Fernanda and Maths

Learner: Fernanda	Date: 21 June, 2017
Learning Area: Maths Level One and Two Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Know the forward and backward counting sequences of whole numbers to 100.	Learning Coach: P.L
Learning Observed
In Maths, we have been learning to skip count to help us solve multiplication problems. We are beginning to realise that repeated addition will help us too. Fernanda shows curiosity by listening carefully to questions asked and to feedback given to improve her understanding. She is being collaborative by working with other learners around her and sharing her ideas. Fernanda is beginning to show capability by writing down her skip counting and drawing what it looks like.
Evidence of Learning
Next Learning Steps
Continue to use Mathletics at home Continue to circle the tens in any equation to help you solve them

Narrative Assessment - Mathematics - 29 Feb 2016

Narrative Assessment T2 Math

Learner: Fernanda                  Learning Coach: Abby Morgan                Date: 30 June 2015

Learning Area: Math

Learning Observed

During Math we have been learning how to solve addition problems to 5. Fernanda began by solving problems that were +1 to 10. This required her to apply her knowledge of numbers after and was an introduction to using materials (fingers) to help her solve the higher numbers. When I asked Fernanda to solve 2+3 she was able to use her fingers to help her work it out. When I enquired as to how she had found the answer she showed me two fingers and then she said she added three and that it makes five.

Evidence of learning

Fernanda is developing her ability to solve addition problems to 5.

Key Competencies/Vision Principles

Fernanda was using the school vision principles of capable during her learning time. She was extending her known and developing math capabilities. As Fernanda learnt she was using the Key Competencies of thinking and using language, symbols, and texts. She used her thinking skills to solve addition problems and use mathematical language to share her learning.

Next Learning Steps

Develop instant recognition of numerals to 20 Continue to develop knowledge of addition facts to 5 Know numbers before and after to 10 Consolidate counting from 30 - 50

Learner: Zoey, Simar, Fernanda, and Suri Learning Coach: Abby Morgan                                                            Date: 9 March 2015

Learning Area: Numeracy

Learning Observed

During Math time today I introduced the learners to a new activity on the iPads - Slide Addition. This game required four learners to play together to answer addition problems as they appear on screen. I began with a demonstration of how to play which they quickly picked up. Simar, Zoey, Suri, and Fernanda were working together to solve the questions. I observed Zoey during this time and noticed her ability to recognise numbers to 10 quickly in tens frames, finger and dice patterns. Zoey was able to add two numbers together without the use of physical materials. Simar began by one to one counting to solve the problems but quickly developed her ability to recognise the number pattern as it was displayed. Fernanda and Suri began by using a mixture of one to one counting when the numbers were higher as well as instant recognition of number patterns. Over the development of the activity all four of the learners developed their ability to quickly recognise the number patterns as they appeared and solved the equations at a rapid pace. When I was discussing with the learners at the end I was told that Simar had ‘won’ the most times, great work!

Evidence of learning

Zoey, Simar, Fernanda, and Suri competing to complete the maths addition game.

Key Competencies/Vision Principles

During this activity Simar, Zoey, Fernanda, and Suri were applying the school vision principles of collaboration and capable. They demonstrated these through their ability to work together to complete an activity whilst supporting each others developing math understanding and extending their existing capabilities. While working on this learning task they were utilising the Key Competencies of Managing Self, and Using Language, Symbols and Texts. This was occurring as they were managing their behaviours and viewing themselves.To participate in this learning activity they had  to be able to recognise and understand the mathematical language and symbols.

Next Learning Steps

Assist in developing faster instant recognition of number patterns and basic facts to 10. Introduce the learners to other ‘math slide’ games to assist with numeracy. Encourage the learners to work on Mathletics