Artefact 2

This interview was conducting in order to gain insights into the level of maths
understanding achieved at the mid point the year. Students under went a one on
one interview where they were asked to complete a problem. This assessment show
observation through anecdotal notes, the ability to make judgements based on the
results and put together a plan to ensure that the level desired is achieved through
significant scaffolding.
5.1 Assess student learning
5.3 Make consistent and comparable judgments
5.4 Interpret student data
5.5 Report on student achievement

Student A:

(If suppression of name required call

them A)
Grade: 2
Date Interviewed: 27 March 2013
1.

Growth Point Table

Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

4
2
2
1

Who checked your growth point judgements? Associate Teacher

Students name:
Note: Their signature/s should be on the hard copy beneath each table.
2.

Nutshell Statement (Maximum 150 words)

a) Counting: Student A was able to count by 2s,5s, and 10s up to a given target
although when starting at a number other than zero, Student 1 came across
several problems e.g. forgetting the number he started from and how much
he was counting by.
b) Place Value: Student A was able to read, write, interpret and order two digit
numbers with confidence. He demonstrated an ability to order, read and write
3 digit numbers; however he struggled to interpret and use 3 digit numbers in
problem solving.
c) Strategies for addition and subtraction: When it came strategies for addition
and subtraction Student A was able to count on from one number to find a

total of two collections. This was the limit of his skill level at this point. He
would need further instruction with methods of counting back, and counting
down to.
d) Strategies for multiplication and division: Student A was able to count group
items as ones. When given some concrete objects to use, Student A was able
to model multiplication and sharing situations through trial and error.
3.

Lesson Plan

Lesson Title:
Learning intention/s:
Student A will be able to successfully count back from 20 using a number strip.

e5: ENGAGE, EXPLORE

Lesson introduction (aligning-tuning in-motivating- the hook)
1. Each student in the class will be given a number between 0 and 20 in a jumbled manner
2. They will be asked to get into order as if they were a number strip with clear instructions in the
room where 0 will begin and where 20.
3. When they are in order they will be asked to count off from 1 20.
4. Prior to the lesson a class number strip has been prepared with a photo of each student aligned
with each separate number on the strip.

e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation
1. While students are still in a number strip formation, this will be replicated on the interactive
whiteboard with their photos appearing against their matching number.
2. Four/five simple problems containing counting backward and counting down will be explored
using the human number strip and then replicated on the white board. (e.g. 0-5; 6-10; 11-15; 16-20).
Physical movement on the human number strip (e.g. sitting down once you have been tapped : 5
counting back to 2 tap student 5 on the head and they will sit down, tap student 4 and student 3 in
the same way and then the class can identify how many sat down and how many are left) will then
be replicated on the number strip on the white board.
3. Students will then be asked to go back to their tables and in table groups be asked to solve some
further counting backward and counting down problems with increasing difficulty. Each table group
will be given three problems between the numbers 0 20 and they will report back on one
explaining their strategy for solving it.

Adjusting the lesson

If a student is absent, it will be important to be able to adjust the pre-prepared number line
accordingly
It may be necessary to form the number line without speaking

e5: EXPLAIN, ELABORATE, EVALUATE

Making connections
When each of the table groups present back, they will be asked to explain the strategy that was
used and demonstrate it using the interactive white board. This will provide an opportunity to
reinforce the mathematical ideas presented during the lesson.
It will be possible to assess whether or not the student has met the learning intention through
observation of their working within the table groups and their response to the class.

Materials:
Photos of each students face aligned to a number strip ready to be used on the interactive
whiteboard
Interactive whiteboard set up
Each number between 1-20 to be prepared on a small white card laminated
An A3 number strip prepared for each table group.
A set of three questions per table of counting backwards and down using numbers between 1-20
A set of 4-5 simple introductory questions for the start of the lesson.

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

Based on the MAI Student A demonstrated the need to develop his counting skills, particularly
counting down and counting back. As described in the nutshell statement Student A was able to
count on from one number to find a total of two collections; however needs instruction with methods
of counting back, and counting down to before he can further develop his subtraction competencies.
According to Skemp (1976) Student A needs a better relational understanding of how counting back
works. Van de Walle (2013) identifies counting back as the last step of counting development. In the
preparation for this lesson attention was given for appropriate time to link between the
physical/concrete example of counting back before moving on to the imaging of the concept
because according to Wright (2013) counting back is a difficult concept to master because it focuses
on what is left rather than the number taken off, the need to understand the one less principle and
the counting backward sequence is generally not as rehearsed. Given the difficulty of this concept,
extra effort was made to ensure students were able to make the connections between the physical
line strip and the image of the line strip on the interactive whiteboard using the photos of students
and then gradually moving onto using the number properties at their tables (Pirie & Kieren 1994).

Student B:

(If suppression of name

required call them B)

Grade: 2
Date Interviewed: 27 March 2013
Note: Attach the record sheets from your interview of each student to the
back of the hard copy you submit to the Faculty of Education dropbox.
5.

Growth Point Table

Domain
Counting
Place Value
Addition and Subtraction
Multiplication and Division

Assigned Growth Point

6
4
5
4

Who checked your growth point judgements? Associate Teacher

Students name:
Note: Their signature/s should be on the hard copy beneath each table.
6.

Nutshell Statement (Maximum 150 words)

a) Counting: Student B showed a deep understanding of counting skills including counting from
non-zero starting points by any single digit number and could apply counting skills into
practical tasks particularly money problems.
b) Place Value: Student B was able to interpret and understand numbers beyond 1000 being
able to interpret the place value of each digit within 4 digit numbers and confidently
determine which numbers were greater or lesser than each other. He would benefit from
some attention to estimations and working with number lines on numbers greater than 1000.
c) Strategies for addition and subtraction: Student B was able to demonstrate a range of
strategies to solve addition and subtraction problems that included single and double digit
numbers below 50. He utilized doubles, near doubles, known fact, build to the next ten and
add ten and take away one as his strategies. The next step for his educational growth is to
extend these strategies to larger numbers and apply this knowledge to practical tasks.
d) Strategies for multiplication and division: Student B was confidently able to complete
multiplication and division when given concrete objects to work with as well as being able to
solve simple problems when objects were not modeled. One strategy that Student B was able
to demonstrate was his understanding that if you multiplied by a factor of 10 it was possible
to multiply by the single digit (without the zero) and then add the zero onto the answer.
Student B will need more work and greater understanding of strategies for division.

7.

Lesson Plan

Lesson Title:
Learning intention/s:
That Student B will gain a deeper understanding of place value and gain further strategies which can
be applied to adding numbers larger than fifty.

e5: ENGAGE, EXPLORE

Lesson introduction (aligning-tuning in-motivating- the hook)
1. Students will be chosen at random to participate in a demonstration of comparing two numbers
which are greater than fifty. Two numbers chosen are 59 and 81. 16 students will represent the
number 59 with five students wearing green hats to represent the 5 tens and 9 wearing red hats to
represent the ones. Then 9 students will be chosen in the same way with 8 wearing green hats and
1 wearing a red hat. Students wearing the green hat will stand on the left in a line with the red
hatted students on the right.
2. Class discussion will follow focusing on: Looking at these two groups students what number could
they possibly represent? What do they think the different coloured hats represent? Why are these
numbers not 9 and 14, or not 18 and 95? Leading to the conclusion that the green hats represent
tens and the red hats represent ones.

e5: EXPLORE, EXPLAIN, ELABORATE

Development/investigation
1. Once the class is clear about the hat representation, additional students will be nominated to
wear red hats and represent adding 5 ones onto 81; then add another 2 ones onto 81 to ensure that
the class understands how it works. We will then nominate another student to represent a green hat
and add a ten onto 59 and determine what the new number is.
2. We will then introduce the concept of changing the tens column by adding 2 red hats onto 69.
When we realise then that there are more than 10 red hats, we will then discuss what can we do?
This will be guided to the discussion that ten red hats can be replaced with one green hat so
another student will be nominated to wear a green hat and the ten red hats will be asked to sit
down. Four more similar problems will be worked through with the students to ensure a fuller
understanding of the concept.
3. I will represent the same problems by using red and green pictures of hats on the interactive
whiteboard demonstrating how this can be done using images. Students will be asked to come up
and explain and demonstrating their solutions to the class.
4. Students will then go back to their tables and on an A3 piece of paper think up their own equation
to give to their partner with the following rules: must be two 2 digit numbers one which is larger
than 50 which will involve changes to both tens and units - and who then has to go through and
solve it using the method described earlier. This will involve drawing the hats (or other object) and
annotating their solution and then explaining it back to their partner who gave them the original
problem.
5. Three or four students will be asked to bring their A3 poster out of their partner and explain it to
the rest of the class.
The A3 posters will be then placed around the room.

Adjusting the lesson

Further instruction may be provided for them to recognise the idea of tens and ones being
represented by the coloured hats
The idea of a hundreds hat may be suitable for some students (a yellow hat)

If students are unable to identify appropriate problems to solve according to the rules, have 6
examples on the whiteboard that can be chosen by students rather than creating their own

e5: EXPLAIN, ELABORATE, EVALUATE

Making connections
By having three to four students demonstrate the strategies, will provide an opportunity to
emphasise the important mathematical ideas. Observation of the students as they work at their
tables and assessment of the A3 posters will allow for determination of whether the learning
intention has been gained or not and provide relevant information for the following lesson.

Materials:
Twenty red hats, twenty green hats
Interactive white board
Big floor space for the activity
A3 paper
Ensure that every student has a red and green crayon or pencil

8. Lesson Rationale
Using the MIA and the nutshell statement it was determined that Student B was able to demonstrate
a range of strategies to solve addition and subtraction problems that included single and double
digit numbers below 50. He utilized doubles, near doubles, known fact, build to the next ten and add
ten and take away one as his strategies. The next step for his educational growth is to extend these
strategies to larger numbers and apply this knowledge to practical tasks. As a consequence this
lesson focused on developing strategies for working with addition of numbers over 50 with an
emphasis on the importance of place value.
This lesson focused on Van de Walles (2013) advice that the position of digit in numbers determine
what they represent and that groupings of numbers can be taken apart in different but equivalent
ways. He also emphasizes that this can be a difficult concept to grasp. Hence, there was emphasis
in the lesson for the physical manifestation of the problems with the use of several other images to
assist with the link between physical/concrete and imaging of the problem before requiring students
to work individual with the number properties (Pirie & Kieren 1994).

9. References
Skemp, R. R. (1976). Relational understanding and instrumental understanding. Mathematics
Teaching in the Middle School, 12(2), 88-95.
Pirie, S.E.B. & Kieren, T.E., (1994) Growth in mathematical understanding: How can we characterise
it and how can we represent it?, Educational Studies in Mathematics 26, 165-190
Van de Walle, J., Karp. K. S., & Bay-Williams, J. M. (2013). Ch. 11: Developing whole-number place
value concepts, 192-215.