Skip Counting

Learner: Zsofia	Date: 11.11.17
Learning Area: Maths Level One Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Equations and expressions Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures.	Learning Coach: P.L
Learning Observed
In Maths, we have been learning to use our basic addition and subtraction facts to help us solve harder problems. We are now using these to help us solve multiplication problems. Zsofia is engaging with her maths and is beginning to show her capability in solving tricky word problems. She is able to collaborate and explain her thinking with other learners around her. Zsofia is now making connections of using the strategies we’ve learned like skip counting and repeated addition to help her solve multiplication problems.
Evidence of Learning
Next Steps
Continue to practice Mathletics at home Continue practicing your basic addition and subtraction facts to 10

Zsofia and Fractions

Learner: Zsofia	Date: 21st September
Learning Area: Maths Level One Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Equations and expressions Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures.	Learning Coach: P.L
Learning Observed
In Maths, the learners have been learning to identify simple fractions such as half using materials, numbers and shapes. We have been learning to use our knowledge of addition and multiplication to help us solve number problems using half. Zsofia has been learning to use more than one strategy to show her working out. Zsofia shows his curiosity by asking appropriate questions to help her understanding and thinking. She shows her capability by identifying halves of numbers by using her knowledge of doubles and skip counting in 2s.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice Mathletics at home Continue practicing your basic addition and subtraction facts to 10

Zsofia and Maths

Learner: Zsofia

Date: 3.04.17

Learning Area: LH1

Learning Coach: Priscilla Lavakula

NZ Curriculum Achievement Objectives

Use simple additive strategies with whole numbers and fraction
Know forward and backward counting sequences with whole numbers to at least 1000

Know the basic addition and subtraction facts
Know how many ones, tens and hundreds are in whole numbers to at least 1000

Learning Observed:

In maths we have been learning to solve number problems by adding and subtracting tens and ones that do not involve the ones regrouping the tens. Our group have been learning to read number problems carefully, identify the three most important parts of the problem that is going to help us solve it and trying to come up with an equation whether it be addition, subtraction, multiplication and division or more than one operation. Zsofia has been learning to identify place value of tens and ones in numbers up to 100.

Key Competencies/ Vision Principles:

Zsofia is collaborative when working with other learners and sharing her ideas in small group discussions. She is being curious when learning new ideas and listening to others share their ideas. Zsofia is connected when being engaged and focus and capable by solving these problems.

Next Learning Steps:

Continue working in your Mathletics

Continue practicing to identify tens and ones in numbers up to 100

Narrative Assessment - Maths - 4 August 2016

Learner:  Zsofia     Learning Coach: Michelle Lennon - LH2     Date:   4 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten and with 10.

Learning Observed

During iDevelop Zsofia has been learning to split numbers up to 10 into their additive properties. Zsofia was given the number 4 and was asked to find as many different ways as she could to add up to 4.  Initially she used counters to help her complete this activity, then she was able to mentally find number splits and match them up with cards without the support of materials.

Evidence of learning

Here Zsofia shows that she can split a 4 into a 2 and 2; and a 5  into a 4 and 1.

Key Competencies/Vision Principles

During this learning, Zsofia demonstrated that she was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in many different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach other groups how to split numbers. Use your number splits as a ‘tidy number’ strategy to solve problems. Begin splitting numbers through subtraction.

Narrative Assessment - Mathematics - 18 May 2015

Learner:   Zsofia                 Learning Coach:  Miriam Kamsteeg        Date: 18 May 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today in Mathematics we were working on one to one counting to 15. Zsofia was able to correctly get 15 items and count accurately to 15. We then looked at rolling a 20 sided die and naming the numbers on it. Zsofia was unable to name her numbers 10 and 13.

Evidence of learning

Zsofia is now able to accurately count to 15. I wonder what she is able to count up to now?

Key Competencies/Vision Principles

Zsofia is developing her Capabilities in one to one counting. She is learning how to read numerals (Using Language, Symbols and Text). Zsofia is able to sequence numbers in her head when counting (Thinking). She was able to follow instructions and get 15 items (Managing Self).

Next Learning Steps

Continue explicit teaching on reading numerals 1-20. Continue explicit teaching on what number comes just before e.g 5 and just after e.g 8, in the range 1-20. Share learning with home.