Evidence of learning
The teacher uses students’ work samples (representations of numbers and orderings of number cards), anecdotal notes of observations, checklists of indicators, and checklists of target language to determine whether students have made progress as a result of the learning experiences.
Each group displays its representations and ordering of numbers for the rest of the class to observe.
Criteria for assessment
Students are assessed on their ability to:
Tier 1
- order a set of numbers to 20 from smallest to largest
- demonstrate one-to-one correspondence when counting to 20
- represent numbers up to 20 using concrete materials
- compare groups of objects by one-to-one correspondence
- talk about mathematical experiences
Tier 2
- arrange a set of one- and two-digit numbers in ascending order
- represent two-digit numbers using concrete materials
- describe strategies used to solve a problem, using language, actions, materials and drawings
- explain why an answer is correct
Tier 3
- arrange a set of two- and three-digit numbers in ascending order
- represent three-digit numbers using concrete materials or semi-concrete materials
- describe strategies used to solve a problem, using language, actions, materials and drawings
- explain why an answer is correct.
