math portfolio
1. In your Reception classroom you and your students are planning to develop a number display, to be called “All about 10”, which will be a focus for a term. What
curriculum outcomes could this display support? What mathematical knowledge and understanding of 10 (for example: part-part-whole relationships, including its extended
use would you plan children to learn and include in the display over time and why? List some ways children could represent their knowledge and understanding of 10 in
the display. Note or briefly state what other area or areas of mathematical learning you could be teaching simultaneously (for example geometry, measurement,
statistics) that would support the children’s developing knowledge of 10 and its extended use and why. 2. Identify the mathematical error, misconception or
misapplication of existing knowledge in each of the following scenarios. Say what representational strategy you would choose in response that would aim to build
stronger conceptual understanding. Each sub-question should be answered succinctly using a few sentences (2-3 sentences) and include an image of the representation
strategy you would use (any pictorial image can be used, including hand drawn), briefly stating how you would use it. a. A child reads ‘405’ as ‘forty five’ or writes
‘four hundred and five’ as ‘4005’ b. A child working with the MAB block materials shown below writes 145 in numerals, but says ‘one thousand and forty-five’. c. When
shown the two cards below, and asked which represents the biggest fraction, a child says one third is bigger than one half. d. When asked to place a fraction card on a
number line, a child places it at 5 as below e. A child answers ‘29’ when asked to solve the following problem: “Tom had some marbles. He gave 8 to Asha and now has 37
marbles left. How many marbles did Tom have to start with?” 3. Design a differentiated task for the approach you have chosen that focuses on children working with
addition problems. Chapter 4 of the Van de Walle text provides examples of differentiated instruction including Whole-Class Instruction (p. 45) as Parallel Tasks. In
addition to the topic readings and resources, Chapter 9 of the text provides specific support for addition instruction. To be successful in this assessment: First: •
Parallel Tasks – write at least 2 tasks that differentiate levels of difficulty in addition that emphasise an addition ‘big idea’. Chapter 9 and page 126 in particular
provide explicit support for selecting a ‘big idea’. Second: • Say what mathematical learning you are aiming to achieve, that is, state what specific addition learning
the task(s) target (this should be no more than one small paragraph). The mathematics you used to decide your task will provide this information; • Say what content
desсrіption in the Australian Curriculum: Mathematics the task would meet. http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?layout＝1 Finally, state
one student difficulty or misconception you have either anticipated or would expect to be visible when the children do the task.   P.S. a started answering some of the
questions, refer file ″assignment 2 part 3″