• Commentary

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

### Other Work Samples for:

Flynn has correctly and confidently placed the numbers on the number line without the use of a scaffold or guide. Numbers before and after a given number were correctly identified. The transcript of the interaction with the teacher indicates that Flynn has applied strategies and reasoning but is not yet able to communicate this verbally or reflect on the task. To progress further, Flynn could identify and place numbers beyond 10, and record the numbers in writing. 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 ‘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.