Student

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

Student  #1  is  at  growth  point  3  for  counting  where  they  has  demonstrated  the  

ability  to  count  by  1s  forward/backward,  including  variable  starting  points;  

before/after.    

Student  #1  has  also  demonstrated  the  ability  to  count  forward  and  backwards  

from  various  starting  points  between  1  and  100;  knows  numbers  before  and  

after  a  given  number.    

With  a  focus  on  moving  towards  achieving  growth  point  4  (counting  from  0  by  

2s,  5s  and  10s),  Student  #1  may  experience  challenges  in:  

• Recognising  patters  in  number  names  and  in  the  structure  of  the  number  

sequence,  and  using  this  knowledge  to  assist  the  process  of  counting  by  

two,  five  and  ten  

• Understanding  that  each  number  word  in  two,  fives  and  tens  sequence  

becomes  both  a  sequence  word  and  a  cardinal  word  

• Using  knowledge  of  ‘add  five’  and  ‘add  ten’  strategies  to  generate  the  

counting  sequence  

 
Key  features  of  activities  that  may  support  their  progression  to  growth  point  4  

are:  

• Using  visual  images  of  collections,  and  number  charts  to  promote  

observing,  discussing  and  describing  patterns  in  the  forwards  and  

backwards  number  name  sequence  when  counting  by  tens,  fives  and  twos  

(to  at  least  120)  

• Exploring  how  addition  and  subtraction  strategies  can  help  to  generate  

the  next  number  in  the  counting  sequence  

• Producing  the  number  name  before  or  just  after  a  given  number  when  

counting  by  tens,  fives  and  twos  

A  suggested  activity  to  assist  Student  #1  would  be:  

Calculator  counting  –  Use  the  constant  function  on  a  calculator  to  generate  

sequences.  Children  use  pegs  to  mark  the  numbers  generated  on  a  tape  measure,  

or  write  the  number  sequence  on  a  number  roll  and  look  for  patterns.  

 
Place  Value  –  Growth  Point  2  

Student  #1  is  at  growth  point  2  for  place  value.  At  this  point  they  has  

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

With  a  focus  on  moving  towards  achieving  growth  point  3,  Student  #1  will  need  

to  demonstrate  being  able  to  read,  write,  interpret  and  order  three  digit  

numbers.    

Challenges  they  may  face  are:  

• Matching  numerals  with  number  names  and  collections    

• Learning  the  order  of  the  decades  

• Interpreting  the  place  value  and  total  value  of  each  digit  in  a  numeral  

Key  features  of  activities  to  assist  Student  #1  are:  

• Emphasis  on  hundreds,  tens  and  ones  partitioning  

• Ordering  based  on  manyness  

• Emphasis  on  the  relationships  in  number  triads  and  the  number  line  

position    

A  suggested  activity  to  support  Student  #1’s  development  of  growth  point  3  is:  

Ten  frames  –  Children  play  in  small  groups.  Each  group  has  between  10  –  20    ’10  

frames’  lined  up  in  the  middle.  A  target  number  is  agreed  upon  (say  126).  First  

player  in  each  group  rolls  one  10  sided  die  and  places  the  indicated  number  of  

counters  onto  one  of  the  ten  frames.  Next  player  rolls  and  adds  to  the  collection  
on  the  ten  frames.  Continue  racing  to  meet  the  target  number  until  it  is  reached  

at  which  time  the  group  claps  twice  to  indicate  they  have  reached  it.  All  groups  

count  their  counters  (by  tens  and  ones).  Share  and  compare  the  numbers  in  

terms  of  least/most  how  many  hundreds,  tens  and  ones.      

 
Addition  &  Subtraction  –  Growth  point  3  

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

demonstrated  the  ability  to  count  back,  count  down  to,  count  up  from.  Student  

#1  has  also  demonstrated  understanding  in  given  subtraction  situations,  chosen  

appropriately  from  strategies  including  count  back,  count  down  to  and  count  up  

from.  

Moving  towards  and  achieving  growth  point  4,  Student  #1  will  need  to  

demonstrate  an  understanding  in  basic  strategies  in  given  addition  or  

subtraction  problems,  strategies  such  as  doubles,  commutativity,  adding  10,  tens  

facts  and  other  known  facts.    

Challenges  the  student  may  face  are:  

• Developing  part/part  whole  understanding  

• Using  number  facts  to  solve  problems  

• Using  known  number  facts  to  solve  addition  and  subtraction  problems  

• Selecting  and  using  the  most  effective  strategy  to  solve  problems  

Key  features  of  activities:  

• Problems  are  set  in  story  or  other  relevant  contexts  

• Problems  are  designed  to  encourage  children  to  use  mental  strategies  

• Children  are  asked  to  explain  their  strategies  

• Purposeful    

 
An  activity  that  may  support  Student  #1  in  their  development  of  growth  point  4  

is:  

Doubles  bingo  –  Make  bingo  cards  with  even  number  from  4  –  20.  Children  place  

a  counter  on  a  numeral  if  it  is  double  the  number  called.  From  time  to  time  ask  

the  children  to  justify  how  they  knew  their  number  was  double,  or  ask,  “how  did  

you  work  that  out?”.  

 
Multiplication  &  Division  –  Growth  point  2  

Student  #1  has  demonstrated  the  learning  experiences  for  growth  point  2.  They  

have  demonstrated  modelling  multiplication  and  division.    

To  move  towards  achieving  growth  point  3,  Student  #1  must  demonstrate  partial  

modelling  of  multiplication  and  division,  perceiving  most  items.    

Challenges  Student  #1  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  #1s  progress:  

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

manipulated  

• Purposeful  

• Linked  to  interests  and  life  experiences    

Activities  to  assist  Student  #1s  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.