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Last Updated: 19.10.07

 Pre-Primary Mathematics: Measurement

Part One: Planning using Data and Evidence

SAMPLE ONE:

Pre-primary Achievement Standard

The parts of the achievement standard targeted in the assessment task are highlighted.

Measurement and Geometry

Students compare objects using mass, length and capacity. They explain the order and duration

of events. Students connect events and the days of the week. They group objects based on

common characteristics and sort shapes and objects. Students use appropriate language to

describe location.

Summary of Task – Long and short snakes

Students were asked to use playdough (or similar) to make ‘snakes’ which were long and short

and then were asked to find something in the room which was longer than each snake and

shorter than each snake. Photographs were taken and observations scribed by the teacher,

focusing on each student’s use of mathematical language.

Annotations on the performance of Student A and Student B for Sample One can be found on

the following page.

Last Updated: 19.10.07

 Student A: Sample 1 – Satisfactory:

Annotations

Current Knowledge and Skills:

Uses the word little to describe the short playdough snake.

Successfully demonstrates that the pencil is longer and the dice

is shorter than the snake.

Uses the word bigger instead of longer.

Student B: Sample 1 – Above: Annotations

Current Knowledge and Skills:

Student successfully compares the length of the marker against

the two snakes and is drawn to a conclusion.

Student clearly writes their finds down on the work sample and
has very few spelling errors.

Student identifies that the lemon is shorter than both of the

snakes.

Student Learning Needs:

The student can be exposed to other words that they could use
to describe the length of the objects in the future.

The student can be asked to find objects that are the same size
3 as their snakes.
 Pre-Primary Mathematics: Measurement

Part One: Planning using Data and Evidence

SAMPLE TWO:

Pre-primary Achievement Standard

The parts of the achievement standard targeted in the assessment task are

highlighted.

Measurement and Geometry

Students compare objects using mass, length and capacity. They explain the order

and duration of events. Students connect events and the days of the week. They

group objects based on common characteristics and sort shapes and objects.

Students use appropriate language to describe location.

Summary of Task – My week

Students participated in class discussions about the class timetable and key events.

Students were given the task sheet and asked to draw or write about key events for

each of the days of the week.

Annotations for the performance of Student A and Student B for Sample Two can be

found on the following page.

4
Student A: Sample 2 – Satisfactory:

Annotations

Current Knowledge and Skills:

Student has made many good attempts at spelling the events

on their work sample.

Student understands that on Sunday they do not come to

school.

Student Learning Needs:

The student should be encouraged to state that both Saturday

and Sunday are weekend days, and this means that we do not
come to school on these days.

The student should also be encouraged to refer back to the

class discussion conducted prior to completing the activity and
look at the class timetable if it is on display to distinguish
Monday and Tuesday apart from each other.
Student B: Sample 2 – Above:
Annotations

Current Knowledge and Skills:

Student clearly states that both Saturday and Sunday are the
weekend and that they do not come to school on these days.

Student successfully describes something about most of the

days of the week.

Student has a great attempt at spelling the events.

On Thursday the student uses the word ‘after’ to include a

special event that did not occur at school.

Student Learning Needs:

To extend this student’s learning needs, the teacher can

encourage the student to begin spelling each day of the week
and putting them into sentences on their own, rather than
5 having the sentences written on the work sample for them.
 Pre-Primary Mathematics: Measurement

Part One: Planning using Data and Evidence

SAMPLE THREE:

Pre-primary Achievement Standard

The parts of the achievement standard targeted in the assessment task are

highlighted.

Measurement and Geometry

Students compare objects using mass, length and capacity. They explain the order

and duration of events. Students connect events and the days of the week. They

group objects based on common characteristics and sort shapes and objects.

Students use appropriate language to describe location.

Summary of Task – Our day

Students were asked to discuss what they did in their day at school. They were

asked to explain the order of events and these were recorded by the teacher.

Students viewed photographs of typical activities and were asked to explain and

order the events using the physical prompts.

Annotations for the performance of Student A and Student B for Sample Three can

be found on the following page.

6
Student A: Sample 3 – Satisfactory:
Annotations

Current Knowledge and Skills:

The student has correctly ordered the events of the day.

They have clarified for the reader that they must go

outside for lunch and play time after they have completed
their work.

Student Learning Needs:

The student can be encouraged to label each of the

events pictured in the timeline.

The student can be extended by being asked to draw an

additional event that happens during the day or at the end
of the day.

Student B: Sample 3 – Above: Annotations

Current Knowledge and Skills:

The student has correctly ordered the events of the day.

The student has provided some description of what is

occurring in each event.

The student has included an additional image at the end

of the timeline of a person in a vehicle, demonstrating their
understanding that they are going home/leaving school for
the day.

Student Learning Needs:

To extend the student, instead of labelling play time

between some events during the day, the student can
label these recess and lunch.
7
 Part One: Planning using Data and Evidence

Explanation of Work Samples

The planning phase of the teaching cycle is extremely vital in ensuring that student

needs are catered for and ‘opportunities for intentional teaching and knowledge

building’ are achieved (DEEWR, 2009, p. 15). The Western Australian Curriculum

states that mathematics in the early years should encourage students to ‘access

powerful mathematical ideas relevant to their current lives and to learn the language

of mathematics’ (School Curriculum and Standards Authority, 2014). The

‘Measurement Learning Sequence’ explained by Siemon et al. (2015, p.464) is a

fantastic sequence that assists educators in identifying what stage a student is at in

their learning of measurement concepts and what can be done to develop their

understandings.

In work sample one Student A has demonstrated their knowledge on finding objects

which are bigger, smaller and the exact same size as their playdough snakes. From

this work sample, I gathered that the student is also ready to move onto the

‘Compare and Order’ stage of the Measurement Learning Sequence (Siemon et al.,

2015, p. 464). So, to extend Student A in future planning I would encourage them to

draw on comparisons between objects and their length, for example, the marker is

the same size as the long snake, but it is longer than the short snake. I would also

encourage them to attempt scribing or drawing their own thoughts.

8
In work sample two Student A has clearly identified key events for each day of the

week, except for Monday and Tuesday, where they simply stated that they go to

school. To extend the student’s learning needs in my future planning, I would clarify

to the student that each day must have a key event special to that day which helps

us understand how the days are different. I could also encourage the use of the

word’s ‘weekday’ and ‘weekend’, asking the student to identify which days of the

week are weekdays and which days of the week are weekends.

In work sample three Student A has ordered the events of the day correctly. To

extend the student’s learning needs and explain why they ordered the events the

way they did, I can encourage them to verbalise rather than write down their

response, as the student may have difficulties in writing down their thoughts on

paper or even provide them with labels for each event. Asking the student to identify

what activities they do in the morning, in the afternoon and at night to exhibit their

understanding of the duration of the day.

In work sample one, Student B has demonstrated competency in comparing the

length of objects and is therefore, ready to move onto the ‘Measuring using Non-

standard Units’ stage of the Measurement Learning Sequence (Siemon et al., 2015,

p. 465). To plan for this student’s future learning I could introduce measuring length

using two objects for example, ask them to find two objects that equal the exact

same length as the snake. I would also begin to introduce counting the length of

objects using non-standard units and then move on to comparing the values

obtained from the measuring of these objects.

9
In work sample two Student B successfully indicates that both Saturday and Sunday

are the weekend, meaning they do not attend school. Therefore, to cater for Student

B in their future learning I could encourage the student to write the days of the week

by themself rather than having them already written down for them. I could also

begin introducing the student to the terms, ‘yesterday, today and tomorrow’ and ask

the student to identify key events that they did for each of these days.

In work sample three Student B successfully ordered and labelled each of the

actions shown in the event images. From this work sample I understand that future

planning for Student B needs to focus on how long events take to complete and

possibly ordering them from the longest to the shortest amount of time to complete.

A similar activity could be completed, but instead, sequencing events they complete

in the morning/before school or afternoon/after school.

10
 Pre-Primary Mathematics: Measurement

Part Two: Teaching and Learning

Six Lessons/Experiences

11
BASED ON WORK SAMPLE 1: FOLLOW UP LESSON
MATHEMATICS 1 PLANNING DOCUMENT
FORWARD

TERM STRAND(S) BIG IDEAS (CONCEPTS)

2 MEASUREMENT AND GEOMETRY -COMPARE AND ORDER
-USE NON-STANDARD UNITS
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
ON
Use direct and indirect comparisons to Outcome 4
decide which is longer, heavier or holds Outcome 5
more, and explain reasoning in everyday INTRODUCTION: -Three objects from around the
language (ACMMG006) Students are gathered on the mat and are asked to sit in a circle. The classroom.
teacher places three different sized objects from around the room in the -Mystery bag filled with different
center on the circle. The teacher has a mystery bag filled with different sized objects.
PROFICIENCY STRAND(S) objects that each have different lengths. As a class the students are
Fluency and Reasoning going to be ordering objects from shortest to longest and the teacher will “What object did you pick out of my
call on students who are sitting quietly to pick an item from the mystery mystery bag ‘student’s name’?”
bag. The teacher will ask the student a range of questions about their “Do you think it is a long or short
LESSON OBJECTIVES object and its length. The student must then make direct comparisons to object?”
determine where their object belongs in the circle next to the objects “Can you place the object where you
As a result of this lesson, students will be able to: already in the center. After placing their object down, the teacher will ask think it belongs with my other
them why they placed their object in that particular position. objects? Remember that we are
STUDENT A: ordering the objects from shortest to
 Order objects from shortest to longest. Students will then be placed in their mathematics ability groups and each longest.”
 Compare the length of an object against two group is designated an activity depending on what stage they are at in “Why did you place your object
classroom objects. their learning of the measurement and geometry topic. The teacher will there?”
be at one table and the teacher’s assistant will be at another table.
STUDENT B:
 Use non-standard units to measure the length of an
object. -Checklist and pen.
LESSON ACTIVITIES/LEARNER DIVERSITY:
 Explain why a non-standard unit gave a higher STUDENT A GROUP: -Mystery box items: straw, string,
value compared to the other non-standard units. pipe cleaner, pop stick.

12
 Students must find 4 objects from around the room and order them from -Objects chosen by the students from
shortest to longest. Students will then be asked to find an object in the around the room.
room which is the same length as one of their objects in front of them. -Exit slips and pencils.
The teacher will then introduce students to her mystery box where the “Can you order all four of your
ASSESSMENT students will pick one item. The teacher will ask the students if the item objects from shortest to longest?”
STUDENT A GROUP: they picked from her mystery box is longer or shorter than each of their “Can you now find another object
How: For objective one the teacher will use a checklist to four objects they found around the classroom and ask them to explain from around the room which is the
check whether or not the student met the object of ordering how they know this. On an exit slip, students must then write one same length as one of the objects in
their objects. An exit slip sentence will be used to assess sentence comparing the length of their mystery box item to at least two front of you?”
the completion of objective two. If the student is unable to of the four objects that they collected from around the room. “Is your mystery box item longer or
write down their response, then the teacher may scribe for shorter than this object you found in
them or the teacher can voice record the student’s response the classroom?”
when comparing the length of their objects. “Can you compare the length of your
mystery box item against two of your
What: The teacher will be assessing the student’s ability to objects that you had found around
meet objective one which is to order the objects from the room? Please write it down on
shortest to longest. She will also be assessing the student your exit slip.”
on objective two which is to be able to compare the length
of an object between two other objects and explain this to -An object from around the room.
the teacher either by writing it down or by verballing STUDENT B GROUP: -Non-standard units: match sticks,
communicating this to the teacher. Students find one object from around the classroom that they will be 1cm cube blocks, cut-up straw
measuring the length of using non-standard units. The non-standard AND/OR independent non-standard
STUDENT B GROUP: units available are match sticks, 1cm cube blocks and cut-up straw; unit.
How: Objective one and two will be assessed using the students can also be encouraged to find their own object to use as a -Work sample and pencils.
work sample that the students produce at the end of the non-standard unit when measuring length if they would like to or even as
lesson. an extension activity. Students must explore the length values obtained “How many match sticks/1cm cube
from counting the length of their object using the variety of non-standard blocks/straws long is your object?”
What: Objective one will be identified by the teacher units provided and record these length values on their work sample. “Can you tell me which non-standard
observing the students using the non-standard units to Then students must write a sentence explaining which non-standard unit unit gave you the highest number?”
measure their objects and also by the values that the gave the highest value/longest length and why they think so. “Why do you think this is?”
students record on their work sample as evidence of using
the non-standard units to measure. Objective two will be CONCLUSION:
identified by the teacher when the students write down an Students hand in all of their work samples and return to the mat. A
explanation as to why one non-standard unit provided a student from each group can be encouraged to share with the class what
higher measurement value compared to the others on their activity they did in their group and an interesting thing they learnt today
completed work sample. about length. The students will then be dismissed for the next block in
their day.

13
14
 MATHEMATICS
BASED ON WORK SAMPLE 1: FOLLOW FORWARD
UP LESSON 2 PLANNING DOCUMENT
TERM STRAND(S) BIG IDEAS (CONCEPTS)
2 MEASUREMENT AND GEOMETRY -COMPARE AND ORDER
-USE NON-STANDARD UNITS
GENERAL CAPABILITIES

Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON QUESTIONS
Use direct and indirect comparisons to decide Outcome 1
which is longer, heavier or holds more, and Outcome 4
explain reasoning in everyday Outcome 5
language (ACMMG006) INTRODUCTION: -Camera/iPad to take the
Students are gathered on the mat and are asked to stand up in their squares photo.
on the mat. The teacher then asks the students to put their hand up if they -Projector.
think they are tall and crouch down on the floor if they think they are short.
PROFICIENCY STRAND(S) The teacher will then ask them to break into two groups of tall and short “Put your hands up if you
students. The teacher will then begin to order the tall students from tallest to think you are tall and crouch
Understanding, Fluency, Problem-Solving and Reasoning. shortest with the help of all of the students in the short group. Once this is down on the floor if you think
done, the teacher will do the same activity ordering all of the short students you are short.”
from shortest to tallest. Once all the students have been ordered she will “Who do you think is the
LESSON OBJECTIVES take a picture and ask the students to all sit back down on the mat whilst she tallest in this group?”
puts the class photo on the overhead projector. The teacher will then ask the “Who do you think is the
As a result of this lesson, students will be able to: students a series of questions related to length mentioned in the side panel. shortest in this group?”
STUDENT A: “Who is the tallest and who is
 Compare objects indirectly. Students will then be placed in their mathematics ability groups and each the shortest in our class?”
 Sort objects into groups according to length (short or group is designated an activity depending on what stage they are at in their “Can anyone see if we have
long). learning of the measurement and geometry topic. The teacher will be at one some students who are the
table and the teacher’s assistant will be at another table. same height?”
STUDENT B:
 Estimate how long an object is using Lego blocks.

15
  Measure the length of an object using non-standard
units.
LESSON ACTIVITIES/LEARNER DIVERSITY: -Mystery bag filled with
ASSESSMENT STUDENT A GROUP: different sized objects.
STUDENT A GROUP: The teacher has a mystery bag filled with different sized objects, there is -One object for the center of
How: The teacher will take photos of the students whilst they already one object is in the center of the table and on either side of the the table: for example, glue
are completing their work samples and the also make object are the labels shorter and longer. Each student must pull out an item stick, block from block
anecdotal notes on each student’s performance where she from the bag, then indirectly estimate if it is longer or shorter than the center corner, pencil.
deems necessary. The primary assessment piece from this object. Once they have indirectly compared, they may make a direct -Shorter and longer labels.
activity will be the work sample produced by the students. comparison to see if their object was in fact longer or shorter than the center -Work sample and pencils.
object and place it under the correct label. Once each student in the group -Small container filled with
What: The teacher will be assessing objective one by has done this, the student’s retrieve their object from the center and place it different sized objects.
observing the students as they indirectly compare their mystery in the center of their work sample. On either side of the work sample the
bag object with the center object and record this on her labels shorter and longer are written by the students. Each student will then “Is your mystery bag object
anecdotal notes. For objective two, the teacher is looking for be given a small container with different sized objects which they must longer or shorter than the
each student’s ability to sort their objects correctly into the determine whether they are shorter or longer than the first object they chose center object?”
group that they below to (short or long group). from the mystery bag. Students must put them under the column they “What object have you
believe the object belongs to. To end the activity time, each student in the picked from your container
STUDENT B GROUP: group must find an object on the table that is the same length as one of their and do you think it is longer
How: The teacher will use the work sample produced by the own objects. or shorter than your mystery
students to assess whether or not the objectives for the lesson bag object?”
have been met. For objective two, the teacher will use a
checklist to check whether or not the student is correctly able to STUDENT B GROUP:
use non-standard units to measure an object. Students get to choose an object from the center of the table and must -Numerous objects in the
estimate how many Lego blocks long the object will be. They must then write center of the table.
What: For objective one, the teacher is looking for the student’s down their estimate on their work sample and then using the Lego blocks, -Lego blocks of the same
ability to make an indirect estimate of the length that an they can measure the exact length of their object. Once completed, students size.
objective of their choice could be, using the non-standard unit choose another object from the center of the table to estimate and then -Work sample and pencils.
they have been provided. For objective two, the teacher is measure until they have successfully completed and recorded four length
looking for students using their non-standard unit correctly measurements on their work sample. To conclude activity time the students “How many Lego blocks long
when measuring objectives. For example, the student carefully will be asked to identify which object was the longest and which object was do you think this object will
lines up their non-standard unit, ensuring there are no gaps the shortest. To extend the students the teacher could ask them how many be?”
between units and can count the number of units used to more blocks longer one object is, compared to another object. “Which object was the
measure the object correctly, which provides them with their longest/shortest out of your
length measurement for the object. CONCLUSION: four that you measured?”
Students hand in all of their work samples and return to the mat. A student “Can you tell me how many
from each group can be encouraged to share with the class what activity Lego blocks longer is the …
they did in their group and an interesting thing they learnt today about compared to the …?”

16
 length. The students will then be dismissed for the next block in their day.

17
 MATHEMATICS FORWARD PLANNING DOCUMENT

TERM
BASED ON WORK SAMPLE 2: FOLLOW UP LESSON STRAND(S)
1 BIG IDEAS (CONCEPTS)
2 MEASUREMENT AND GEOMETRY COMPARE AND ORDER
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
GENERAL CAPABILITIES

CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATIO TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
N QUESTIONS
Connect days of the week to familiar events Outcome 4
and actions (ACMMG008) Outcome 5
INTRODUCTION:
The students are all seated on the mat in front of the teacher and the -Days of the week labels.
PROFICIENCY STRAND(S) whiteboard. The teacher starts off the lesson by asking the students to put -Today is … chart.
up their hand if they know what day of the week it is (Monday). Once the -Days of the Week Song by
Understanding, Fluency and Problem Solving. correct day of the week has been identified, the teacher will ask a student Famglezvideo -
from the mat to come up to the whiteboard and pick the day of the week https://www.youtube.com
label that says Monday on it, which the student will then place onto the /watch?v=oKqAblcwFOA
LESSON OBJECTIVES poster on the whiteboard that says “Today is …”. The teacher will then
move to her days of the week timetable and ask the students to tell her what “What day of the week is it
As a result of this lesson, students will be able to: special subject they have today; she will then move on and do this for the today?”
STUDENT A: rest of the week so that one special event/subject has been identified for “Which label says Monday on
 Order the days of the week. each day. The teacher will then ask the students to stand up as they are it?”
 Illustrate what happened on each day of the week in going to listen to the song Days of the Week by Famglezvideo altogether as “Who can remember what
the story The Very Hungry Caterpillar by Eric Carle. a class. The teacher will then play the song another two times asking the subject we do on a …?”
students to sing along with the song.
STUDENT B:
 Order the days of the week. Students will then be placed in their mathematics ability groups and each
 Classify the days of the week into two groups: group is designated an activity depending on what stage they are at in their
weekday and weekend. learning of the measurement and geometry topic. The teacher will be at one
 Identify the day that came before (yesterday) and table and the teacher’s assistant will be at another table.
after (tomorrow) a day of the week.

18
ASSESSMENT LESSON ACTIVITIES/LEARNER DIVERSITY: -The Very Hungry Caterpillar by
STUDENT A GROUP: Eric Carle.
STUDENT A GROUP: -Caterpillar work sample.
How: The teacher will assess both objective one and two by The teacher reads the students the book The Very Hungry Caterpillar by
Eric Carle. Students are given a caterpillar work sample template with seven -Days of the week labels.
using the work sample that the students have produced at the -Glue and pencils.
end of the lesson. This information will then be recorded on a circles flowing off the caterpillar’s head. The students are then distributed
labels for the days of the week which they must put in order and glue above -Image cards from the story.
checklist.
each of the seven caterpillar circles. Then they will be asked to draw an
image that they remember from the story that occurred on each day of the “Can you put the days of the
What: For this activity, the teacher will be able to see if the week in the correct order?”
student has correctly ordered the days of the week and drawn week, ensuring that they are drawing their images in the circle for the
correct day of the week that it had occurred on. “Can you remember what event
the events that had occurred in the story, on the happened on Monday in the
corresponding day of the week. If the student has not ordered Hungry Caterpillar?”
the days of the week correctly, then they have not met Enabling: If the students are having difficulties remembering what happened
on each day in the story, instead of drawing their events the teacher can “What did the Hungry Caterpillar
objective one. If the student requires assistance in eat on Wednesday?”
determining what event happened on each day in the story, give them some cards that have images from the story, which they can
then the teacher must make note of this and can provide the order instead of drawing the events.
student with some visual cards of images directly from the -Lego blocks labelled the days
story that the student can order instead of drawing. STUDENT B GROUP:
Students each have seven Lego blocks in front of them, each labelled the of the week.
seven days of the week. Students must build the Lego pieces in the correct -Yesterday, Today and
STUDENT B GROUP: Tomorrow charts.
order of the days of the week. Once completed the teacher will ask the
How: Whilst the lesson is under way, the teacher will be -Checklist and pen.
students to separate the Lego blocks into weekdays and the weekend.
using a checklist to identify whether or not the students are Students will then be introduced to the concept of yesterday, today and
meeting the set objectives and the teacher can take “Can you put the Lego blocks in
tomorrow. The teacher will give each student a chart with three squares
anecdotal notes to support this. The teacher can also take the correct order according to
labelled ‘yesterday was’, ‘today is’ and ‘tomorrow will be’. Using the days of
photos of the students work as the lesson progresses as our days of the week?”
the week Lego blocks, the teacher will ask the students to place the day of
evidence of whether or not the student could identify the “Which days of the week are
the week that she chooses in the today column, then they must determine
correct days. grouped as weekdays/the
which day came before (yesterday) and after (tomorrow) the day the teacher
chose. For example, “Today is Wednesday, what day was it yesterday and weekend?”
What: The teacher will be looking at how the students order “Today is Wednesday, what day
what day will it be tomorrow?” If students are having trouble the teacher will
their Lego blocks and if they can successfully order them was it yesterday and what day
remind them to look at their Lego blocks to assist them in determining the
correctly. Then when grouping the days of the week into will it be tomorrow?”
correct days for each column as they will remain in the order that the
weekdays and the weekend the teacher will observe how the student had placed them in earlier on in the activity.
students break them up and if it was easy or difficult for them
to group. For the final objective, the teacher will be looking at -Days of the Week Song by
CONCLUSION:
how the student determines the yesterday and tomorrow of Famglezvideo -
Students hand in all of their work samples and return to the mat. A student
the day they are allocated and if they have to refer to their https://www.youtube.com
from each group can be encouraged to share with the class what activity
Lego blocks to assist them and how they use the blocks to /watch?v=oKqAblcwFOA

19
assist. they did in their group and what they liked the best about the activity. The
teacher will then close the lesson singing the Days of the Week song with
the students as they are dismissed for the next block in their day.

20
 BASED ON WORK SAMPLE 2: FOLLOW UP LESSON
MATHEMATICS 2 PLANNING DOCUMENT
FORWARD

TERM STRAND(S) BIG IDEAS (CONCEPTS)

2 MEASUREMENT AND GEOMETRY COMPARE AND ORDER
GENERAL CAPABILITIES

Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
ON
Connect days of the week to familiar events Outcome 4
and actions (ACMMG008) Outcome 5
INTRODUCTION: -Days of the week labels.
The students are all asked to be seated on the mat in front of the teacher. -Today is… chart.
The teacher asks the students to put their hand up if they can tell her -Days of the Week Song by
what day of the week it is. Then a student is asked to find the correct day Famglezvideo -
PROFICIENCY STRAND(S) of the week label from the whiteboard and place it on the Today is… https://www.youtube.com
chart. The teacher will then ask the students to stand up as she plays the /watch?v=oKqAblcwFOA
Understanding, Fluency and Problem Solving. Days of the Week song by Famglezvideo on the projector and asks -Today is Monday by Eric Carle.
students to join in and sing along. Once the song is complete students are -Story picture cards.
LESSON OBJECTIVES asked to sit down and the teacher introduces a new story to the students
called Today is Monday by Eric Carle. The teacher reads the story to the “What day of the week is it today?”
As a result of this lesson, students will be able to: students and once it is complete, the teacher will reveal some picture “Can you find the label for today?”
STUDENT A: cards from the story. The teacher will ask the students to help her “Can you remember what the animals
 Order the days of the week. correctly order these picture cards from the story on the whiteboard. Once ate first in the story?”
 Classify the days of the week into two groups: they have been placed by the students in the order that they believe the “What was the next event that
weekday and weekend. story occurred, to check if they are correct, the teacher will ask the happened in the story?”
 Illustrate and explain what the student did on their students to say the days of the week in order whilst she follows the “Have we ordered them correctly?”
weekend. picture cards. If the cards correspond to the order of the days of the week,
then the students have correctly ordered the story.
STUDENT B:
 Identify the day that came before (yesterday) and Students will then be placed in their mathematics ability groups and each
after (tomorrow) a day of the week.

21
  Label the days of the week on their work sample group is designated an activity depending on what stage they are at in
correctly. their learning of the measurement and geometry topic. The teacher will be
 Illustrate and describe a key event that occurred on at one table and the teacher’s assistant will be at another table.
each of the three days.
ASSESSMENT LESSON ACTIVITIES/LEARNER DIVERSITY: -Days of the week labels.
STUDENT A GROUP: -Weekday and weekend labels.
STUDENT A GROUP: -My Weekend work sample.
How: To assess whether or not objectives one and two have
Students learn about what days are classified as weekdays and the -Pencils.
been met by the students, the teacher will use a checklist and
weekend. Students are given days of the week labels which they must put -Checklist and pen.
take anecdotal notes during the lesson to support her
in the correct order from Monday to Sunday. Then the students are given
checklist. To assess objective three, the teacher will
two new labels named weekdays and the weekend. Students must “Can you order the days of the week?”
predominately use the students work samples to draw
identify which days of the week are weekdays and the weekend by “Which days of the week are
conclusions on the student’s understandings and record
separating them in groups and placing the corresponding label above the weekdays/the weekend?”
these onto the checklist.
group. Once completed, students are given a work sample titled My “How do we know that these days are
Weekend. Students have two boxes on the A3 work sample, which they weekdays/the weekend?”
What: The teacher will be assessing the student’s ability to
must label each box Saturday and Sunday (they may use the labels from “Can you please write down the two
correctly order the days of the week, classify them into their
earlier on to assist them). They must then draw an image of an activity days that make up the weekend above
correct groups of either weekdays or the weekend, and also
that they did on each of these days in their boxes. To conclude, they can each box on your work sample?”
assess their ability to recall what they did on the weekend.
write an interesting fact about their weekend or even describe to the “What did you do on
Students should be able to come up with a unique event that
teacher what they did on their weekend. Saturday/Sunday?”
they completed on both Saturday and Sunday, illustrating this
for the teacher to demonstrate their understanding that both
days make up the weekend.
STUDENT B GROUP:
-Lego blocks labelled the days of the
To revise the concept of yesterday, today and tomorrow, the students will week.
STUDENT B GROUP: -Work samples and pencils.
be given their labelled Lego blocks for the days of the week and the
How: To assess whether or not the objectives have been met -Checklist and pen.
teacher will ask each student a question such as “If today was Monday,
the teacher will use the students work samples, making
what day was it yesterday and what day will it be tomorrow?” Once the
anecdotal notes on them and recording if objectives have “If today was Monday, what day was it
teacher has asked each student they will move onto the next activity. The
been met on a checklist. When students are asked to yesterday and what day will it be
students will be given a work sample with three columns labelled
describe what they illustrated, the teacher can be making tomorrow?”
yesterday, today and tomorrow. Students must write down the day of the
anecdotal notes or use a voice recording app to record the “Can you write down what day of the
week it is and also write down what day of the week it was yesterday and
student’s responses. week it is today?”
what day it will be tomorrow. Students then draw a key event for each of
the days and are encouraged to describe their images. These key events “What day of the week was it
What: The teacher will be assessing the student’s ability to yesterday?”
can be something they did inside or outside of school.
identify the correct responses for the yesterday, today and “What day of the week will it be
tomorrow block activity. Then when students are asked to tomorrow?”
identify and write down the days of the week on their work “Can you draw a key event that has or
CONCLUSION:
sample, the teacher will be checking to see if the students will happen on each of these days?”
Students hand in all of their work samples and return to the mat. A
have in fact written down the correct days for each column.
student from each group can be encouraged to share with the class what

22
 The teacher will also be observing the student’s ability to activity they did in their group and what they liked the best about the -Days of the Week Song by
illustrate and describe what they have drawn for each day of activity. The teacher will then close the lesson singing the Days of the Famglezvideo -
the week. Week song with the students as they are dismissed for the next block in https://www.youtube.com
their day. /watch?v=oKqAblcwFOA
BASED ON WORK SAMPLE 3: FOLLOW UP LESSON 1
MATHEMATICS FORWARD PLANNING DOCUMENT

TERM STRAND(S) BIG IDEAS (CONCEPTS)

2 MEASUREMENT AND GEOMETRY COMPARE AND ORDER
GENERAL CAPABILITIES

Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Compare and order duration of events using Outcome 4
everyday language of time (ACMMG007) Outcome 5
INTRODUCTION: -Days of the Week Song by
The lesson begins with all students seated on the mat in front of the Famglezvideo -
teacher and the whiteboard. The teacher asks the students to put their https://www.youtube.com
hand up if they know what day of the week it is and once this has been /watch?v=oKqAblcwFOA
PROFICIENCY STRAND(S) identified, then the teacher will play the Days of the Week song by -Daily class timetable and learning block
Famglezvideo encouraging the students to sing along. Once singing is labels.
Fluency and Reasoning. complete, the teacher will take out her timetable labels for the day. She
will ask the students what they think they will be doing in the first block “Can anyone put their hand up and tell
of the day and then place the labels for each block of the day in order, me what day of the week it is today?”
LESSON OBJECTIVES on the daily class timetable. The teacher will then ask the students to “What do you think our first learning
help her identify what block of the day is happening in the morning, block of the day is?”
As a result of this lesson, students will be able to: after recess and after lunch. “Is the English block happening before
STUDENT A: or after recess?”
 Order the activities from the story that occurred in the Students will then be placed in their mathematics ability groups and “When is the science block today?”
morning, in the afternoon and at night. each group is designated an activity depending on what stage they are “What learning blocks are happening
 Illustrate one activity that the student does, in the at in their learning of the measurement and geometry topic. The after lunch today?”
morning, in the afternoon and at night. teacher will be at one table and the teacher’s assistant will be at
another table.

23
STUDENT B:
 Identify the event that came before and after one event LESSON ACTIVITIES/LEARNER DIVERSITY: -Time for a Hug by Phillis Gershator and
of their choice from the story. Mim Green.
 Order the events from longest amount of time to STUDENT A GROUP: -Image cards from the story.
complete to the shortest amount of time to complete and The teacher reads the story Time for a Hug by Phillis Gershator and -A3 columns sheet labelled morning,
explain why. Mim Green. Students are then asked to recall one activity that the afternoon and night.
ASSESSMENT rabbit did in the morning after they woke up and at night before they -Morning, afternoon and night work
went to sleep. The teacher then introduces some images from the sample.
STUDENT A GROUP:
story of activities that the rabbits completed in the morning, in the -Pencils
How: To assess whether or not objectives have been met during
afternoon and at night. In the center of the table is an A3 sheet with -Voice Recorder.
the lesson, the teacher will use the completed work samples
three columns labelled morning, afternoon and night. Each student is
from the students during the lesson. From these work samples,
given some of the images from the story and they must place the “Can you remember one thing that the
the teacher will use a checklist to distinguish if the student has
images into the correct column of when they occurred in the story. rabbit did during the day and did it
shown competence through their work sample, of the objectives
Students are then given a work sample that has three columns labelled happen, in the morning, afternoon or at
for the lesson and record this on the checklist. The teacher can
morning, afternoon and night. Students must draw an activity on their night?”
use a voice recorder to record the student’s description of their
work sample that they like to do at each time during the day. Once “Can you order these activities that the
drawings.
completed, each student will be asked to explain their illustrations of rabbit did during the story into
what they do during each of the three times of the day as the teacher morning/afternoon/night?”
What: In this lesson the teacher will be looking for the student’s
voice records it for assessment purposes. “What do you do in the
ability to order the events of the day from the story and then
classify them as activities the rabbit completed in the morning, morning/afternoon/at night?”
afternoon or at night. The students also need to illustrate what “Can you explain to me what you have
STUDENT B GROUP: drawn for each time of the day?”
different activities they do in the morning, afternoon and at night
The teacher reads the story Grandpa and Thomas by Pamela Allen to
and the teacher is observing if the students can in fact
the students. The teacher then has some picture cards from the story
differentiate the different times of the day within their drawings.
put in order of occurrence but the picture cards are turned over so the
-Grandpa and Thomas by Pamela Allen.
To support their illustrations the teacher will ask the students to -Picture cards from the story.
students cannot see the images. One student at a time will be asked to
describe each of their activities so the teacher can gain more -Voice recorder, anecdotal notebook and
choose one card to turn over, they must then tell the teacher what
understanding on whether or not the students understand the pen.
happened before and after that event in the story. After identifying the
concept and have met the objective.
events to the teacher, the student can check if they were correct by
turning over the cards before and after their chosen card. Students are “What event came before/after the event
STUDENT B GROUP: that you chose?”
then each given a set of images from the story and they are asked to
How: To assess whether or not objectives have been met during “Can you turn over the cards before and
order them in which event they think would take the longest amount of
the lesson, the teacher will make observations during the lesson after your chosen card to see if you
time to complete all the way to the shortest amount of time to
and write anecdotal notes on each student’s performance as were correct?”
complete. The students are then asked to explain why they believe an
they go. The teacher will then use a checklist to transfer what “Can you order these events from the
event will take a longer amount of time and why it will take a shorter
they have written in their anecdotal notes about the students’ story from what event took the longest to
amount of time as the teacher voice records their responses.
performance and distinguish whether or not objectives have complete and what event took the
been met. The voice recording will also be used by the teacher shortest amount of time to complete?”
to support her observations of objective two. “Why do you think this event took the
CONCLUSION:

24
 Students hand in all of their work samples and return to the mat. A longest/shortest time to complete?”
What: In this lesson the teacher will be looking at the student’s student from each group can be encouraged to share with the class
ability to recall what happened before and after an event from what activity they did in their group and what they liked best about the
the story. The teacher will also be observing the student’s ability activity. The teacher will then close the lesson looking at what the next
to explain why they believe an event took longer than another block of the day is for the students and then they are dismissed for that
eventBASED
in the story.
ON WORK SAMPLE 3: FOLLOW UP LESSON next block
2 of the day.
MATHEMATICS FORWARD PLANNING DOCUMENT

TERM STRAND(S) BIG IDEAS (CONCEPTS)

2 MEASUREMENT AND GEOMETRY COMPARE AND ORDER
GENERAL CAPABILITIES

Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Intercultural
Thinking Capability Understanding
CROSS CURRICULUM PRIORITIES

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

SCSA LINKS EYLF

INTEGRATION TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY QUESTIONS
Compare and order duration of events using Outcome 4
everyday language of time (ACMMG007) Outcome 5
INTRODUCTION: -Whiteboard and marker.
The lesson begins with all students seated in a circle on the mat with -Labels ‘Before school’ and ‘After
the teacher. The teacher then tells the students one thing that she did school’.
this morning before she came to school. She will then go around the
PROFICIENCY STRAND(S) circle and ask each student to tell the class one thing they did before “Before I came to school this morning, I
they came to school in the morning. As this is occurring, the teacher brushed my teeth.”
Fluency and Reasoning. will be writing down all of the different responses to what the students “What did you do this morning before
do in the morning before school, on the whiteboard under a column you came to school?”
labelled ‘Before school’. Once all students have responded the teacher “After school I will go home and eat a
LESSON OBJECTIVES will do the exact same activity but instead, the students must state one snack.”
thing they might be doing after school. The teacher will write down all “What do you think you will do after you
As a result of this lesson, students will be able to: of the students’ responses on the whiteboard under a column titled come home from school?”
STUDENT A: ‘After school’. The teacher will then ask the students what are some “What are some activities that we do
 Illustrate three activities that they completed over the activities that are the same and are done before and after school. both before and after school?”
weekend; one in the morning, afternoon and at night.
 Identify what activity took them the longest to complete Students will then be placed in their mathematics ability groups and

25
 and why. each group is designated an activity depending on what stage they are
at in their learning of the measurement and geometry topic. The
STUDENT B: teacher will be at one table and the teacher’s assistant will be at
 Illustrate in order, five different activities that the student another table.
does in the morning before they come to school.
 Identify what activity takes them the longest to complete LESSON ACTIVITIES/LEARNER DIVERSITY:
-Work sample on what they did in the
and why.
STUDENT A GROUP: morning, afternoon and night on their
Students must think back to the weekend and on their work sample weekend.
ASSESSMENT
they must draw three things they did during their day, one activity for -Pencils
STUDENT A GROUP: -Voice recorder.
the morning, afternoon and at night. They can then write down an
How: To assess whether or not objectives have been met during
explanation for each activity of the day or the teacher can voice record
the lesson, the teacher will use the students work sample that “What did you do in the
them explaining each event of the day. The teacher will also ask them
they have produced by the end of the lesson for objective one. morning/afternoon/night on the
which activity they believe took them the longest to complete and why.
The voice recording will be used for the assessment of objective weekend?”
two. “Can you tell me which activity took you
the longest to do and why?”
What: In this lesson the teacher will be looking for the student’s
ability to identify three different activities that they did during the
STUDENT B GROUP:
three different times of the day. The teacher will also be looking -Work sample for their five morning
Students are each distributed a work sample and are asked to draw
at how the student explains why a particular activity takes them activities.
images of five things they do in the morning before they come to
the longest to complete and their ability to communicate this to -Pencils.
school in the correct order that they complete them. They will then be
the teacher. -Voice recorder.
asked to explain their drawings to the teacher as she voice records
their responses and also asks them which event takes the longest and -Images from home of the student
STUDENT B GROUP: completing five different morning
shortest amount of time for them to do.
How: To assess whether or not objectives have been met during activities.
the lesson, the teacher will use the students work sample that
Enabling: Alternatively, the student’s parents can be asked to take a
they have produced by the end of the lesson for objective one. “Can you draw five different activities
photo of them completing their morning tasks before school and these
The voice recording will be used for the assessment of objective that you have to do in the morning
images can be put into order by the student and explained to the
two. before you come to school?”
teacher.
“What activity do you have to do first in
What: In this lesson the teacher will be looking at the student’s the morning?”
CONCLUSION:
ability to identify five different activities that they do before “What activity comes next in the
Students hand in all of their work samples and return to the mat. A
school and their ability to put them in the correct order that they morning?”
student from each group can be encouraged to share with the class
complete them. When identifying and explaining which activity “Which activity takes the longest amount
what activity they did in their group and what they liked best about the
the students believe take them the longest to complete, the of time for you to do and why do you
activity. The teacher will then close the lesson looking at what the next
teacher is looking for the student’s ability to reasoning and prove think it does?”
block of the day is for the students and then they are dismissed for that
why the particular activity takes the most time to complete.
next block of the day.

26
 Pre-Primary Mathematics: Measurement

Part Two: Teaching and Learning

Synopsis

Student A:

Student A’s prior knowledge was taken into account based on my judgements made

from each of the work samples. I identified that Student A was in the ‘Compare and

Order’ stage of the ‘Measurement Learning Sequence’ (Siemon et al., 2015, p. 464).

Therefore, I designed my activities for Student A to continue developing their skills in

this stage before moving onto the next stage. From my work sample annotations, I

understood that Student A required more opportunities to explain their answers and

illustrations during the lesson activities, which enables the teacher to gather more

information on where the student’s understanding is.

For Student A, I differentiated the learning by providing them the option of writing

down their explanations in some activities or verbalising their explanations to the

teacher. This was something that I found the student had troubles with when I

annotated their work samples. I also designed an additional enabling task for

Student A in my work sample 2 follow up lesson 1, where the students were asked to

draw the events in order of what happened in the story. Alternatively, I ensured that if

the student could not do this, then I would enable them by having image cards from

the story which they could order instead of illustrating.

27
Some of the pedagogical decisions that I made for Student A were to ensure that my

activities were related to the real world. I found that making connections between the

learning and real-world experiences, enhanced the students understanding on the

topic at hand. I provided Student A with hands on learning experiences for the

measurement topics to ensure that the learning was more appealing to the student. I

also encouraged Student A to select their own items when working in particular

activities to provide them with a sense of independence.

Student B:

Student B’s prior knowledge was taken into account based on my judgements

accumulated from each of the work samples. In work sample one, I gathered that the

student was ready to move on to the ‘Measuring using Non-standard Units’ stage of

the ‘Measurement Learning Sequence’ (Siemon et al., 2015, p. 465). Therefore, I

ensured that my future planning gave Student B the opportunity to use materials to

measure objects from around the room. From my annotations I understood that

Student B was also ready to be introduced to more mathematics vocabulary for each

of the measurement topics. Student B’s prior knowledge also indicated that they

could already successfully order events, so learning and comparing the duration of

events was my focus for some of my planning.

For Student B, I differentiated the learning by motivating them to verbalise their

understandings made during activities, I introduced children’s literature where

applicable and I allowed Student B to choose their own materials and make their

own decisions during the learning. The enabling activity that I provided Student B

28
within work sample 3 follow up lesson 2, encouraged the student to take the learning

into the home setting and also incorporate their parents into the learning process.

Instead of illustrating what they do in the morning before school, the student is

motivated to undertake the activities as their parent photographs them. These photos

are then used during the lesson for the student to reflect back on their morning and

order them accordingly.

Some of the pedagogical decisions that I made for Student B in my planning was to

ensure that there were more hands-on learning experiences provided. Sorting and

ordering labels, encouraging illustrations and making connections between home life

and school learning were just a few ways in which I allowed Student B to become

more engaged in the learning process. I also incorporated some repetition in my

lesson planning such as the singing of the Days of the Week song to ensure that

students were constantly exposed to remembering the days of the week in an

enjoyable manner.

29
 Pre-Primary Mathematics: Measurement

Part Three: Assessing, Feedback and Professional Judgement

30
FORMATIVE ASSESSMENT PIECE BASED ON WORK SAMPLE 2: FOLLOW UP LESSON 1 STUDENT
Name:A___________________
The Very Hungry Caterpillar by Eric Carle
FRIDAY SUNDAY TUESDAY THURSDAY SATURDAY MONDAY WEDNESDAY

31
SUMMATIVE ASSESSMENT PIECE BASED ON WORK SAMPLE 2: FOLLOW UP LESSON 1 STUDENT
A
The Very Hungry Caterpillar Activity
Connect days of the week to familiar events and actions (ACMMG008)

Checklist Key:

Student has met the objective and is performing above the expected level.

Student has performed at the expected level but made a few errors and requires
another learning experience on the topic.

Student has not met the objective, performing below the expected level and
therefore requires additional learning experiences on the topic.

Students Name: Objective One: Objective Two: Were enabling Additional Notes:
Order the days of Illustrate what happened prompts/activities used
the week. on each day of the week to assist the student?
in the story The Very
Hungry Caterpillar by
Eric Carle.

32
FORMATIVE ASSESSMENT PIECE BASED ON WORK SAMPLE 2: FOLLOW UP LESSON 2 STUDENT
Name: B___________________

Yesterday was Today is Tomorrow is

______________ ______________ ______________

33
SUMMATIVE ASSESSMENT PIECE BASED ON WORK SAMPLE 2: FOLLOW UP LESSON 2 STUDENT
B
Yesterday, Today and Tomorrow Activity
Connect days of the week to familiar events and actions (ACMMG008)

Checklist Key:

Student has met the objective and is performing above the expected level.

Student has performed at the expected level but made a few errors and requires
another learning experience on the topic.

Student has not met the objective, performing below the expected level and
therefore requires additional learning experiences on the topic.
Students Name: Objective One: Objective Two: Objective Three: Were enabling Additional Notes:
Identify the day Label the days Illustrate and prompts/activities
that came before of the week on describe a key used to assist
(yesterday) and their work event that the student?
after (tomorrow) a sample occurred on each
day of the week. correctly. of the three days.

34
 Feedback
Student A: Sample 1 – Satisfactory:

Feedback:

- “Student A I love the way that you could find an

object from around the classroom that was the
same length as your long snake.”

- “Next time I would like to see you have a go at

writing down what you did in your activity and what
you found out.”

- “You could also try and find an object that is longer

than your short snake but shorter than your long
snake.”

Student B: Sample 1 – Above:

Feedback:

- “Student B I love the way you found an object in the

room that was shorter than the long snake but longer
than the short snake.”

- “The way you wrote down on your work sample what

you discovered when you were measuring the lemon
next to each snake was very interesting and I
understand what you have written down.”

- “Next time I would like you to find something that is

longer than both of your snakes.”

35
Student A: Sample 2 – Satisfactory:

Feedback:

- “Student A I love the way you thought of an event for

each day of the week and your drawings are very
clear and colourful.”

- “Next time try and think of a different event that you

do for each day of the week, as you said that for both
Monday and Tuesday you were at school.”

- “I would also like you to describe what you did at

each of your key events.”

Student B: Sample 2 – Above:

Feedback:

- “Student B you have drawn some interesting events

for each day of the week and explained them very
well.”

- “I love how you told me that both Saturday and

Sunday make up the weekend.”

- “Next time I would like you to tell me which day is

your favourite day of the week and why.”

36
Student A: Sample 3 – Satisfactory:

Feedback:

- “Great job Student A at correctly ordering each

event of the school day.”

- “I like how you wrote down that we go outside to

eat our lunch because that is very important.”

- “Next time I would like you to label and describe

what is happening in each photo.”

Student B: Sample 3 – Above:

37
 Feedback:

- “Student B I love the way you labelled each of the

events of the school day for me.”

- “I have also noticed that you drew a person in a car

which means it is time to leave school and go
home.”

- “Next time could you please write down a little bit

about what is happening in each picture?”

38
 Cognitive Commentary

Student A

Assessment Task Overviews:

Work Sample 1: Long and Short Snakes

Students were asked to make two playdough snakes (one short snake and one long

snake). Then the students were asked to find an object from around the room that

was longer and shorter than each of their playdough snakes. Assessment was

focused on the student’s use of mathematical language and their ability to identify

objects longer and shorter than each snake.

Work Sample 2: My Week

A whole class discussion was held exploring the class timetable and key events.

Students were then asked to draw or write about key events for each day of the

week on a task sheet.

Work Sample 3: Our Day

Students engaged in a discussion about what happens in their school day and

explained the order of events in the day. Students were then asked to order using

physical prompts, images of events on a school day and explain each event.

Overall Judgement:

Student A has demonstrated that they are performing at a satisfactory level of

achievement throughout their work samples for the Measurement and Geometry

strands in Mathematics Pre-Primary.

39
Strengths:

In work sample 1, Student A had successfully demonstrated that they could find

objects that are both longer and shorter than both of their snakes. Student A also

identified an object that was the same length as their long snake. In work sample 2,

Student A was able to draw images of events for each day of the week. Student A

also attempted to label each event that they had drawn and identify their favourite

event of the week. In work sample 3, Student A was able to order the events of the

day correctly. Student A also wrote down on their work sample that they ‘go outside’

for lunch and they drew an arrow to show when they go outside.

Weaknesses and Areas for Improvement

In work sample 1, Student A was unable to write down their findings, instead the

teacher had to scribe, and they did not make any comparisons between an object

and the two snakes. These are two aspects that Student A must focus on in the

lessons to come. In work sample 2, Student A drew and wrote down the same event

for both Monday and Tuesday. Therefore, Student A needs to focus on identifying a

different event for each day of the week and provide a description for each event

drawn. In work sample 3, Student A was unable to label or write a description as to

what is happening in each image. Therefore, this is the additional information that

would need to be included for the student to be performing at an above standard

level.

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 Cognitive Commentary

Student B

Assessment Task Overviews:

Work Sample 1: Long and Short Snakes

Students were asked to make two playdough snakes (one short snake and one long

snake). Then the students were asked to find an object from around the room that

was longer and shorter than each of their playdough snakes. Assessment was

focused on the student’s use of mathematical language and their ability to identify

objects longer and shorter than each snake.

Work Sample 2: My Week

A whole class discussion was held exploring the class timetable and key events.

Students were then asked to draw or write about key events for each day of the

week on a task sheet.

Work Sample 3: Our Day

Students engaged in a discussion about what happens in their school day and

explained the order of events in the day. Students were then asked to order using

physical prompts, images of events on a school day and explain each event.

Overall Judgement:

Student B has demonstrated that they are performing at an above level of

achievement throughout their work samples for the Measurement and Geometry

strands in Mathematics Pre-Primary.

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Strengths:

In work sample 1, Student B had successfully identified objects that are longer and

shorter than their snakes. Student B had also made a comparison between an object

and the two snakes and was able to write down their findings on the work sample. In

work sample 2, Student B was able to identify a different event for each day of the

week and describe the event. Student B was also able to identify that both Saturday

and Sunday are known as the weekend. In work sample 3, Student B was able to

correctly order the events of the day and also label each event that was pictured.

Student B also included a small image at the end of the sequence showing a person

in a car. This means that the student recognises that this is home time and that they

could identify what event happens after they leave the school grounds.

Weaknesses and Areas for Improvement:

In work sample 1, Student B should focus on finding an object from around the room

that is the same length as one of their snakes, as they did not do this in their work

sample. In work sample 2, Student B could next time name the days of the week that

are weekdays as they could identify that Saturday and Sunday are the weekend. In

work sample 3, Student B can focus on explaining what is happening in each image

since they were easily able to label each image.

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 Pre-Primary Mathematics: Measurement

Part Four: Reflecting on Teaching

Reflection is a ‘purposeful act’ that seeks to ‘redefine problems and seek possible

solutions’, which in turn allows the individual to evaluate the results (Murray, 2015, p.

23). Murray (2015) states that ‘reflective practitioners are better prepared to handle

the challenges of teaching’ (p. 23).

Future practices that I would adopt for Student A are to focus more on encouraging

them to write down their own responses to mathematical situations or even just have

a go at getting some key words down that they discovered during activity time.

Referring back to the mathematics proficiencies in the Western Australian

Curriculum (2014), Student A does a wonderful job at demonstrating their

understanding, fluency and problem solving within mathematics activities, but when it

comes to the reasoning proficiency, Student A struggles. Therefore, the next step for

Student A in their development of the reasoning proficiency strand, is to ensure that

they are provided many opportunities to explain their understanding of the

Measurement or Geometry topic at hand during classroom activities.

Future practices that I would adopt for Student B are to ensure that they are provided

many opportunities to extend their understanding on what they already know about

the Measurement and Geometry topic. This may mean that I would have to take a

look at the Year 1 Mathematics curriculum points in the Measurement and Geometry

strand and possibly provide activities for Student B that build on their current

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knowledge and slowly introduces them to more learning on the topic found in the

Year 1 curriculum. Student B is demonstrating a sound performance in each of the

mathematics proficiencies, but to further extend them in the future, the reasoning

proficiency can be improved by the student. By introducing more mathematical

terminology on the topic, Student B can implement this into their reasoning of

activities they partake in, therefore flourishing their personal mathematical ability and

the reasoning proficiency strand.

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 References

Allen, P. (2005). Grandpa and thomas. London, United Kingdom: Puffin Books.

Carle, E. (1969). The very hungry caterpillar. United States: World Publishing

Company.

Carle, E. (1993). Today is monday. London, United Kingdom: Puffin Books.

Department of Education, Employment and Workplace Relations (DEEWR). (2009).

Belonging, being and becoming: The early years learning framework. Barton,

ACT: Commonwealth of Australia.

Famglezvideo. (2017, March 3). Days of the week. [Video]. YouTube.

https://www.youtube.com/watch?v=oKqAblcwFOA

Gershator, P., & Green, M. (2013). Time for a hug. New York: Sterling Children's

Books.

Murray, E. (2015). Improving teaching through collaborative reflective teaching

cycles. Investigations in Mathematics Learning, 7(3), 23-29.

doi:10.1080/24727466.2015.11790343

School Curriculum and Standards Authority. (2014). Mathematics across pre-primary

to year 12. Retrieved from 2. https://k10outline.scsa.wa.edu.au/home/p-10-

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 curriculum/curriculum-browser/mathematics-v8/overview/mathematics-across-

foundation-to-year-1

Siemon, D., Beswick, K., Brady, K.M., Clark, J., Faragher, R., & Warren, E. (2015).

Teaching mathematics: Foundations to middle years (2nd ed.). Melbourne:

Oxford University Press.

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 Planning and Assessment Documents Rubric

STUDENT NAME: CLAUDIA ROCHA 20171405

ASPECT Exception Excellent Good Satisfactor Limited/
ASSESSED al y Unsatisfactor
y
Part One: Planning using Data and Evidence -
 Interpret and annotate work samples for
diagnostic purposes
 Establish children’s current level of -
performance, desired level and readiness for
learning
 Make connections to theory and curriculum -
 Make connections to either Mathematics or -
English
Part Two: Teaching and Learning
 Justify how student’s prior learning was taken -
into account
 Explain how learning was differentiated -
 Explain the pedagogical decisions -

Part Three: Assessing, Feedback and Professional

Judgement
 Select and provide formative and summative -
assessments
 Provide feedback to students on their -
performance
 Cognitive commentary includes the child’s -
strengths, weaknesses and areas for
improvement
Part Four: Reflecting on Teaching
 Statement outlining future or next-step -
practices to promote further learning for each
student
ACADEMIC LITERACY
Students are expected to demonstrate a high standard
of academic writing.
 Standard Australian English is used to -
communicate key ideas clearly and concisely
 The School of Education’s APA referencing -
style is followed consistently and precisely.
 Format requirements for presentation and
length are closely followed. -
NOTE: The overall grade awarded for the
assignment cannot be greater than that awarded
for the Academic Literacy component.
Comments:
Part 1 Your annotations clearly show your interpretation of student's current knowledge, skills and learning needs.
The explanation demonstrates your understanding of students' knowledge and how you will plan for their needs.
Suitable and clear connections to the theorists and curriculum.
Part 2 The learning experiences in your FPD are sequential, detailed and appropriate and provide for differentiating learning.
A detail synopsis of the pedagogical decisions made in the teaching and planning in your FPD.
Part 3 Assessment piece were well throughout with all elements included. The cognitive commentary was explicit and related
to the evidence provided.
Part 4 A well-written reflection on future teaching and practices. I like that you mention mathematical proficiency as

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areas of improvement.
Overall Comment: 
An outstanding effort Claudia.

Grade: HD

Tutor: Francine Palermo

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