Assessment'Task'2','Carlee'Hume''S9856189'

Targeted(Teaching(Report((
!
Child(1(3(Holly'
(
Year:'1' Age:'7'
'
Holly!is!a!sensitive!7!year!old,!with!a!demure!and!reticent!demeanour.!She!is!an!artistic!child!who!
spends!much!of!the!school!day!pencilling!her!textbooks!with!pattern?designs,!ornate!headings!and!
drawings!of!animals.!In!spite!of!her!introversion!she!is!popular!with!the!girls!in!her!class,!however!she!
is!oftentimes!aloof,!preferring!the!solitary!calm!of!her!creative!undertakings.!Holly!is!often!tentative!
during!whole!class!activities!and!it!is!usually!accepted!that!she!leave!the!group!on!her!own!accord!to!
find!a!quiet!place!to!sit!by!herself!and!listen!to!the!remaining!lesson.!Although!Holly!has!made!
significant!progress!and!improvement!in!her!participation!as!a!class!member,!she!is!behind!most!of!
her!peers!in!almost!all!aspects!of!her!learning.!As!a!reluctant!learner!she!often!turns!her!attention!
away!from!the!main!purpose!of!the!task!to!focus!on!aesthetic!details.!!Holly!requires!sustained!!
(although!not!intensive)!assistance!and!support!if!she!is!to!engage!in!learning!activities!or!complete!
her!work.!I!have!selected!Holly!as!a!subject!to!acquire!a!better!understanding!of!her!needs!as!a!learner!
and!to!provide!some!one!on!one!time!with!her.!!
!
Observation(3(Holly( (
(
Bean'Activity( (
'
Counting(strategies!!
Counts!(quietly)!out!loud,!sliding!each!counter!into!a!pile!(one!at!a!time).!Holly!initially!miscounted!by!
counting!the!same!counter!twice.!
Number(Knowledge(
When!asked!about!6!Holly!counted!out!6!individual!counters.!!For!2!Holly!initially!counted!out!just!
2!counters,!later!changing!her!answer!to!20!after!prompting!and!checking!by!re?counting!the!
remaining!20!(out!loud)!individually.!!Holly!also!writes!her!2s!backward.!
!
!
!
!
Interpretation( Task/Learning(
Response!suggests!26!is!understood!in!terms!of!ones,!20!(ones)!and!6!ones.! !

C=Consolidated!
Possible!difficulties!with!numbers;!problems!with!counting!and!writing!can!be!a!
NC=Not!
sign!that!children!have!not!linked!number!names!and!symbols!to!the!objects!they!
Consolidated!
represent,!(Booker,!2011)!
NA=Not!
Response(
Practice!trust!in!count;!introduce!subitising!activities!using!10!frames.!Practice! Attempted!
making,(naming!and!recording!tens!and!ones!using!number!expander.!Support! '
NC!
students!to!read,!write!and!say!numbers!and!their!symbols.!(DEECD,!2013).!
'
'

! 1!
Bundling Activity
(
Counting(strategies!!
Holly!begins!by!counting!individual!sticks!until!prompted!to!think!about!how!to!use!bundles.!She!then!
counts!each!stick!inside!bundles!even!after!it!was!established!they!all!contain!ten.!
Number(Knowledge(
Does!not!see!10!as!a!countable!unit.!Treats!bundles!of!10!as!ones.!
(
(

Interpretation( Task/Learning(
Counts!using!one?to?one!correspondence,!does!not!trust!count!of!10.!
!

C=Consolidated!
Response
Introduce!2?digit!place!value!by!making!and!counting!10s!(as!countable!units)!with! NC=Not!
bundling!materials!(DEED,!2013).! Consolidated!
! NA=Not!
( Attempted!
( (
( NC!
(
(
Grouping Activity

Counting(strategies!!
Holly!seems!confused!about!how!to!separate!the!counters!into!4!groups;!she!tentatively!proceeds!to!
make!2!piles!of!6!counters!and!2!of!7!but!seems!apprehensive!about!the!task.!!
Number(Knowledge(
When!questioned!about!the!numbers!2!and!6,!Holly!focuses!on!the!arrangement!of!her!piles!she!
created,!she!counts!a!pile!containing!7!counters!and!starts!to!become!flustered,!when!asked!about!the!
2,!Holly!starts!to!look!around!anxiously.!I!did!not!prompt!her!any!further.!!

Interpretation( Task/Learning(
Holly!has!not!yet!developed!flexible!mental!objects!for!the!numbers!0?10.!An!
(

C=Consolidated!
understanding!of!number!and!place?value!requires!knowledge!of!number!sets!and!
how!they!are!relate!in!different!contexts!(Siemon!et!al,!2011).!Holly!requires!more! NC=Not!
experience!with!making,(naming!and!recording!tens!and!ones!( Consolidated!
Response NA=Not!
Practice!making!numbers!using!number!expander.!!Work!on!subitising!and!whole! Attempted!
part!whole!knowledge!1?5,!6?10,!with!use!of!ten!frames!and!clap!counting!exercises.!( (

( (
NC!
( (
(
(
(
(
(
! 2!
Number Chart Activity

By!the!end!of!the!grouping!activity!Holly!had!began!to!shut!down,!I!did!not!feel!it! Task/Learning!
would!be!appropriate!to!subject!her!to!anymore!examination!that!day,!nor!(given! !

her!apprehension!and!skill!level)!did!I!feel!it!was!necessary!to!return!to!the!task!at!a! C=Consolidated!
later!date.!! NC=Not!
! Consolidated!
( NA=Not!
' Attempted!
!
NA! !
(
!
Child 2 - Phoebe

Year: 1 Age: 7

Phoebe!is!a!proficient!and!highly!capable!student!who!demonstrates!a!capacity!for!independent!
learning!uncharacteristic!of!a!student!at!lower?primary!level.!In!class!she!is!a!diligent!and!self?
possessed!worker!who!follows!instructions!precisely!and!completes!all!tasks!(in!the!time!allocated)!
with!perspicuous!execution.!!!
With!the!exception!of!one!other!student,!Phoebes!reading,!writing!and!numeracy!skills!are!well!above!
her!classmates.!Unaffected!by!her!exceptional!intellect,!Phoebe!is!a!quiet!achiever,!who!is!unassuming!
and!modest!of!accomplishments!in!class.!She!is!amiable,!gets!on!well!with!others!and!appears!to!well!
adjust!in!her!learning!environment.!I!have!selected!Phoebe,!not!just!for!her!exceptional!
comprehension!skills!and!ability,!but!rather!to!gain!incite!into!her!as!learner!and!try!to!identify!what!
needs!she!may!have.!Much!of!my!time!in!the!classroom!is!preoccupied!supporting!students!with!more!
critical!issues.!On!occasion!Phoebe!has!approached!me!for!direction,!however!time!has!run!out!before!
I!could!assist!her.!!Although!I!dont!feel!she!lacks!confidence!in!her!capabilities,!however!her!self?
reliance!and!stoic!nature!makes!me!wonder!if!I!am!perhaps!overlooking!her!needs!as!a!student!and!as!
a!learner?!
!
Observation - Phoebe

Bean Activity

Counting(strategies(
Although!Phoebe!counted!one!by!one,!she!was!fast!and!efficient!in!her!strategy,!establishing!the!count,!
by!quickly!counting!out!groups!of!10!(one!by!one)!to!form!2!piles!to!establish!20,!then!adding!the!sum!
of!the!remaining!counters!to!answer!26.!!
Number(Knowledge(
Phoebe!asked!for!clarification,!when!asked!what!the!6!has!to!do!with!the!number!of!counters,!I!
prompted!her!to!think!about!what!the!6!tells!us!about!the!amount!of!counters?!Phoebe!answered!that!
she!had!6!ones!left!over!and!identified!2!as!being!2!10s,!20.!
!
!
!
!

! 3!
Interpretation( Task/Learning(
Phoebe!demonstrates!knowledge!of!how!2!digit!numbers!are!recorded.!Her!
!

C=Consolidated!
counting!strategies(suggest!good!whole?part?whole!knowledge.(
NC=Not!
Response(
Consolidated!
!Consolidate!2?digit!place?value!by!comparing!2!numbers!(materials,!words!and! NA=Not!
symbols),!Ordering/sequencing!numbers!(0?100)!using!number!rope!(DEED,!2013).! Attempted!
Practice!making!and!counting!tens!using!bundling!materials!(10?100)!!(Booker,!
'
2014)! C!
!
(
Bundling Activity
(
Counting(strategies(
!Phoebe!approached!the!count!by!first!checking!the!number!of!sticks!in!the!bundle,!satisfied!that!it!
contained!10!she!then!proceeded!to!count!out!3!bundles,!asking!for!confirmation!that!bundles!were!
10s!before!adding!4!sticks.!!
Number(Knowledge(
Phoebe!demonstrates!trust!in!the!count!and!recognition!of!10!as!a!countable!unit.!

Phoebe!appears!to!demonstrate!an!understanding!of!place!value( Task/Learning(
Teaching(Response( !

C=Consolidated!
Consider!introducing!three!digit!numbers;!Practice!making,(naming!and!recording(
hundreds,(tens(and(ones!using!number!expander!and!bundling!materials!(DEET,! NC=Not!
2013),!(Booker,!2014).!! Consolidated!
! NA=Not!
Attempted!
C! (
(
(
Grouping Activity

Counting(strategies!!
Phoebe!efficiently!divided!the!counters!(one!by!one)!into!4!even!groups,!carefully!counting!out!4!piles,!
each!containing!6!counters!and!2!remainders.!
Number(Knowledge(
!When!asked!what!the!6!had!to!do!with!the!counters!she!referred!to!the!4!piles!of!6,!however!when!
asked!about!the!2!she!considered!the!remaining!!2!in!front!of!her!and!corrected!herself!answering!
20,!she!went!on!to!elaborate!that!20!was!2!tens!(after!slight!prompting).!
Interpretation(( Task/Learning(
Phoebe!appears!to!have!a!good!foundation!for!understanding!place!value!and!2!digit!
(

C=Consolidated!
numbers!and!appears!ready!to!expand!into!working!with!3!digit!numbers.!
Response( NC=Not!
Base!10!materials!such!as!MAB!can!be!used!to!review!concepts!relating!to!10!and! Consolidated!
groups!of!10,!build!on!existing!place!value!knowledge!and!introduce!hundreds! NA=Not!
(Booker,!2014).! Attempted!
(

C! (
(

! 4!
Number Chart Activity

Counting(strategies!!
Phoebe!could!count!forward!from!41!and!backward!from!57!with!relative!ease.!She!was!able!to!count!
by!10!with!numbers!masked!(35?65)!and!with!encouragement,!was!able!to!continue!counting!beyond!
95!up!to!135.!
Number(Knowledge(
Phoebe'initially'identified'the'count'to'be'5'but'immediately'self,corrected'after'slight'prompting.'
(
Interpretation( Task/Learning!
Phoebe!has!a!good!understanding!of!place!value!and!is!confident!in!her!knowledge! !

of!how!2!digit!numbers!operate!within!the!base!10!systems.! C=Consolidated!
Response( NC=Not!
In!addition!to!previous!recommendations,!it!is!would!also!be!beneficial!for!Phoebe! Consolidated!
to!engage!in!some!number!chart!activities!to!further!consolidate!2!digit!number! NA=Not!
knowledge!and!place!value!concepts.! Attempted!
! !
( C! (
(
!
Child 3 - Toby

Year: 1 Age: 7

Toby!is!a!quiet!and!pensive!student!who!is!making!steady!progress!as!a!learner.!Since!the!beginning!of!
this!term,!Toby!has!shown!dramatic!improvement!in!his!reading!and!writing!(although!his!
penmanship!remains!poor),!he!employs!a!good!range!of!decoding!and!text!processing!strategies!that!
are!effective!and!appropriate!for!his!level.!!Although!Tobys!abilities!are!on!par!with!that!of!his!fellow!
classmates!he!is!still!a!tentative!learner!and!often!looks!worried!or!apprehensive.!As!with!literacy,!
Toby!is!beginning!to!consolidate!a!lot!of!the!mathematical!ideas!he!has!been!learning!throughout!the!
year.!He!is!often!uncertain!when!introduced!to!new!concepts!and!also!in!his!approach!to!problem!
solving,!however!he!is!patient!and!through!perseverance!he!has!achieved!positive!learning!outcomes.!
I!have!selected!Toby!because!his!struggles!are!reflective!of!the!emotional!process!of!learning!and!I!
would!like!the!opportunity!to!observe!some!of!those!aspects.!!
!
!
Observation - Toby

Bean Activity

Counting(strategies((
Toby!initially!approached!the!count!in!a!haphazard!manner!rapidly!counting!single!counters!out!loud!
(pointing!as!he!counted).!Upon!loosing!count,!Toby!asked!to!start!again,!this!time!counting!in!2s!to!
make!a!pile.!!
Number(Knowledge(
When!asked!about!the!6!Toby!responded!by!counting!out!6!counters.!When!asked!about!the!2!Toby!
responded!by!saying!20.!!
!
! 5!
Interpretation( Task/Learning(
Tobys!responses!indicate!that!he!understands!26!in!terms!of!ones!?!20!(ones)!and! !

6!(ones),!he!may!not!trust!the!count!of!10!(DEET,!2013)( C=Consolidated!
Response( NC=Not!
Check!trust!in!count;!practice!counting!large!collections,!Practice!making,(naming! Consolidated!
and!recording!tens!and!ones,!emphasise!the!count!of!10s!in!the!tens!place!and!1s!in! NA=Not!
the!one!place!(use!number!expander)!(Booker,!2014).( Attempted!
(
NC!

Bundling Activity
(
Counting(strategies!
Toby!approached!this!task!by!counting!individual!sticks.!Upon!realizing!there!wasnt!enough!he!
attempted!to!unbundle!the!tens!in!order!to!keep!counting.!After!prompting,!Toby!counted!the!bundled!
(individual!sticks)!and!adding!another!bundle!(counting!individual!sticks!with!a!less!thorough!count).!
Putting!aside!the!2!bundles,!he!quickly!counted!14!sticks!to!make!34.!!
Number(Knowledge(
He!shows!that!he!is!beginning!to!think!in!tens,!although!he!is!not!confidant!enough!to!trust!in!the!
count!and!is!still!uncertain!about!treating!10!as!countable!unit.!
!
!

Interpretation( Task/Learning(
Tobys!strategies!suggest!that!he!is!yet!to!establish!firm!ideas!regarding!place!value.!!
!

C=Consolidated!
Response(
NC=Not!
Practice!making!and!counting!tens!using!bundling!materials.
Consolidated!
NA=Not!
Attempted!
NC! (
(
(
(
Grouping Activity

Counting(strategies(
Toby!was!intent!on!ordering!of!the!counters!into!4!equal!groups,!he!attempted!2!different!strategies!
before!making!4!piles!and!dividing!the!counters!one!by!one!to!create!2!piles!containing!6!counters!and!
2!remainders.!He!then!proceeded!to!meticulously!re?count!each!pile,!ensuring!they!each!contained!the!
same!amount.!
Number(Knowledge(
When!asked!about!the!components!of!26!Toby!was!distracted!by!the!visual!arrangement,!He!referred!
to!6!in!terms!of!the!groupings!he!had!created!but!still!identified!2!as!20.!
!
!
!
!
!
! 6!
Interpretation(( Task/Learning(
Tobys!methodology!and!responses!suggest!place!value!ideas!not!well!established.!!
(

C=Consolidated!
Response(
Practice!trust!in!count;!introduce!subitising!activities!using!10!frames.!Practice! NC=Not!
making,(naming!and!recording!tens!and!ones!using!number!expander.!Work!on! Consolidated!
subitising!and!whole!part!whole!knowledge!1?5,!6?10,!with!use!of!ten!frames!(DEET,! NA=Not!
2014)( Attempted!
( (

( NC! (
( (
(
(
Number Chart Activity

Counting(strategies(
When!counting!by!ones,!Toby!was!initially!distracted!by!the!visual!representation.!When!counting!
forwards!from!41!and!backward!from!57,!Toby!became!confused!(at!various!points)!upon!reaching!
the!blanked!out!numbers.!However!he!was!able!to!perform!both!of!the!tasks!with!some!effort,!finding!
it!easier!when!not!looking!at!the!chart.!It!was!also!observed!that!Toby!tapped!the!desk!with!his!count.!
When!asked!about!the!count!of!10,!Toby!identified!the!count!to!be!5,!later!correcting!himself!after!
closer!inspection!without!the!mask.!!
Interpretation( Task/Learning!
Tobys!responses!suggest!a!tenuous!understanding!of!place?value!patterns.!( !

Response( C=Consolidated!
In!addition!to!the!recommendations!I!have!already!made!It!is!suggested!that!Toby! NC=Not!
continue!to!develop!skills!using!number!charts!to!assist!in:!making,!naming!and! Consolidated!
recording!groups!of!10,!counting!on/and!back!in!place!value!parts!and!also!to!build! NA=Not!
awareness!of!patterns!within!number!sequences!(Booker,!2014).( Attempted!
( (
(
NC!
(
(
(
(
(
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! 7!
Focus(Group(Activity((
(
Learning'Activity''Trading'Place'Game'
( '
!
Method:!Pairs!are!each!given!a!Hundreds!Place!Value!Chart!(board)!as!well!as!a!spinner!(1?9)!and!
MAB!Blocks!to!share.!Students!take!turns!twirling!spinner!and!placing!the!number!of!ones!into!the!
ones!column!of!their!Hundreds!place!value!chart,!when!students!have!10!cubes,!they!can!then!trade!
for!a!10!rod!(placing!rods!in!the!10!column.!The!game!continues!until!one!student!trades!up!to!100.!
(That!student!is!the!winner.)!
!
!
!
Statement'of'Learning'Intention'

!
This!activity!extends!the!understanding!of!place!value!Students!will!work!with!two?digit!numbers!to!
solidify!their!conceptual!understanding!of!tens!and!one,!building!the!foundation!for!place!value.!
Students!will!use!concrete!materials!to!build!bundles!of!ten!ones!to!make!ten.!Students!will!use!this!
new!understanding!of!place!value!to!compare!two?digit!numbers.!
!
!
!
!
Lesson'Aims' Key'Questions'
'
Employing!place!value!to!recognise,!order!and! How!does!using!the!base!ten!system!make!
record!three?digit!numbers!! it!easier!for!me!to!count?!
Developing!rounding!ideas!to!10!! How!does!the!place!value!system!work?!
Construct!models!of!three?digit!numbers!! How!do!I!determine!the!most!efficient!way!
Group!objects!in!tens!to!count!larger!collections!! to!represent!a!number!(pictorial,!symbolic,!
Use!place!value!to!work!with!patterns!on!a! with!objects)!for!a!given!situation?!
hundreds!chart.! In!what!ways!can!items!be!grouped!to!
Observation!of!students!numeracy!skills.!! make!exchanges!for!unit(s)!of!higher!value?!
Demonstrated!understanding!of!the!function!of! How!does!the!position!of!a!digit!in!a!
hundred!chart! number!affect!its!value?!
Number!awareness! How!are!place!value!patterns!repeated!in!
! numbers?!
! How!can!place!value!properties!help!
! count/add?!
! !
!
!
!
! 8!
!
!
!
AusVELS Standards

Sub,Strand' Level' Code' Content'Description'

'
Number!and! Year!1! (ACMNA014)! Place!Value!?!Count!collections!to!100!by!partitioning!
Algebra! ! numbers!using!place!value!
(ACMNA013)! Recognise,!model,!read,!write!and!order!numbers!to!at!
least!100.!Locate!these!numbers!on!a!number!line!!!!
!
(ACMNA014)! Count!collections!to!100!by!partitioning!numbers!using!
! place!value!
(ACMNA015)! Represent!and!solve!simple!addition!and!subtraction!
problems!using!a!range!of!strategies!including!counting!
on,!partitioning!and!rearranging!parts!!
!
Warm3up(Activity(
(
Can(you(count(to(a(Googol?( Materials(
(
! !
The!concept!of!place!value!allows!students!to!construct!a!deeper! Picture!Book!
understanding!of!numbers!they!already!know.!(Booker!2014)!Before! Can!you!count!to!a!
working!with!hundred!as!a!new!place!value!part!it!is!important!that! Googol?!!
children!develop!a!sense!of!numbers!beyond!100.!It!is!best!to!ensure!two! By!Robert!E.!Wells!
digit!numbers!are!deeply!understood!before!proceeding!to!quickly!to! !
three!digit!numeration! !
In!this!fun!book!of!numbers,!Robert!E.!Wells!explores!the!wonderful!
world!of!zeros!and!tells!how!the!googol!came!to!be!named.!
This!book!is!helpful!in!allowing!students!to!see!what!multiples!of!tens!
look!like.!Many!students!have!a!hard!time!understanding!how!
multiplying!by!ten!changes!the!number!but!the!visual!representations!in!
this!book!would!be!helpful!to!ground!students!in!their!thinking.!I!could!
see!using!this!with!higher!grades!as!this!is!something!that!they!should!
have!knowledge!of!and!I!can!also!see!how!using!this!as!an!introduction!to!
multiplying!by!ten!could!be!helpful!for!student!understanding.!

!
!
! 9!
!
!
Activity((
(
Trading(Place((Value)(Game( Materials(
(
! !
This!activity!is!designed!for!students!who!are!at!Phoebes!level!of! Hundreds!Place!Value!
understanding!place!value.!! Board!
In!order!to!consolidate!place!value!concepts!it!is!important!to!proceed! Spinner!1?9!
in!an!order!that!allows!children!to!construct!new!number!meanings!
Craft!Sticks!
from!those!already!established.!Base!10!materials!such!as!MAB!blocks!
MAB!Blocks!
provide!enhanced!challenges!for!students!as!they!are!more!abstract!
then!bundling!activities!in!which!students!establish!10!ones!makes!1!
!
ten.!In!the!!Trading!place!game!students!focus!on!trading!units!of!one!
Preparation!!
for!units!of!ten!and!trading!units!of!ten!up!to!100!(unit),!consolidating!2! !
!
digit!numbers!and!establishing!3!digit!numbers!(Booker,!2014).!!
Photocopy!Hundreds!
Place!Value!Board!
Organize!containers!
with!an!small!
assortment!of!MAB!
Blocks!(1!x!pairs)!
!
!
!
Assessment Strategies

Formative!assessment!is!an!ongoing!aspect!as!students!develop!their!understanding!of!place!value.!In!
this!activity!the!teacher!will!monitor!students!developing!understanding!of!place!value!and!3!digit!
numbers!and!provide!feedback!that!assists!students!understanding!and!extends!their!learning.!!
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References

Booker.!(2014).!Numeration!for!Whole!Numbers.!In!Teaching!Primary!Mathematics!(5th!ed.,!pp.!84?
150).!Frenchs!Forest,!N.S.W:!Pearsons.!
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Department!of!Education!and!Early!Childhood!Development.!(2013).!Common!Misunderstandings!?!
Level!2.1!Number!Naming!Tool.!Retrieved!from!
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/assessment/
pages/numname.aspx!
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Siemon,!D.!(2011).!Representations:!Materials,!Language,!and!Recording.!In!Teaching!mathematics:!
Foundations!to!middle!years!(pp.!98?121).!South!Melbourne,!Vic:!Oxford!University!Press.!
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Appendix

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