Addition

How to use the addition map

 

To use this addition mat, place the desired amount of fish in each stream. To find the total, bring all the fish into the pond to get the total. Twenty gold fish are included to make a sum up to it, this is within the guideline of the ACARA curriculum foundation year requirements. This comes from the statement “establish understanding of the language and processes of counting by naming numbers in sequence, initially to and from 20, moving from any starting point”. (ACARA, 2011).

 

 The theme used for this mat is two streams on either side of the page and in the middle they form a pond. Then in the middle, is where all the fish are added to get a sum of all the fish together. This symbolises two different numbers that are added together to find a total. By keeping the ponds separated this allows children to see visually that they’re just not counting objects all in one open space, but that they have to use strategies to find the total. The theme of ponds and fish were chosen because majority of children have the prior knowledge to relate/understand what a fish and pond are.

 

This mat was made with the use of Microsoft PowerPoint to add the pictures and design the mat. It was then printed onto an A3 size sheet. The dimensions of addition map are 42cm by 35 cm. After it was printed, it was then laminated. The little fish were printed onto an A4 paper, laminated, cut out and have felt table stoppers stuck onto the back for easily handling. This is to accommodate for the fine motor stage of the children.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Purpose of the addition mat

The addition mat is used to help children develop the concept of addition. The concept of addition is joining things together to get a total amount (Jamieson-Protor, 2011). Ron Ritchhart (1999) defines that understanding the concept is more important than the skill, because once they have a thorough understanding of what addition is, it  then “opens the door” for more advanced steps and skills.

 

This mat symbolises the two numbers in an object form that children can relate to, this coincides with the concrete/visual stage of the language model (Jamieson-Protor, 2011).

As the Australian National Curriculum doesn’t state anything about addition board, the closest reference that supports the use of one is “connect number names, numerals and quantities, including zero, initially up to 10 and beyond”. This is seen on page 93 in the foundation or year one standards. Another point in the document would be “problem solving using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer. Using objects which are personally and culturally relevant to students, using a range of practical strategies for adding and subtraction small group of numbers such as visual displays or concrete materials”. These statements can be found in the number and algebra section of foundation level. (ACARA, 2011).

 

By the time children have discovered the use of addition with the board and demonstrate strategies effectively, they should be able to move onto the next stage of language in the language context. The use of an addition board on the language model is at the concrete materials stage. They should also have a concept of what addition is, being able to count and using strategies (count on, doubles and use of ten’s).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

Australian Curriculum Assessment and Reporting Authroity, (2013). Australian National Mathematics Curriculum to Year 10, version 5.

          Sourced from http://www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10

 

Euro Talk. (2013). Maths , ages 4-6.

           Sourced from http://eurotalk.com/apps/en/age4-6/maths/

 

          Jamieson-Protor, J. (2011). Language Model, Week 1 Lecture - Addition, Foundations of Numeracy  EDX1280. USQ, Fraser Coast.

            Sourced from http://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=126201
 

 

Ritchhart, R. (1999). Uncovering the Dimensions of Disciplinary Understanding in Mathematics (and other subject areas), “ The project zero classroom:views on understanding. Harvard University.

           Sourced from http://usqstudydesk.usq.edu.au/m2/mod/folder/view.php?id=126203