Counting Quantity Comparisons Order Numerals Teacher Notes:

Number Sequence Conservation

1:1
Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set
Comparative
Vocabulary
Ordinal numbers
(Extension)
Investigate writing
(Extension) Identify numerals
Counting
Counting on from a
number (not
starting at 1)
Showing the value
of a number (3 is
how many?)
Telling the quanity
of a group (there
are 3 buttons)
Identifying value
without counting
Within a group of
objects being able
to count a certain
number (less than
the whole)
Creating a set of
a given number
Utilizing and
identifying
comparitive
vocabulary such as
more, less, equal
Utilizing and
identifying position
with ordinal words
such as more, less,
equal Writing numerals
Students
Beginning:
Random sequence,
unable to sequence
numbers properly
Developing: Some
sequence (1, 2, 3..)
Secure: Consistent
number sequence
1-5
Beginning: Unable
Developing: 1-3
Secure: 1-5 (and
higher)
Developing: Not
consistently
demonstrating 1:1
correspondence
Meets: Consistently
demonstrating 1:1
correspondence
Beginning: Unable
Developing: 1-3
(less than 5)
Secure: 1-5 (and
higher)
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
(no 1:1, counting
out of order)
Developing:
Continues to
count/disorganizati
on
Secure: Able to
count 2-4 from a
set
Beginning:
Unable
Developing:
Creating a set
under 1-3, with
naming
Secure:Can
create and name
a set of 5 or
higher
Beginning: Unable
to use vocab,
unable to identify
Developing: Able to
use limited words
and gestures
Secure:
Consistently able to
identify and/or use
gestures to show
more/less/same
Beginning: Unable
to use vocab,
unable to identify
Secure: Using
ordinal numbers 1st-
3rd *Discuss*
Beginning: Cannot
identify any
numerals 1-5
Developing: Can
identify some
numbers 1-5
Secure: Consistent
number recognition
1-5
*Gray to be completed
for September 20th
meeting
Stella
Can sequence
numbers upto 10
Could conserve
orally from 5
With bears started
back at 1 when
adding more
Could do 1 & 2,
wanted to count
each card
Moved each item
away as she
counted
Made set of 4,
asked what to do
if I wanted to
make a set of 5?
she added 1
more
Stella could count how many yellow teddies she
had
Louis
Can sequence
numbers upto 10
Could conserve
orally from 5
With bears started
back at 1 when
adding more 1-5 secure
Showed bear that
had been counted
by flipping them
down
could make sets
of red, purple
and yellow
treasure and
then could
identify which set
had more, less
and same
number of
treasures
Can write numbers
upto 10.
Can identify
numbers upto 10 Louis can be challenged further.
Tsubasa
Can sequence
numbers upto 10
Could conserve
orally from 5
With bears started
back at 1 when
adding more
1, 2, 3, 5
Only missed 4
Showed 5 on
hands, but counted
all bears
Created a set of
4
Could easily point to
the more, less and
same.
Can confidently
write the numbers
seeing the picture
cards
Can identify
numbers upto 10
Abir
Can sequence
numbers upto 10
Could mention more
and less,. Had
difficulty with the
concept of "same"
Can identify
numbers upto 10
Katelyn
Number 5 was
placed upside
down
Could conserve
orally from 5
With bears started
back at 1 when
adding more 1-5 All!
Moved items away
as she counted
them
Make set of 4,
Put out 3. How
many do you
have? 3. How
may do you
need? 4 so 1
more. made set
of 5 &6 also
Can identify
numbers upto 10
Ava
Coudn't conserve
kept counting back
from 1 1/3/2013
Could point and
count in the set
from 1-5
Could clearly pull
out the teddies
everytime and
make a set
Gili
Could conserve
orally from 5
With bears started
back at 1 when
adding more
Could subitize
numbers 1-2 Counted all bears
Asked to make a
set of four. Put
out all green
bears (said three
when asked how
many)
Cristiano
could rearrange the
sequence with
some help
Could conserve
orally from 5
With bears started
back at 1 when
adding more 1-5 All
Counted 1, 2 , 3
and 4 but started to
count all when
asked for 5
Just kept
counting
everytime I
asked to make a
set
Elsa
Meer could do till 4 1/3/2013
Just kept turning
the bears around
Just kept turning
the bears around
Meer finds it too hard to concentrate and hence
cant focus on the activity.
EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1 EC3 B_
Counting Quantity Comparisons Order Numerals Teacher Notes:
Number Sequence Conservation
1:1
Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set
Comparative
Vocabulary
Ordinal numbers
(Extension)
Investigate writing
(Extension) Identify numerals
Aryaman
just kept pointing at
bears.
couldn't
understand the
term set. Started
to take out
teddies from the
container when
asked to make a
set
Could identify
numers 1, 2 &5
Focus and concentration issues. Needs one on
one help.
Arsh
Couldn't conserve
kept counting from
1
just kept pointing at
bears.
Turned to the
teddies around
and made a set
of 1 but later got
confused
Could point to more
or less.
Andrea (EAL )
Antos (EAL)
EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1 EC3 B_
Counting Quantity Comparisons Order Numerals Teacher Notes:
Number Sequence Conservation
1:1
Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set
Comparative
Vocabulary
Ordinal numbers
(Extension)
Investigate writing
(Extension) Identify numerals
Counting
Counting on from a
number (not
starting at 1)
Showing the value
of a number (3 is
how many?)
Telling the quanity
of a group (there
are 3 buttons)
Identifying value
without counting
Within a group of
objects being able
to count a certain
number (less than
the whole)
Creating a set of
a given number
Utilizing and
identifying
comparitive
vocabulary such as
more, less, equal
Utilizing and
identifying position
with ordinal words
such as more, less,
equal Writing numerals
Students
Beginning:
Random sequence,
unable to sequence
numbers properly
Developing: Some
sequence (1, 2, 3..)
Secure: Consistent
number sequence
1-5
Beginning: Unable
Developing: 1-3
Secure: 1-5 (and
higher)
Developing: Not
consistently
demonstrating 1:1
correspondence
Meets: Consistently
demonstrating 1:1
correspondence
Beginning: Unable
Developing: 1-3
(less than 5)
Secure: 1-5 (and
higher)
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
(no 1:1, counting
out of order)
Developing:
Continues to
count/disorganizati
on
Secure: Able to
count 2-4 from a
set
Beginning:
Unable
Developing:
Creating a set
under 1-3, with
naming
Secure:Can
create and name
a set of 5 or
higher
Beginning: Unable
to use vocab,
unable to identify
Developing: Able to
use limited words
and gestures
Secure:
Consistently able to
identify and/or use
gestures to show
more/less/same
Beginning: Unable
to use vocab,
unable to identify
Secure: Using
ordinal numbers 1st-
3rd *Discuss*
Beginning: Cannot
identify any
numerals 1-5
Developing: Can
identify some
numbers 1-5
Secure: Consistent
number recognition
1-5
*Gray to be completed
for September 20th
meeting
NAMES
Martha
Started from 1
when counting-
could conserve
when asked orally
(4, 5, 6...)
Able to subitize 1-4
(only missed 5)
Counted
altogether, did not
count out a number
from a set
Asked to make a
set of 4, pulled
out 7 counted 6
Able to tell me
more, less and the
same.
Ned
1 - 4 after 5 he
counted one at a
time
Will only subitize 1,
uses his finger to
count every
number beyond 2.
Was able to count
how many there
were in a set, till 4
Was able to
make a set of
fish up to 5.
Able to tell me
which hand had
more fish. 2 fish
and 1, 3 fish and 2,
5 fish and 2. Able to
tell me which hand
had less.
Pauline
Could conserve
orally from 5
With bears started
back at 1 when
adding more
Could subitize 1, 2,
5
Did not show 3..
Counted all 5
Asked to make a
group of 3 put
out 6- counted 7
Pauline was able to
make the
connection with the
same, and more or
less
Mia
Started from 1
when counting-
could conserve
when asked orally
(4, 5, 6...)
Could subitize
numbers 1-3
Moved bears away,
but counted all not
5
Put out many
bears, not
creating a
specific set.
Could not name
quantity in set
Cyrus
Could conserve
orally from 5
With bears started
back at 1 when
adding more
Could subitize
numbers 1-2 the
used his fingers
Counted all bears
showed five on his
hand
Asked to make a
group of four,
made a group of
12 and counted...
Understands
concept- just
made a different
size group
able to recognise
more, less and the
same. He was
counting one at a
time from 2 and
above.
Vivaan
could conserve
orally till number 6.
Could subitize 1
and 2 then used his
fingers.
Was able to count
2 fish in a set. Not
able to count 3 or
above.
Could make a
group of 1 & 2.
When asked to
make a group of
3 fish he put out
5 fish on 2
separate tries
and claimed this
was 3.
Able to tell me
which hand had,
more, less and
same. For the
same he was able
to recognise 1 & 1.
"They are the
same".
Jesse
Really struggled to
conserve numbers.
Could not tell me
numbers beyond 2.
Could Subitize 2
and 3. Kept
thinking that 4 was
6.
Was able to count
2 fish in a set. Not
able to count 3 or
above.
Could make a
set of 2 & 3.
When asked to
make a set of 4
he put 6.
Jesse was able to
recognise, more
fish, less fish and
the same amount of
fish.
Vir
Was only able to
conserve 1-3
Could subitize 1, 2
and 3. Tried for 4
twice but thought 4
was 5
Counted all 5
bears. Was not
able to single out 2
or 3 bears.
could make a set
of 2, 3, 4
Jay
Arnav
Rinon EAL EAL EAL EAL
Unable to tell me
which hand had
more, less. Very
confused.
Roemer EAL EAL EAL EAL EAL
EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1_ EC3 A
Counting Quantity Comparisons Order Numerals Teacher Notes:
Number Sequence Conservation
1:1
Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set
Comparative
Vocabulary
Ordinal numbers
(Extension)
Investigate writing
(Extension) Identify numerals
Yuki EAL EAL EAL EAL EAL
EC3 Math Benchmark Assessment_ 2013-14 - Number and Operations 1_ EC3 A
Counting Quantity Comparisons Order Numerals Teacher Notes:
Number Sequence Conservation
1:1
Correspondence Value Cardinal Numbers Subitizing Counting in a set Creating a set
Comparative
Vocabulary
Ordinal numbers
(Extension)
Investigate writing
(Extension) Identify numerals
Counting
Counting on from a
number (not
starting at 1)
Showing the value
of a number (3 is
how many?)
Telling the quanity
of a group (there
are 3 buttons)
Identifying value
without counting
Within a group of
objects being able
to count a certain
number (less than
the whole)
Creating a set of
a given number
Utilizing and
identifying
comparitive
vocabulary such as
more, less, equal
Utilizing and
identifying position
with ordinal words
such as more, less,
equal Writing numerals
Students
Beginning:
Random sequence,
unable to sequence
numbers properly
Developing: Some
sequence (1, 2, 3..)
Secure: Consistent
number sequence
1-5
Beginning: Unable
Developing: 1-3
Secure: 1-5 (and
higher)
Developing: Not
consistently
demonstrating 1:1
correspondence
Meets: Consistently
demonstrating 1:1
correspondence
Beginning: Unable
Developing: 1-3
(less than 5)
Secure: 1-5 (and
higher)
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
(no 1:1, counting
out of order)
Developing:
Continues to
count/disorganizati
on
Secure: Able to
count 2-4 from a
set
Beginning:
Unable
Developing:
Creating a set
under 1-3, with
naming
Secure:Can
create and name
a set of 5 or
higher
Beginning: Unable
to use vocab,
unable to identify
Developing: Able to
use limited words
and gestures
Secure:
Consistently able to
identify and/or use
gestures to show
more/less/same
Beginning: Unable
to use vocab,
unable to identify
Secure: Using
ordinal numbers 1st-
3rd *Discuss*
Beginning: Cannot
identify any
numerals 1-5
Developing: Can
identify some
numbers 1-5
Secure: Consistent
number recognition
1-5
*Gray to be completed
for September 20th
meeting
EC3 Math Benchmark Assessment_ 2013-14 - Copy of Number and Operations 1
Name
Attributes of
length
Attributes of
capacity Attributes of weight Attributes of time
Stella
Stella could clearly
indicate which object
was tall/long or short.
She also used non
standard methods of
measurement to
measure the objects
Attached Video -
http://www.youtube.com/
watch?v=nKGrOAi7TIU
Abir
Abir could clearly
indicate which object
was tall/long or short.
He used cubes at
various instances to
measure his sea
creatures and count to
tell which used more
cubes and which was
long and short .
Attached video
http://www.youtube.com/
watch?v=CsnCX_3o2hk
Ava
Ava confidently used the
cubes to measure the
tenticles of her jelly fish.
After placing the cubes ,
she counted them and
could clearly tell which
tenticle was short and
tall. Pls refer to Video of
Stella
Aryaman
Aryaman needed
support while measuring
the sea creatures.
Aryaman could then tell
which was long and
short. Refer Video taken
on 23/10
Arsh
Arsh enjoyed measuring
his class friends using
blocks and he could
count the blocks to tell
which friend was tall and
short
EC3 Math Benchmark Assessment_ 2013-14 - Measurement EC 3B
Tsubasa
Tsubasa used the cubes
to measure the tenticles
of his jelly fish and could
clearly point out to the
tall and short tenticle.
Louis
Louis could clearly
indicate which object
was long or short during
the beach engagement
and he used cubes to
measure his objects.
Attached video -
http://www.youtube.com/
watch?v=CsnCX_3o2hk
Antos ( EAL)
Although Antos is stll
developing in his
English speaking skills,
he could point out to the
tall and short objects
with teacher support.
Gili
Gili enjoyed measuring
her friends using blocks
and she could clearly tell
which friend was tall and
short
Meer
Meer needed some
support while measuring
his friends using blocks
and needed assistance
while counting the
blocks
Andrea (EAL)
Andrea has just joined
school and is still
struggling to fit in the
classroom. Being an
EAL student, he finds it
too hard to engage in
activities and needs a lot
of assistance in
participating in
activitiies.
EC3 Math Benchmark Assessment_ 2013-14 - Measurement EC 3B
Katelyn
While playing with the
sea creatures in the
beach centre, Kate;yn
could cearly indicate
which creature was tall
and short. She
voluntarily used the
cubes to measure her
creatures and later
could count and tell
which object was
long/tall or short.
Attached Video -
http://www.youtube.com/
watch?v=CsnCX_3o2hk
Elsa
Elsa enjoyed measuring
the tenticles of the jelly
fish she had made and
she could count and
point out to the tall and
short tenticles.
EC3 Math Benchmark Assessment_ 2013-14 - Measurement EC 3B
Name
Attributes of
length
Attributes of
capacity Attributes of weight Attributes of time
EC3 Math Benchmark Assessment_ 2013-14 - Measurement -EC3 A