Madison-Jam Diagnostic

Number Strategies

Module One: AdditionStage 2-3

Stage Justification Strategies and evidence in JAM
Madison is working at stage Two-three comfortably (applying counting
all strategies). She is able to say one more than without having to
count all the objects in numbers to ten. She is able to get groups by
counting from one (1A: counted all nine counters) She is using counting
all by imaging strategies (1A: Knowing 1- 9 and adding 1 in her head.)
She is able to solve addition problems to ten using materials (1B:
counted from to add two sets1, 2, 3, 4, 5, 6, and 7). Madison is
working on knowing number patterns to five and ten using counting all
as her strategy.

Module Two: Multiplicative

Stage Justification, Strategies used and evidence in JAM
Madison is using a counting all strategy to answer addition problems so
Module two was not tested as advised in the Teacher Guide for Jam
(Ministry of Education. 2013)

Strategy-Next learning step and Justification

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Madison is using a counting all strategy and this is sometimes on

materials and sometimes by imaging to answer additive problems so
the next learning step would be to apply a counting on strategy which
will help Madison to answer additive problems in a more efficient
method.

Strategy-Activity to support learning step and

justification
Key Idea: Numbers can be added by counting on from the largest
number in increments of one.
Learning Experience/Activity: Number Tiles
Book: 5-Teaching Addition, Subtraction, and Place Value. Page 29-30
(see appendix one)
Justification: This activity provides understanding of sets and how you
need to have the whole set to get a full picture. It uses easy to explore
materials that Madison can manipulate to make her own meaning. It
starts the counting on strategy from an easy pace and can be folded
back to counting all if Madison is having trouble understanding the
concept. Madison can easily take the materials away and practice
additive equations in math practice time instead of using a worksheet.
Not only will this activity help Madison in her strategy but it will help
Madison in her basic facts and groupings and place value for Number
Knowledge. This makes it a great learning experience for multiple
reasons.

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Number Knowledge
Module Three: Number (Numeral Identification)Stage
4
Stage Justification, Knowledge used and evidence in JAM
Madison is able to identify all single and two digit numbers correctly.
She was able to read and identify all numbers in the 0-10 range as well
as the numbers in the range of 0-100 (3A Examples: 3, 9, 13, 80 and
39). When presented with three digit numbers Madison identified them
as tens and ones values only (3A: 463 as 40, 60, and 3)

Module Four: Number (Forward Sequences)Stage 2-3

Stage Justification, Knowledge used and evidence in JAM
Madison can confidently recite numbers counting on from one (4A:
counting from 1-32). She is able to rope count to 20 and can say the
numbers after from the range of 0-10 and 0-20 without dropping back
(4A: Madison answered all of these after numbers correctly in those
ranges). Madison is beginning to skip count in twos (4A-4: Madison
said 8, 10, 12 then started counting in ones again15, 15).

Module Five: Number (Backward Sequences)Stage 23

Stage Justification, Knowledge used and evidence in JAM
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Madison can say backward sequences and the number before in the
range 0-10 (5A-1: counted back from 10-0) Madison can count
backwards from 19 to 0 (5A-2: 22, 23, 26 then 19, 18, 17 down to 0)
and is able to say all her before numbers up to ten (5A-4 examples 4, 6,
8). Madison is beginning to identify her before numbers from 0-20 and
is at times counting out loud to identify these (5A-4: Counted out loud
to say the number before 9 and before 11).

Module Six: (Fraction Knowledge)

Stage Justification, Knowledge used and evidence in JAM
Will be assessed when fractions are taught.

Module Seven: Number (Grouping And Place Value

Knowledge)Stage 2-3
Stage Justification, Knowledge used and evidence in JAM
Madison was able to subitise (immediately without counting) some of
the dots when they were shown for one second (7A: 3, 5, and 4).
Madison used counting all for dots she was unsure about (7A: 6, and 8).
Madison also applied a counting all strategy when presented with five
dots and then ten dots (7B: Counted each dot using eyes and lips,
stated knew 5 + 10 makes a different number). Madison recognises
that adding in more dots changes the set.

Module Eight: Number (Basic Facts Knowledge)Stage

0-1
Stage Justification, Knowledge used and evidence in JAM

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Madison is learning to recognise patterns to five and can instantly recall

some of these, she uses materials to support/confirm her knowledge
(8A: said 2+3=5 then used fingers to confirm her knowledge). Madison
self-monitors when using materials (8A: 1+4, Madison said 7 but used
materials and redirected her answer to 5). Madison is attempting
number patterns to ten using materials (5A: 5+4=10). The bell had
rung for lunch when Madison was on Module 9 and I am unsure if this
had any impact on her answers. Perhaps retesting this module or
waiting until later may have given fairer or different results.

Knowledge-Next learning step and Justification

The next learning or teaching step for Madison is to work on her FNWS
and BNWS as Madison can already identify numbers in the 0-20 range
but needs to be able to understand the forward and backward
sequence of these numbers to make sense of what the number actually
means and its place within other numbers. It will help her understand
the concept of place value for example knowing that numbers have a
sequence changes where they sit in place value e.g. 20, 19-this means
that at 20 we have two set of tens but at 19 which is the number before
20 we only have one ten and nine ones. For Madison to understand
such concepts she needs to understand the order or sequence of these
numbers. Knowing number sequences will also help Madison with
addition and subtraction problems for example if I have a set of 10
stickers but 5 are taken away, knowing BNWS means that Madison can
automatically know 5 numbers before 10 is 5.
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Knowledge-Activity to support learning step and

justification
Key Idea: I am learning to order two-digit numbers
Learning Experience/Activity: Squeeze
Book: 4-Teaching Number Knowledge. Page 15-16 (see appendix two)
Justification: This activity provides understanding of how numbers are
ordered. It helps both forward and back and uses questions such as
greater than or less then which will show Madison what numbers are
smaller or bigger depending on where they sit in reference to other
numbers. The game can be altered for place value for example
questions asked could be do I have 3 tens in which case Madison will
learn to know that the number has to be in the 30s sequence. This
game is an easy way for Madison to see numbers already in their order
while also asking questions about the numbers.

Reference List
Ministry of Education. (2008). Book 4 Teaching Number Knowledge. Wellington, New
Zealand: Learning Media.
Ministry of Education. (2012). Book 5 Teaching Addition, Subtraction, and Place Value.
Wellington, New Zealand: Learning Media.
Ministry of Education. (2013). Junior Assessment of Mathematics (JAM) Teachers Guide.
Wellington, New Zealand: Learning Media.
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