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Assignment One- Resource Evaluation
The resources I have chosen to evaluate are Unifix blocks and a computer
game called Number Balloons. These resources focus on the mathematical
content strand of number and algebra and the sub-strand number and place
value (Australian Curriculum and Reporting Authority [ACARA], 2015). Both
resources aim to build students fluency in their understanding of number
sense. Number sense involves making the connection between quantities
and counting (Charlesworth, 2012 as cited in Knaus, 2013, p.34). Number
sense is an important skill for students to have as it is applied to other
mathematical strands such as measurement, geometry, probability and
statistics (Knaus, 2014, p.33).
Information Communication Technology Resource- Number Balloons:
Number Balloons require you to pop the balloons by matching the numbers on
the bottom of the screen to the value floating in each balloon. The aim of the
game is for children to pop the balloons in the quickest amount of time. This
game has two different settings, pop the digits and pop the spots. The
difference between the two settings is that pop the digits has numerical
values on the balloons whereas pop the spots has spots on the balloon to
represent the number value.
The mathematical potential of this resource for all ages is that Number
Balloons allow for children to practice their number recognition of numbers 1
to 10. Children can practice reading numbers and interpret the number value
in the spots compared to the written digit. These skills are a part of the first
Place Value Growth Point Can read, write, interpret and order single digit
numbers (Department of Education and Training, 2009). These skills are
essential for further mathematical development.
A potential challenge in the use of this ICT resource is, students may not use
the resource correctly and may just click on all the balloons with a specific
number until it pops. This will not show their understanding of number
recognition and ability to subitise if students are not focusing on the
mathematics in the task, being more focused on the popping of the balloons in

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the quickest time possible.
Mathematical potential for three year olds:
The mathematical potential for three year old children in pop the digits is that
it allows for children to practice the skill of matching and reading numbers,
one to ten. This activity helps students to practise the skill of number
recognition; with the numbers not being in a number sequence, another level
of difficulty is added for students as the numbers to match are not in an order
from one to ten. An educator may ask a student during this activity, What
number is that? (referring to a numeral on a balloon), this allows an educator
to view the students understanding of the task and number recognition.
In relation to The Early Years Learning Framework for Australia, this
resource focuses on Outcome 4: Children are confident and involved
learners (Department of Education, Employment and Workplace [DEEW],
2009) and Outcome 5: Children are effective communicators (DEEW, 2009).
It also links to the Learning Outcomes and the Australian Curriculum strand
Number and Algebra using the Numeracy Matrix. For Learning Outcome 4
and Number and Algebra, the numeracy matrix asks, What opportunities do
we provide for each child to accept new challenges, make new discoveries
and celebrate effort and achievement? (Perry, Dockett, Harley, 2012, p.165).
This resource allows for students to make mistakes in an enjoyable way
without judgement of mistakes. Students will find success with this resource
through trial and error and practice of number recognition. For Learning
Outcome 5 and Number and Algebra in the Numeracy Matrix, How do we
encourage children to talk about and represent their findings? (Perry et al,
2012, p.166), students will be encouraged to speak about their improvements
in number recognition through the reduction in time it takes the child to pop
the balloons in this game. These conversations may be implemented in class
discussion time.
Mathematical potential for five year olds:
I would use the pop the spots setting for children aged five years old. The

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mathematical potential of this resource is that it allows for children to practice
their skills of subitising, linking numbers to quantities and interpreting single
digit numbers.
Subitising refers to the ability to recognize how many objects are in a group
without counting. (Serrow, Callingham & Muir, 2014, p.84) Subitising is a skill
that needs to be developed and practised through experiences with dot
patterns, such as the dots that are on the balloons in this game.
Students can practice linking numbers with quantities, by interpreting the
amount of dots on the balloon to the written number. This is an essential skill
as children need to understand that numbers can be represented by a group
of objects. Questions an educator could use to support this learning are How
many dots do you see in this balloon? (pointing to a particular balloon), Who
saw something different? and How do you know? (Serrow et al, 2014, p.84)
In regards to the Australian Curriculum, this resource focuses on the
Mathematics strand of Number and Algebra focusing on the sub-strand
number and place value. In the foundation year, children are expected to be
able to subitise small collections of objects and connect number names,
numerals and quantities (ACARA, 2015), Number balloons help students to
develop these skills to meet the characteristics in the number and place
value sub-strand.
Physical Resource- Unifix Blocks:
The physical resource that I have chosen is Unifix blocks. I have chosen to
focus on using them as a tool to strengthen students number sense. The
activity requires students to create the numbers one to ten using the Unifix
blocks, each colour of the blocks is to represent its own number. Students are
to solve addition questions by making the question out of Unifix blocks to find
the answer. Unifix blocks provide students with a visual representation to
solve mathematical problems. Unifix blocks are manipulative, this refers to
an object that students can physically touch and move in order to help them
learn a mathematical concept.

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A potential challenge in the use of Unifix blocks is that students will not be
able to count the total of blocks in a tower if the student has not developed
their understanding that the final number word in the count represents the
number of items in a set (Taylor & Harris, 2013, p.125). This is known as the
cardinal principle. If the students can not determine the total number in a set
they will be unable to make the Unifix towers correctly and therefore will also
be unable to begin the addition task as they dont have the knowledge to
perform the task.
Mathematical potential for three year olds:
The activity directed for three year old children is making the numbers one to
ten out of the Unifix blocks, each number being made in a different colour.
This activity focuses on students being able to interpret the number into its
quantity. This activity is known as a cardinal activity. This refers to an activity
in which the counting words are matched to items with the purpose of finding
the numerical quantity (Taylor & Harris, 2013, p.128). This is a skill that
shows the students understanding of the value of a specific number. This
resource has the potential for students to comparing quantities of number
through physically making the quantities out of Unifix blocks. To support this
resource, educators could ask students questions such as, How many are
there? and Which tower has the most blocks?.
In relation to The Early Years Learning Framework for Australia, in this
activity this resource focuses on, learning outcome 4 and 5 of the framework
like the ICT focuses on the Number and Algebra Strand of the Australian
Curriculum. Linking to the Numeracy Matrix question for Outcome 4, What
opportunities do we provide for each child to accept new challenges, make
new discoveries and celebrate effort and achievement? this activity allows for
students to explore numerical quantities through physical representation of
number through trial and error as the resource is adjustable. Students also
have the opportunity to experiment with beginning concepts of addition, as
children notice their own progress in developing this skill and become proud
of their accomplishments (Taylor & Harris, 2013, p.151). This will allow for
students to internally celebrate their successes.

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In relation to Outcome 5, the Numeracy Matrix question, How do we
encourage children to represent numbers in a variety of ways?, allows
students to have the opportunity to represent numbers in two different ways,
through the written numeral and making the numerical quantity out of Unifix
blocks.
Mathematical potential for five year olds:
The activity directed for five year old children is an extension on the first
activity. The numbers made out of the Unifix blocks are used to visually
represent the numbers to make addition sentences. The students are given a
written addition question. They then need to make the question out of the
Unifix blocks and then write down the answer. A question that educators
might ask students in this activity is How many blocks are there all together if
you add these two towers together? (Pointing at two particular number
towers). The mathematical potential in this activity is that it allows for students
to visually conceptualize a number as being made up of two or more parts
(Van de Walle, Lovin, Karp & Williams, 2013, p.108). This is known as the
part-part-whole concept. The part-part-whole concepts helps children to
understand the relationship between quantities as well as addition and
subtraction. (Knaus, 2013, p.39).
This activity has the opportunity for students to use the counting on principle.
This refers to children giving correct number names as counting proceeds
and can start at any number and begin counting on (Reys, 2012, p.152). To
support this counting principle, an educator may ask, What if you started
counting from the bottom and not the top of the tower? Would there still be the
same number of blocks? This question can support students to explore this
counting principle.
In relation to the Australian Curriculum, this activity will provide a practical
situation to model addition and sharing (ACARA, 2015), which is a part of the
Foundation year mathematical sub-strand number and place value. This
resource also allows for students to strengthen their ability to connect
numerals and quantities (ACARA, 2015), as students will be viewing visual

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representations of the numerals and are expected to be able to correctly
count the Unifix blocks to find the answer of the addition sentences.
References
Australian Curriculum, Assessment And Reporting Authority. (2015).
Foundation to Year 10 Curriculum: Mathematics. Retrieved from
http://www.australiancurriculum.edu.au
Department of Education and Training. (2009) Mathematics Online Interview.
Retrieved from
http://www.education.vic.gov.au/school/teachers/teachingresources/disci
pline/maths/continuum/pages/mathsinterview.aspx
Department of Education, Employment and Workplace. (2009). The Early
Years Learning Framework for Australia: Being, Belonging & Becoming.
Retrieved from https://www.dss.gov.au/our-responsibilities/families-andchildren/publications-articles/belonging-being-becoming-the-early-yearslearning-framework-for-australia
Marianne Knaus. (2013). Maths is all around you: Developing mathematical
concepts in the early years. Teaching Solutions.
Perry, B., Dockett, S., & Harley, E. (2012). The early years learning
framework for Australia and the Australian curriculummathematics:
linking educators practice through pedagogical inquiry questions.
Engaging the Australian curriculum mathematics: perspectives from the
field, 153-174.
Reys, R. E. (2012). Helping children learn mathematics (1st Australian Ed.).
John Wiley and Son Australia
Serow, P., Callingham, R., & Muir, T. (2014). Primary Mathematics:
Capitalising on ICT for Today and Tomorrow. Cambridge University
Press.
Taylor, H., & Harris, A. J. (Eds.). (2013). Learning and Teaching Mathematics
0-8. SAGE.

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Van de Walle, J. A., Lovin, L. A. H., Karp, K. H., & Williams, J. M. B. (2013).
Teaching Student-Centered Mathematics: Developmentally Appropriate
Instruction for Grades Pre K-2 (Vol. 1). Pearson Higher Ed.