This student demonstrated strengths in counting forwards and backwards by 10's and 100's, adding single-digit numbers, and adding groups of dots. However, the student struggled with counting forwards from 367 by 10s, adding larger multi-digit numbers, and place value concepts beyond 100. To develop this student's skills, the goals would be to practice flexible thinking with numbers, build automaticity with basic facts, and use concrete materials to learn place value and multi-digit operations. Moving the student to a new level is appropriate to systematically target gaps and scaffold understanding.

1. Transcript:
What the student could do??
- Count in his head to 7.
- Count backwards from 17-11.
- Recognises numbers written on cards except for 3060.
- Counts backwards from 110 to 50 by 10’s.
- Can count forwards from 7 by 10’s
- Can count backwards from 924 by 100’s
- Can add find several groups of numbers that add to 10 and 19 (eg, 9+1, 8+2 & 17+2, 16+3)
- Can count dots and add each strip of 10 dots together and continues to do so in head even when previous dots are
covered up to 48. Then just seems to get the addition and subtraction incorrect from there onwards up to 100.
- 37+19 - Can count on from 37 but doesn’t quite get the correct answer.
- 50-27=23. Got correct answer by counting in head and on fingers.
- Can make 3 groups of 4 counters and count by 4’s – 4, 8, 12, 16.
- When 6 circles with 3 dots in each are hidden under a sheet of paper Mark could count by 3’s to get correct answer
of how many dots there are all together 3, 6, 9, 12, 15, 18.
- Knows what the multiplication sign is.
- Counts backwards from 27 to 1 by 1’s

2. - Can work out 27 cakes into 5 boxes of 6 by counting on fingers and knew that 1 box wouldn’t be full.
What student couldn’t do???
- Cant count out aloud when teacher asks him to. Cant explain how he gets some early answers.
- Cant count from 367 by 10’s (seems to be unable to do this task after doing counting by 100’s task then going back
to this counting by 10’s task.
- When all dots are covered cant quite come up with correct answer on how many dots are required to make up 100.
- When asked 43+21 Mark answered 54 instead of 64 but his explanation on how to get correct answer was correct.
- 12 biscuits, 2 per child between 6 children. Mark said incorrect answer. They were only verbal instructions nothing
written down so had to work it out in his head and answer verbally.
- Counted visable dots in a grid but couldn’t work out how many there would be including the covered ones. Only
know the uncovered ones.
- Didn’t know answer to 8X4 but know to group into groups of 4 but miscounted by 1. Seemed to run out of counting
fingers.
- Shown an empty box. How many cubes can fit in grid (7X3). Mark came up with 36.
INTRODUCTION:

3. This paper will discuss the results and findings of a mathematics number strand assessment completed by a student. This paper
will go into detail about the parts of the assessment the student could and couldn’t do and find what parts of the New South Wales
(NSW) K-6 syllabus the student satisfies. This paper will also reveal goals and skills that could be set for the student to develop his
skills further and the reasons for moving the student on to a new level and what tools could be used to assist the student from this
level onwards.
NUMERAL IDENTIFICATION:
What can the student do?
The student could recognise and name 9 out of 10 cards that had numerals written on them. The cards ranged in numbers from 59
to 4237. The student’s responses were instant without any thought having to take place. The student fully satisfies numeral
identification code NS1.1 as the student could instantly recognise and communicate all eight numbers between 1 and 1000. Mark
partially meets numeral identification code NS2.1 as he was able to instantly say one of two numbers between 1001 and 10000.
What the student cant do, or do efficiently?
The only numeral card the student could not recognise was the number 3060, which falls into the numeracy continuum code NS2.1.
Goals – What skills / understandings would we like the student to develop now?
What are the reasons for moving the student on, compated to where they are now?

4. Tools – What will you do to help the student develop these new skills / understandings. Please don’t feel the need to put
in elaborate, detailed lesson plans. We are just wanting a brief description, that explicitly identifies the purpose of the
general activity (eg, concrete bundling in tens activity). A solid reference at this point is always a good thing to include to
support your claim.
COUNTING BY 10’S AND 100’S
What can the student do?
The student demonstrated that he can count forwards from 7 in increments of 10. He can also count backwards in 10’s
from 110, and count backwards from 924 in increments of 100. The skills that were demonstrated by the student here
show that he can clearly meet the recommendations of the numeracy continuum code NS1.1 as he can count both
forwards and backwards by 10’s and 100’s both on and off the decade and 100.
What the student cant do, or do efficiently?
The student couldn’t count forwards from 367 in increments of 10, instead he counted in 100’s. This seemed to occur due
to the assessment going from an exercise counting in 10’s to an exercise counting in 100’s then coming back to counting
in 10’s. This means that Mark doesn’t quite fulfil the requirements of the numeracy continuum code NS2.1.
Goals – What skills / understandings would we like the student to develop now?
What are the reasons for moving the student on, compated to where they are now?
Tools – What will you do to help the student develop these new skills / understandings.

5. ADDITION AND SUBTRACTION
What can the student do?
When asked to find two numbers that add up to 10 and 19, Mark was able to find several examples to add up to both numbers off
the top of his head. He could also add up strips of single dots and groups of 10 dots, and continued to do this in his head even
when the previous dots had been covered up. Mark did this effectively up to 48.
What the student cant do, or do efficiently?
Goals – What skills / understandings would we like the student to develop now?
What are the reasons for moving the student on, compated to where they are now?
Tools – What will you do to help the student develop these new skills / understandings.
COMBINING AND PARTITIONING

6. What can the student do?
What the student cant do, or do efficiently?
Goals – What skills / understandings would we like the student to develop now?
What are the reasons for moving the student on, compated to where they are now?
Tools – What will you do to help the student develop these new skills / understandings.
PLACE VALUE
What can the student do?
What the student cant do, or do efficiently?

7. Goals – What skills / understandings would we like the student to develop now?
What are the reasons for moving the student on, compated to where they are now?
Tools – What will you do to help the student develop these new skills / understandings.
MULTIPLICATION AND DIVISION
What can the student do?
What the student cant do, or do efficiently?
Goals – What skills / understandings would we like the student to develop now?
What are the reasons for moving the student on, compated to where they are now?

8. Tools – What will you do to help the student develop these new skills / understandings.
CONCLUSION