EDMA262 Learning and Teaching Mathematics 1 Growth Points and nutshell statements

Preservice teachers name: Katie Allsopp Student A: James Year Level: Prep

Student ID: S00105660

Nutshell statement

James demonstrated number conservation, showing groups of five in two different forms. He visually identified the groups with more and less, through a choice of two given sets. He demonstrated counting in sequential order, one-to-one correspondence (ability to match one object to one corresponding number) and cardinality (number of objects in a set).

James named a colour pattern, replicated it, but then was unable to continue the pattern on. Within this pattern James was able to show his knowledge of ordinal number, identifying 3rd and 5th place in the pattern.

James used Subitising (instant recognition, without counting) to name number pattern sets up to nine, and then was able to match these patterns to numerals for all numbers up to nine. When instructed to sequentially order the numbers one through to nine, James grouped the smaller numbers and the bigger numbers together. He used 5 as a benchmark, instead of ordering them sequentially. James was unable to show an understanding of the part-part-whole relationship (numbers as a composite of different numbers), demonstrating the number six in one way. James was able to identify before numbers up to 20, but was unable to identify any after numbers.

[Word Count: 190]

Student B: Aria

Year Level: 3

Growth points reached Domain Growth point (number) Counting 5 5. Counting from x (where x >0) by 2s, 5s, and 10s Given a non-zero starting point, can count by 2s, 5s, and 10s to a given target. Place Value 4 4. Reading, writing, interpreting, and ordering numbers beyond 1000 Can read, write, interpret and order numbers beyond 1000. Addition & subtraction strategies Given an addition or subtraction problem, strategies such as doubles, commutativity, adding 10, tens facts, and other known facts are evident. Multiplication & division strategies 4 4. Basic, derived and intuitive strategies for multiplication Can solve a range of multiplication problems using strategies such as commutativity, skip counting and building up from known facts. 4 4. Basic strategies (doubles, commutativity, adding 10, tens facts, other known facts) Growth point (in words)

Nutshell statement Aria demonstrated skip counting by 2s, 3s, 5s and 10s from any number, recognising the patterns to help her. She then used a counting up strategy when counting by 7s. Aria used number patterns of the columns in the 2 digit and 3 digit number charts to determine the missing values. Aria read numbers up to 7 digits and identified the third largest number using place value. Aria was unable to use a number line with a zero origin point to identify numbers, using centimetres as a benchmark, no matter the value at the end of the number line.

Aria demonstrated several different strategies for addition, including commutativity (changing the order of the sum), counting on , adding ten and partitioning (dividing numbers into parts). She was then able to use many derived strategies such as near doubles. Aria also used a range of strategies for subtraction such as doubles, and again near doubles and partitioning. This demonstrates her wide range of strategies for both addition and subtraction.

For multiplication, Aria used several strategies such as sharing by 1s; skip counting and sharing by groups.

[Word Count: 180]