Student

 #3  
 
Growth  points:  
Counting  –  2  
Place  Value  –  1  
Addition  &  Subtraction  –  1  
Multiplication  &  Division  –  2      
 
Counting  –  Growth  point  2  

Student  #3  is  at  growth  point  2  for  counting  where  they  have  demonstrated  the  

ability  to  count  collections  of  about  20.    

With  a  focus  on  moving  towards  achieving  growth  point  3  the  student  needs  to  

focus  on  demonstrating  counting  by  1s  forwards  and  backwards,  including  

starting  at  various  points;  before  and  after  (between  1  –  100).      

Student  #3  may  experience  challenges  in:  

• Knowing  the  conventional  number  word  sequence  beyond  109    

• Coordinating  number  words  with  the  object  to  be  counted  in  large  groups  

(20  –  200)  

• Distinguishing  the  objects  counted  with  those  yet  to  be  counted  

Key  features  of  activities  that  may  support  their  progression  to  growth  point  3  

are:  

• Counting  large  collections  of  at  least  120  items  in  that  emphasise  the  

hundreds,  tens  and  ones  structure  of  the  number  names  

 • Extending  counting  experiences  beyond  100  so  that  children  may  form  

generalisations  through  identifying  the  patters  that  recur  beyond  100  

• Observing,  discussing  and  describing  patters  in  the  forwards  and  

backwards  number  main  sequence  (to  at  least  120)  

A  suggested  activity  to  assist  Student  #3  would  be:  

Pop-­‐stick  count  –  Children  count  a  collection  of  pop-­‐sticks  (20  –  200).  When  a  ten  

frame  is  formed,  the  ten  is  grouped  using  a  rubber  band  and  moved  to  the  left.  

When  ten,  tens  are  reached;  they  are  placed  in  a  hundreds  bag  and  moved  

further  to  the  left.    

Key  questions  during  the  activity:  stop.    

• What  number  have  you  made?    

• How  many  tens  in  this  number?    

• What  will  the  next  number  be?    

• How  many  tens  will  it  have?  Explain  why.  

Possible  extensions:  Open  questions.  

• Imagine  you  have  been  counting  some  more  sticks,  and  you  have  made  

some  more  bundles  of  ten.  What  numbers  could  you  be  up  to?  Explain  

why.    

 
Place  Value  –  Growth  Point  1  

Student  #3  is  at  growth  point  1  for  place  value.  At  this  point  they  has  

demonstrated  the  ability  to  read,  write,  interpret  and  order  single  digit  numbers.    

With  a  focus  on  moving  towards  achieving  growth  point  2,  Student  #3  will  need  

to  demonstrate  being  able  to  read,  write,  interpret  and  order  two  digit  numbers.    

Challenges  they  may  face  are:  

• Matching  numerals  with  number  names  and  collections  

• Distinguishing  between  ‘teens’  and  decade  ‘ty’  number  words  

• Moving  beyond  a  unitary  concept  of  collections  greater  than  10  to  

describing  and  grouping  collections  using  tens  and  ones  (This  involves  

considerable  re-­‐conceptualisation)  

Key  features  of  activities  to  assist  Student  #3  are:  

• Emphasis  on  the  tens  and  ones  partitioning,  description  and  naming  of  

collections  

• Matching  different  representations  of  the  same  number  (name,  collection,  

symbol)  

• Involve  interpreting  the  place  value  and  total  value  of  each  digit  in  a  

numeral  

A  suggested  activity  to  support  Student  #3s  development  of  growth  point  2  is:  
Beanstew  –  Roll  a  numeral  die  (0  –  9)  and  tens  numeral  die  (1  ten  -­‐9tens).  Put  

this  number  of  loose  beans  and  bean  sticks  in  the  stewing  pot.  Name  the  number.  

Repeat  three  times.  How  many  beans  in  the  pot  altogether?  

Addition  &  Subtraction  –  Growth  point  1  

Student  #3  is  at  growth  point  1  for  Addition  and  Subtraction.  They  have  

demonstrated  counting  all  objects  to  find  the  total  of  two  collections.    

Moving  towards  and  achieving  growth  point  2,  Student  #3  will  need  to  

demonstrate  an  understanding  in  counting  to  find  the  total  of  two  lots  of  

collections.    

Challenges  the  student  may  face  are:  

• Developing  mental  images  of  numbers  

• Using  count-­‐on  to  solve  addition  tasks  

• Counting-­‐on  from  the  larger  addend  to  solve  addition  tasks  

Key  features  of  activities:  

• At  least  one  of  the  tow  collections  is  concealed  

• Children  need  to  visualise  numbers  

• Sums  are  greater  than  ten  to  reduce  the  ease  of  modelling  with  fingers  

An  activity  that  may  support  Student  #3  in  their  development  of  growth  point  2  

is:  
One  screened  collection  -­‐  Make  a  collection  of  6  –  12  objects  and  screen  the  

collection.  Ask  the  child  to  visualise  the  collection  and  tell  you  how  many  there  

are.  Add  another  collection  of  three  to  five  objects.  How  many  altogether?  

Explain  how  you  know.  

Multiplication  &  Division  –  Growth  point  2  

Student  #3  has  demonstrated  the  learning  experiences  for  growth  point  2.  They  

have  demonstrated  modelling  multiplication  and  division.    

To  move  towards  achieving  growth  point  3,  Student  #3  must  demonstrate  partial  

modelling  of  multiplication  and  division,  perceiving  most  items.    

Challenges  Student  #3  may  encounter  are:  

• Imagining  the  group  as  a  ‘unit’  

• Using  multiplicative  strategies  to  solve  problems  that  involve  multiple  

groups  

• Using  skip  counting  and  number  facts  to  solve  multiplication  and  division  

problems  

• Partial  modelling  

Key  features  of  activities  to  support  Student  #3s  progress:  

• Not  yet  all  items  in  multiple  collections  may  be  perceived  and  

manipulated  

• Purposeful  
 • Linked  to  interests  and  life  experiences    

Activities  to  assist  Student  #3s  growth  is  include  word  problems  such  as:  

How  many  chocolates?  –  You  found  that  the  box  of  chocolates  you  were  given  

now  has  only  three  left.  How  many  chocolates  did  it  have  to  start  with?  Write  a  

story  to  explain  how  you  worked  out  the  answer.