Communicating and making connections in maths.

At this time of the year we are assessing student achievement as part of reporting to parents. The two work samples from grade 1 students were a result of reading a book about a prince who continually asked for ‘more’. The text didn’t have any explicit mathematical concepts but as we were learning ‘doubles plus one’, it was simple to make a connection. The task was to create a problem based on the concept of ‘more’ and ‘doubles plus one’. During the reflection at the end of the lesson students were asked to check a partners work (peer assessment). One student completed the task correctly, second sample. The first work sample shows knowledge of ‘more’ being an addition problem and working mathematically. During feedback from a peer the student responded positively and was made aware of how to complete the task fully.

IMG_1430

Assessing the work based on the syllabus, the students were able to demonstrate all components of working mathematically.

Communicating-They were able to describe, explain and represent their ideas.

Problem Solving-They formulated, modelled and solved their problem.

Reasoning-The students peer assessed a partners work to to check the maths was correct.

Understanding-They adapted and transferred mathematical concepts.

Fluency-They were able to transfer mathematical concepts from a previous lesson and make connections. The students who drew pancakes did not model ‘doubles +1’, however, she did demonstrate her knowledge of facts of ten and simple addition.

Leave a Reply

Your email address will not be published. Required fields are marked *

*

*