EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

Introduction:
The purpose for this interview was depicted in two ways; allowing myself to gain a
deeper understanding into collecting, analysing and reporting data, but to also benefit
the learner and teacher, representing students mathematical understandings and
thinking through a range of strategies. The interview had a clearly defined purpose,
using observations and responses to identify strategies, allowing myself as a preservice teacher to plan and develop curriculum
and instruction, based on meeting students
individual needs in a classroom environment.

Purpose of the Assessment Task was to plan

and develop curriculum that was solely
focused on meeting students needs in the
classroom by modifying teaching practices.

Nutshell statement:
Preservice teachers name: Mary Buffon
Student ID: S00134651
Student: Mia
Year Level: Foundation

Nutshell statement:

Purpose of a nutshell statement is to clearly

identify what was interpreted from the
assessment data received.

Mia demonstrated knowledge of the fundamental concepts of mathematics including

counting, patterning, ordinal numbers, subitising and matching numerals to quantities
through a range of derived strategies. Mia demonstrated her knowledge of counting as
she used her fingers to count and recount by ones. She displayed a comprehensive
knowledge of counting forwards in a sequence, from a number of starting points,
before correctly counting backwards from 10-1 using strategies of reciting from
known facts. Mia distinctly sorted the objects by the attribute colour, correctly
identifying one group as more. Mia used visualisation, using her fingers to point and
identify hidden resources, whilst also using her fingers to visually display one more
and one less. Mia used subitising, for the numbers 0-9, as she matched numerals to
quantities without having to count each individual quantity on the number cards. She
used elements of self-correction whilst representing notions of examining her work.
The ability to demonstrate a proficient understanding of comparisons was evident as
Mary Buffon

S00134651

EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

Mia ordered the data numerically, shortest to longest, in regards to the length of each
resource. Mia was able to use direct comparisons for a number of objects, initially for
three objects, before moving to four. Mia presented her mathematical capabilities
competently throughout the interview as she represented a range of mathematical
strategies in order to solve the problems.

Mathematics lesson plan

Recognised from the assessment data received that

Mia had an understanding of what subitising was but
this aspect of mathematics could be extended upon
for Mia using a range of teaching strategies and
techniques.

Lesson Topic: Addition in forming number combinations

Year Level: Foundation

Lesson Duration: 60 minutes

Mathematical Focus: Exploring possible number combinations adding to total 10 using

subitising and adding on.
Australian Curriculum (AC)
Year level: Foundation
Content strand: Number and Algebra
Sub-strand: Number and place value
Proficiency strand(s):

Understanding: Describing attributes of number combinations.

Fluency: Choosing appropriate units to explore which combinations of one digit

numbers total 10.

Reasoning: Explaining their three combinations of numbers that add to equal 10

through the use of their equation sentences.

Content description(s):

Represent situations to model addition and sharing

(ACMNA004)

Subitise small collections of objects, using combinations of numbers (ACMNA003)

Mary Buffon

S00134651

EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

Background to the students current learning:

The students understand and already know:

How to order numerals numerically

How to match numerals to quantities

How to sort mathematical resources by the attribute of colour

The students understand and can mathematically:

Count to 10 and above

Count using one to one correspondence

Order the numerals 0-10

Learning Objectives/Outcomes:
Mathematics content/concept/idea learning outcome
At the end of this lesson, the students will demonstrate an understanding of:

Representing situations to model addition and sharing

How to recognize quantities through subitising (without counting)

Mathematics strategies/processes/ways of working and thinking mathematically

outcome
The students will be able to:

Demonstrate how to write an addition equation sentence to identify 10 as the

outcome. E.g. The sentence structure will be 5 and 5= 10

Recognize and identify the combinations of numbers that total 10

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

Photographs on iPad

Observations (teacher roving)

Writing records and documentation for reporting assessment after collecting

childrens number/addition equation sentences

Mary Buffon

S00134651

EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

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

Photographs match students number/addition equation sentences written

Combinations of numbers that add to total 10

Use of the word and and appropriate use of mathematical equation symbol in the
equation sentence

Listen for:

Correct use of language as they say their sentence, 5 and 5 equals 10

Strategies used to find which combinations of numbers equal 10

Analyse Students photos:

Photographs match students number/addition equation sentences written

The combinations of numbers used add to total the correct number

Resources:
Teacher

Student

Whiteboard

Magnetic 10s board

Two different coloured

Magnetic counters (10 x 1

whiteboard markers

colour, and 10 x a different

Giant Tens Frame Mat

colour)

Pencil

Maths Assessment Equation

Sheet designed by educator

Organisation for learning:

Whole class sit on the floor for tuning in and introduction activity

Children will then work in mixed ability pairs investigation activity

o During this time, teacher will be roving and listening to childrens
strategies. If the teacher observes any children having difficulty, she
will conduct a guided working group on the floor using the same
activity but providing more guidance.

Mary Buffon

S00134651

EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

Whole class will return to floor, sitting in a circle for reflection/conclusion

Key questions to guide learning and prompt student thinking:

What do we need to think about when we add two numbers?

What other numbers could add together to equal 10, will there be an equation
sentence that has two of the same numbers equalling 10?

How can you find out what numbers add to equal 10? *Encourage children to
model the numbers equalling 10 using their fingers, for example, If Im
holding 3 fingers up (choose any number), how many more numbers do I need
to make 10?

Does anyone have a different number combination that you do not have? How
can we find out if your combinations are both equal?

Lesson actions:
e5: ENGAGE, EXPLORE
Lesson introduction (Whole TUNING IN):
- Students will sit on the floor facing the whiteboard
- The educator will then turn and point to the tens frame she has already drawn on the
whiteboard with three blue dots, one in each of three of the boxes.
- Subitising will then be evident, asking questions such as:
How many more do I need to get to 10? *After child says 7, draw 7 green
dots in each of the remaining boxes on the tens frame.
- Explain how we know there are 10
Can anyone check to show me there are 10?
- Teacher then lays out giant tens frame and says Our Train fits 10 people
- Ask four students to come on board the train, asking
Who can tell me how many more people fit on our train?
- Continue this activity, repeating above questions until all combinations of 10 are found.
- Come back together on the floor, repeating the whiteboard activity, explaining how students
will be using magnetic tens frames to demonstrate three combinations of numbers that add
together to total 10 and writing these equations in a number sentence.

e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation (Part - INVESTIGATING):

Mary Buffon

S00134651

EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

- Children work in mixed ability partners with a magnetic tens board (see appendix 1) each,
making combinations of 10 and writing the sentence they make, 9 and 1= 10 (corresponding
sentence to what they have displayed on the board), sharing the sentences with one another.
How did you determine what numbers added together to equal 10?
- Take photos of children with magnetic tens board, collecting equation sentences (see
appendix 2) for further assessment after the class.
- Once children have made three different combinations of adding on to total 10, bring
children together.
How can we find out how many different combinations there are?
- Children share different combinations they have found.
How can we check we have found all possible combinations?
Adjusting the lesson:
Enabling prompt:
- As children will be working in mixed ability pairs, get him/her to notice and describe what
their partner is doing to prompt them to do the same. If the child still requires prompting, take
them on a walk around the class to observe other students before conducting a guided
working group on the floor. Teacher roving will initiate this.
Extending prompt:
Does anyone have a different number combination that you do not have? How could you find
out that your combinations are both equal/correct?
e5: EXPLAIN, ELABORATE, EVALUATE
Plenary and conclusion (Whole REFLECTING and GENERALISING):
- Connect the iPad to the whiteboard, scrolling through photographs of childrens work,
asking:
How did you know how to make combinations of 10?
How could you see how to combine two numbers to make these combinations?
Record any subitising or visualisation language/strategies
- Provide opportunities to discuss subitising and visualisation.
How can we check to see that each combination equals 10?
See if children suggest subitising or using visual representations such as adding on using
their fingers.
What are some things we need to think about when we combine two numbers? How can we
tell these numbers total 10?
- Record responses on the whiteboard

Mary Buffon

S00134651

EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

- I used evidence from the interview to explore what

the student was confident in, areas for improvement
and areas that may need to be extended upon.

Rationale:
Upon completing Mias Mathematics Assessment Interview, questions one-two and
the foundation detour interview, it was evident that Mia comprehensively understood
and recognised one-digit quantities through subitising. Mia was able to confidently
match numerals to quantities and order numerals from 0-9, commencing at a range of
starting points including 0 and 1. Mia was then proficient in demonstrating how six
could be formed using two different combinations, shown on her fingers. Mia initially
showed five fingers on one hand, and one on the other hand. When I asked another
way? Mia repeated the demonstration with four fingers shown on one hand and two
on the other. I then asked, another way? In which she responded, There are no more
ways.

I then recognised that this concept of combining numbers to equal one total number
using subitising and adding on could be extended upon, with the focus therefore on
using subitising to explore possible number combinations of two numbers adding to
total 10, as this was a known number for children to begin with. Reys, Lindquist,
Lambdin, Smith, Rogers, Falle, Frid & Bennett (2012) describe subitising as the
ability to instantaneously visualise how many numerals or objects in a group. I concur
with Reys et al that subitising is an important element for several reasons; it helps
develop counting skills and accelerates the development of addition and subtract. I
therefore used these elements to base my lesson upon, recognising that although
children may be able to subitise to form one digit numbers, it is when students are
asked to demonstrate how two numbers form a whole difficulty is experienced.

I found this a vital element to extend upon as students begin to develop a notion of
adding on and subitising, using known facts and numbers to develop more complex
mathematical strategies.

Mary Buffon

S00134651

EDMA262 Mathematics: Learning & Teaching 1

Assessment Task 1

Reinforced the relationship between collecting

assessment data and planning accordingly for these to
ensure that the best interests of the child are been met

Conclusion:
The purposefully presented interview allowed myself, as a pre-service teacher, the
opportunity to plan and develop curriculum and instruction to a classroom
environment. Having both the Mathematics Assessment Interview and the Assessment
Task regarding the interview, reinforced the shared nature of the two, collecting,
analysing and reporting data to depict students mathematical understandings and
range of strategies used.

An element that was highlighted during this assessment interview was the wide range
of ability for a particular student. I also acknowledged the importance of extending
upon subitising to explore number combinations. The vital element represented was
that when children explore number combinations, they begin to develop a notion of
addition and subitising using known numbers and strategies. Using elements of
mathematics that a child proficiently demonstrated was evident during my paper,
allowing students to build on components of mathematics that may present difficulty.

Mary Buffon

S00134651