Maths Narrative Assessment - 5 December 2016

Learner:   Kaiariki             Learning Coach:  Megan Croll        Date:  5 December 2016

Learning Area:   Maths

Learning Observed

Kaiariki had an independent activity this week to complete during iDevelop about our ‘number of the week’.  This week the number was 59.   Kaiariki was able to show this number in a variety of ways (using language, symbols and text), e.g. place value, written and expanded form.  She was also able to write the number +1, -1 and -10.   Kaiariki collaborated with a learning partner to complete this activity.

Evidence of learning

Next Learning Steps

Show a number in monetary form Use a hundreds board to help show skip counting in ones and tens Know the difference between odd and even numbers

Narrative Assessment - Maths - 24 August 2016

Learner:  Kaiariki      Learning Coach:   Megan Croll - LH2         Date:  24 August  2016

Learning Area:  Maths

Learning Observed

The Black Gibbons have been investigating what it means to classify objects.  This is part of the geometry strand in maths, level 1.   The Learners were placed in mixed ability groups of 4-5, then they rotated through three different activities where they were asked to work as a team to discuss the objects and find different ways to classify (group) them.   Kaiariki worked with her group to first group the objects by colour, then to separate the colours and group them according to their shape.  In their next rotation, Kaiariki was supported by others in her group to classify some wooden shapes.   They put them into three groups - one group of shapes that were rounded, another group of shapes had point and the third group were classified as cubed shapes.

Evidence of learning

Key Competencies/Vision Principles

Kaiariki worked in a collaborative way by thinking and acting with her team.  She is beginning to share her ideas with the other Learners in her team and listen to their ideas. Kaiariki demonstrated that she is capable of listening to, and following a set of instructions. She was required to think about the learning taking place and understand what the other members in her group were doing when they were creating new groups with the materials. Kaiariki was able to manage herself by remaining on task and moving to the next rotation when instructed.

Next Learning Steps

Find other objects to classify within LH2 and at home Support another Learner to understand classification Bring another feature into her classifications

Narrative Assessment - Maths - 28 July 2016

Learner:  Kaiariki         Learning Coach:   Megan Croll - LH2             Date:   28 July 2016

Learning Area:  Maths

Learning Observed

Today during iDevelop, a group of Learners were using materials to explore place value of hundreds, tens and ones.    I asked the Learners to find out how many ‘ones’ cubes they would need to make a ‘ten’, then how many ‘tens’ to make a ‘hundred’.  This understanding is important as it will support their thinking when they begin to add numbers in which the total is greater than its place value, e.g. 7+6 = one ten and 3 ones. The Learners then were asked to count out the number of ‘ones’ cubes, ‘tens’ sticks and ‘hundreds’ squares to make a given number.

Evidence of learning

Kaiariki used the correct amount of ones, tens and hundreds to create the number 135.  She needed some support to place the materials in the correct place value order.

Key Competencies/Vision Principles

During this learning, Kaiariki demonstrated that she was: Connected - taking part in the learning conversations and showing that she understood how the shape of each piece represented a number Capable - beginning to understand place value and correcting her original answer by making adjustments to the arrangement of the materials, with support Thinking about the question and task, then proceeding to gather the cubes and sticks that she required Using Language, Symbols and Text  - using three digit numbers Managing Self  - able to use the equipment appropriately and remain on task until she had completed it

Next Learning Steps

Use the equipment independently to make more three digit numbers Teach someone else to use the place value equipment Use the equipment to add two numbers together

Narrative Assessment - Mathematics - 1 May 2015

Learner: Kaiariki   Learning Coach: Miriam Kamsteeg      Date: 1 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today in Mathematics we were working on getting 13, making it on the number fan and getting 11 and making it on the number fan. Kaiariki counted out 13 items and when we counted them together she did have 13! However when I asked her to get 11 items she only counted out 9. She was unable to make 13 on the number fan, however when asked to make 11, she knew that it was 1 plus a 1 and corrected another Learner who had made 12 instead of 11.

Evidence of learning

Kaiariki is starting to one- to -one count to 13. I wonder if she practises counting things at home?

Key Competencies/Vision Principles

Kaiariki is developing her Capabilities in counting numerals in the correct sequence. She is Connecting the spoken number with the written form of the number (Using Language, Symbols and Text).

Next Learning Steps

Continue to explicitly teach the correct numerical sequence between 1-13. Continue to explicitly teach one-to-one counting. Share her learning with home.