NAME: Student 1 CLASS: N/A DATE: Term 4, 2018 GP PROFILE: 3222
______ is a warm and enthusiastic student who has been a pleasure to teach. He is more than willing
to discuss and share his answers with me and his peers.
______ has demonstrated the ability to read, write and order up to and including three-digit numbers
across a range of tasks. ______ needs more work on interpreting two and three-digit numbers,
specifically with number line activities, as he has not quite grasped the concept of magnitude. It is
evident he can place the numbers in the correct order on the number line, but the spacing is
inconsistent and inaccurate. ______ would benefit from more concrete representations of two and
three-digit numbers to help develop his understanding of magnitude. If he demonstrates the ability
to interpret three-digit numbers, he can continue to the next growth point.
______ has clearly shown that he can count in twos, fives and tens starting at zero. He can identify
and explain counting patterns he has observed. ______ can continue counting in twos, fives or tens
from a number which is in the respective sequence but cannot apply the pattern to a starting number
outside the sequence. For example, counting in fives from three.
______ has demonstrated an understanding of sharing and grouping as the basis of multiplication and
division. To build on his developing conceptual understanding he needs to start developing his basic
multiplication facts.
______’s competitive nature always makes maths games engaging and a thrill to participate in. ______
sometimes gets distracted by his peers but when he is on task he produces high quality work.
NAME: Student 2 CLASS: N/A DATE: Term 4, 2018 GP PROFILE: 4202
______ has been a delight to teach, she is always cheerful and friendly. ______ is always willing to
participate with her peers and share in the group discussions.
Within place value, ______ has shown a clear ability to read, write and order three-digit numbers.
She struggles when interpreting the magnitude of two and three-digit numbers as evident through
number line activities. While she places the numbers in correct order on the number line, the
spacing is inaccurate. With more work on interpreting three-digit numbers ______ will be able to
progress to the next growth point.
______ can skip count with twos, fives and tens beginning at zero or another number in the
respective sequence. ______ can confidently describe patterns which exist in skip counting with
twos, fives or tens which start at zero. When beginning skip counting from a number outside the
designated sequence ______ struggles. For example, counting in fives from three. More work is
required on this to achieve the next growth point.
______ has begun to show a conceptual understanding of multiplication and division through
sharing and grouping objects. More work with concrete materials is required to reinforce this, as
well as developing basic multiplication facts.
______ works well collaboratively and is always willing to participate in activities. ______ has been a
valued member of the group and is fantastic to teach.
NAME: Student 3 CLASS: N/A DATE: Term 4, 2018 GP PROFILE: 4222
______ is a high energy individual who brings excitement to all activities. He works collaboratively and
always joins in with discussion.
______ has demonstrated the ability to read, write, order and interpret three-digit numbers in a range
of tasks. ______’s performance suggests he has progressed to the next growth point in the domain of
place value. ______ can confidently and accurately place three-digit numbers on a number line.
______ should begin exploring four-digit numbers.
______ has demonstrated that he can skip count with twos, fives and tens starting at zero. ______
can identify and describe counting patterns found when skip counting in twos, fives and tens.
______ has not yet reached the next growth point, he needs more work involving skip counting
starting from a number which does not feature in the respective skip counting sequence. For
example, counting in fives from three. With more opportunities, I am confident ______ can achieve
this.
______ has shown that he can group or share concrete materials as part of the conceptual
understanding of multiplication and division. ______ needs more opportunities to explore
multiplication and division through hands on tasks. Additionally, basic multiplication facts need to be
developed and linked with these concrete tasks.
______ tends to get off task but when he is on task he produces high quality work. I have enjoyed
teaching ______ as he always brings a spark to the group.
