get distracted when completing task, even when they seem simple. She will also aim to complete the task to her fullest and not overlooking little details (Martinussen & Major, 2011).

Sarah will remember her listening skills and follow the instructions given to her (Smith & Segal, 2013).

Sarah will aim to improve her ability to remember what tasks are supposed to be done and how much time there is to do them (Nauert, 2009).

Sarah will aim to follow instructions (Likierman & Muter, 2005).

listening or speaking to another person.Sarah may have to be reminded of the social cues and expectations when engaging others in a conversation.

Although Sarah sometimes portrays negative traits such as being bossy, intrusive, inflexible, annoying, argumentative and violates the rules she tries to rectify the damage caused by her actions and words. (Carpenter Rich, Loo, Yang, Dang, & Smalley, 2009).

Sarah is aware of the expectations on her ability to control the volume of her voice and can act appropriately some of the time. Displays some impulsivity and may talk excessively without appropriate response to the social situation she is in (Kofler, et al., 2011).

times overact when the teacher asks her to stop what she is doing, put her books away and sit on the floor with the rest of the class.

Sarah is so enthusiastic about her own learning this can often lead to sudden and impulsive comments that may not always be relevant.

Implications Sarah is finds it difficult to connect with children her own age. This is often because she cannot negotiate and this is a skill required when working with others as a group (ADHD child parenting, 2010).

There is an Impact on Sarah’s ability to socialize and her wellbeing/social health is affected

Sarah has started to develop the ability to self-calm when frustrated

Sarah demonstrates some ability to plan tasks and organize herself in a timely manner completing minimal amounts of set work tasks.

Sarah communicates with her parents about some additional activities requiring

Sarah has some difficulty staying on task, this may be because her comprehension skills are not where they need to be or it could be because she does not find the topic interesting. As there are times when Sarah engages with task but applies too much time to

In the classroom and on the playground Sarah struggles to express herself both mentally and verbally, due to a lack of connection and social skills (Janssen-Cilag Ltd, 2014).

Sarah is however likeable and friendly but can also be hyperactive and has a difficult time focusing on the conversation, possibly because of her energy level.

Sarah can often react before thinking about the consequences and this makes it easy for other students to become frustrated, annoyed and irritated. Essentially this leads to her being disliked and rejected by people that do not understand her the way that her close friends do.

Group work can give Sarah the opportunity to feel like she is a part of something yet in an attempt to gain control of her environment she will sometimes try to control the actions of others which can create angry and annoyed feelings in others.

The fact that she has ADHD means Sarah has trouble picking up on social cues such as facial expressions, body language, and tone of voice and this can affect her ability to socialise with other children her own age.

Sarah possesses basic social skills

Sarah can focus a little when working collaboratively with peers but does not enjoy it

Young children generally interact well with Sarah and include her and her peers include her on very few occasions

The physical environment of an open-plan classrooms can often be noisy, with multiple sources of potential distractions (children moving around, another teacher talking, children engaged in a reading aloud task) and this affects Sarah’s concentration and makes it harder for her to change her behaviour. Particularly when the next activity requires the students to work independently and quietly (Ledgerten & Vize, 2010, p.11).

It seems that whenever Sarah struggles to control her restless/anxious impulses during an independent activity she will result to fidgeting with her hands or distracting other classmates by talking excessively.

Sometimes Sarah will find some comfort/relief by leaving her seat

permission and will then pass this information on to her parents but unless it is written for her then she can forget. So this allows her to participate in some of the activities.

When Sarah’s environment is unorganised, messy or if she feels crowded then this can lead to feelings of frustration and anger as she is not able to organise the space in a way that makes her feel comfortable and it is important for her to be in control (Ledgerten & Vize, 2010, p.10).

If the teacher does not clearly explain what needs to be done then Sarah will have difficulty staying on task.

one section and not enough to others.

Sarah is falling behind in certain areas of literacy and mathematics, which was present in her low performance in the NAPLAN task. As Sarah can preform perfectly in some task and not so good in others it is hard to assess her learning. (Martinussen & Major, 2011).

Sarah struggles to understand some of the reading materials used in class for it is generally not something she is interested in.

Sarah has difficulty following more than one instruction at a time and therefore has a slower response to the task at hand (Nauert, 2009).

Sarah finds it hard to solve addition and subtraction problems that involve two digit numbers as this requires a lot of concentration, which is something that does not come easily to Sarah. Although she has become quicker at basic multiplication facts up to 5 it is the 6,7 and 8 times tables that Sarah struggles with.

When she is doing higher level math problems that involve the basic facts, she is slowed by her lack of memorisation.

unexpectedly and walking around the classroom. As a result, this decreases the amount of time that should be spent on completing a task and the effect that this could have on Sarah’s education is that she may miss out on the knowledge and strategies gained from a particular activity. So by not being able to complete or at least understand the work may prevent Sarah from achieving the same learning outcomes as other students her age.

By not raising her hand during a class discussion, Sarah is not giving other students the opportunity to share their thoughts and ideas. It also prevents Sarah from understanding the question and if she feels the need to give an answer right away then this does not give Sarah enough time to actually stop and think about what she really wants to say.

Strategies Social skill trainings – modelling, role-playing and feedback in a safe environment

Provide and environment with reminders of right and wrong

Set little goals

When speaking to the student always talk with a positive attitude (National Resource Center on ADHD, 2003).

Parents and teachers should; model, teach and support appropriate behaviour

Positive feedback to reinforce good behaviour

Teachers/principles should work on making the student feel connected to their school and engage in school social outings

Playing games to reinforce

Give clear directions on what is expected in terms of time limits and due dates

Use visual organisers such as charts and other graphic organisers

Provide verbal praise for each task accomplished or on the students strengths

Develop cue cards with images or text items needed for each task - for reading group you need your folder, book and a

Set clear and easily understood boundaries

Remove disturbing or disruptive elements from their daily routines

Communicate with the child on a one-on-one basis

Establish a signal with the child that will allow them to go outside with an aide for two or three minutes of physical release (running/swinging) and then return to

Set up visual cards for basic everyday language

Role-play simple listening skills (American Academy of Pediatrics, 2013).

Reward when displaying examples of helpful behaviour such as sharing and being gentle with others (“Managing ADHD”, 2013).

Co-operative skills Photographs of students engaged in appropriate behaviour are powerful reinforcers of good social skills, particularly for ADHD students. (Rief, 1993, p.98-99)

Create a T-chart that describes what skills are needed in order to work effectively with others in a group.Looks like – heads together, looking at each other, smiling, shaking hands, thumbs up, ”What about this?”Sounds like – “Good idea, What do you think? What is your idea? How do you feel about that?”(Rief, 1993, p.98-99)

Have groups work on a cooperative less and then asking the students to brainstorm what skills are needed to help the group function effectively.

following rules

Talking and imagining consequences

Anger-management control

Problem-solving and conflict resolution (McAuley, Chaban, & Tannock, 2009).

Use rewards (stickers, token) consistently and frequently to reinforce appropriate behaviour such as listening and concentrating (Likierman & Muter, 2005).

Teach the student how to keep an eye on their own behaviour, using a short prompt such as ‘stop, think, do’ (“Managing ADHD”, 2013).

If Sarah can be given that time to wait to be called on, it could enable her to process her thoughts in a way that is not rushed or forced and provide a meaningful and coherent response that only supports her own learning but it allows Sarah to make sense of what she is able to understand about the content.

pencil (Ledgerton & Vize, 2010, p.26).

Use visual schedules to remind the student about how the routine will occur during a particular lesson (Ledgerton & Vize, 2010, p.26).

Emphasise key information while giving instructions and make them clear and succinct.

Write the information on the board and have students copy it.

Use school diary which include the students schedule

Have checklist of materials needed available for the student. (Friend & D. Bursuck, 2012).

Develop an organisational system within the classroom so that there are tubs or trays labelled: to be checked, corrected work to return and needs help (Rief, 1993, p.49).

class. This will help with Sarah’s hyperactivity and allow her to concentrate during an independent activity (Rief, 1993, p.175).

Limit the amount of information that needs to be copied from a black or white board. Instead give out handout sheets with this information

Verbal instructions- keep them brief and clear

Ask your child to repeat the instruction to make sure they have taken it in and understood.

Working memory training program called “Jungle Memory”Website: http://junglememory.com/

Say the child’s name or tap them on the shoulder to make and keep eye contact when giving important information

Assign specific roles to groups members.(Rief, 1993, p.102)

INDIVIDUAL LEARNING PLANSTUDENT NAME: SARAH YOUNG Devised 00/00/00

Yearly Goals(Long Term)

Short Term Goals(WHAT/WHEN)

Strategies/Methods(HOW)

Mode of Delivery(WHO)

Mode of Assessment

Sarah will be able to sit through an entire lesson without any distractions 70 % of the time or at least once a day.

Sarah will concentrate and stay on task for twenty minutes.

Intervals without requiring a break and distracting herself and others when she is in a regular classroom setting and on a daily basis.

The use of a privacy-board can help to block out distractions during the time when Sarah is at her desk (Rief, 2013, p.115).

Establish a signal that Sarah can use when she wants to alert an adult in the room that she needs assistance and this might be a coloured piece of paper with

Teacher – in the classroom on a daily basis

Observation

Identify the times when Sarah is able to alert another adult that she needs help without causing disruptions for the rest of the class.

the picture of a stop sign that can be placed on her desk at the necessary moment or it might involve her physically holding up a red card so that the teacher/aide can see it (Rief, 2013, p.43).

Able to complete a task without getting frustrated in a regular classroom setting during a maths/literacy lesson.

Seating plan – seat her close to the teachers desk.

Positive reinforcement and incentives given when Sarah is attentive and on-task. Create an individual chart that allows the teacher to give points or stickers when Sarah has reached her goal (Rief, 2013, p.39).

Make sure that the necessary supplies are easily accessible.

Have a study buddy/partner assigned to everyone in the class so that Sarah can ask questions when she is unsure of what to do (Rief, 2013, p.43).

Classroom teacher

Aide – periodically over the lesson

Other students – create a buddy system for some of the lessons and make sure that Sarah has someone who understands the content that is being addressed during the activity.

Observation

Running records of how often she needs reminders

Sarah will learn how to approach a task and have an understanding of what the steps are needed in order for her to complete a reading/writing activity

Comprehend the task at hand – break the task down into little steps.

Write a detailed plan – with the help of teacher/aide (graphic organiser)

Proof read each section of her writing as she goes and at the end Sarah will be encouraged to check for fluency.

Develop Sarah’s confidence with her

Collaboration between:- Sarah and the teacher- Sarah and peers- Sarah and aide

Before the task is attempted

Keep records ofSarah’s plans.

Feedback from Aide about the process

Self monitoring What could I have done better? (DuPaul, Weyandt, & Janusis, 2011).

punctuation skills:- Have a variety of different sentences written on paper with coloured pen to show the various uses/styles of punctuation.- Using puppets, have Sarah carry out a dialogue or conversation. The teacher then records the conversation between the characters as dictated on chart paper, omitting punctuation. Then Sarah will identify how the dialogue should be punctuated.

As a way of further developing the reading/writing connection encourage Sarah to keep a folder or notebook where she can jot down thoughts, feelings, topics and ideas.

To ensure that difficulty with spelling is not taking up too much of Sarah’s time provide a variety of different tools that she can use:Word Finder – reference book that lists words by their consonant sounds.(Vaughn & Boss, 2012).

Franklin Learning Resources – number of electronic aids that allow students to easily find correct spelling and definitions. (Vaughn & Boss, 2012).

Sarah will increase her ability to organise and use

Sarah will be able to manage the total amount of time given for a maths

Sarah will be provided with a stopwatch and a modified worksheet with the amount of time she should use to solve

Teacher/Aide – set up the tools in order for Sarah to work towards her goal. (I.E

Running Records – collect and note down the progress in Sarah’s

time effectively to complete a variety of different activities 80% of the time.

lesson so that she can increase her efficiency when attempting to solve worded problems.

the worded problems.

Visual reminder placed on Sarah’s desk that helps to explain how she should begin the activity (e.g. highlight/identify the key information in the problem).

On a separate piece of paper Sarah could write down some of the strategies that immediately come to mind.

Then set out and complete the problem to find the solution, lastly Sarah could ask herself if she answered the question and is encouraged to justify it to the person sitting next to her) (Stannard Gromisch, 2013).

stopwatch/ highlighters)

Teacher – place Sarah in a position in the classroom that allows Sarah’s to use different strategies to complete the task.

preparation to a task. (Has she highlighted the key ideas)

Running records of the strategies Sarah is using

Sarah will learn to use her diary effectively on a weekly basis

Clearly write, homework (due date), excursions, daily needs into her diary in order to stay organised (Fattig, 2010).

Make sure all tasks are written on the board along with the items that Sarah needs to take home and bring back to class the next morning.

Create a weekly to-do list in which Sarah can be encouraged to cross off each task that she has completed (Rief, 2013, p.46).

Work in collaboration with parents - with agreed form of communication

Running record of conversations between teacher and parent

Sarah will refer to her daily planner to help organise herself between daily activities.

Sarah will be provided with a binder where she is to keep all-important messages, her daily planner and any tools to help her complete the task.

She is to go to this binder before every lesson and get everything out in one go. Sarah will aim to plan ahead and collect what she needs to the entire task(Stannard Gromisch, 2013).

Collaboration between Sarah and teacher before every task.

The teacher will remind Sarah to look at her binder, and organise herself for the lesson.

Observation

Running Record –record how many times you had to remind Sarah to go to the binder.How many times during the task did Sarah have to get up?

Sarah will be able to cooperate and work with others during a group setting

Sarah will be able to involve others both in the classroom and in an outside environment i.e. sport activities

Lesson on what good friends do with prompting questions such as; what makes a friend? What do friendly people do? What are some skills friends need to have? In a follow up lesson ask students to set goals on being a better friend. Which skills would you like to learn? What is a positive quality you already have? (Giler, 2011).

Lesson instructed by the classroom teacher.

Observation of initial responses to prompting questions and review of goals by Sarah and the teacher together.

Sarah will learn how to be an active listener using eye contact and positive body language

Sarah will participate in an activity were small groups will act out three different scenarios.

Scenario 1: One child doesn’t make eye contact and leans away when talking to a peer.

Scenario 2: One child stares at there peer and leans in close when talking to them.

Scenario 3: One child reflects the body language of their peer and looks as they listen to their peer.

Teacher plans lesson and facilitates learning of good eye contact and body language with Sarah with help from Sarah’s peers.

Sarah will monitor and reflect on her eye contact and body language daily as will the teacher. Together they will reflect on their scales.

Record Sarah’s responses and review their content in relation to the learning outcomes of the lesson, i.e. judging appropriate levels of eye contact and feelings associated with eye contact.

Keep both Sarah’s self-reflection and the teacher’s responses as evidence of Sarah’s learning progress.

Sarah and her peers will reflect on the scenarios and what the strengths and weaknesses demonstrated by the listener were (Giler, 2011).

Sarah, after having participated in this lesson will practice self-monitoring using a Likert scale on her performance during social interactions on a daily basis. The teacher will also be reporting on Sarah’s performance throughout the day using a Likert scale.

Depending on the similarities between Sarah’s rating and the teachers rating, Sarah will receive positive reinforcement (DuPaul, Weyandt, & Janusis, 2011).

Sarah will learn to prompt others for their ideas and opinions particularly when working with other students as part of their inquiry learning.

Arrange a stop sign for Sarah, the teacher and her peers to use together. This could be a gesture such as holding out a hand.

Use this stop sign when either Sarah or the person she is communicating with is having difficulty with the conversation they are having together. Stop the conversation and reflect on what is occurring.

Sarah will practice a game called TV Host with her peers where she must play the part of a host and her peers will play the role of the person being interviewed.

Sarah will invent open-ended questions for her peers to encourage them to talk and will listen actively to their responses. This activity will be held once a week for fifteen minutes. (Giler,

Sarah, the teacher and Sarah’s peers will practice appropriate use of the agreed upon stop signal and report any issues that arise from this.

Sarah’s peers will perform the role of being interviewed with supervision of the teacher and the aid. Sarah may also practice at home with her mother.

Observe the use of the stop sign between Sarah and her peers and communication between the teacher and Sarah to determine if it is being used effectively and if it helps aid Sarah with her ability to communicate effectively.

Record Sarah and her peers during Role play and allow them to reflect on the experience. Keep the recordings of evidence and note any improvements Sarah makes over each term.

2011)

Sarah will be able to solve worded math problems involving addition and subtraction as an independent activity with 80% accuracy.

Sarah will connect the base-ten concepts with the oral number names and learn how to count with place-value models.

Use a 10 x 10 array of dots on the projector. Cover up all but two rows and as “How many tens? [2]/ two tens is called twenty?” Continue by sliding the cover up and down the array (maybe allow Sarah this opportunity) and have her not only verbally give the answer but write it down on coloured pieces of paper that can later be used as cue cards.

Have examples of base-ten names (forty, sixty, eighty) and the corresponding value written next to it on a math word wall or someplace in the classroom that Sarah can easily see.Provide Sarah with a variety of different materials such as; place value cards, place-value mat, base-ten blocks, cups and beans/popsicle sticks (tens and ones) for her to create a specific number (e.g. 53, 24, 78).

Sarah works together with another student or the aide - provided with a set of ten-frame cards. Sarah starts making a two-digit number, and then both of them use materials to find what goes with that ten-frame amount to make 100. This is about thinking what makes the other part of 100 if given the number 72

This will be mainly directed by the classroom teacher with the help and encouragement from Sarah’s aide.

Spend 5-10 minutes asking Sarah to read, write and create different numbers that is provided to make sure she understands place-value concepts.

(Van de Walle, Karp & Bay-Williams, 2013, p. 209).

Sarah will be able to use known doubles facts and part/whole reasoning to find the sum and difference between single-digit numbers with 80% accuracy.

This activity encourage part/whole thinking and gives Sarah the opportunity to recognise and further her own understanding of the way in which numbers can be comprised of smaller groups. The classroom teacher could provide Sarah with a tower of interlocking cubes and ask her to determine all the ways that she can divide it into two parts and keep a record of her solutions in a separate notebook (i.e. total of 8 cubes - 2+6, 3+5, 4+4). Not only does Sarah develop her understanding of part/whole reasoning but she can also refer to these basic numeracy facts when attempting to solve a more complex problem.(Chapin & Johnson, 2006)

Facilitated by the classroom teacher

Sarah will be assessed on how effective she can use the counters and tens-frames rather than her fingers to solve a number sentence. The teacher will have a set of criteria that she will tick off and add notes to when Sarah is able to explain/justify the process she used.

This will allow Sarah to become more comfortable in using counters as a way of representing two quantities within an equation and using this visual cue to help her understand/ discover the solution. First she will be asked to model a problem using counters, for example: Jean has 7 red sweets and buys 8 green sweets at the shop. How many has she got altogether? Sarah will use the technique of removing some counters to make the two piles equal by referring back to a known doubles fact (7+7=14) and then realise that she must now add the remaining sweet to the total amount which will make 15. (The National Strategies Primary, 2010)

Subtraction as Think-Addition

There could be a certain number of counters hidden under an object (i.e. ice cream container) with the remaining amount placed on top. Sarah will be told how many counters there are in total and she is required to work out how many are hidden. Possible worded problem that reinforces this action of joining one value to the other in order to find the total difference:Janice had 5 fish in her aquarium. Grandma gave her some more fish. Then she had 12 fish. How many fish did Grandma give Janice?Sarah should be encouraged to highlight the key bits of information and create a number sentence: 12 – 5 = or 5 + { } = 12(Van de Walle, Karp& Bay-Williams, 2013, p.179)

Step 1: Create a large number line on

The classroom teacher will introduce and supervise each of these sessions.

Sarah’s aide could be there for encouragement and support as well as an adult that can remind her to be calm and patient (help Sarah manage her emotions when it seems too difficult).

The teacher can observe

This will build on Sarah’s knowledge of the known facts of ten and further develop part/whole mental methods by implementing the strategy of “make a ten.”The teacher will pose and addition problem in which Sarah will be required to model this with counters on an empty tens-frame. This is a tool designed to help Sarah organise visual patterns in terms of 5 and 10 by placing a certain number of counters in each square to represent a particular quantity.Essentially this will allow Sarah to see that a value such as 8 can be thought of as a group of 5 and a group of 3. (Van de Walle, Karp & Bay-Williams, 2013, p.222)

Sarah could also be encouraged to imagine that there are 8 counters on a blank tens-frame that is provided and then asked the following questions, which will help her to see the connection between a physical/mental representation and an actual number sentence: How many dots are in the first row?How many are in the second row?How many more dots are needed to make 10?What number would you have if you added one more dot?What number would you have if you removed 3 dots?(Department of Education, 2008)

Home activityTwo people can use a pack of regular playing cards with the Kings, Queens and Jacks removed and play a game of ‘Go Fish’ as each person takes turns in asking for a certain number that when combined with a card they already have in their own hand will make ten. The winner is the person with the most pairs.

Sarah will be able to add and subtract two-digit numbers during an independent maths activity at a level 3 standard.

the floor of the classroom (starting with a zero at one end). Use a stuffed animal for hopping/ask Sarah to walk along the number line accordingly. Discuss the movement required for each of a variety of problems and emphasise the spaces (units of length on the number line).

Teachers note: this is a wonderful mental image for thinking about how to find the sum and difference between two values on a number line and also involves kinesthetic type of learning. (Van de Walle, Karp & Bay-Williams, 2013, p. 155)

Step 2: This digital learning object has two versions, one where difference problems are generated and one where students and teachers can make up their own. It also will help Sarah to work out how to subtract two numbers from one another by breaking the number into various parts. It will also show how Sarah can create a tidy number by rounding it to the nearest 10 (e.g. 28-15, Sarah could start by rounding 28 to 30 and then take away certain quantities that make up 15 - 10 and 5, lastly she would just have to subtract the amount that she added on in the first place.) (New Zealand Ministry of Education, 2010)

Provide Sarah with practical experiences of finding the difference between numbers of objects. For

and listen to Sarah so that they can keep a running record of any misunderstandings or pieces of knowledge that is causing problems.

The teacher could also ask the following questions to identify what Sarah has learned from the activity:How did you use the learning object to solve the problem?What strategy did you use?What was the first number you took away? Why?How did breaking up the number make it easier?

The whole class should be given 5 minutes to discuss with the person next to them about how they each solved a problem and Sarah could be encouraged to explain and justify why her answer is correct by using either the online app or a number line.

example, ask her to build two towers of multilink, one with 14 cubes and one with 12 cubes, and place them side by side (it may be helpful to have the first ten in each tower in one colour and then the remaining cubes in another colour to help children to see how many there are without counting). Agree that one tower is taller and establish that it is two cubes taller.

Using counters to represent a problem (35-17) and create two different groups that are placed horizontally and opposite one another. Then the teacher can encourage Sarah to use a ‘counting back’ strategy in order to determine the number of counters that she is required to take away from the ’35 pile’ so that it is the same as the ’17 pile’. The final amount will give her the answer.(The National Strategies Primary, 2009)

Model two-digit addition and place numbers under tens and ones columns or use a bundle of popsicle sticks that are either separate or joined together to form a group of ten. Sarah can then use these materials to understand place value and how she can use that knowledge to solve a math sentence. (New Zealand Ministry of Education, 2010).

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