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# Report template

Green
2.2.2 content
selection and
organisation

Blue
2.2.3
curriculum,
assessment
and reporting

Nicole Cochrane

## Student ID: S00142840

Student A: Lily
Year Level: 1
Growth points reached:

Domain

Growth
point
(number)

Counting

GP3

## Counts forward and backwards from

various starting points between 1 and
100; knows numbers before and after a
given number.

Place Value

GP2

GP3

## Given a subtraction situation, chooses

appropriately from strategies including
count back, countdown to and count up
from.

strategies

GP2

## Uses the multiplicative structure of the

situation to find the answer when all
objects are modelled or perceived.

Report:
Lily can count forwards and backwards consecutively from specific
numbers for example 1-32, 84-113, and 24-10, self-correcting when she is
aware she has the wrong answer. She is able to count by ones, fives and
tens efficiently. Lily can read and write 1, 2 and 3 digit numbers, and can
interpret a 2-digit number line, for example Lily understood that the
middle of 0 and 100 is 50, as she understood the connection that the
middle 0 to 10 is 5 and 100 is ten times as big as 10. She can count on
and count back from specific numbers, using derived strategies to
establish the answer, such as 5+3=8. Lily is able to use skip counting
tactics to count a collection, often using 2s and 3s to skip count. She uses
subitising strategies (recognising the number of objects in a small group
without counting them). She also used prior knowledge of a dozen and
half a dozen to group the teddies on the mats. Lily used the known fact
derived strategy to establish how long the unifix train is, 5x3=15.
[Word Count: 181.]

## Nicole Cochrane S00142840

16/04/2015

EDMA262: Assessment 1

1|Page

Date: 6/12/14

Year Level(s): 1

## Australian Curriculum (AC):

Year level(s): Year 1
Content strand(s): Number and Algebra
Sub strand (s): Number and place value (ACMNA015)
Content descriptors(s): Represent and solve simple addition problems using a range of
strategies including counting on, portioning and rearranging parts.
Proficiency strand(s) and statement:
Understanding: connecting names, numerals and quantities, and partitioning numbers in
various ways.
Fluency: counting number in sequences readily forward and backwards, locating numbers on a
number line.
Problem Solving: using materials to model authentic problems, using familiar counting
sequences to solve unfamiliar problems and discussing the reasonableness of the answer.
Reasoning: justifying representations of data, and explaining patterns that have been created.
Students prior knowledge:
Counting using one to one correspondence
Subitising small groups
Key questions to guide learning and prompt student thinking:

How are you finding out how many pebbles you have?
How do you know you have counted all of the pebbles?
Can you use a number line to assist in finding out how many pebbles
you have?
How are you writing/drawing how you answered the question?

## Nicole Cochrane S00142840

16/04/2015

EDMA262: Assessment 1

2|Page

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

Using work samples, the pieces of paper that were used to write
working out on.
Using an assessment grid.

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

## Students use a counting on strategy

Students use a number line technique
Students use correct names and numerals for quantities
Not using a one to one correspondence

Resources:

9 large pebbles
Small pebbles enough for 10 pebbles per student (eg 20 students 200 pebbles)
10 small teddy bears
Paper and pencils
Smart Board

## Organisation for learning:

Introduction: Whole class will be seated on the floor in a circle.
Development: Students will work individually at their tables.
Conclusion: Whole class will be seated on the floor.

## Considerations for learner diversity:

Indigenous learners:
I will ask students what addition techniques they have needed to use in
their everyday lives and for what purpose. Then adapting one of their
personal experiences to be included in the lesson plan. Such as insuring
the animals had 4 litres of water to drink, instead of using pebbles in this
instance I would use the worded question to encourage students and
English as additional language learner/dialect (EALL/D) learners:
The teacher will speak and writing on the board in the other language that
is in the class as well as English, to ensure that all students feel included
in the class. The teacher should also use body gestures to help those
Nicole Cochrane S00142840
16/04/2015

EDMA262: Assessment 1

3|Page

## EALL/D learners, such as point to mouth to speak, writing motion with

Lesson actions:
e5: ENGAGE, EXPLORE
Lesson introduction (Whole TUNING IN):
Ask students to sit on the floor in a circle. Show the students the basket
full of 9 large pebbles.
Ask how many pebbles do you think are in the basket, discuss this
estimations.
Place the pebbles on the floor in 2 groups, one with 5 pebbles, and the
other with 4.
Ask students to count together as the teacher points to each pebble in
one group, write this number on the board, then count the second group
and do the same.
Write these numbers as an equation on the board 5+4=[ ] .
Ask how can we add the equation together without counting all the
pebbles, if required teacher leads discussion using visual representation
of pebbles on the floor.
Ask Is there just one way to get the answer? Ensure that students
understand that there are many ways to find the answer and discuss a
few.
e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation (Part - INVESTIGATING):
When students are sitting at tables, allow student to take a small handful
of pebbles (10 or less) (if students have too many ask to put a few back).
Tell students they are working individually.
Divide the pebbles in 2 groups and write the amount of pebbles in each
group on a piece of paper.
Ask without counting all the pebbles, find out how many pebbles you
have in total. Writing/drawing how you found the total.
Teacher will be roving assisting, prompting and extending students, and
filling out an assessment grid.
Enabling prompt:

## Use bigger pebbles so there are less to count.

Extending prompt:

If I gave you a third group of pebbles (give extra pebbles), how many do
you have now?
If students finish early they are to go to the smart board and play
www.technologyrocksseriously.com 12 games of Christmas Santa Addition.
e5: EXPLAIN, ELABORATE, EVALUATE
Nicole Cochrane S00142840
16/04/2015

EDMA262: Assessment 1

4|Page

## Plenary and conclusion (Whole REFLECTING and GENERALISING):

Ask students to bring the paper that they wrote their working out on to
the floor.
Ask a select few students (chosen when roving) to discuss with the class
how they found out how many pebbles they had.
Bring out 10 small teddy bears.
Split the bears into 2 groups (one with 3 bears, and one with 7 bears).
Ask students to count how many is in each group, write the numbers on
the board as an equation.
Teacher leads discussion on how to find out how many bears there are.
Line up/group bears in groups so students can use visualisation to assist.
Ask a few students to write on the board how they would work it out,
encourage them to use the bears.
Ask students is there any other way of adding the bears together, if the
class cannot think of any the teacher is to assist and suggest one.
Explaining how to add the bears together.
Ask if students can think of any other ways now, waiting an appropriate
time. Explore any given methods, using students to help other peers when
they are having difficulty.
[Word count: 759.]

## Nicole Cochrane S00142840

16/04/2015

EDMA262: Assessment 1

5|Page