Measurement

Learner:   Johnny            Learning Coach: M Lennon           Date:   16 October 2017

Learning Area:  iDevelop - Mathematics

NZC Achievement Objectives:   Level 1 Mathematics Measurement: Students will create and use appropriate units and devices to measure length, area, volume and capacity, weight (mass), turn (angle), temperature, and time. Patterns and Relationships: Students will generalise that whole numbers can be partitioned in many ways.

Learning Observed

In a measurement unit during iDevelop Johnny has been learning to identify different units of length.  He has been participating in a range of practical activities using both standard and non-standard units of measure. Johnny has demonstrated his curiosity by making estimations about the length of various objects using non-standard measures (e.g. how many giant steps to the door?), then carrying out investigations through practical activities in order to check his estimations. During the measurement unit Johnny is showing he is a capable learner by being able to use language, symbols, and text in order to measure the length of a particular object. Johnny is a connected learner, taking his previous experience with measurement and applying it to his current learning.

Evidence of learning

The cubes are best to measure because they were all the same size so our answers will be the same.

Next Learning Steps

Keep making estimations about the length of various things. Begin using more standard forms of measurement

Mighty Maths

Learner: Johnny     Learning Coach: S Blake      Date: 27 May 2017

Learning Area: iDevelop

Learning Area:  iDevelop (Numeracy) NZC Achievement Objectives:   Level 1 Mathematics (Number Strategies) Know the forward and backward counting sequences of whole numbers to 100. Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop (Numeracy) Johnny has been working on number knowledge. Johnny has been exploring -teen and -ty numbers, numbers that are before and after and groupings within and with ten.  During these workshops he has been making connections between written numbers and numerals. Johnny demonstrated his capability by recognising the numbers 13 to 19 by the ending ‘teen’ and the naughty numbers 11 and 12.  He was also able to make the connection that as the numbers go up they become bigger when it was demonstrated on materials. Johnny participated and contributed in many workshops on number knowledge and showed his collaboration by sharing his ideas with other learners.

Evidence of learning

Next Learning Steps

How many bundles of ten can you make at home? What can you use?

Math with Johnny

Narrative Assessment - Mathematics - 2 June 2015

Learner: Johnny        Learning Coach: Miriam Kamsteeg              Date: 2 June 2015

Learning Area: Mathematics - Numeracy

Learning Observed

Today we were practising counting to 10. We first started by counting together. Next the Learner had to get 10 objects from the box. Johnny was in charge of counting the bananas. He grabbed a pile of bananas and was unable to use one to one counting to count them. I put 10 in front of him to then count. Johnny lined them up then counted 1, 3, 4, see, 7, 8, 9, 10, 2, 3. Next the Learners rolled a 12 sided die and the Learners had to say the numeral that appeared on it. Johnny was able to recognise numbers 1, 2 and 3, but said the number 5 was a 2.

Evidence of learning

Johnny is learning to one to one count. I wonder if he practises counting at home?

Key Competencies/Vision Principles

Johnny is developing his Capabilities in one to one counting. He is learning to sequence the numbers in his head in order to say them in the correct order (Thinking). Johnny is starting to recognise numerals (Using Language, Symbols and Texts)

Next Learning Steps

Teaching of the correct number sequence to 10 Explicit teaching of the names of each written numeral Share learning with home.