Work Sample : Ricky

Activity : Where's the number?

    Where's the number? - Ricky : Commentary

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Ricky has identified the numbers before and after 5 but the positioning of pegs to represent numbers is inconsistent. The initial incorrect placement of pegs seems to have affected Ricky’s placement of subsequent pegs and presented difficulty in the attempted explanation of the process. To progress further, Ricky should try different strategies, such as moving a finger along, to help complete the number line accurately. This work sample demonstrates characteristics of work typically produced by a student performing below 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 ‘tenth’ 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.
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