Counting Quantity Comparisons Order Numerals Teacher Notes:
Number Sequence Conservation
1:1 Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set Comparative Vocabulary Ordinal numbers (Extension) Investigate writing (Extension) Identify numerals Counting Counting on from a number (not starting at 1) Showing the value of a number (3 is how many?) Telling the quanity of a group (there are 3 buttons) Identifying value without counting Within a group of objects being able to count a certain number (less than the whole) Creating a set of a given number Utilizing and identifying comparitive vocabulary such as more, less, equal Utilizing and identifying position with ordinal words such as more, less, equal Writing numerals Students Beginning: Random sequence, unable to sequence numbers properly Developing: Some sequence (1, 2, 3..) Secure: Consistent number sequence 1-5 Beginning: Unable Developing: 1-3 Secure: 1-5 (and higher) Developing: Not consistently demonstrating 1:1 correspondence Meets: Consistently demonstrating 1:1 correspondence Beginning: Unable Developing: 1-3 (less than 5) Secure: 1-5 (and higher) Beginning: Unable Developing: 1-5 Secure: 1-10 (and higher) Beginning: Unable Developing: 1-5 Secure: 1-10 (and higher) Beginning: Unable (no 1:1, counting out of order) Developing: Continues to count/disorganizati on Secure: Able to count 2-4 from a set Beginning: Unable Developing: Creating a set under 1-3, with naming Secure:Can create and name a set of 5 or higher Beginning: Unable to use vocab, unable to identify Developing: Able to use limited words and gestures Secure: Consistently able to identify and/or use gestures to show more/less/same Beginning: Unable to use vocab, unable to identify Secure: Using ordinal numbers 1st- 3rd *Discuss* Beginning: Cannot identify any numerals 1-5 Developing: Can identify some numbers 1-5 Secure: Consistent number recognition 1-5 *Gray to be completed for September 20th meeting Stella Can sequence numbers upto 10 Could conserve orally from 5 With bears started back at 1 when adding more Could do 1 & 2, wanted to count each card Moved each item away as she counted Made set of 4, asked what to do if I wanted to make a set of 5? she added 1 more Stella could count how many yellow teddies she had Louis Can sequence numbers upto 10 Could conserve orally from 5 With bears started back at 1 when adding more 1-5 secure Showed bear that had been counted by flipping them down could make sets of red, purple and yellow treasure and then could identify which set had more, less and same number of treasures Can write numbers upto 10. Can identify numbers upto 10 Louis can be challenged further. Tsubasa Can sequence numbers upto 10 Could conserve orally from 5 With bears started back at 1 when adding more 1, 2, 3, 5 Only missed 4 Showed 5 on hands, but counted all bears Created a set of 4 Could easily point to the more, less and same. Can confidently write the numbers seeing the picture cards Can identify numbers upto 10 Abir Can sequence numbers upto 10 Could mention more and less,. Had difficulty with the concept of "same" Can identify numbers upto 10 Katelyn Number 5 was placed upside down Could conserve orally from 5 With bears started back at 1 when adding more 1-5 All! Moved items away as she counted them Make set of 4, Put out 3. How many do you have? 3. How may do you need? 4 so 1 more. made set of 5 &6 also Can identify numbers upto 10 Ava Coudn't conserve kept counting back from 1 1/3/2013 Could point and count in the set from 1-5 Could clearly pull out the teddies everytime and make a set Gili Could conserve orally from 5 With bears started back at 1 when adding more Could subitize numbers 1-2 Counted all bears Asked to make a set of four. Put out all green bears (said three when asked how many) Cristiano could rearrange the sequence with some help Could conserve orally from 5 With bears started back at 1 when adding more 1-5 All Counted 1, 2 , 3 and 4 but started to count all when asked for 5 Just kept counting everytime I asked to make a set Elsa Meer could do till 4 1/3/2013 Just kept turning the bears around Just kept turning the bears around Meer finds it too hard to concentrate and hence cant focus on the activity. EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1 EC3 B_ Counting Quantity Comparisons Order Numerals Teacher Notes: Number Sequence Conservation 1:1 Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set Comparative Vocabulary Ordinal numbers (Extension) Investigate writing (Extension) Identify numerals Aryaman just kept pointing at bears. couldn't understand the term set. Started to take out teddies from the container when asked to make a set Could identify numers 1, 2 &5 Focus and concentration issues. Needs one on one help. Arsh Couldn't conserve kept counting from 1 just kept pointing at bears. Turned to the teddies around and made a set of 1 but later got confused Could point to more or less. Andrea (EAL ) Antos (EAL) EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1 EC3 B_ Counting Quantity Comparisons Order Numerals Teacher Notes: Number Sequence Conservation 1:1 Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set Comparative Vocabulary Ordinal numbers (Extension) Investigate writing (Extension) Identify numerals Counting Counting on from a number (not starting at 1) Showing the value of a number (3 is how many?) Telling the quanity of a group (there are 3 buttons) Identifying value without counting Within a group of objects being able to count a certain number (less than the whole) Creating a set of a given number Utilizing and identifying comparitive vocabulary such as more, less, equal Utilizing and identifying position with ordinal words such as more, less, equal Writing numerals Students Beginning: Random sequence, unable to sequence numbers properly Developing: Some sequence (1, 2, 3..) Secure: Consistent number sequence 1-5 Beginning: Unable Developing: 1-3 Secure: 1-5 (and higher) Developing: Not consistently demonstrating 1:1 correspondence Meets: Consistently demonstrating 1:1 correspondence Beginning: Unable Developing: 1-3 (less than 5) Secure: 1-5 (and higher) Beginning: Unable Developing: 1-5 Secure: 1-10 (and higher) Beginning: Unable Developing: 1-5 Secure: 1-10 (and higher) Beginning: Unable (no 1:1, counting out of order) Developing: Continues to count/disorganizati on Secure: Able to count 2-4 from a set Beginning: Unable Developing: Creating a set under 1-3, with naming Secure:Can create and name a set of 5 or higher Beginning: Unable to use vocab, unable to identify Developing: Able to use limited words and gestures Secure: Consistently able to identify and/or use gestures to show more/less/same Beginning: Unable to use vocab, unable to identify Secure: Using ordinal numbers 1st- 3rd *Discuss* Beginning: Cannot identify any numerals 1-5 Developing: Can identify some numbers 1-5 Secure: Consistent number recognition 1-5 *Gray to be completed for September 20th meeting NAMES Martha Started from 1 when counting- could conserve when asked orally (4, 5, 6...) Able to subitize 1-4 (only missed 5) Counted altogether, did not count out a number from a set Asked to make a set of 4, pulled out 7 counted 6 Able to tell me more, less and the same. Ned 1 - 4 after 5 he counted one at a time Will only subitize 1, uses his finger to count every number beyond 2. Was able to count how many there were in a set, till 4 Was able to make a set of fish up to 5. Able to tell me which hand had more fish. 2 fish and 1, 3 fish and 2, 5 fish and 2. Able to tell me which hand had less. Pauline Could conserve orally from 5 With bears started back at 1 when adding more Could subitize 1, 2, 5 Did not show 3.. Counted all 5 Asked to make a group of 3 put out 6- counted 7 Pauline was able to make the connection with the same, and more or less Mia Started from 1 when counting- could conserve when asked orally (4, 5, 6...) Could subitize numbers 1-3 Moved bears away, but counted all not 5 Put out many bears, not creating a specific set. Could not name quantity in set Cyrus Could conserve orally from 5 With bears started back at 1 when adding more Could subitize numbers 1-2 the used his fingers Counted all bears showed five on his hand Asked to make a group of four, made a group of 12 and counted... Understands concept- just made a different size group able to recognise more, less and the same. He was counting one at a time from 2 and above. Vivaan could conserve orally till number 6. Could subitize 1 and 2 then used his fingers. Was able to count 2 fish in a set. Not able to count 3 or above. Could make a group of 1 & 2. When asked to make a group of 3 fish he put out 5 fish on 2 separate tries and claimed this was 3. Able to tell me which hand had, more, less and same. For the same he was able to recognise 1 & 1. "They are the same". Jesse Really struggled to conserve numbers. Could not tell me numbers beyond 2. Could Subitize 2 and 3. Kept thinking that 4 was 6. Was able to count 2 fish in a set. Not able to count 3 or above. Could make a set of 2 & 3. When asked to make a set of 4 he put 6. Jesse was able to recognise, more fish, less fish and the same amount of fish. Vir Was only able to conserve 1-3 Could subitize 1, 2 and 3. Tried for 4 twice but thought 4 was 5 Counted all 5 bears. Was not able to single out 2 or 3 bears. could make a set of 2, 3, 4 Jay Arnav Rinon EAL EAL EAL EAL Unable to tell me which hand had more, less. Very confused. Roemer EAL EAL EAL EAL EAL EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1_ EC3 A Counting Quantity Comparisons Order Numerals Teacher Notes: Number Sequence Conservation 1:1 Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set Comparative Vocabulary Ordinal numbers (Extension) Investigate writing (Extension) Identify numerals Yuki EAL EAL EAL EAL EAL EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1_ EC3 A Counting Quantity Comparisons Order Numerals Teacher Notes: Number Sequence Conservation 1:1 Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set Comparative Vocabulary Ordinal numbers (Extension) Investigate writing (Extension) Identify numerals Counting Counting on from a number (not starting at 1) Showing the value of a number (3 is how many?) Telling the quanity of a group (there are 3 buttons) Identifying value without counting Within a group of objects being able to count a certain number (less than the whole) Creating a set of a given number Utilizing and identifying comparitive vocabulary such as more, less, equal Utilizing and identifying position with ordinal words such as more, less, equal Writing numerals Students Beginning: Random sequence, unable to sequence numbers properly Developing: Some sequence (1, 2, 3..) Secure: Consistent number sequence 1-5 Beginning: Unable Developing: 1-3 Secure: 1-5 (and higher) Developing: Not consistently demonstrating 1:1 correspondence Meets: Consistently demonstrating 1:1 correspondence Beginning: Unable Developing: 1-3 (less than 5) Secure: 1-5 (and higher) Beginning: Unable Developing: 1-5 Secure: 1-10 (and higher) Beginning: Unable Developing: 1-5 Secure: 1-10 (and higher) Beginning: Unable (no 1:1, counting out of order) Developing: Continues to count/disorganizati on Secure: Able to count 2-4 from a set Beginning: Unable Developing: Creating a set under 1-3, with naming Secure:Can create and name a set of 5 or higher Beginning: Unable to use vocab, unable to identify Developing: Able to use limited words and gestures Secure: Consistently able to identify and/or use gestures to show more/less/same Beginning: Unable to use vocab, unable to identify Secure: Using ordinal numbers 1st- 3rd *Discuss* Beginning: Cannot identify any numerals 1-5 Developing: Can identify some numbers 1-5 Secure: Consistent number recognition 1-5 *Gray to be completed for September 20th meeting EC3 Math Benchmark Assessment_ 2013-14 - Copy of Number and Operations 1 Name Attributes of length Attributes of capacity Attributes of weight Attributes of time Stella Stella could clearly indicate which object was tall/long or short. She also used non standard methods of measurement to measure the objects Attached Video - http://www.youtube.com/ watch?v=nKGrOAi7TIU Abir Abir could clearly indicate which object was tall/long or short. He used cubes at various instances to measure his sea creatures and count to tell which used more cubes and which was long and short . Attached video http://www.youtube.com/ watch?v=CsnCX_3o2hk Ava Ava confidently used the cubes to measure the tenticles of her jelly fish. After placing the cubes , she counted them and could clearly tell which tenticle was short and tall. Pls refer to Video of Stella Aryaman Aryaman needed support while measuring the sea creatures. Aryaman could then tell which was long and short. Refer Video taken on 23/10 Arsh Arsh enjoyed measuring his class friends using blocks and he could count the blocks to tell which friend was tall and short EC3 Math Benchmark Assessment_ 2013-14 - Measurement EC 3B Tsubasa Tsubasa used the cubes to measure the tenticles of his jelly fish and could clearly point out to the tall and short tenticle. Louis Louis could clearly indicate which object was long or short during the beach engagement and he used cubes to measure his objects. Attached video - http://www.youtube.com/ watch?v=CsnCX_3o2hk Antos ( EAL) Although Antos is stll developing in his English speaking skills, he could point out to the tall and short objects with teacher support. Gili Gili enjoyed measuring her friends using blocks and she could clearly tell which friend was tall and short Meer Meer needed some support while measuring his friends using blocks and needed assistance while counting the blocks Andrea (EAL) Andrea has just joined school and is still struggling to fit in the classroom. Being an EAL student, he finds it too hard to engage in activities and needs a lot of assistance in participating in activitiies. EC3 Math Benchmark Assessment_ 2013-14 - Measurement EC 3B Katelyn While playing with the sea creatures in the beach centre, Kate;yn could cearly indicate which creature was tall and short. She voluntarily used the cubes to measure her creatures and later could count and tell which object was long/tall or short. Attached Video - http://www.youtube.com/ watch?v=CsnCX_3o2hk Elsa Elsa enjoyed measuring the tenticles of the jelly fish she had made and she could count and point out to the tall and short tenticles. EC3 Math Benchmark Assessment_ 2013-14 - Measurement EC 3B Name Attributes of length Attributes of capacity Attributes of weight Attributes of time EC3 Math Benchmark Assessment_ 2013-14 - Measurement -EC3 A