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# Edme145 assignment 2

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### Edme145 assignment 2

1. 1. EDME145 Primary Mathematics 1: Numeracy Semester 2 Julie Papps 220076557
2. 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.