Maths Evaluation

TEDE515-15 Assignment 2: Evaluation & Reflection in Mathematics
Student Profile: Tyler

Gender:
Male
Year:
Ethnicity:
NZ Maori
Date of Birth:
02.07.2007
English as a Second
Language:
No
Age:
7.11 years old
Additive Strategies
Multiplicative Strategies
Numeral Identification
Forward Sequences
Backward Sequences
Grouping & Place Value
Fraction Knowledge
Basic Facts
Strengths/Areas for
Support: Strengths
Areas for support
Priority Area
SLO: Students will learn to solve single digit result unknown, addition word problems by
rearranging and combining numbers to make tens.
Make 10: Tyler was slow to make 10 on the 10s frame and needs more practice to make it
automatic. He required lots of encouragement to avoid resorting to using fingers to count on. He
was able to recognise 5+5 but took lots of scaffolding with equipment to recognise 6+4 and 7+3.
He opted out of contributing to the discussion for the last and more complex question.
Not There Yet
Doubling: Tyler was able to match the number on the domino piece effectively, however it took
him a little bit longer to think through it.
On Target
SLO: Students will build addition basic facts doubling knowledge.
Make 10: Tyler requires lots of support to demonstrate understanding of making 10 in a written
form. He is able to demonstrate the problem with materials, however struggles to explain the
process (Refer to figure 2).
SLO: Students will build addition basic facts knowledge to 20.
Single Digit Addition: Tyler took a long time to warm up to this activity, he used counting on
strategies using his fingers.
Partitioning: Tyler was able to show both numbers on the 10s frame and with support split the
lowest number to make 10 on one frame and the remaining on the other. Tyler was unable to
predict 9+3, showing limited number properties knowledge to make 10 (Refer to figure 4).
On Target
SLO: Students will learn to solve single digit result unknown, addition word problems through
partitioning the lowest number to go up through 10.
Not There Yet
Not There Yet
Addition to 10: Tyler was able to throw the dice and write down the number that makes it to 10,
however it is not yet knowledge as he occasionally utilised a counting on method. (Refer to
figure 1).
On Target
N StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber
Lesson 3:
Lesson 2:
Lesson 1:
Overall Evaluation of Learning
Partitioning: Tyler needed scaffolding with using the number line to solve the problems, however was
able to use the 10s frame with little support to show the process of partitioning one number to make 10.
n Target
On Target
SLO: Students will learn to solve single digit result unknown, addition word problems through partitioning
the lowest number to go up through 10.
Tyler knows some basic facts to 5 and doubles through knowledge (e.g. 1+1 and 5+5). However he
resorts to counting on strategies, with and without materials, to solve more complex basic facts (e.g. 8+7).
(Refer to figure 3).
On Target
AO: Know the basic addition and subtraction facts
AO: Use simple additive strategies with whole number and fractions.
With support and prompting Tyler is able to use materials to recognise numbers that make 10
and also use rearranging to make 10 number strategy to solve number sentences. However he
struggles to explain and demonstrate his thinking orally and in written form. With support and
the use of materials, Tyler is able to partition numbers to solve single digit result unknown
addition problems.
On Target
StrategiesNumber KnowledgeNumber StrategiesNumber Knowledgeumber
esson 4:
Overall
Single and Double Digit Addition: Tyler used counting on strategy to solve the single and double digit
addition problems, although he tried to do some through imaging he used his fingers for some. He knows
some basic facts (e.g. 1+1).
Next Step:
Number Knowledge:
Build addition basic facts knowledge to 10.
Number Strategies:
The next step for Tyler is to use a variety of different materials with increasing independence,
to rearrange number sentences to make 10 with single digit result unknown addition problems
and progress to the use of imaging of materials and using number properties.
Notes: Tyler was distracted, irritable and upset for some of the lessons, he found it difficult to stay on task and
required constant movement, often rocking, chewing on pencils or fidgeting. After playing a competitive number
knowledge game Tyler became very upset that he didnt win a game.
Evidence
Figure 1.
Tylers dice roll to make ten (Number knowledge

warm up).
Figure 2.
Rearranging to make 10 addition problems.

Inaccurate prediction, however with step by step
prompting Tyler could solve the problem.
Figure 3.
Maths Slide example.
Figure 4.
Tyler partitioning inaccurate prediction
Student Profile: Vicente

Gender:
Male
Year:
Ethnicity:
Latin American/Hispanic
Date of Birth:
23.05.2007
English as a Second
Language:
No
Age:
8.1 years old
Additive Strategies
Forward Sequences
Backward Sequences
Fraction Knowledge
Basic Facts
Strengths/Areas for
Support:
Strengths
Areas for support
Priority Area
Partitioning: Vicente was able to solve single digit addition problems using partitioning
strategies, with and without the use of tens frame (Refer to figure 7).
On Target
Make 10: Vicente can use rearranging to make 10 to accurately solve the problems, however
struggled to demonstrate his thinking orally and in written form. For example was able to use a
make 10 strategy when the two correct numbers were together (e.g. 7+3+3). However he may
have lacked understanding of the use of brackets, as was not able to demonstrate use of a
make 10 strategy when the two numbers were separate (e.g. 8+5+2) (Refer to figure 5 and 6).
Single Digit Addition: Vicente was able to solve single digit equations using counting on
strategies.
Not There Yet
Addition to 10: Vicente was able to roll the dice and quickly recognise what number was
needed to make 10.
On Target
Number Knowledge
Number Strategies
Make 10: Vicente was able to quickly recognise how many dots were on the tens frame and
how many dots were missing on the tens frame. He participated in the group discussion and
showed clear understanding of what numbers made 10.
BeyondAbove and BeyondAbove and BeyondAbove and
Number Knowledge
Doubling: Vicente was able to quickly match the number on the domino.
StrategiesNumber KnowledgeNumber
Number Strategies
Lesson 3:
Lesson 2:
Lesson 1:
Partitioning: Vicente was able to use number line and partitioning imaging to solve single digit
addition problems with some support.
n Target
On Target
Vicente knows basic facts to 10 and doubles through knowledge (e.g. 6+4 & 5+5), however he
relies on counting on and partitioning strategies with and without materials, to solve more
complex basic facts to 20 (e.g. 8+7). (Refer to figure 8).
On Target
Vicente is able to recognise numbers that make 10 and with some support use rearranging to
make 10 number strategy to solve number sentences. He is able to explain his process orally,
however has trouble with written explanations. With some support Vicente is able to partition
numbers to solve single digit result unknown addition problems.
On Target
StrategiesNumber KnowledgeNumber StrategiesNumber Knowledgeumber
esson 4:
Overall
Single and Double Digit Addition: Vicente was able to solve single digit addition using a
mixture of partitioning, counting on and knowledge strategies.
Next Step:
Number Knowledge:
Number Strategies:
The next step for Vicente is to solidify make 10 and partitioning strategies through applying it to
a range of problems including change problems with change unknown and start unknown, partpart-whole problems with whole unknown and part unknown and comparison problems with
difference unknown, larger unknown and smaller unknown.
Notes: Vicente was focused and engaged in all lessons and supported other students throughout the lessons.
Evidence
Figure 5.

Correct answer, however lack of showing process
and understanding.
Figure 6.
Figure 7.
Vicente accurate prediction of partitioning result

unknown problem. Demonstrating some
understanding of partitioning to make 10 (Note: He
didnt show signs of counting on but he could
have).
Figure 8.
Student Profile: Vania

Gender:
Female
Year:
Ethnicity:
Indian
Date of Birth:
01.01.2008
English as a Second
Language:
Yes
Age:
7.5 years old
Additive Strategies
Forward Sequences
Backward Sequences
Fraction Knowledge
Basic Facts
Strengths/Areas for
Support: Strengths
Areas for support
Priority Area
Addition to 10: Vania was able to use a tens frame to work out what numbers make 10. After
some prompting she was able to recognise what numbers make 10. However needs more
practice.
Make 10: Vania started to grasp the concept, however it took lots of prompting to get her to
work through the make 10 process and show her working on paper, rather than only writing the
answer. (Refer to figure 9 & 10).
Single Digit Addition: Vania was able to solve single digit addition equations using counting on
strategies
Partitioning: With support Vania was able to use partitioning strategies with tens frame
equipment to solve single digit addition problems. However lacks understanding of number
properties (Refer to figure 11).
Single and Double Digit Addition: Vania used a mixture of knowledge, partitioning on tens
frame and counting on strategies to solve problem. She struggled with double digit addition and
needs more support with place value before moving onto double digit addition.
On Target
Not There Yet
Not There Yet
On Target
Make 10: Vania was very slow to make 10 on the 10s frame and was regularly distracted. She
required lots of encouragement to avoid resorting to using fingers to count on. She was able to
recognise 5+5 but took lots of scaffolding with equipment to recognise 6+4 and 7+3.
Not There Yet
On Target
Doubling: Vania struggled to understand the game initially, however with prompting and
scaffolding was able to recognise the piece that she needed to use to match the domino piece.
Not There Yet
StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber

Number
Lesson 4:
Lesson 3:
Lesson 2:
Lesson 1:
On Target
Partitioning: Vania used number line and tens frame to partition numbers to solve single digit
addition problems. She started to visualise the movement of counters to make 10.
Vania knows some basic facts to 5 and doubles through knowledge (e.g. 5+5). However she
uses counting on strategies with materials, to solve more complex basic facts (e.g. 8+7). Vania
can use visual representations of numbers including, dice, tens frame and finger patterns, to
solve some problems to 10 and doubles. (Refer to figure 12).
On Target
With some support Vania is able to use rearranging to make 10 strategy to solve number
sentences. With support and the use of materials, Vania can partition numbers to solve single
digit result unknown addition problems.
On Target
StrategiesNumber KnowledgeNumber StrategiesNumber

Knowledg
Overall
Next Step:
Number Knowledge:
Number Strategies:
Vanias next step is to use a variety of different materials to partition single digit result unknown
addition problems and progress to the use of imaging of materials and number properties.
Notes: Vania was often distracted and disengaged, however she was more engaged when she was sitting directly
in front of me and when constantly encouraged to participate in the discussion.
Evidence
Figure 9.

Correct answer, however lack of showing process
and understanding.
Figure 10.
Figure 11.
Vania inaccurate prediction of partitioning result

unknown problem.
Figure 12.
Student Profile: Olive

Gender:
Female
Year:
Ethnicity:
NZ Maori
Date of Birth:
17.09.2006
English as a Second
Language:
No
Age:
8.9 years old
Additive Strategies
Forward Sequences
Backward Sequences
Fraction Knowledge
Basic Facts
Strengths/Areas for
Support: Strengths
Areas for support
Priority Area
Make 10: Olive was slower to visualise the tens frame pattern and took some scaffolding,
however was quick to learn the strategy and apply it within the addition problems. She was
progressively able to recognise what two numbers make 10 within problem.
Not There Yet
Doubling: Olive quickly recognised what domino to use to match the number.
On Target

Single Digit Addition: Solved problems using some knowledge and some counting on
strategies.
Partitioning: With support and the use of tens frame Olive understood partitioning strategies.
She also applied imaging of the tens frame to solve the last problem, however within the
evaluative formative assessment she was able to write the problem but became confused when
writing down the solution. (Refer to figure 15).
Single and Double Digit Addition: Olive quickly applied a mix of knowledge, partitioning and
counting on strategies to solve single and double digit addition problems.
Not There Yet
Make 10: Olive independently solved the addition problems with little support and was able to
show working on paper correctly. I need to extend her with progressionally more difficult
problems. (Refer to figure 14).
Not There Yet
On Target
Addition to 10: Olive was quick to recognise what numbers make 10 (Refer to figure 13).
On Target
On Target
StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber
Number
Lesson 4:
Lesson 3:
Lesson 2:
Lesson 1:
10
On Target
Partitioning: Olive quickly grasped the use of the number line to partition numbers but
preferred the use of the tens frame, she started to use imaging more throughout the lesson.
Olive knows basic facts to 10 and doubles through knowledge (e.g. 6+4). However she
occasionally uses counting on and partitioning strategies without materials, to solve more
complex basic facts to 20 (e.g. 8+7). (Refer to figure 16).
On Target
Olive can recognise numbers that make 10 and use rearranging to make 10 to solve number
sentences. With some support Olive is able to use imaging of number representations to
partition numbers to solve single digit result unknown addition problems.
On Target
StrategiesNumber KnowledgeNumber StrategiesNumber

Knowledge
Overall
Next Step:
Number Knowledge:
Number Strategies:
Olives next step is to apply make 10 and partitioning strategies to change unknown addition
problems and double digit addition problems, as well as progress into subtraction problems.
Notes: Olive is a quick learner, however she needs to be extended to ensure she is meeting national standards
expectations for her age.
Evidence
Figure 13.
Dice roll to make ten (Number knowledge warm

up).
11
Figure 14.
Figure 15.
Olive accurate prediction of partitioning result

unknown problem.
Demonstrating some understanding of partitioning
to make 10 (Note: She didnt show signs of
counting on but she could have).
Figure 16.
12
Part B: Reflection on Planning and Teaching

Pedagogical Practice
Problem solving
Chapin and Johnson (2006) and Van de Walle, Lovin, Karp, and Bay-Williams (2014) emphasise the
value to students learning when using word problems in teaching number strategies. Van de Walle, Lovin,
Karp, and Bay-Williams (2014) state that teaching through this problem solving approach develops
students relational understanding, where students are applying mathematics to create meaning and
understanding through real contexts, problems, situations and models (p. 13). It is argued that problem
solving provides students with greater opportunity to connect new knowledge with previous knowledge and
inherently reflect on concepts, processes and application, an essential component of the New Zealand
Curriculum recommended effective pedagogical practice (Van de Walle, Lovin, Karp, & Bay-Williams, 2014;
Ministry of Education, 2007). Van de Walle, Lovin, Karp and Bay-Williams (2014) also suggest that problem
solving provides teachers opportunity to differentiate learning for all students. This concept is embedded
within a constructivist learning perspective, where students are the centre of the learning process as they
come with prior knowledge, understandings and experiences (Pritchard, 2013).
Carpenter, Feenema and Frank (1994) highlight the need to use a range of problem structures
when teaching through a problem solving process, for example addition and subtraction problems include
join and separate change problems, as well as part-part-whole and compare problems. Additionally
research argues that word problems need to be appropriately placed to produce productive struggle that
will provide students with adequate challenge with a high-level cognitive demand (Van de Walle, Lovin,
Karp, & Bay-Williams, 2014). However something that I had not considered within my series of lessons was
the students unfamiliarity with the use of mathematical problem solving and the knowledge of process and
language to solve them. Therefore my first lesson was adapted to incorporate the collaborative
development of a problem solving model with students. This was achieved through a collective discussion
regarding the important parts of the problem and what to do with the information, therefore some students
may need the process of solving word problems explicitly taught.
Shared learning experiences
Van de Walle, Lovin, Karp, and Bay-Williams (2014) and Ministry of Education (2007) stress the
importance of engaging students in discussion in both student-teacher and student-student dialogue. The
purpose of shared learning experiences is to engage students in high cognitive demand discussions, where
students are actively sharing, describing, evaluating and making conjectures through the problem solving
process (Kilic, Cross, Ersoz, Mewborn, Swanagan & Kim, 2010; Ministry of Education, 2012; Smith,
Hughes, Engle & Stein, 2009). Van de Walle, Lovin, Karp, and Bay-Williams (2014) recommend the
process of clarifying students ideas, encouraging reasoning and fostering student-student dialogue to
achieve rich classroom discussions. This concept is embedded within socio-cultural learning theory, where
learning is established within a social process of interaction and participation (Bourke & St. George, 2008).
Within my lesson I provided opportunities for students to talk to a partner about the problem and the
problem solving process, however students were reluctant to engage in discussion with others. This could
13
have been for a number of reasons: unfamiliarity with discussing mathematical thinking, lack of conceptual
understanding and/or lack of adequate teacher scaffolding and/or clear instruction. Over the four lessons
students became more familiar with actively engaging in the lesson and discussing their thoughts with
others, however it is important to note that effective shared learning experiences must be progressively built
within a supportive environment of learning (Van de Walle, Lovin, Karp, & Bay-Williams, 2014).
Written recording book
Ministry of Education (2012) describe written recording of students ideas as a window into student
thinking (p. 6). Higgins, Wakefield and Isaacson (2006) argue that this is best achieved when modelling
books are utilised as a tool to facilitate interactions through connecting object manipulation with students
conceptual discussions. Modelling books are recommended by the Ministry of Education through the
Numeracy Development Project (NDP) to support and extend students conceptual mathematical thinking
and reduce mental load (Ministry of Education, 2012). Higgins, Wakefield and Isaacson (2006) highlight the
positioning of the modelling book in relation to the student and teacher. For the pedagogical practice to be
effective Higgins, Wakefield and Isaacson (2006) maintain that the modelling book must be a shared tool
that is easily accessible by both student and teacher. Ministry of Education (2012) also emphasise the use
of the modelling book as not only a way to model number properties and number sentences, but also to
demonstrate multiple structured representations of numbers, including words, diagrams and number lines.
This is an area that I had not considered in my lesson planning. I had a preconception that the recording of
students thoughts must be in number sentences, however the purpose of written recording is to
demonstrate their thinking. Therefore, what does it matter what form it is in? In hindsight, for the students
who struggled to demonstrate or tell me their processing through number properties, I could have asked
them to demonstrate or tell me how they solved the problem using diagrams or materials. Consequently,
once the concept is reinforced with deep understanding using materials and imagery, progression can be
made to number properties (Ministry of Education, 2012).
Pedagogical content knowledge
Make 10
Chapin and Johnson (2006), Van de Walle, Lovin, Karp, and Bay-Williams (2014) and Hunting
(2003) state that the make 10 strategy is a significant foundation to develop students addition
understanding and basic fact mastery. This corresponds with Mulligan and Mitchelmore (2013) argument
that students awareness of mathematical patterns and structure is essential for students mathematical
development. It is therefore a vital progression for students to move from seeing a structure of individual
items to a structure of numbers in groups, for example 10 individual items compared to 10 items as one
group (Hunting, 2003; Ministry of Education, 2012). Mulligan and Mitchelmore (2013) highlight this
importance through recognising a correlation among low achieving students with poorly organised
representations of number and prestructural thinking. Mulligan and Mitchelmore (2013) argue that for low
achieving students Awareness of Mathematical Pattern and Structure (AMPS) must be explicitly and
progressionally taught, modelled and represented within classroom problems and discussions (Mulligan,
Mitchelmore, English & Crevensten, 2013). This AMPS is something that I had not considered within my
14
lessons, which may have been a missing element to some students thinking and reasoning. The two
students who struggled with the concept of making 10, could have benefitted from more explicit scaffolding
to recognise the difference between the parts and the whole. This provides the conceptual link with number
partitioning strategy.
Partitioning
Van de Walle, Lovin, Karp, and Bay-Williams (2014) discusses the partitioning strategy to solve
problems over 10, however emphasises the important progression from make 10 to partitioning. Research
also highlights some important mathematical understandings that are essential prior knowledge to
progressing to partitioning, including an understanding of parts and the whole, place value and addition with
10 (Van de Walle, Lovin, Karp, & Bay-Williams, 2014; Ministry of Education, 2012). This may have been an
additional down fall of my planned lessons, as from my initial analysis of students knowledge all four
students needed support within grouping and place value areas. Van de Walle, Lovin, Karp, and BayWilliams (2014) and Ministry of Education (2012) suggest that students need to recognise the base-ten
concept of grouping before they can progress away from counting in ones, which is where some of the
students may have lacked essential progressional knowledge. In hindsight, it may have been more
beneficial for some students to have focused on developing concrete understanding of grouping and place
value as a prerequisite to part-whole problem solving.
Implications for further Professional Development
From this reflection on pedagogical practice and pedagogical content knowledge, I would like to
develop my problem solving pedagogy to write and teach through a variety of problem types. This will not
only increase students understanding of a strategy taught, but also create strong structural representations
of numbers. I would also like to consciously develop facilitation pedagogy that utilises students voice and
effective questioning for students to develop relational understanding and translation knowledge and skills
(Ministry of Education, 2012). This is to increase and enhance the shared learning experience within the
group, as well as maintain students in a level of high cognitive demand where they are actively engaged
and participating. Consequently I would also like to work on my ability to integrate the students voices
effectively into the use of the modelling book to demonstrate students thinking as a shared student-teacher
tool. Lastly, I need further professional development towards increasing my pedagogical content knowledge
in transitioning students from advanced counting to early additive. I feel professional development of my
pedagogical content knowledge will be a continuous area of reflection and development based on mine and
the students needs.
Further areas for improvement
In reflection of my lesson planning and implementation, there would be a number of further areas
that I would like to improve. Firstly I would develop pedagogical understanding for the length students need
at a variety of levels to develop concrete understanding of concepts, as well as the ability to be flexible to
students changing needs and understandings. In reflection of my lessons planned and taught, not enough
time was spent exploring the make 10 strategy in depth. Although I had changed my lessons from feedback
15
given before I started the lessons, I should have spent 4-6 lessons allowing the students to explore and
practice make 10 strategies with a variety of problem types and contexts. In hindsight, I also should have
recognised that students had limited understanding of make 10 strategy after my second lesson and
changed my lessons 3 and 4 to further explore the strategy. Although I thought I was being flexible and
adaptive to students needs during the series of lessons, on reflection I needed to be more flexible.
16
References
Bourke, R., & St. George, A. (2008). Understanding learning through theory. In R. Bourke., A. Lawrence., A.
McGee., J. ONeill & J. Curzon (Eds). Talk about learning. Working alongside teachers (pp. 1326).
Auckland, New Zealand: Pearson Education.
Carpenter, T., Fennema, E. & Franke, M. L (1994). Cognitively Guided Instruction: Childrens Thinking
About Whole Numbers. Madison, Wisconsin: Wisconsin Center for Education Research, School of
Education, University of Wisconsin-Madison.
Chapin, S. H., & Johnson, A. (2006). Math matters: Understanding the math you teach, grades K-8.
Sausalito, CA: Math Solutions Publications.
Higgins, J. with Wakefield, M., & Isaacson, R. (2006). Modelling books and student discussion in
mathematics. In Findings from the New Zealand Numeracy Development Projects 2005. Wellington,
New Zealand: Ministry of Education.
Hunting, R. (2003). Part-whole number knowledge in preschool students. The Journal of Mathematical
Behavior, 22, 217235.
Kilic, H., Cross, D. I. Ersoz, F. A., Mewborn, D. S., Swanagan, D., & Kim, J. (2010). Techniques for smallgroup discourse. Teaching children Mathematics, 16(6), 350-357.
Ministry of Education (2007). The New Zealand Curriculum: For English-medium teaching and learning in
years 1-13. Wellington, New Zealand: Learning Media Limited.
Ministry of Education (2012). Book 5: Teaching addition, subtraction and place value. Wellington, New
Zealand: Learning Media Limited.
Mulligan, J. T. & Mitchelmore, M. C. (2013). Early awareness of mathematical pattern and structure. In
English, L. D. & Mulligan, J. T. (Eds.), Reconceptualizing early mathematics learning (pp. 29-46).
New York, NY: Springer.
Mulligan, J. T., Mitchelmore, M. C., English, L. D., & Crevensten, N. (2013). Reconceptualizing early
mathematics learning: The fundamental role of pattern and structure. In English, L. D. & Mulligan, J.
T. (Eds.), Reconceptualizing early mathematics learning (pp. 47-66). New York, NY: Springer.
Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. Oxfordshire,
England: Routledge.
Smith, M., Hughes, E., Engle, R., & Stein, M. (2009). Orchestrating Discussions. Mathematics Teaching in
Middle School, 3(5), 344-350.
Van de Walle, J., Lovin, A., Karp, K. H., & Bay-Williams, J. M. (2014). Teaching student-Centered
Mathematics: Developmentally appropriate instruction for Grades 3-5 : volume II. Upper Saddle
River, NJ: Pearson Education Limited.
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TEDE515-15 Assignment 2: Evaluation & Reflection in Mathematics

Student Profile: Tyler

7.11 years old

Grouping & Place Value

Not There Yet

SLO: Students will build addition basic facts doubling knowledge.

Not There Yet

Not There Yet

SLO: Students will build addition basic facts knowledge to 10.

SLO: Students will build addition basic facts knowledge to 20.

N StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber

Overall Evaluation of Learning

AO: Know the basic addition and subtraction facts

StrategiesNumber KnowledgeNumber StrategiesNumber Knowledgeumber

Tylers dice roll to make ten (Number knowledge

Rearranging to make 10 addition problems.

Maths Slide example.

Tyler partitioning inaccurate prediction

Student Profile: Vicente

8.1 years old

Grouping & Place Value

SLO: Students will build addition basic facts knowledge to 20.

SLO: Students will build addition basic facts knowledge to 20.

Not There Yet

SLO: Students will build addition basic facts knowledge to 10.

BeyondAbove and BeyondAbove and BeyondAbove and

SLO: Students will build addition basic facts doubling knowledge.

Overall Evaluation of Learning

AO: Know the basic addition and subtraction facts

StrategiesNumber KnowledgeNumber StrategiesNumber Knowledgeumber

Rearranging to make 10 addition problems.

Rearranging to make 10 addition problems.

Vicente accurate prediction of partitioning result

Maths Slide example.

Student Profile: Vania

7.5 years old

Grouping & Place Value

SLO: Students will build addition basic facts knowledge to 10.

Not There Yet

Not There Yet

StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber

SLO: Students will build addition basic facts doubling knowledge.

SLO: Students will build addition basic facts knowledge to 20.

Overall Evaluation of Learning

AO: Know the basic addition and subtraction facts

StrategiesNumber KnowledgeNumber StrategiesNumber

Rearranging to make 10 addition problems.

Rearranging to make 10 addition problems.

Vania inaccurate prediction of partitioning result

Maths Slide example.

Student Profile: Olive

8.9 years old

Grouping & Place Value

Not There Yet

SLO: Students will build addition basic facts doubling knowledge.

SLO: Students will build addition basic facts knowledge to 20.

Not There Yet

Not There Yet

SLO: Students will build addition basic facts knowledge to 10.

StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber StrategiesNumber KnowledgeNumber

Overall Evaluation of Learning

AO: Know the basic addition and subtraction facts