Standard 5; Evidence #2

Standard 5: Assess, provide feedback and report on

student learning
EDMA Learning and Teaching Mathematics 1
This assignment consisted of conducting a mathematics interview with a student and writing a
nutshell statement based on the results of the interview. I then had to plan a lesson based on the
students learning needs.

Student B (Pseudonym): Fred
Year Level: 3

Growth points reached:

Domain Growth point
(number)
Growth point (in words)
Counting
5 Counting from x (where x>0) by 2s, 5s and 10s.
Place Value
3 reading, writing, interpreting and ordering three-
digit numbers.
Addition & subtraction
strategies
5 Derived strategies (near doubles, adding 9, build to
next ten, fact families, intuitive strategies).
Multiplication & division
strategies
4 Basic derived and intuitive strategies for
multiplication.

Nutshell statement (175 words)

Fred is able to count forwards and backwards from various starting points between 1 and 100 and
knows numbers before and after a given number within 1 to 100. Furthermore, he is able to count
from a non-zero starting point to a given target under 150. He is able to count a collection of money to
the value of $2.85.
Fred can read, write, interpret and order three-digit numbers. He uses terminology such as hundreds of
thousands and million when attempting to read 6 and 7 digit numbers.
When given a problem of any of the four operations, Fred uses a range of strategies including:
doubles, known facts, building to the next ten, adding 10 take 1, marking halfway on a number line,
commutatively and skip counting. Freds most used strategy is known facts.
Fred is able to self-correct when solving problems relating to counting, place value, addition and
subtraction and multiplication and division. He is eager to know the outcome of his problem solving
and is enthusiastic when working out algorithms.


Standard 5; Evidence #2


Mathematical Focus [explain the underpinning mathematics, e.g., a focus on counting
on in addition and subtraction]:

Using place value to further their understanding of the idea that ten of these
is one of those.

Australian Curriculum (AC): [copy and paste appropriate information from the AC
curriculum documents; include Mathematics content strand, the sub-strand as well as the
Proficiency strand]:

Year level: 3

Content strand: Number and Algebra

Proficiency strand(s): Understanding

Content description(s): Apply place value to partition, rearrange and
regroup numbers to at least 10 000 to assist calculations and solve problems



Background to the students current learning:

The students understand/know already:
How to identify how many thousands, hundreds, tens and ones are in a
number by saying the number that is in that column. For example,
568, there are 5 hundreds, 6 tens and 8 ones.
How to work with a range of different materials when participating in a
place value lesson. E.G. with unifix blocks and counters.

The students understand/can do mathematically:
Can read and order 4 digit numbers from smallest to largest
Can form and read 4 digit numbers on a calculator
Can bundle/form a two digit number with paddle-pop sticks.
Can read 5 digit numbers