• Commentary

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

### Other Work Samples for:

Drew has correctly placed two of the given numbers on the number line but the numbers 5, 7 and 9 have been incorrectly placed. An ability to count to 10 has been demonstrated but Drew was unable to identify numbers before a given number, suggesting an inability to count backwards. Most numerals have been correctly recorded. To progress further, Drew needs to consolidate the concept of counting backwards from 10 and practise writing the numerals 3 and 7. 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.