PART 2 - Backward Design - UNIT PLAN TEMPLATE

TITLE: Making Sense of Numbers

Year Level: 2 Teacher: Claire MilesFocus Curriculum Area (s): Mathematics / The Arts / English Duration: 4 weeks

STAGE 1: Desired ResultsWe want students to learn how to

Group, count and order numbers from smallest to largest Represent numbers in various ways using words, sketches and value of place. explore the connection between addition and subtratcion using number sequences and part-part whole models Comprehend and explain answers using various written strategies Work independely to design and create a visually pleasing piece of work

General Capabilities (GP)

☒ Literacy ☒ Numeracy ☐ ICT ☒ Critical and Creative Thinking

☒ Ethical Behaviour ☒ Personal and Social ☐ Intercultural UnderstandingCross-curriculum Priorities (CCP) ☒ Aboriginal and TSI

Histories and Culture☐ Asia and Australia’s Engagement with Asia

☐ Sustainability

Year Level Content Descriptors Learning area 1: Mathematics

Mathematics / Year 2 / Number and Algebra / Number and place value / ACMNA026Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026)

Mathematics / Year 2 / Number and Algebra / Number and place value / ACMNA027Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Mathematics / Year 2 / Number and Algebra / Number and place value / ACMNA028

Year Level Achievement Standards Mathematics

By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected information.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths. Students

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

Mathematics / Year 2 / Number and Algebra / Number and place value / ACMNA029Explore the connection between addition and subtraction (ACMNA029)

Mathematics / Year 2 / Number and Algebra / Number and place value / ACMNA030Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

Learning area 2: The Arts

The Arts / Visual Arts - Foundation to Year 2Create and display artworks to communicate ideas to an audience (ACAVAM108)

Learning area 3: English

English / Year 2 / Language / Expressing and developing ideas / ACELA1470Understand the use of vocabulary about familiar and new topics and experiment with and begin to make conscious choices of vocabulary to suit audience and purpose (ACELA1470)

English / Year 2 / Literacy / Interpreting, analysing, evaluating / ACELY1670Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures (ACELY1670)

order shapes and objects using informal units. They tell time to the quarter-hour and use a calendar to identify the date and the months included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect, organise and represent data to make simple inferences.

The Arts

By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks.

Students use the elements and processes of arts subjects to make and share artworks that represent ideas

English

Receptive modes (listening, reading and viewing) - By the end of Year 2, students understand how similar texts share characteristics by identifying text structures and language features used to describe characters and events, or to communicate factual information.

They read texts that contain varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency sight words and images that provide extra information. They monitor meaning and self-correct using knowledge of phonics, syntax, punctuation, semantics and context. They use knowledge of a wide variety of letter-sound relationships to read words of one or more syllables with fluency. They identify literal and implied meaning, main ideas and supporting detail. Students make connections between texts by comparing content. They listen for purposes. They listen for and manipulate sound combinations

Additional Content Descriptor

Health and Physical Education / Years 1 and 2 / Movement and Physical Activity / Moving our body / ACPMP025

Perform fundamental movement skills in a variety of movement sequences and situations (ACPMP025)

and rhythmic sound patterns.

Productive modes (speaking, writing and creating) - When discussing their ideas and experiences, students use everyday language features and topic-specific vocabulary. They explain their preferences for aspects of texts using other texts as comparisons. They create texts that show how images support the meaning of the text. Students create texts, drawing on their own experiences, their imagination and information they have learnt. They use a variety of strategies to engage in group and class discussions and make presentations. They accurately spell words with regular spelling patterns and spell words with less common long vowel patterns. They use punctuation accurately, and write words and sentences legibly using unjoined upper- and lower-case letters.

Health and Physical Education

The content also provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform. They learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams

Knowledge Represent numbers up to 1000 in various ways Order numbers up to 1000 Group and partition collections using hundreds, tens and ones Add and subtract one and two-digit number equations Use a range of efficient mental and written strategies to solve

addition and subtraction

Skills Learn how to facilitate more efficient counting by grouping numbers into

hundreds, tens and ones Learn the value of each number in numbers up to 1000 Understand the connection between addition and subtraction Apply comprehensive strategies to solve worded number sentences Work collaboratively with peers in group tasks

LEARNING OUTCOMES:

By the end of this unit of work students will be able to: Successfully group and order numbers from smallest to largest up to 1000 Represent numbers in various ways using words, sketches and value of place. Begin to explore the connection between addition and subtratcion using number sequences, part-part whole models and adding ten. Comprehend and explain answers using various written strategies Extend their mathematics vocabulary Work independely to design and create a visually pleasing piece of art work

STAGE 2: Assessment Evidence(N.B*- you will show the actual recording templates for these in the Records File that is at the end of this document)

Summative Task:

Assessment to take place on the final Friday of Week Four.Teacher to advise students that they are to take part in a fun assessment task where they will need to demonstrate the following steps:

- create own house design using cut out place value blocks- use lots of colour, be creative

Other Assessment tasks:

*Diagnostic (formal, informal)

1. Diagnostic Interview – Implemented during group work in Learning activity one. Allow teachers to establish gaps and learning and appropriately

- Count how many place value blocks they used to create their house this will be their house number.

- Use their house number to answer a list of questions on worksheetTeacher to display and discuss with students the marking rubric on IWB and leave on display throughout the duration of the assessment. Working individually, each student will be provided with a blank piece of A3 paper, a handout with place value block templates (10 ones, 10 tens and 10 hundreds,[Appendix 2), and a worksheet which will consist of a list of questions relating to the unit topics (Appendix 1). Students will be asked to cut out place value blocks and decide which ones they want to use in order to create their own house. This will cater to diverse learning capabilities as students can decide to work with two or three digit numbers. Students will be encouraged to colour in and be creative in their own design when creating their house. Students are to then count how many place value blocks have been glued on and used to create their house. This will be their chosen number for the lesson and the focus number for questions on their worksheet.

Once students have finished designing and creating their house and have established their number students are to complete the questions on their worksheet. Both house design and worksheet are to be handed into the teacher for assessment.

Assessment Criteria: Once the task is completed the teacher is to assess worksheet and house design using a rubric designed for students to reflect upon. The rubric is designed into three sections. The first section relates to Mathematics, the focus of the assessment. The criteria links to areas of learning explored throughout the unit including grouping, ordering, counting and expanding numbers up to 1000 (ACMNA028) , (ACMNA027) , representing numbers and their place value using words and sketches (ACMNA027) and developing skills in addition and subtraction by moving up and down number sequences by two, fives and tens and partitioning numbers (ACMNA026) , (ACMNA028) , (ACMNA029). The second section relates to the Arts, whereby students are expected to creatively design their house using the cut out place value blocks (ACAVAM108) , while the third section relates to English, whereby students are assessed on their ability to comprehend, read, problem solve and answer using written strategies to specific questions throughout the worksheet (ACELY1670) , (ACMNA030) , (ACELA1470) . Based on the results including correct answers and students’ ability to show

adjust lessons if required. Will also be used as an initial starting point for teacher assess progress when comparing results of final assessment.

* Formative (formal, informal)1. Observations made through out lessons2. Questioning techniques to gauge learning throughout lessons3. Mini Whiteboards used throughout each lesson on order for teacher to check and assess for student understanding4. Student Self-assessment sheet, to be completed by students after conclusion of unit and summative assessment 5. Observational Running Record Sheets – Used to record comments, actions, achievements or gaps in learning throughout all learning areas in order to build a mathematical student profile for place value. Also used as a tool to self-assess each lesson in order to improve future planning and teaching strategies.

working out the teacher is to advise if knowledge demonstrated for each area was beginning, developing or achieved. If student could not answer the question it is to be marked as not evident. Teacher to use evidence collected and comment in the correct field explaining what the student did well and what they could improve on. Students to be given a final score out of 25.

Assessment recording template:Throughout the assessment activity the teacher is to use an observational running sheet to record in note form evidence of learning or future focus areas for each student. The teacher is to assess and observe for certain achievements, noticeable gaps in learning, assistants required or certain comments/actions made by students to support this. Behaviour is also observed and noted. There is also a section for the teacher to review or self-assess the task, for example what is working well, what isn’t work well, are the students engaged, reminders for individual students or possible improvements all of which will assist during future planning and reporting. This sheet is to be used across all learning activities throughout the unit in order to build a mathematic profile and record progress for each student. Information collected will be used as evidence when adding to the rubric and reporting.

Feedback: Throughout the assessment students will receive constant feedback regarding their behaviour in order to keep students on track, however minimal assistance in regards to the design of the house and questions on worksheet is advised. Students should be encouraged to work independently as it will affect their overall mark if students require constant assistance, especially when attempting the questions on the worksheet.Students to receive marked rubric on Monday morning along with self-assessment worksheet. Together, teacher and students to read through rubric and discuss results, highlighting comparisons or surprises between student comments on self-assessment and teacher comments. The House designs can then be displayed around the classroom. Students will be advised to take their results home and discuss with their parents/carers. Major achievements or concerns are to be advised to parents in the form of a phone call from the teacher. Parents will also be provided with a letter reporting on their child’s results and development throughout the unit.

Self-assessment:

In order to reflect and self asses learning, students will be asked to complete a self-assessment sheet. The self-assessment will include a table listing desired learning areas, whereby the student is to tick a box advising whether or not they understand certain topics or require additional assistance.Students will then be asked to write down their favourite activity from the unit and explain why. Students will also be asked to highlight one thing they think they did well on and one thing they think they could do better in regard to the assessment task. Once the marked rubric is returned to students for discussion students can compare their own ideas about their achievement of the assessment with the teachers’ comments. The teacher can also use this information to gauge strengths and weaknesses of the unit and the assessment task. The results can be used to adjust future lesson plans and improve teaching strategies.

STAGE 3: Plan Learning Experiences and InstructionWhat events will help students:

Experience and explore the big idea that is the focus of the unit? How will you equip them with needed skills and knowledge? Achieve the desired results identifies in Stage 1? Equip students to complete the assessment tasks identified in Stage 2?

Learning Experiences (Diagnostic & Formative Assessment)

(List what you will use within each lesson. There is no need to elaborate as you have done this in Stage 2 and will provide your recording template

(and criteria) in your Records File.)

Resources

Learning Experience 1 - Counting Collections Using Ten Lesson will begin by explaining to students that they are to learn how to count and group by tens and ones using concrete materials such as ice cream sticks and that this skill will assist them when counting large amounts of items. Following an Explicit teaching pedagogy, teacher to instruct students how to count by tens and ones using ice cream sticks. The teacher will then demonstrate how to represent how many tens and ones in the format of a table. Students and teacher to then discuss and group numbers together using the ice cream sticks. Teacher to then check for understanding by asking individual students to group sticks into tens and ones and demonstrate how many of each using the table.

Activity – Teacher to explain to students how traditionally in Indigenous cultures, Indigenous Australians would have had to collect a certain amount of everyday resources from their surroundings in order to survive, for example food, tools and shelter. The teacher explains to students that they are to help by counting how many resources have already been collected.

Assessment:Students ability to count by tens and ones as observed through observation, of mini whiteboard responses, class and group discussions.

Information added to observational running record sheet

Responses to questions asked in diagnostic Interview

ResourcesIce-cream sticks and elastic bands to bundle sticks into groups of ten

Collections of materials suitable for counting - Pebbles, stones, shells, sticks, dried leaves, seeds and (fake) berries.

IWB

Mini whiteboards

Markers

Student work books

Eight separate work stations are to be set up around the classroom, each with a collection of different materials such as pebbles, stones, shells, sticks, dried leaves, seeds and berries (fake for this example). Working in groups of threes, students will count and group each collection by tens and ones. Students to rule up tables in their workbooks numbered one to eight. Students will use each table to represent how many lots of ten and how many ones there are for each collection. Each group will be allocated 4 minutes at each station and encouraged to sketch and draw answers. During this time teacher to observe class discussion and implement diagnostic interview while students are arranged into small groups. Teacher and students to discuss how many items were at each station and how they were group and represented in tens and one at the end of lesson (ACMNA028) , (ACMNA027) , (ACAVAM108) , (ACELA1470)

Learning Experience 2 - Representing two-digit numbersTeacher to begin lesson explaining to students that they are to learn how to represent two digit numbers. Teacher to demonstrate how to represent two digit numbers by completing a table on the IWB. Numbers are to be represented as words, drawing in place value blocks and how many tens and ones. Teacher and students to complete table together and finally students will then be asked to show answers on their mini whiteboards whereby the teacher will check for understanding.

Activity - Teacher to display list of six, two digit numbers on the IWB, which are to be used in conjunction with the workshee t to be completed by students. Students will be asked to demonstrate/represent each number in words, how many tens and ones and as a sketch. Once complete teacher and students to mark and discuss answers together. Finish lesson with a game, teacher to show random representations of two-digit number on IWB one at a time. Students to answer on their mini white boards either the number, the number in words, how many tens or a drawing depending on the teachers’ instructions First to show correct answer gets awarded a point. (ACMNA027) (ACAVAM108) (ACELA1470)

Learning Experience 3 – Representing Three-digit numbers

Teacher to begin lesson explaining to students that they are to learn how to represent three digit numbers. Teacher to demonstrate how to represent three digit numbers by using a hundreds, tens and ones table on IWB. Numbers are to be represented as words, drawing in place value blocks and

Assessment Students can connect representations of two-digit numbers using numerals, number name, sketches, place value blocks and how many tens and ones.

Information added to observational running record sheet

Assessment Students can connect representations of three-digit numbers using numerals, number name, sketches, place value blocks and how many tens and ones.

ResourcesIWB Mini WhiteboardsPlace Value BlocksList of numbers and number representation worksheet (Appendix 3)

ResourcesIWBMini WhiteboardsThree labelled tubs Thirty bean bagsActivity link (Marcy, 2016)

how many tens and ones. Teacher and students to complete table together. Students will then be asked to show answers on their mini whiteboards whereby the teacher will check for understanding.

Activity - Teacher to take students outside and line up three tubs named hundreds, tens and ones. Teacher to then select three students who will be given ten beanbags each, while the reaming students are seated with marker and mini whiteboards. Standing on a marker, one at a time students are to toss beanbags into their advised tub. Once finished students to demonstrate the number as per how many bean bags are in each tub. As per the teachers’ instructions, students will be asked to determine number using numerals, words, drawings or how many hundreds, tens and ones on their mini whiteboards. Students to rotate, so that each student gets to toss bean bags into tubs. (ACMNA027) (ACAVAM108) (ACPMP025)

Learning Experience 4 – Ordering Two Digit NumberTeacher to begin lesson by explaining to students that they will be learning how to order two digit numbers from smallest to largest. Teacher to show four two digit numbers on IWB and discuss how to order the from smallest to largest focusing on exploring the place value of each number. Together, students and teacher to arrange numbers on the IWB, students selected at random to arrange numbers on IWB and explain why. Students then presented with another set of two digit numbers, the teacher will check for understanding by asking students to order numbers one at a time, demonstrating their answers on mini whiteboards.

Activity - In pairs students will be given a worksheet each and a set of dice to share. Individually, Students will need to roll each dice to create a list of two digit numbers; the first dice will represent how many tens and the second dice will represent how many ones. The worksheet askes students to write the numbers and order from smallest to largest. Teacher to ask students to swap worksheets with their partner for peer assessment. (ACMNA027) (ACELA1470)

Information added to observational running record sheet

AssessmentStudents can recognise the value of the tens and ones place in order to arrange numbers from smallest to largest

Information added to observational running record sheet

ResourcesIWBMini WhiteboardsDiceOrdering 2 digit Numbers Worksheet (Appendix 4)

Learning Experience 5 – Ordering Three Digit NumbersLesson to begin in same format as lesson four, however using three digit numbers.

Activity - Students will then be asked to work in groups of five. Each group will be presented with three dice used to randomly select a three-digit number each. To provide each student with their own three-digit number, students will be asked to roll each dice; the first dice will represent hundreds, the second dice will represent tens and the third dice will represent ones. Once students have established a number they are to make headbands out of paper and write their number on the front. Each group is to then stand in front of the class and order themselves according to the number on their headbands from smallest to largest. Teacher to use diagnostic questions to establish reasoning behind thinking. (ACMNA027) , (ACAVAM108)

Learning Experience 6 – Counting by Twos On a number sequenceTeacher to begin lesson by explaining to students that they will be learning about number sequences and how to count up and down by twos. Teacher to demonstrate on IWB how to count up and down by twos and find missing number from number sequence using addition and subtraction skills. Students and teacher to then count by twos to find missing numbers together. Teacher to then check for understanding by asking students to find and show on their mini whiteboards the missing numbers from set of number sequences moving up and down by twos.

Activity - students will be given three polystyrene cups. Students are to stack cups together and using a marker evenly write and space numbers from one to nine on the rim of each cup. Students to then add required number of zeros onto cups two and three to demonstrate expansion of two and three digit numbers. Once complete, the teacher will provide a list of 10,two and three digit numbers and number sequences with missing number on the IWB. Students will be asked to use their cups to move up or down by twos to find and write answer in mathematic workbooks as a number sequence. Teacher and students to discuss and work through answers at end of lesson. (ACMNA026) , (ACMNA029) (ACAVAM108) (ACELA1470)

Learning experience 7– Counting by Fives On a number sequence

AssessmentStudents can recognise the value of the hundreds, tens and ones place in order to arrange numbers from smallest to largest

Information added to observational running record sheet

AssessmentStudents can recall, skip and identify missing number in number sequence moving up and down by twos.

Information added to observational running record sheet

Assessment

ResourcesIWBMini WhiteboardsDicePaper for headbands

ResourcesIWBMini WhiteboardsPolystyrene cupsMarkersCounting by Twos Worksheet (Appendix 5)Instructions to create place value cups

Lesson to begin in same format as lesson six, however students will be counting by fives instead of twos.

Activity - The teacher will provide a list of 10 two and three digit numbers and number sequences with missing number on the IWB. Using their polystyrene cups, students will be asked to move up or down by five places to find and write answer in mathematic workbooks as a number sequence. Teacher and students to discuss and work through answers at end of lesson. (ACMNA026) , (ACMNA029) (ACELA1470)

Learning experience 8– Counting by Tens On a number sequence Lesson to begin in same format as lesson six and seven, however students will be counting by tens instead of twos and fives.

Activity - The teacher will provide a list of 10, two and three digit numbers and number sequences with missing number on the IWB. Using their polystyrene cups, students will be asked to move up or down by ten places to find and write the answer in their mathematic workbooks as a number sequence. Teacher and students to discuss and work through answers at end of lesson. (ACMNA026) , (ACMNA029) (ACELA1470)

Learning experience 9– Adding Ten to a numberTeacher to begin lesson by explaining to students that they will be learning how to add ten to a number. Using IWB, teacher to demonstrate how to add ten to two and three digit numbers. Students and teacher will then discuss together how to add ten, then students will demonstrate understanding on mini whiteboards.

Activity - Students will be asked to pull out their hundreds board and will be provided with a square piece of coloured card each. Using the card Students will be instructed to create number grid which reveals plus and minus ones and tens on a number board as per the example. Students to add ten to a list of two and three digit numbers presented on IWB by teacher. They can also choose to use their place value cups. Students to record answers in their workbooks and assess with teacher as a group at the end of the lesson. (ACMNA029) (ACMNA030) (ACAVAM108)

Students can recall, skip and identify missing number in number sequence moving up and down by fives.

Information added to observational running record sheet

AssessmentStudents can recall, skip and identify missing number in number sequence moving up and down by tens.

Information added to observational running record sheet

AssessmentStudents can use addition and knowledge of place value to add ten to a number

Information added to observational running record sheet

ResourcesIWBMini WhiteboardsPolystyrene cupsMarkersCounting by Fives Number List(Appendix 6)

ResourcesIWBMini WhiteboardsPolystyrene cupsMarkersCounting by Tens Number List(Appendix 7)

ResourcesIWBMini WhiteboardsSquare CardScissorsRulerMarkersHundreds Board (Appendix 8)Add ten more number list (Appendix 9)Number grid link

Learning experience 10 – Using Part-part-whole Model to Add and Subtract Two Digit Numbers Teacher to explain to students that they will learn how to add and subtract numbers using a part-part whole model. Teacher to demonstrate examples on IWB. Students and teachers to then discuss and answer questions together then students to answer independently on mini whiteboards. Students selected to explain answers on IWB.

Activity - Students provided with a list of two digit numbers, tubs of place value blocks and a part-part-whole model worksheet. Students to work their way through the worksheet using place value blocks to demonstrate their answers. Once complete, teacher tand students to discuss and mark each question together (ACMNA028) (ACMNA029) (ACMNA030) (ACELA1470)

Learning experience 11 - Using Part-part-whole Model to Add and Subtract Three Digit NumbersTeacher to explain to students that they will learn how to add and subtract three digit numbers using a part-part whole model. Teacher to demonstrate examples on IWB. Students and teachers to then discuss and answer questions together then students to answer independently on mini whiteboards. Students selected to explain answers on IWB.

Activity - Students provided with a list of three digit numbers, tubs of place value blocks and a part-part-whole model worksheet. Students to work their way through the worksheet using place value blocks to demonstrate their answers. Teacher and students to discuss and work through answers at end of lesson. (ACMNA028) . (ACMNA029) (ACMNA030)

Learning experience 12 – Applying knowledge to number storiesTeacher to explain to students that they are to use the knowledge they have learnt over the past four weeks to answer number stories. On IWB teacher to provide students with a number story and demonstrate the easiest way to answer using knowledge of place value. Students and teacher to then discuss and answer number stories together, then students to demonstrate understanding by answering number stories independently on mini whiteboards, students to be chosen (perhaps as reward for good behaviour or middle band students) to answer question on IWB and show working out

AssessmentStudents can use addition and knowledge of place value to add ten to a number

Information added to observational running record sheet

AssessmentStudents can describe and represent addition and subtraction situations using part-part-whole models

Information added to observational running record sheet

AssessmentStudents demonstrate and apply place value knowledge learnt throughout previous lessons to comprehend and find answer to number stories relating to real life

Information added to observational running record sheet

ResourcesIWBMini WhiteboardsPlace Value BlocksPart-Part Whole Worksheet (Appendix 10)

ResourcesIWBMini WhiteboardsPlace Value BlocksPart-Part Whole Worksheet (Appendix 11)

ResourcesIWBMini WhiteboardsPlace Value BlocksPolystyrene number cupsNumber Grid card

in order to assess students’ knowledge and logic behind answers.

Activity - Students provided with number story questions on a worksheet and place value tools such as those created in previous lessons and place value blocks to assist them as they explore each question. Once complete teacher and students to mark and discuss together. This activity can work as a summary of learnt work throughout the unit, it will also provide teacher with an idea of how students can apply their knowledge to real life scenarios. Teacher and students to discuss and work through answers at end of lesson (ACMNA030) , (ACMNA029) (ACELA1470) (ACELY1670)

Place Value BlocksNumber Story Worksheet (Appendix 12)

Records File

Every classroom teacher needs to keep some form of written records. This is where you will show what record keeping you will use over the length of this four-week unit of work.There are some formative assessment methods that do not fit a traditional template e.g. thumbs up/thumbs, four corners, mini whiteboards etc. down to check understanding. In these cases, just describe the technique and explain how you will use it and what aspect of student understanding you will check).Ensure for all other templates (recording formats) you create that you clearly specify what criteria you are looking for. For example, if you say you are conducting an observation ensure you have provided the actual document (template/recording format) where you will be writing these observations down and specify what you will actually be observing (the assessment criteria).

Summative Assessment Record Keeping

Template 1. Summative - Marking Rubric for summative assessmentTeacher Assessment – How did you go?

Name: Topic: Unit 2 Mathematics – Place Value Date:

Task: My House Number

Learning Areas No evidence Beginning Developing Achieved Mark

Able to group, count and order numbers up to 100 or 1000 / 2

Able to expand numbers, showing the value of each place in a number / 7

Able to represent numbers using words and sketches / 3

MA

THE

MA

TIC

S

Use addition and subtraction to demonstrate how numbers move up and down a number sequence by two, fives and tens

/ 6

Able to partition numbers into part-part-whole models. / 2

House deign is creative and visually pleasing / 1

Presentation is neat, colourful and attention to detail has been made when cutting and pasting place value blocks

/ 2

Able to comprehend questions and respond using mathematic words and written answers

/ 2

Additional Teacher Comments: / Grade out of 25

Diagnostic and Formative Assessment Record Keeping Template 2. Formative – Assessment for learning - Observation running record used throughout or after lessons and assessment activities which will assist development of mathematic profiles for each student.

Teacher Record Sheet – Mathematics, Place Value, Term 2

Name:

Assessment Task: Place Value – My House Number Date:Observational Running Sheet

Student Name Observations(Achievements, gaps in learning, comments, mini

whiteboard evidence, engagement)

Behaviour Additional Comments(Inc. self-assessment / lesson

review/reminders) Learning Experience 1 – Counting Collections Using Ten

Learning Experience 2 - Representing two-digit numbers

Learning Experience 3 – Representing Three-digit numbersLearning Experience 4 – Ordering Two Digit NumberLearning Experience 5 – Ordering Three Digit Numbers

AR T

EN

GLI

SH

Learning Experience 6 – Counting by Twos On a number sequence

Learning experience 7– Counting by Fives On a number sequence

Learning experience 8– Counting by Tens On a number sequence

Learning experience 9– Adding Ten to a numberLearning experience 10 – Using Part-part-whole Model to Add and Subtract Two Digit Numbers Learning experience 11 - Using Part-part-whole Model to Add and Subtract Three Digit NumbersLearning experience 12 – Applying knowledge to number storiesAssessment Task

Template 3. Formative – Assessment as learning - Student Self-assessment worksheet to be completed after final assessment activity and unit of work

Self-Assessment – How do I feel about my learning?Name: Date:

Unit 2 Mathematics – Place Value What Do I know?

Tick the box

I don’t know

yet

I need extra help

I know how to do this

I can group, count and order numbers up to 100 or 1000

I can expand numbers, showing the value of each place in a number

I can represent numbers using words and sketches

I can use addition and subtraction to count numbers up and down a number sequence by two, fives and tens

I can use numbers into part-part-whole models.

What was your favourite activity in the unit? Tell me why?

Think about your assessment.Which part do you think you did well?

Are there any parts that you think you could do better for next time?

Template 4: Diagnostic - Assessment for learning. Diagnostic Interview to be used by teacher when interviewing groups during learning area one.

Diagnostic InterviewLearning Area: Counting Collections Using Tens Group: Student Name 1, 2 & 3

QUESTIONS STUDENT RESPONSE MISCONCEPTIONSCan you read this number?

Can you show me this number using sticks?

Can you count out this number for me?

If you add two more how many will you have?

If you add ten more how many will you have?Which number is bigger? Why?

Tell me how this number can be split?

Additional Informal Formative Assessment - The following formative techniques are to be used throughout learning activities one to twelve in order to provide students with immediate feedback, check for understanding and develop ideas about student learning, all of which can be added to student leaning profiles:

- Continuous observations made through out lessons- Questioning techniques to gauge learning throughout lessons- Mini Whiteboards used throughout each lesson in order for teacher to check for understanding and assess student learning

ReferencesAustralian Curriculum and Assessment Reporting Authority, (2015). Mathematics / Year 2 / Number and Algebra / Number and place

value / ACMNA026. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?

layout=1#cdcode=ACMNA026&level=2

Australian Curriculum and Assessment Reporting Authority, (2015). Mathematics / Year 2 / Number and Algebra / Number and place

value / ACMNA027. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?

layout=1#cdcode=ACMNA027&level=2

Australian Curriculum and Assessment Reporting Authority, (2015). Mathematics / Year 2 / Number and Algebra / Number and place

value / ACMNA028. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?

layout=1#cdcode=ACMNA028&level=2

Australian Curriculum and Assessment Reporting Authority, (2015). Mathematics / Year 2 / Number and Algebra / Number and place

value / ACMNA029. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?

layout=1#cdcode=ACMNA029&level=2

Australian Curriculum and Assessment Reporting Authority, (2015). Mathematics / Year 2 / Number and Algebra / Number and place

value / ACMNA030. Retrieved from http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10?

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Appendix.

Appendix 1.0. Summative Assessment Questions/ Worksheet

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Appendix 1.1. Place Value Block cut outs used for Summative assessment (Havefunteaching.com, n,d)

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Appendix 2. Lesson Two – Representing Two Digit Numbers (Evans, 2015).

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Appendix 3. Lesson Four – Ordering Two Digit Numbers Worksheet (Teachers Pay Teachers, n.d).

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Appendix 4 - Lesson Six – Counting by Twos

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Appendix 5 – Lesson Seven – Counting by fives

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Appendix 6 – Lesson Eight – Counting by tens

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Appendix 7. Lesson Nine – Add Ten more worksheet

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Appendix 8. Lesson Ten – Part-Part Whole Two Digit Number Worksheet

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Appendix 9. Lesson Eleven – Part-Part Whole Three Digit Number Worksheet

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Appendix 10. Lesson Twelve - Number story questions

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