Representing Numbers – Assessment Task

 Preparation

Equipment

• Art and craft supplies
• counting materials

 Assessment Plan

Tuning In

• Revise the content of the unit. Remind the students that numbers can be represented as a name, a numeral or a quantity. Encourage volunteers to show some examples on the board.

Teacher Instruction

• Inform the students that ‘Numbat Nelly’ is having trouble learning her numbers and that she needs their help.
• Provide each student with a pre-made Numbat Nelly’s Number Making Challenge Booklet. Ask the students to turn to the instruction page. Explain that they will need to use different materials to make each number from 0 to 10 as a name, a numeral and a quantity.
• Demonstrate an example on the board by making the number two in words with rolled-up playdough, as a digit with stickers and as a quantity with counters. If possible, take a photo of the representation and project it on the classroom screen or board.
• Inform the students that you will be taking photos of their representations and printing them off so that they can paste them into their number booklets. If access to producing photos is not available, inform the students that they will draw what they have made in their booklets.
• Ensure that all the students understand the task before commencing the assessment activity.

Guided/Independent Learning

• Provide the students with an appropriate amount of time and resources to complete their number representations in class. While the students are making their numbers, ask them:
  • What number are you making?
  • What number comes before the number you are making?
  • What number comes after the number you are making?
• Take photos of the students’ representations as they complete them for each number.

Wrapping Up

• After the students have finished,  allow the class to view the photos of each other’s representations. Encourage the students to provide and receive feedback.
• Provide the students with copies of their photos to place into their booklets. Alternatively, provide the students with time to draw their number representations into their booklets.
• Collect the booklets in order to assess each student’s understanding of the unit objectives. Once this process has been completed, return the booklets to the students to take home.

 Differentiation

Extending Students

• Encourage more capable students to make representations of teen numbers or larger.

Supporting Students

• Encourage less confident students to choose one representation for each number.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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