Sheree discusses her teaching and how her students benefitted.

1. MAKE IT COUNT
PROJECT
GLADSTONE SOUTH STATE SCHOOL
YEAR 4/5
SHEREE MCMAHON

2. TERM 1
Fraction to Decimals on a Rope

3. RESULTS
Izzy
↑ improvement
Jade
↑ improvement
Ezra
↑ improvement
Sophie
↑ improvement

4. TERM 2-ESTIMATION WALK
Years: 4 - 9
Time: 1 - 3 lessons
Strands: Measurement, Number
Lesson Plan
Summary
This lesson improves students' concepts of length and their understanding of
decimals in a measurement context. In essence students are challenged to walk a
given distance from a starting point and compare their estimate with the actual
measured distance. Class results are recorded and analysed. The estimations are
repeated with a view to improving both the class result, and each students'
estimation skills.
Learning outcomes and related concepts:
estimation of length
graphical representation
average
use of decimals

8. TERM 3
MONKEYS AND BANANAS

Two monkeys worked together all day to gather a pile of bananas and then went off to bed.
In the night one of the monkeys decided to take half of the bananas and hide them in a safe place. The
monkey had to eat one of the bananas before she could take exactly half of them. She then went back to
bed.
As the night progressed the other monkey did the same as the first, eating one banana and hiding away
exactly one half. In the morning they were able to share the remaining bananas equally between each
other.
How many bananas were in the original pile?

9. Focus
 The focus this lesson is for the students to use a
variety of strategies when solving word problems
in particular the See, Plan, Do and Check strategy.
 The Pre-test enables the students to identify the
strategies they knew and use and the post-test will
demonstrate improvement and the use off other
strategies when solving problems.

10. Results
Pre-Test
Izzy
Ashley
Jade
Sophie
Ezra
5 /20
3 /20
6 /20
9/20
4/20
Post-Test
11/20
6/20
10/20
14/20
7/20
• Improvement
• Keen to complete task
• Sets work out in See Plan
Do Check.
• Improvement
• Is now able to highlight the
key parts of problems
• May not always get the
answer but has a go.
• Improvement
• Better understanding of
steps and strategies
• Improvement
• Confidence in herself to
have a go.
• Able to identify the key
parts
• Improvement
• Problem solving was
extremely difficult. Too
wordy. Now has to keep
going until he has solved.
it

11. Attention Grabber
 The Banana Rap from You tube
 I used the clip to grab their attention first thing
back from break. It actually worked well as we
had some behaviour issues from the playground.
 Due to the timing, we didn’t have time to have
silent reading as a settler, but it got the students
instantly focussed.
 They loved the clip and they pleaded to watch it
again at the end.
 Still a talking point today.

12. Monkey’s and Banana’s

13. Reflection
 The original Maths 300 problem had three monkeys and
they ate 1/3. I modified the task for the students to 2
monkeys and they ate half. As the students really handled
this problem, I allowed them to explore the original
problem.
 The students were all engaged and loved using the
concrete material to assist with the problem.

14. Term 4
Bob’s Buttons
 Years: 2 - 8
Time: 1 - 4 lessons
Strands: Number
 Summary
 The lesson begins by physically involving students in a game of
making groups which is based on the total number in the class that
day. On a signal from the teacher the children form into groups of a
stated size: the number of groups and the remaining number of
children (who are too few in number to form a group) is recorded.
This is played several times. Then the teacher poses the problem
which involves working backwards from groups/remainder data to
find the original number in the class. The problem is easily
understandable because the students are physically involved in
setting it up. Once the initial problem is solved, there is an extensive
set of investigations which can be developed. The lesson is written
to highlight teaching the process of Working Mathematically.

15. Mystery class sizes:
Groups of 4 with 2 remainders
Groups of 5 with 1 remainder

17. Results
Pre-Test
Izzy
Jade
Ashley
Sophie
Ezra
Post-Test
31/48
20/48
absent
11/48
33/48
35/48
26/48
•
Improvement in
attitude. Having a
go.
6/48
•
Negative attitude
day of testing.
33/48
•
Improvement in
Multiplication
Knowledge.
45/48
IMPROVEMENT
Key Concepts:
•Timetables, division, multiples and Lowest Common Multiple

18. Reflection
 We used bottle tops for the concrete material.
Initially the students just played with them, then
they got back on task.
 The activity of physically making groups with the
children, was a powerful activity for the students
who struggle with division. When recording on the
board eg. (4 groups of 5)+3 some students were
using their multiplication knowledge to get into
groups with no remainders.

19. Project Conclusion
How has the project changed my teaching?
I have always had a concrete hands/on approach
to teaching Maths, however the focus now is posing
open questions through investigations and
guiding and learning with students on their
journey.
Maths 300- All the resources in one place and not
having to search for activities.
Working collaboratively with Sandra, observing
lessons and listening to feedback.

20. How has the project changed or influenced
myIndigenousstudents?
Eagerness to participate in Maths.
Improvement in confidence to start a problem.
Having a go!
Knowing that they can use any object as
representation.
Articulate their thinking mathematically with peers.
Love the challenge to solve the problems.
Linking new concepts to investigations we have
done. Eg – concept-decimals on the number line – to
estimation walk with measuring tapes.

21. NAPLAN Student - Relative Gain
Test 2: Test Year Level: 05, For Year: 2011
Test 1: Test Year Level: 03, For Year: 2009
Ezra