© All Rights Reserved

Als DOCX, PDF, TXT **herunterladen** oder online auf Scribd lesen

168 Aufrufe

© All Rights Reserved

Als DOCX, PDF, TXT **herunterladen** oder online auf Scribd lesen

- ilp william
- assignment 2 - professional learning plan
- edfd261 assignment one matrix
- edla369 assignment 2
- Formative Assessment Techniques Tutors use to Assess Teacher-Trainees’ Learning in Social Studies in Colleges of Education in Ghana
- 10.1080@03057640600720410
- edfd261 assignment 2
- professional development plan
- Learning Module
- assessment three edac weebs
- edma262- assignment 1
- edma assignment 2 unit plan
- Instructional Review Elements
- Social Studies- Time Zones 4 (8A3 and 9A3) - 1st Quarter
- final draft
- math - grade 4 lesson 2b - using mental math to add
- Five principles of effective classroom Assessment.pptx
- Akreditasi AUNQA
- lesson 5-1
- level 3-area perimeter lesson plan

Sie sind auf Seite 1von 12

ASSESSMENT TASK 1

Introduction This paper serves as an evaluation of student development and the results

and observations obtained through the completion of the Mathematics

Assessment Interview (MAI), demonstrates a students strengths and areas of

potential improvement.

Two students who belonged to the first and third grade of primary school

completed mathematics assessment interview (MAI), it was their work which

informed my paper. By conducting the interviews alongside the note taking

process I was able to assess the students key mathematical understandings

of counting, place value, addition and subtraction, and multiplication and

division (Gervasoni, 2002). In order to plan a lesson thats aim is to

strengthen and further develop the childs mathematical understanding in

these key areas (Clarke, 1999), I had to complete the Growth Point analysis.

This information is then used to plan a lesson to benefit student development

in an area of potential improvement.

Student ID : S00153979

Student A : Noah

Year Level : 1

Growth points reached-

Domain

Growth

Growth point (in words)

point

(number)

Counting

GP4

target.

Place Value

GP0

order single digit numbers.

GP2

total of two collections.

division GP0

situation involving multiple groups.

Multiplication

strategies

&

twenty or more objects. Noah was able to show his ability to count backwards

and forward from varies numbers given to him between 1 and 100. Noah

demonstrated confidence and accuracy when skip counting by 2s, 5s and

10s, and is able to count by 10s when given a non-zero starting point. He

also indicated that he has an understanding of the patterns they use and is

able to use them to skip count up and down.

Noah possesses an understanding of the mathematical terms more and less

and is able to apply this understanding to answer questions such as, what is

one less than this number? or can you tell me what one more than this

number is? Noah showed an ability to estimate and prove or disprove his

estimations in order to find out an answer. Noah was able to count on from

one number in order to find the total of two collections.

five, indicating that he is able to determine that total number of items

belonging to a set with just a glance. Noah demonstrated that he has a

developed understanding of cardinality, as he was able to identify the final

number said when counting to be that which describes the total number of

objects in a given set.

Student B : Jack

Year Level : 3

Growth points reached-

Domain

Growth

Growth point (in words)

point

(number)

Counting

GP5

count by 2s, 5s, and 10s to a given

target.

Place Value

GP1

ordering single digit numbers Can read,

write, interpret and order single digit

numbers.

GP4

problem, strategies such as doubles,

commutativity, adding 10, tens facts, and

other known facts are evident

division GP2

situation to find the answer when all

objects are modelled or perceived

Multiplication

strategies

&

ReportJack can fluently and with confidence, demonstrate accuracy when skip

counting by 2s, 5s and 10s, and is able to count by 10s when given a nonzero starting point. He also indicated that he understands the patterns they

form and is able to use them to skip count up and down. Jack was able to use

his fingers in some instances to ensure that he would not lose track when

reaching his final answer. He was able to demonstrate that he possesses an

understanding of cardinality, as he was able to identify the final number said

when counting to be that which describes the total number of objects in a

given set. Jack displayed his understanding that an entity is composed of one

or more parts, or the part-whole relationship, when he knew that 4 and 6

make a total of 10.

a number of addition and subtraction equations. Jack was able to order 1, 2, 3

and 4 digit numbers into a mathematically correct order of smallest to largest,

including numbers such as 9, 74,403, 3956. Jack possesses the ability to

apply prior mathematical knowledge as demonstrated when he instantly

answered the questions which contained doubles and tens facts.

Lesson Topic:

Date:

17/04/2015

Year Level(s):

Lesson

duration:

60 minutes

Mathematical Focus:

To develop and extend an understanding of place value through peer collaboration, modelling

and number lines.

Australian Curriculum (AC)

Year level(s): 1

Content strand(s) & sub-strand: Number and Algebra Number and place value

Content descriptors(s): Recognise, model, read, write and order numbers to at least 100.

Locate these numbers on a number line (ACMNA013).

Count collections to 100 by partitioning numbers using place value (ACMNA014).

Proficiency strand(s) and statement:

Understanding reading, writing and interpreting two digit numbers in various ways

Fluency locating and ordering two digit numbers on a number line

The students understand/know already that:

Two digit numbers are larger than single digit numbers

Students are able to effectively count between 1 and 100

Students are working towards ordering non-sequential numbers

- Which part are you looking at?

How do you know how many ones are in this number?

- Which part are you looking at?

How many ones are there in a bundle?

How would you represent that number using pipe cleaners?/Which number does

that number of pipe cleaners represent? Ie. A tens group or a units group.

Assessment:

What assessment strategy or strategies will you use in this lesson?

Photographic photographing their steps/methodology

Work samples (photographic or physical)

What will you look for, and analyse, in the evidence found in the

assessment?

Children can identify place value of a number and identify which unit the number

belongs to (hundreds, tens and ones)

Do they collaborate with peers to create the number line.

Children can work actively and cooperatively in a group environment and

contribute to class discussion about place value.

Resources:

Mathematics workbooks

Post-it notes

Pipe cleaners of the same colour (bundles of tens and unbundled single ones)

Pencils (Grey led and coloured)

Piece of paper cut into the shape of a person (uni-sex) (cut up the chains)

Family photos

Scissors

Glue

Class room display fishing line (already hung overhead)

Pegs

Individual work at desks

Whole class collaboration to create number line

Teacher roving

Indigenous learners:

Ensure that if they are finding the task difficult that they have assess to the concrete

materials, otherwise model to them how they could draw their own examples of tens

and units/ones groups.

English as additional language learner/dialect (EALL/D) learners:

Ensure that when speaking, that you are facing the student/s and speak with a clear

voice and at a well paced rate. It may also be helpful to the students if you were to

post examples of base-ten names and the corresponding standard names on the

math word wall (Van de Walle, Lovin, Karp & Bay-Williams, 2013).

Lesson actions:

E5: ENGAGE, EXPLORE

Lesson introduction (Whole TUNING IN):

- Display a photo of the pre-service teacher alongside two empty text boxes on the

interactive whiteboard.

- Have students guess the age of the pre-service teacher. Have one student enter the

age on the interactive whiteboard.

- Can anybody tell me the tens value in your guess?

- Can anybody tell me the ones value in your guess?

- Reveal true age on the board and display in the same fashion (separating the tens

and ones units.

- Discuss the concept of place value in base-ten language (hundreds, tens and

ones).

-Explain that this lessons focus is on tens and ones. Model on whiteboard I am

twenty years old, that written as two tens and zero ones, underlining the relevant

value as speaking. Demonstrate writing the number and dividing with lines (eg, 2|0).

- Model example of three-digit number as well. Prompt students by reminding them

of our recent unit on animals we learnt about reptiles specifically about turtles which

can live to be over one hundred years old.

- Model the pipe cleaners and clearly demonstrate that one bundle is made up of,

and therefore equal to ten single pipe cleaners (ones).

- Using the photo and short profiles on each child their siblings, parents and any

grandparents submitted by families during the completion of our who am I? unit the

pre-service teach will assign a family member to each student as well as their age (to

ensure variety).

- The pre-service teacher will write down each students name and their assigned

age upon a post-it note and hand them to once they are being sent to their desks.

- Explain to students their task (writing each number in base-ten and numerically on

the pieces of paper) and modelling using the pipe cleaners.

- Give each student the photo of their family member and a piece of paper cut into

the shape of a person (uni-sex), as well as their specific post it note with its age

number written upon it then send them to their desks to complete task.

Development/investigation (Part INVESTIGATING):

- When back at their desks have students write the age numerically in base-ten on

their workbook. Then model both numbers using the bundled pipe cleaners (tens and

individuals).

- The students are then to model the age using the provided pipe cleaner bundles of

ten and singles.

- The pre-service will rove the room ensuring that all students are on task and assist

with any queries that they may have.

- Identify students that may be struggling and adjust accordingly. The teacher will

observe, making anecdotal notes and taking photographs of various examples of

modelling.

- Students will then glue family photos onto the piece of paper provided and clearly

print the age on it. They may then colour and decorate as they would like.

-Come back together as a class.

Ask the students who among thinks that they have the smallest number followed by

who believes that they have the largest number?

- Have students worked collaboratively to order their numbers from smallest to

largest (peg along string).

Adjusting the lesson:

Enabling prompt: Work in a small group with students who are struggling and model

again using numbers 11-19.

Extending prompt: What happens if you take away a bundle of pipe cleaners from

this number? What happens if you add another bundle?

Plenary and conclusion (Whole REFLECTING and GENERALISING):

- Reconvene on the mat as a whole class and open up a dialogue with the students.

- Ask questions such as can anyone tell me what you learnt about place value?

What did you notice about the tens What did you notice about the ones looking

out for the students able to identify that the unit in the first column belongs to the

tens/first number and that the number in the second (right-hand) column belongs to

the ones/units column.

- Might also like to ask if any students found it to be a tricky activity or if they enjoyed

the activity, if so, what specific aspects did they enjoy.

Rationale Through out the completion of the MAI Noah demonstrated that he was

confident in reading single-digit numbers and many two-digit numbers but as

at a stage where he was still developing the skill to order and write them.

Early MAI data as indicated in Gervasoni, Parish, Hadden, Turkenburg,

Bevan, Livesey, & Croswell (2011), provided the early MAI data which

indicated that his position is to be considered to be standard of students many

students in grade one. It also said that many were slightly more proficient in

this area. Noahs enthusiasm with single-digit numbers and the fact that he

was assigned the growth point zero for place value informed my choice to

create a lesson based on further developing his skills and confidence when

dealing with two-digit numbers. My main foci were to build confidence and the

skills to write, interpret and order two-digit numbers.

A great deal of the lesson structure is assigned to introducing the notion that a

ten is comprised of ten individual ones bound together. As I wanted to

ensure that I was catering to the learning needs of a range of students, by

modelling how the task of assigning the correct number of pipe cleaner

bundles I was attempting to assist those students who were visual learner. For

those students who respond best to kinaesthetic learning, I planned for the

students to model the numbers themselves. I made sure that I reinforced the

concept of the a bundle of tens structure in my modelling, the students

modelling s to ensure that students are able to mentally comprehend that ten

makes one and apply it to their practice (Van De Walle, Karp, Bay-Williams, &

Wray, 2013, p. 195).

I found that during the MAI conduction, Noah did not directly demonstrate his

possession of the ability to order two digit numbers but showed confidence in

single-digit reading, and ordering I believed that the lesson planned would be

something he should be able to achieve through collaborative learning.

However, I believe that through scaffolding and working with peers, the class

will be able to order the number line with few errors. I believe we should

consider planning, the provision of materials and resources and the

environment we set up and observe what children made of them and whether

children are able to invest their existing knowledge, expertise and skills

(Anning, Cullen, & Fleer (2009).

I believe that Noah and many other students would find this a helpful lesson to

help develop and consolidate their understandings of two-digit numbers and

the value of the place a number is positioned in it.

Conclusion Completing this paper allowed for the broadening of my understanding of the

value of assessment and what an integral role it plays in informing our

planning and teaching of our students. The Mathematics Assessment

Interview can allow for the collection of a large range of data across several

aspects of mathematically learning. It is a wonderful tool to help gain valuable

insights into the learning and levels of understanding each student possesses.

Gaining this information allows an educator to plan with purpose and precision

so to work towards the development, extension and consolidation of the

knowledge a student has, as well as amending any misconceptions held by a

student. Having the opportunity to conduct a Mathematics Assessment

Interview before I am out in the field as a fully qualified teacher has been an

opportunity I have really enjoyed and value. Conducting the interviews has

even me a confidence in my abilities to relate with children in a strict formal

setting such as the interview and a desire to discover other valuable tools for

assessment for my future practices.

Additional notes

After implementing this lesson I have been able to identify that collecting

information from families is a difficult task and that sample information may

need to be readily available for students whose families were not able to

provide the necessary information for the lesson. I also understand that this

lesson may actually need to run across who one hour blocks as this

experience was too rushed. I found that the lesson design was appropriate for

the majority of the cohort and that the planned small focus groups benefited

from the one-on-on assistance.

References

Anning, A., Cullen, J., & Fleer M. (2009) Early childhood education: society and

culture. London: Sage.

Clarke, D. M. (1999). Linking assessment and teaching: Building on what

children know and can do. In Early Years of Schooling Branch (Eds.),

Targeting excellence: Continuing the journey Melbourne: Department of

Education and Training.

Gervasoni, A. (2002). Growth points that describe young childrens learning

in the counting, place value, addition and subtraction, and multiplication and

division domains. Paper presented at the Catholic Education Commission of

Victoria: Success in Numeracy Education Strategy, Melbourne.

Gervasoni, A., Parish, L., Hadden, T., Turkenburg, K., Bevan, K., Livesey, C., &

Croswell, M. (2011). Insights about childrens understanding of 2 digit and 3

digit numbers. In J. Clark, B. Kissane, J. Mousley, T.Spencer & S. Thornton

(Eds.), Mathematics: Traditions and [New] Practices (Proceedings of the 23rd

biennial conference of The Australian Association of Mathematics Teachers and

the 34th annual conference of the Mathematics Education Research Group of

Australasia, Vol 1, pp. 315-323). Alice Springs.

Van De Walle, J. A., Karp, K. S., Bay-Williams, J. M., & Wray, J. (2013). Developing

Whole-Number Place-Value Concepts. In Elementary and Middle School

Mathematics: Teaching Developmentally (8th ed.). Pearson College Div.

- ilp williamHochgeladen vonapi-285941433
- assignment 2 - professional learning planHochgeladen vonapi-414672626
- edfd261 assignment one matrixHochgeladen vonapi-407938175
- edla369 assignment 2Hochgeladen vonapi-407938175
- Formative Assessment Techniques Tutors use to Assess Teacher-Trainees’ Learning in Social Studies in Colleges of Education in GhanaHochgeladen vonAlexander Decker
- 10.1080@03057640600720410Hochgeladen vonHemang Desai
- edfd261 assignment 2Hochgeladen vonapi-253728480
- professional development planHochgeladen vonapi-253557270
- Learning ModuleHochgeladen vongilberthufana446877
- assessment three edac weebsHochgeladen vonapi-316782488
- edma262- assignment 1Hochgeladen vonapi-319280742
- edma assignment 2 unit planHochgeladen vonapi-328677969
- Instructional Review ElementsHochgeladen vonAnisaAbdulKarim
- Social Studies- Time Zones 4 (8A3 and 9A3) - 1st QuarterHochgeladen vonNicholette Jeanne P. Legaspi
- final draftHochgeladen vonapi-192507466
- math - grade 4 lesson 2b - using mental math to addHochgeladen vonapi-296766699
- Five principles of effective classroom Assessment.pptxHochgeladen vonNashwa Rashed
- Akreditasi AUNQAHochgeladen vonLloyd Haynes
- lesson 5-1Hochgeladen vonapi-297915929
- level 3-area perimeter lesson planHochgeladen vonapi-237050337
- educ450 lessonplan mtv compass pointsHochgeladen vonapi-295344110
- social studies lp 2Hochgeladen vonapi-302617372
- task 3Hochgeladen vonapi-350317110
- Lesson Plan 3Hochgeladen vonHamad
- laurenjose ob may12Hochgeladen vonapi-242986982
- performance assessmentHochgeladen vonapi-281829368
- observation feedback form march2016 hanan2Hochgeladen vonapi-301077191
- edu 305 capstoneHochgeladen vonapi-266088189
- lesson 7 st helen s islandHochgeladen vonapi-284613349
- Quality Assurance FileHochgeladen vonjohn lanyon

- edfx 315 cr1Hochgeladen vonapi-239598075
- code-of-conduct-2015Hochgeladen vonapi-239598075
- ilp removed for privacy reasons term 1 2015Hochgeladen vonapi-239598075
- edfd 136 - assignment 2Hochgeladen vonapi-239598075
- edac 225 a1 part c emily merrettHochgeladen vonapi-239598075
- edst sem 1 - emily lesson planHochgeladen vonapi-239598075

- 1-s2.0-S1877042815044973-mainHochgeladen vonEduardo Ayala
- Ninety Nine Rules Adicional GranieriHochgeladen vonpabloaguas
- SchizoHochgeladen vonJessamine Rochelle Reyes Esberto
- Critical Reasoning 8 QUESTION TYPESHochgeladen vonandy le
- Session Plan css Ncii TM1Hochgeladen vonSandie Macalam Rivera
- dota ADDICTED thesis english.docxHochgeladen vonJenny Basas Artiaga
- Health Belief ModelHochgeladen vonbella najwa
- MusicalContexts.pptHochgeladen voncamilet
- 4 2f5 dali collage lesson planHochgeladen vonapi-390968993
- ESP, Need AnalysisHochgeladen vonImran Maqsood
- P2MM Self Assess PRINCE2Project v012Hochgeladen vonSchreiber_Dieses
- Parelli Pocket Guide 1Hochgeladen vonmonacoslo
- Survival Phrases Japanese S1L01Hochgeladen vonKaren Fernandez
- The Complete Guide to Learning a LanguageHochgeladen vontitowizard
- 0324224702_37357Hochgeladen vonVarsha Pandey
- Community Design Studio - CDAE 276 Z1 - Course Syllabus or Other Course-Related DocumentHochgeladen vonContinuing Education at the University of Vermont
- A Critical Estimate of Linguistic Relativity TheoryHochgeladen vonMuneera Syed
- LEADERSHIP OF THE FUTUREHochgeladen vonAnonymous nToxvrEb
- 11.-Social-Relationship-in-Middle-and-Late-Adolescence.pptxHochgeladen vonLea Garcia
- Calculators in primary maths rescam.docx.pdfHochgeladen vonAhmad Taufiq
- intervention planHochgeladen vonapi-259381516
- grade 9 stop motion animation 2014Hochgeladen vonapi-245644276
- innocent cv.docxHochgeladen vonAinomugisha innocent
- Understanding Final Obe Syllabus Smmc 1Hochgeladen vonCharlie Palacpac Calibuso Jr.
- salutogenesisHochgeladen vonhamletquiron
- Chapter 11Hochgeladen vonTung Nguyen Thanh
- Chapter-1-Training-in-Organizations.pdfHochgeladen vonFauzan Maghfiri
- 07cat_dict.pdfHochgeladen vonRonald Mateo
- artifact reflection intro to sportsHochgeladen vonapi-247115548
- Impactpeoplemgtliteraturereview.pdfHochgeladen vonPrabhakaran Dakshinamurthy