5 4 Evidence

EDMA202/262 Assessment Task 1
Mathematics Assessment Interview and Number

Lesson
Hannah Walter
Australian Catholic University
Mathematics Assessment Interview Growth Point

Profile
Childs name: __________Abbey______________
Grade: _____Prep_______________ Date: ____24/03/2014________
Domain G.P.(#) Growth Point (description)
2 Counting Collections. Confidently counts a collection

Counting
of around 20 objects.
1 Reading, writing, interpreting and ordering single digit
Place Value numbers. Can read, write, interpret and order single
digit numbers.
Addition & 3 Count back/count down to/count up from.
Subtraction Given a subtraction situation, chooses appropriately
from strategies including count back, count down to
and count up from.
Multiplication 2 Modelling multiplication and division (all objects
& Division perceived). Models all objects to solve multiplicative
and sharing situations.
Insights
Counting:
The Student achieved growth point 2 for Counting. This identified that she is able
to count collections of around 20 objects. Abbey is becoming confident with
developing a number sense through her estimation of 20 teddies, close to the
actual amount of 27. She was able to state how many teddies were left after one
was removed by counting backwards in her head. This ability helps to develop
subtraction. She is at the rational stage of counting, meaning that they are able
to not only use one-to- one correspondence but also able to give the correct
number name as objects are counted in succession. Student showed this rational
counting again when she was able to count without an error sequence from 1-
32. She was not however able to count from a given 2 digit number or backwards
EDMA202/262 Assessment Task 1 Mathematics Assessment Interview
and Number Lesson
from a two digit number. To aim towards growth point 3, activities should focus
on expanding the students ability in counting by ones backwards and forwards
from a variable of starting points.
Place Value:
The student was at growth point 1 for place value. She is able to read, write,
interpret and order single digit numbers only. She was able to say one less when
one teddy was taken away. Using the dot cards, Abbey was able to use a
combination of subitising and counting to identify the groups of numbers. She
had difficulty in reocogising and subitising large groups of numbers. The target
here would be for the student to start recognising, writing and interpreting two
digit numbers. This will allow for progression to growth point 2.
Addition & Subtraction:

The student reached growth point 3 for addition and subtraction. She
successfully notice that even though nine green teddies were hidden and three
were in front of her there were still 13 (Partial modelling). She used the method
of counting on from 9 hidden green teddies to count how many altogether.
Abbey was able to listen to the story and count backwards in her head to work
out subtraction. She demonstrated that she was able to use her fingers to help
work out the subtraction equation. In her head abbey could also count down from
12 to take away 9. Abbey was not however able to work out the addition or
subtraction maths equations. In order to progress to growth point 4 activities
should focus on developing a range of strategies such as partners of 10, partial
modelling, doubles and commutativity.
Multiplication & Division:

Abbey reached growth point 2 for Multiplication and division. She is showing
modelling of multiplication and division when all items are perceived. She could
accurately divide a collection of objects into equal groups, however was still
relying on sharing by 1s to do so. She was able to count in her head to estimate
the number of teddies that will go on each mat. To aim towards growth point 3
activities should focus on improving partial modelling as she was not able to
and Number Lesson
work out how many items she would need to make something three times as
long.
and Number Lesson
OUTLINE Of PLANNED INSTRUCTION BASED ON HANDFULS
Handfuls:
Content of Lesson:
A. Introduction _2_ mins
- Today we are going to play a game of handfuls, have you played this game
before? This game is going to help you develop your skills in counting, addition
and subtraction, multiplication and division and 2 digit place value. Have you
used ten Frames before (show child the Ten frame) we are also going to use
these to help with our maths today? Can you tell me what a 2 digit number is
(large focus of activity)?
B. Development __20__ mins
Script Recognising the domain

mathematics
1 Please grab a handful of tokens

from the tub. (make sure that
the student has more then 20, if
not ask her to get some more).
2 Estimate how many tokens you Estimating Estimation.

have in your hand without quantities.
counting them. Place value.
3 Arrange the tokens on the table I want the student Place value and
in front of you, in a way that you to be familiar with Supitising.
can easily count them. This two digit numbers
means grouping them. and grouping.
4 How many tokens do you have Was she able to Supitising.

all together? recognise how many
she had by
supitising or did she
have to count them
all.
5 Please write the amount of Recognising and Place Value.

tokens on a piece of paper? writing two digit
numbers.
6 Now make sure that you only This is because I Place value,
have 20 tokens. want the student to groups of ten and
and Number Lesson
focus on groups of 2 digit numbers.

ten.
7 Using the 2 ten frames, place I want her to notice Division.

the tokens in each square. groups of ten.
8 (Take five of the tokens away) Was she able to Subtraction

notice that there
How many are there now? were 15 tokens.
- How did she work

this out. Did she
count down by
ones?
9 Please Add 2 tokens. Can she notice that Addition and

there are now 17 counting from a
How many are there now? tokens. variable of starting
points.
- How did she work
this out, by counting
on from 15 or did
she start at 0?
10 (Make sure that she has 20 Did she work this Partial modelling,
tokens again) out by counting by Multiplication, &
ones, counting up groups of ten.
If we double the 20 tokens how from ten or doubling
many would there be? ten?
11 (Using a blank piece of paper Did she realise that Partial modelling,
hide one set of ten frames) there were still 20, groups of ten and
even though some Multiplication.
How many tokens do we have were hidden. How
altogether with the ones hidden did she work this
and the ones that you can see? out? By counting on
from 10, counting
by tens or counting
by ones.
12 If we added another set of ten Could she count by Partial modelling,

frames how many would there tens? Did she count groups of ten and
be? up from 20? multiplication.
13 Extension: Can the child Division and

recognise 2 doubles subtraction.
(Start back with two ten frames of 2. If she couldnt
and 20 tokens). maybe ask how
Please remove 15 tokens from many times 2 fits
the ten frames. into the 5 counters
and Number Lesson
Can you see any doubles of 2. that are left.
REFLECTION ABOUT THE EFFECTIVENESS OF YOUR INSTRUCTIONAL PLAN

AND ANY RECOMMENDATIONS FOR MODIFYING THIS, HIGHLIGHTING THE
STRENGTHS AND WEAKNESSES
The implementation of the game handfuls was relatively effective in expanding

the students knowledge to reach target growth points. During the place value
component of handfuls abbey had a bit of trouble grouping her tokens in an array
that she could see how many there were. She needed some assistance with this.
Once the tokens were put into small groups Abbey could supitise to recognise 24
tokens. The tokens were grouped into two lots of 10 and one group of 4, so when
I asked her to make sure that she only had 20 tokens, she immediately knew to
remove the group of 4. She did this by supitising, which I was very pleased
about. Abbey enjoyed using the ten frames, she appeared to recognise the
groups of 10s much easier. Abbey initially counted by ones to remove 5 tokens,
however she did say so now there is half there. She then added 2 tokens and
counted on from 5 to get 7. I was very impressed with her partial modelling skills
as she was able to state that even though one ten frame was hidden there were
still 20 counters altogether. She was also able to count by tens when I asked her
how many there would be if we added another ten frame. Abbey struggled to
work out how many tokens there would be if she doubled what was in front of
her. This means that she still needs some focus on counting by 10s. Abbey was
unable to complete the extension activity as she found this a little difficult. In
future I would modify this activity to focus more on counting by 10s, grouping
and division processes.

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EDMA202/262 Assessment Task 1

Mathematics Assessment Interview and Number

Mathematics Assessment Interview Growth Point

Grade: _____Prep_______________ Date: ____24/03/2014________

Domain G.P.(#) Growth Point (description)

2 Counting Collections. Confidently counts a collection

Addition & Subtraction:

Multiplication & Division:

OUTLINE Of PLANNED INSTRUCTION BASED ON HANDFULS

A. Introduction _2_ mins

B. Development __20__ mins

Script Recognising the domain

1 Please grab a handful of tokens

2 Estimate how many tokens you Estimating Estimation.

4 How many tokens do you have Was she able to Supitising.

5 Please write the amount of Recognising and Place Value.

focus on groups of 2 digit numbers.

7 Using the 2 ten frames, place I want her to notice Division.

8 (Take five of the tokens away) Was she able to Subtraction

- How did she work

9 Please Add 2 tokens. Can she notice that Addition and

12 If we added another set of ten Could she count by Partial modelling,

13 Extension: Can the child Division and

Can you see any doubles of 2. that are left.

REFLECTION ABOUT THE EFFECTIVENESS OF YOUR INSTRUCTIONAL PLAN

The implementation of the game handfuls was relatively effective in expanding

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Grade: _Prep___ Date: 24/03/2014

B. Development 20 mins