Assessment Opportunities

Task

T Displays numeral cards in the range of 100 to 999, and asks the student to name the numeral being displayed.

Student Response

S Correctly names each number as the cards are displayed.

Assessment Observations

Does the student confidently name numerals beyond 100?

Task

T “Count forwards by ones starting at 373” (and stop at 392).

Student Response

S Correctly says the forward number word sequence from 373 to 392.

Assessment Observations

Does the student:

• know the forward number word sequence?

Task

T “Count backwards by ones starting at 225” (and stop at 192).

Student Response

S Correctly says the forward number word sequence from 225 to 192.

Assessment Observations

Did the student:

• know the backward number word sequence?
• count fluently across the hundred?

Task

T “What is the number that comes after ....” (numbers in the range 100 to 999)

Student Response

S Correctly says the number that comes after the numerals given by the teacher.

Assessment Observations

Did the student drop back and count up to find the next number?

Task

T “What is the number that comes before” (numbers in the range 100 to 999)

Student Response

S Correctly says the numeral that comes before the numerals given by the teacher.

Assessment Observations

Did the student drop back to a lower decade to determine the answer?

Task

T “Start from 37 and count by 10s (i.e. adding 10 each time) until I ask you to stop.” (stop at 137)

Student Response

S Correctly says the number word sequence counting off the decade.

Assessment Observations

Does the student correctly count by 10s, off the decade?

Task

T “Start from 435 and count forwards by 100s until I ask you to stop.” Stop at 1035.

Student Response

S Correctly says the number word sequence counting by 100s on the decade.

Assessment Observations

Does the student correctly count by 100s?

Task

T “Start from 217 and count backwards by 10s (i.e. subtracting 10 each time) until I ask you to stop.” Stop at 177.

Student Response

S Correctly says the number word sequence counting off the decade.

Assessment Observations

Does the student correctly count backwards by 10s, off the decade? Is the student able to count backwards across the hundred?

Task

“Start from 1000 and count backwards by 100s until I ask you to stop.”

Student Response

S Correctly says the number word sequence counting backwards by 100s.

Assessment Observations

Is the student able to correctly count backwards by 100s?

Task

T Displays a strip with 6 dots. “How many dots are there?” Places a ten-dot strip underneath the six dots. “How many dots now?” Continues placing ten strips and repeats the question: “How many dots now?

Student Response

S Says the total number of dots each time ten are added without having to add by ones. (6,16,26,36 ...116)

Assessment Observations

Did the student count by tens to determine the total each time or automatically add on ten?

Task

T Can you tell me two numbers that add up to 20 (for example)?
T Can you tell me another two?

Student Response

S Explains, for example, that 17 and 3 make 20.

Assessment Observations

Did the student fluently recall their knowledge of combinations to twenty? Did they name all of the combinations to twenty by recalling number facts?

Task

T Can you tell me two numbers that add up to 160 (for example)?
T Can you tell me another two?

Student Response

S Provides correct response

Assessment Observations

Did the student fluently recall number facts? Did they partition numbers using standard decomposition (e.g., 100 +60)? Did they use non-standard decomposition (e.g. 155 + 5)? Did the student use patterning to help them respond (e.g. 110 + 50, 120 + 40, 130 + 30 etc.)?

Task

T Present 24 counters to the student.
T “How many counters are there? Can you write that numeral on this sheet of paper?”
T “Using the counters could you show me what the 4 represents in the number 24?”
T “Using the counters again could you show me what the ‘2’ represents in the number 24?” If the student responds by presenting the 20 counters, ask: “How many tens is this?” If the student places only two counters next to the 2, ask: Where do the other counters go?

Student Response

S Identifies the 4 in 24 as 4 ones and the 2 in 24 as 2 groups of ten, 2 tens.

Assessment Observations

Does the student understand the value of numerals and their positional value?

Task

T Present three 9-sided dice to the student. Ask the student to roll the three dice.
T “Add the three numbers rolled to find the total”.
T “How did you work out the total?”

Student Response

S Correctly determines the total using a non count-by-one strategy

Assessment Observations

Did the student use:

• Doubles
• Combinations to 10
• Combinations to 20
• Near doubles
• Other known facts

Task

T Present students with a series of pairs of number fact cards, such as 6+4, 5 +5, etc.
T “Please tell me when you see a number fact you know.”
T “What is the answer?” T “What sort of fact is it?”

Student Response

S Correctly identifies facts they know, recalls the answer and is able to explain what type of known fact it is.

Assessment Observations

Did the student recall and identify:

• Doubles
• Combinations to 10
• Combinations to 20
• Near doubles
• Other known facts

Task

Present three small sheets of paper.
T I have three boxes (point to the each sheet of paper). There are 2 cupcakes in each box. How many cupcakes are there altogether? How did you work it out?

Student Response

S Correctly calculates the total counting by multiples of 2 without needing to see the items.

Assessment Observations

Does the student count by ones or multiples of 2 to find the total? Do they need to see the items?

Task

T Imagine I have 6 boxes and there are 2 cupcakes in each box. How many cupcakes would there altogether? How did you work it out?

Student Response

S Correctly calculates the total counting by multiples of 2 without needing to see the items.

Assessment Observations

Does the student count by ones or multiples of 2 to find the total? Do they need to see the items or use counters to solve the problem?

Task

T There are 12 biscuits and the children are given 2 biscuits each. How many children are there?

Student Response

S Correctly solves the division task (how many groups) without needing to see the items?

Assessment Observations

Does the student use a double count to keep track of the groups and the total? What other strategies does the student use?