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# Checklist

Objectives

Students will be
able to Order Students will be able
three numbers to state one more and
Students will be able to read and represent their numbers using number charts, symbols, pop sticks and
from smallest to one less of the
Name unifix cubes
largest (single number they have or Comment
digit & two- read on the card
digits)

## Identify Make Make two- Make Make two- Identify tens

Write number single-digit digit single-digit digit and ones in State the
the Single- Two- the
the on numbers numbers numbers numbers their number
number digits digits number
number number with unifix with unifix with pop- with pop- favourite after
off a die before
chart cubes cubes sticks sticks number
Student A was quiet compared to the
other two students. In the first activity the
child enjoyed sharing his interests and
favourite number however this student
struggled to identify the tens and ones in
their number as this student chose a
three-digit number (100) whereas the
others chose a two-digit number. The
student needed assistance with
identifying the tens and ones. This
student was a slower worker compared to
Student A     *  * /    the other two students and needed more
time. The student worked well with single-
digit numbers however struggled with
two-digit numbers; the student could read
them however could not represent them.
The student enjoyed ordering single-digit
numbers and understood which number
came first. Students did not have time for
before and after bingo however could
state one number before and after in the
unifix activity.
Student B was a very confident and loud
learner. This student showed tiredness
and stated that they were bored
throughout the lesson. Student B
understood single-digit numbers and
Student B     /  *      could represent them in multiple ways
however struggled with two-digit
numbers. The student could read the
numbers accurately however struggled to
represent the numbers with unifix cubes
and did not know how to partition or
bundle. The student could order two-digit
numbers from smallest to largest,
however could not explain their
reasoning. The student could identify the
tens and ones in their favourite number
but did not understand the meaning of
tens and ones. The students did not have
time for before and after bingo however
could state one number before and after
in the unifix activity.
Student C was very similar to Student B,
however Student C liked to be the same
as Student B. Student C had the same
interests and favourite number as Student
B and copied what student B said and did
throughout the lesson. Student C did
show confidence in single-digit numbers
and could read and represent them in
many ways. The student also struggled
with two-digit numbers especially in
representing the numbers. In the unifix
activity, the student showed a two-digit
number as one long tower and had to
Student C     /  *   /  count each cube. The student did not
know how to partition or bundle. The
student could identify the tens and ones
in their favourite number but did not
understand the meaning of tens and
ones. The student was not tested in two-
digit ordering numbers however was
confident in single-digit numbers and
could give reasoning regarding how to
order the numbers. The students did not
have time for before and after bingo
however could state one number before
and after in the unifix activity.

Key:
= Not evident yet
/ = Developing understanding of concept
 = Some understanding of concept
 = Good understanding of concept