• Commentary

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

### Other Work Samples for:

Mackenzie has correctly placed all numbers on the number line using numerals provided by the teacher. The number line at the front of the classroom was used as a guide for numbers other than 5, which the student was able to independently place midway along the line. To progress further, Mackenzie could complete this activity without the number line at the front of the room, identify and place numbers beyond 10, and practise writing the 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 ‘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.