Student

A: Max Sammut

(If suppression of name required call them A)

Grade/Year: 1
Date Interviewed: 2nd April, 2014
Note: Attach the original record sheets from your interview of each student to the back of the hard
copy you submit to the Faculty of Education dropbox. Keep a photocopy for yourself as backup.
1.

Growth Point Table

Domain

Assigned Growth Point

Counting

Place Value

Addition and Subtraction

Multiplication and Division

James Mardling 25/5/16 6:07 PM

Comment [1]: These growth points are an
indication of student success within the Math
Assessment Interview (5.1)
This interview is a form of formative assessment.

Who checked your growth point judgements?
Students name:

Date:

Note: Their signature/s should be on the hard copy beneath each table.

2.

Nutshell Statement (Maximum 150 words)

Max showed limited strengths in counting across all tasks; his only mental strategy was to count

by ones, which shows a lack of skip counting and cardinality. This was first seen when counting the
teddies and then again in the forwards/backwards task where he was unable to think of any other
strategies. Furthermore, when asked to count by 10s, Max started counting at 10 and was only able to
count by ones (i.e. 10, 11, 12, 13).
With place value, Max was able to interpret most numbers on the cards and on the calculator. His
weakness in place value was seen when he misinterpreted 147 as 1047. Moreover, when bundling, Max
was interpreting the bundles as single units, therefore he started counting by ones. Max couldnt
subitise, which was seen when counting the Quantities to 10, where he stuck to one to one counting.
With the addition and subtraction tasks, along with the multiplication task, Max was unable to
adopt any counting strategies other than one to one.

James Mardling 25/5/16 6:09 PM

Comment [2]: A comprehensive report made
from the data collected. Such a report can be used to
inform teaching, and provides feedback for the child
and parents/carers (5.2 & 5.5)

3.

Lesson Plan (Use the template below and write into it. Maximum of 500 of your own words)

Lesson Title: Block Counting

Learning intention/s:
Student will skip count by twos, fives and tens starting from zero
Student will represent and solve simple addition and subtraction problems using a range of strategies
including counting on, partitioning and rearranging parts

e5: ENGAGE, EXPLORE
Lesson introduction (aligning-tuning in-motivating- the hook)

Ask the student for an example of 1, 2 and 3 digit numbers.
Ask the student to grab a handful of ungrouped materials (blocks) and to count out how many there
are.
Ask the student if they can partition the number they have counted into smaller numbers, or gather
more blocks to group them into larger quantities.

e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation

Step 1. Student will be asked to collect x amount of blocks and to write down the quantity in their
exercise books, Could you please gather this amount of blocks for me and then record the number in
your exercise book.
Step 2. Student will be asked to collect specific amounts of blocks: 5, 10, 20, 40 and 50, Gather this
many blocks for me please.
Step 3. Student will then be asked if they can see any way of dividing the blocks into even group, thus
encouraging subitising and partitioning, Do you think we can group these blocks, rather than just a pile
of x?
Step 4. Student will be asked to represent a number of addition and subtraction problems using the
number blocks, If I had 15 blocks and I took 6 away, how many do I have left?
Step 5. Student will be asked to break up grouped materials to represent their number bonds. Here is a
group of 10 blocks, how many different ways can they be partitioned?

Pirie-Kieren Model:
The use of materials (grouped and ungrouped) provides a link between concrete and abstract cognition
for the child, whereby they are able to physically count the numbers asked of them with the blocks
given. To strengthen their ability in counting, the blocks will be regularly covered and uncovered so the
child is encouraged to shift seamlessly between abstract and concrete cognition, also known as imaging.
Ultimately this task is aimed to develop the childs understanding of number properties by
incorporating the use of materials while also encouraging the use of mental computation.

Adjusting the lesson:
The student will most likely begin to count the blocks by ones, at which stage the teacher can prompt
other methods of counting, such as grouping the materials to groups of 2, 5 or 10. Also, the student
may not understand the concept of grouping, at which point the teacher can give examples of grouping
into 2s, 5s and 10s, and hence encourage skip counting.

James Mardling 25/5/16 6:13 PM

Comment [3]: From the observations made with
the data collected, I have designed a lesson plan that
targets areas for improvement and hence modifies
my teaching practice (5.4)

e5: EXPLAIN, ELABORATE, EVALUATE

Making connections
1. Ask child if they can skip count by 2s, 5s and 10s - starting from 0 and then building by starting at x,
Could you please count up to 10 by 2s. If they struggle without concrete materials it means they have
no met the learning intention, however allow them to use materials periodically to reinforce the lesson
content.
2. Ask child if they can break up numbers into their number bonds, How many ways can this group of
blocks be broken into two groups? This allows the child to demonstrate whether or not they
understand the basic number bonding concepts.
Materials:

Grouped and ungrouped materials (blocks)
Exercise books
Material to cover blocks
Pencil

4. Lesson Rationale (Maximum of 200 of your own words)

From the observations made during the MUI the student showed an understanding of basic one-to-one
counting, though showed no comprehension in skip counting. AusVELS states that by the end of grade
1, children should be able to skip count by 2s, 5s and 10s starting from 0. The aim of this lesson was to
develop the childs understanding of number properties through use of concrete materials (blocks) to
allow the child to visualise the bonds that numbers have. I chose to use the grouped and ungrouped
blocks as concrete materials because manipulative objects help children Explore how an unknown
quantity of objects can be determined by organising the collection from scratch (Reys, p. 172).
Moreover, the use of the ungrouped blocks develops early number understanding of conservation,
comparisons and one-to-one correspondence, along with skip counting, counting forward and backward
and subitising (Reys, p. 141). Furthermore, the blocks support the Pirie-Kieran model whereby children
are able to shift between concrete and abstract cognition, thus progressing mental strategies. The three
levels of addition and subtraction are: development through direct modeling and concrete objects;
counting and written computation; and memorizing number facts and strategies (Kulm, 1985). This
lesson develops the first two of these strategies, which are essential for a childs progress.

Reference:

Reys.R et al (2012). Helping children learn mathematics. Queensland: John Wiley And Sons,
Australia.

Kulm, G. (1985). Strategies and Activities, Learning to Add and Subtract. [e-book] Washington:
National Institute of Education. p. 7. Available through: www.babel.org
http://babel.hathitrust.org/cgi/pt?id=uiug.30112104099541;view=1up;seq=4

Student B: Marnie Frazer

(If suppression of name required call them B)

Grade/Year: 3
Date Interviewed: 2nd April 2014
Note: Attach the original record sheets from your interview of each student to the back of the hard
copy you submit to the Faculty of Education dropbox. Keep a photocopy for yourself as backup.
5.

Growth Point Table

Domain

Assigned Growth Point

Counting

Place Value

Addition and Subtraction

Multiplication and Division

Who checked your growth point judgements?
Students name:

Date:

Note: Their signature/s should be on the hard copy beneath each table.

6.

Nutshell Statement (Maximum 150 words)

Marnie was able to count by 1s, 2s, 3s, 5s and 10s for addition, however only from 0; when counting
from x, Marnie struggled to grasp the concept, which shows a weakness in skip counting-on. Marnie
showed a clear comprehension of place value by recognising up to 4-digit numbers; however, she
misinterpreted a 5-digit number as billion. Marnie was able to subitise with the bundling activity;
initially she grabbed 4 bundles of 10, however self corrected herself and replaced one of the bundles
with 6 singles. Marine showed strength in number bonding in both the bundling and number line,
where she knew that 26 + 10 = 36, so 36 10 = 26, along with 50 + 50 = 100, so the number line is at
50. Marnies multiplication skills were limited, whereby she had no knowledge of her timetables and
could only skip count for multiplication.

7.

Lesson Plan (Use the template below and write into it. Maximum of 500 of your own words)

Lesson Title: Eggs Arrays

Learning intention/s:
Student will recall multiplication facts of two, three, five and ten (ACMNA056)

e5: ENGAGE, EXPLORE
Lesson introduction (aligning-tuning in-motivating- the hook)
Roll two die and asked the child if they know the product of the two numbers shown, then proceed to
represent the number shown with an array of Easter eggs. Repeat two times while recording the
products into the blank timetable grid, from 1x1 to 10x10.

e5: EXPLORE, EXPLAIN, ELABORATE
Development/investigation
Step 1. Student will roll the 2 die and represent the 2 numbers in an array Easter eggs, So we have 3
and 4, could you please make an array with 3 x 4 eggs and tell me how many there are all together.
Good, now could you please write that number on into the corresponding spot on the multiplication
chart and roll the die again
Step 2. Student will continue to roll the die until all possible combinations have been visualised using an
array of Easter eggs (from 1x1 to 6x6) on the chart.
Step 3. Student will then continue to fill out the timetable grid, Can you now fill out the rest of the
grid? Can you see the patterns developing? (Skip counting).
Step 4. With the completed multiplication chart, student can practise memorising the times tables, Can
you cite your 5 times tables? Try to avoid looking at your chart as much as possible.
Step 5. Student can place the multiplication chart in her math book for quick reference and practice.

Pirie-Kieren Model:
For this activity it is important for Marnie to be able to see and understand the relationship between
the concrete materials and the written results. By using Marnies prior knowledge of skip counting, you
can ask detailed questions regarding the arrays to develop her understanding. Marnie rolls a 4 and a 5,
you can ask her ring them in sets of 5 and count them, 5, 5, 5, 5, you could then ask her to add them,
5 + 5 + 5 + 5 = 20 and then finally to multiply them, 4 x 5 = 20. The use of materials will build on her
prior knowledge and support her deeper understanding of multiplication.

Adjusting the lesson:

If the student is struggling with the task, you could elaborate on the arrays and encourage the student
to count the eggs out at their own pace. If the student is completing the task with ease, an extension
activity could be incorporated to help the student understand the different factors of numbers. When
the student rolls 3 and 4 the resulting array will give 12, you can further the understand of the
properties of 12 by asking the student to see if there were any other possible arrays, ie 1 x 12, 2 x 6 etc.

e5: EXPLAIN, ELABORATE, EVALUATE
Making connections
I will be assessing whether the student is able to cite their 2s, 3s, 5s and 10s times tables, Could you
please cite your 2s times tables for me? Could you please cite your 5s times tables for me? Initially,
mental abstract will be encouraged, however if she is struggling allow her to incorporate the concrete
materials.

Materials:

2 x die
Easter eggs
Blank multiplication chart
Markers

8. Lesson Rationale (Maximum of 200 of your own words)

Throughout the multiplication side of the MAI, Marnies only strategies were to skip count by 2s, 3s and
5s, along with trial and error with the 30. Teddies on the mats. These results showed a lack of
knowledge of any multiplication tables, which is an expected ability of children in grade 3 according to
AusVELS. I wanted Marnie to have a sense of ownership when rolling the die and subsequently creating
a simple, temporary array; the task is not too daunting and the concrete materials show the student the
properties of a number in multiplication. In light of the Pirie-Kieran model, Marnie will be able to see
the relationship between concrete and abstract aspects of multiplication; the self-created multiplication
chart will instil a greater sense of ownership for Marnie and will be easily accessible at the front or back
of her exercise book. Children should attempt to memorise facts only after understanding is attained
(Reys, p. 206); therefore it is imperative that Marnie understands the principles of multiplication, hence
an emphasis will be placed on her complete understanding. Moreover, to further reinforce Marnies
understanding of timetables it is important she engages in regular drill activities, which should be varied
and interesting (Reys, p. 206).

References

Reys.R et al (2012). Helping children learn mathematics. Queensland: John Wiley And Sons,
Australia.