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# Edme145 assignment 2

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• 1. EDME145 Primary Mathematics 1: Numeracy Semester 2 Julie Papps 220076557
• 2. INTRODUCTION:After viewing the video clip of the young boy Mark completing a Schedule for EarlyNumber Assessment (SENA 2) this paper will discuss the mathematical areas thatmark could and couldn’t answer within the areas of numeral identification, countingby 10’s and 100’s, addition and subtraction, combining and partitioning, place valueand multiplication and division. This paper will also illustrate what parts of thenumeracy continuum and the New South Wales (NSW) K-6 syllabus the student fullyand partly satisfies. This paper will also reveal goals and skills that could be set forthe student to develop his skills further and the reasons for moving the student on toa new level, as well as what tools could be used to assist the student from hiscurrent level onwards.NUMERAL IDENTIFICATION:Mark fulfils the requirements of the numeral identification part of the assessmentalmost perfectly. Mark could recognise and name the numerals written on 9 out of 10cards that were shown to him. The cards ranged in numbers from 59 to 4237. Thestudent’s responses were instant without any hesitation. Mark fully satisfies thenumeral identification code NS1.1 as the student could instantly recognise andcommunicate all eight numbers between 1 and 1000. Mark partially meets numeralidentification code NS2.1 as he was able to instantly say one of two numbersbetween 1001 and 10000.The only numeral card that Mark could not recognise was the number 3060, whichfalls into the numeracy continuum code NS2.1.The skills and understandings that Mark should work towards include being able tounderstand the place value of digits including zero in four digit numbers. Forexample in the number 3426, the 3 represents 3000 (Board of Studies 2002:44).Mark almost fulfils the requirements of NS2.1 so if the student is moved on to workon the above goals he will gain greater understanding and will meet the terms ofstage two and can then start working on the basics of stage three.The tools the teacher should work on with Mark is to continue to show him more andmore cards with 4 digit numerals written on them to practice saying the four digitnumbers.COUNTING BY 10’S AND 100’SThe student demonstrated that he can count forwards off the decade in incrementsof 10. He can also count backwards in 10’s on the decade from 110, and countbackwards from 924 off the decade in increments of 100. The skills show that Markcan clearly meet the recommendations of the numeracy continuum code NS1.1 ashe can count both forwards and backwards by 10’s and 100’s both on and off thedecade and 100.
• 3. The student could not count forwards from 367 in increments of 10; instead hecounted in 100’s. This seemed to occur due to the assessment going from anexercise counting in 10’s to an exercise counting in 100’s then coming back tocounting in 10’s. This means that Mark doesn’t quite fulfil the requirements of thenumeracy continuum code NS2.1.Board of Studies (2002: 44) illustrates Mark should continue to practice countingforwards and backwards by 10’s and 100’s alternatively so that the skill becomessecond nature. Mark can then start working on counting forwards and backwards by10’s and 100’s with four digit numbers. The student will then meet the requirementsof NS2.1.The reason for moving the student on from where he is now is to assist him inmeeting the requirements of NS2.1. This will form the basis of all further mathematicskills.The tools the teacher could use with Mark is to get Mark to continue counting withsmall blocks and arranging them into units of ten and hundreds.ADDITION AND SUBTRACTIONMark successfully subtracted two digit numbers arriving at the correct answer. Hecame up with the answer by using his fingers and counting in his head. Mark fulfilsthe perceptual counting strategy (NES1.2) completely as he can count visible itemsto find the total count, build and subtract numbers by using materials or fingers torepresent each number and Mark’s fingers remain constantly in view while counting(Numeracy Continuum ???????). The student also performs some of the figurativecounting strategy (NS1.2) as he can visualise concealed items and tries to determinethe total by counting from one. Mark can also complete parts of the counting on andback strategy (NS1.2) as he can count on rather than start from one to solve additiontasks (Board of Studies 2002: 46).When Mark was asked to add 25 dots onto the 48 covered up dots he had previouslyadded together. He was on the right track with the calculation but came up with theincorrect answer. All dots were then covered and he was asked how many dots hewould need to make 100, again he had the right idea with the counting but just gotthe subtraction slightly incorrect.Mark was also asked two addition questions. Mark came up with the incorrectanswers but when asked by the teacher how he got the answer he actually explainedthe process correctly.The goals Mark should work towards completing the figurative counting strategy bypracticing visualising concealed items and determining their totals. This will helpMark fulfil NS1.2.