Assessment Opportunities
Task
Student Response
Assessment Observations
T “Start counting from one and I’ll tell you when to stop.”
S States the forward number word sequence from one to ten accurately.
Does the student know the forward number word sequence to 20?
T “Say the number after...” e.g. 8
S Correctly states the number one more than the number given e.g. “The number after 8 is 9.”
Did the student count from one to find which number came next?
T “Count backwards from 23. I’ll tell you when to stop.” (Say stop when the student reached 16.)
S States the backward number word sequence from 23 to 16.
Does the student know the backward number word sequence? Is the student able to count backwards correctly from “twenty” to the “teens”?
T “Tell me the number before...?” e.g 8
S Correctly states the number one less than the number given, e.g. “The number before 8 is 7.”
Does the student count up from one?
T Display 4 counters and hides 2 counters in palm of hand.“I have 6 counters altogether, 4 are here. How many are hidden in my hand?
S Determines the missing addend.
Does the student use a strategy of “counting up from” or “counting down to?”
T Displays 5 counters: “There are 5 counters here. How many more do I need to make 7?”
S Determines the missing addend.
Did the student count on from 5?
T Displays 7 counters: “There are 7 counters here. I am taking some away and there are 4 left. How many are in my hand?”
S Determines the missing addend.
Does the student count on from 4? Did the student use a forward number word sequence or a backward number word sequence? e.g. 7, 6, 5, 4 or, 4, 5, 6, 7
T Holds up a dot pattern card.
T “How many is this?”
T “What is the number that comes after this number?”
S States the number after the given amount.
Can the student identify the amount? Does the student know the forward number word sequence and use that to say the number after? Does he or she start back at one to work out their response?
T Holds up a dot pattern card.
T “What number is this?”
T “What is the number that comes before this number?”
S States the number after the given amount.
Can the student identify the amount? Does the student know the backward number word sequence and use that to say the number after? Does he or she start back at one to work out their response?
T Gives student a set of numeral cards from 10 to 20.
T “Please order these numbers from largest to smallest.”
S Accurately orders the numerals.
Does the student know the backward number word sequence when presented as numerals?
T Gives student numeral cards from 0 to 20 with some numbers missing.
T “Please order these numbers from smallest to the largest.”
T “Which number or numbers are missing?”
S Accurately orders the numerals.
S Identifies which numbers are missing.
Does the student know the forward number word sequence when presented as numerals? Can he/she identify the missing numerals?
T Flashes dot patterns from 0-10.
T “Please tell me the number of dots you see.”
S Effortlessly subitises dice patterns
Does the student immediately recognise patterns?
T Gives student a set of numeral cards and dot cards
T “Please match the numerals with the number of dots.”
T “Please order the amounts from largest to smallest.
S Matches the dot cards and numeral cards.
S Orders from largest to smallest.
Does the match numerals with amounts? Does the student know the backward number word sequence?
T Gives student a pile of counters.
T “Can you make me 3 equal groups. You can use as many of the counters you like.”
T “How many counters are there in each group? How many counters do you have altogether?”
S Makes 3 equal groups.
S Counts using composite units to work out the total.
Does the student know how to make equal groups? Do they count in composite units or by ones?
Task
T “Start counting from one and I’ll tell you when to stop.”
Student Response
S States the forward number word sequence from one to ten accurately.
Assessment Observations
Does the student know the forward number word sequence to 20?
Task
T “Say the number after...” e.g. 8
Student Response
S Correctly states the number one more than the number given e.g. “The number after 8 is 9.”
Assessment Observations
Did the student count from one to find which number came next?
Task
T “Count backwards from 23. I’ll tell you when to stop.” (Say stop when the student reached 16.)
Student Response
S States the backward number word sequence from 23 to 16.
Assessment Observations
Does the student know the backward number word sequence? Is the student able to count backwards correctly from “twenty” to the “teens”?
Task
T “Tell me the number before...?” e.g 8
Student Response
S Correctly states the number one less than the number given, e.g. “The number before 8 is 7.”
Assessment Observations
Does the student count up from one?
Task
T Display 4 counters and hides 2 counters in palm of hand.“I have 6 counters altogether, 4 are here. How many are hidden in my hand?
Student Response
S Determines the missing addend.
Assessment Observations
Does the student use a strategy of “counting up from” or “counting down to?”
Task
T Displays 5 counters: “There are 5 counters here. How many more do I need to make 7?”
Student Response
S Determines the missing addend.
Assessment Observations
Did the student count on from 5?
Task
T Displays 7 counters: “There are 7 counters here. I am taking some away and there are 4 left. How many are in my hand?”
Student Response
S Determines the missing addend.
Assessment Observations
Does the student count on from 4? Did the student use a forward or a backward number word sequence? e.g. 7, 6, 5, 4 or, 4, 5, 6, 7
Task
T Holds up a dot pattern card.
T “How many is this?”
T “What is the number that comes after this number?”
Student Response
S States the number after the given amount.
Assessment Observations
Can the student identify the amount? Does the student know the forward number word sequence and use that to say the number after? Does he or she start back at one to work out their response?
Task
T Holds up a dot pattern card.
T “What number is this?”
T “What is the number that comes before this number?”
Student Response
S States the number after the given amount.
Assessment Observations
Can the student identify the amount? Does the student know the BNWS and use that to say the number after? Does he or she start back at one to work out their response?
Task
T Gives student a set of numeral cards from 10 to 20.
T “Please order these numbers from largest to smallest.”
Student Response
S Accurately orders the numerals.
Assessment Observations
Does the student know the backward number word sequence when presented as numerals?
Task
T Gives student numeral cards from 0 to 20 with some numbers missing.
T “Please order these numbers from smallest to the largest.”
T “Which number or numbers are missing?”
Student Response
S Accurately orders the numerals.
S Identifies which numbers are missing.
Assessment Observations
Does the student know the forward number word sequence when presented as numerals? Can he/she identify the missing numerals?
Task
T Flashes dot patterns from 0-10.
T “Please tell me the number of dots you see.”
Student Response
S Effortlessly subitises dice patterns
Assessment Observations
Does the student immediately recognise patterns?
Task
T Gives student a set of numeral cards and dot cards
T “Please match the numerals with the number of dots.”
T “Please order the amounts from largest to smallest.
Student Response
S Matches the dot cards and numeral cards.
S Orders from largest to smallest.
Assessment Observations
Does the match numerals with amounts? Does the student know the backward number word sequence?
Task
T Gives student a pile of counters.
T “Can you make me 3 equal groups. You can use as many of the counters you like.”
T “How many counters are there in each group? How many counters do you have altogether?”
Student Response
S Makes 3 equal groups.
S Counts using composite units to work out the total.
Assessment Observations
Does the student know how to make equal groups? Do they count in composite units or by ones?