• Commentary

## Where's the number? - Kendall : Commentary

### Other Work Samples for:

Kendall has demonstrated the ability to count forwards and backwards to and from 10 but has incorrectly placed the numbers 3, 4 and 5 on the number line. Numbers before and after a given number have been correctly identified. Reasoning has been applied with the number 10 used as a starting point for the placement of numbers 8 and 9. The ability to record numerals independently has been demonstrated, but the numbers 3 and 7 have been reversed. To progress further, Kendall needs to develop an understanding that 5 is half way to 10, and practise positioning and writing numbers. This work sample demonstrates characteristics of work typically produced by a student performing at the expected standard midway through Kindergarten.

## Foundation Statement strands

The following strands are covered in this activity:

• Working Mathematically
Students ask questions and explore mathematical problems. They use everyday language, materials and informal recordings to demonstrate understanding and link mathematical ideas.
• Number
Students count to 30 and represent numbers to 20 with objects, pictures, numerals and words and read and use ordinal numbers to at least â€˜tenthâ€™ place. They manipulate objects to model addition and subtraction, multiplication and division. Students divide objects into two equal parts and describe them as halves. They recognise coins and notes.