Schedule for Early Number Assessment (SENA 3) Recording Sheet

Student Name: ________________________ Date of Interview:

st
Class: ________________________ 1 ___________________________
nd
Age: _______D.O.B: ___________ 2 ___________________________
Task Possible response & comments Level
Aspect 4 Student: Place Value
Place Value
 Counts from one using fingers to keep track Not at Place Value
Task 1
 Counts on from 15 using fingers to keep track Level 0 - Ten as a count
I had 15 pencils and I was given
 Counts on from 15 to solve the task Level 0 - Ten as a count
another 7.
 Uses a known fact (15 + 5 = 20 + 2 = 22) Level 1 - Ten as a unit
How many do I have now? OTHER RESPONSES Need more information

Task 2
What is the difference between 20  Does not associate difference with No level need more
subtraction, may say ’39 is larger than 20’ or information
and 39?
‘20 is an even number, 39 is odd’
If student does not understand the  Counts back from 39 to 20 by ones Level 0 – Ten as a count
 Says ‘19, 20 plus 10 and 9 more make 39’ Level 1 – Ten as a unit
word ‘difference’ ask,
 Says ‘39 minus 20 is 19' Level 2 - Tens and ones
How many numbers are between 20
and 39

An example could be given as a prompt OTHER RESPONSES

‘the difference between 5 and 7 is 2’ Note: this task also links to Aspect 2: Early Arithmetic Strategies
Aspect 1 Student: Numeral Id
Numeral identification
Tasks 3 - 10  Knows all numbers 1 – 100 (SENA 1 & 2) Level 3 - (0 – 100)
Show student each numeral card and  Knows all numbers 1 – 1000 Level 4 - (0 – 1000)
ask them to say what number it is  Knows numbers greater than 1000 Level 5 - (> 1000)
2462 1001 15 257 1010

950 199 10 000 9070

Aspect 1 Student: Counting by 10s and
Counting by 10s and 100s 100s
Tasks 11 – 13 (Task 11)
Start from 62 and count forwards by  Counts forwards by 5s off the decade to 97 Level 2
5s. I’ll tell you when to stop.  Counts forwards by 5s off the decade to 102 Level 2

62, 67, 72, 77, …………..97,102 stop

Display this card (Task 12)

9990
 Counts backwards by 100s from 9990 Level 3
Start from 9990 and count backwards
by 100s. I’ll tell you when to stop.
9990, 9890, 9790, ……….9590 stop

Display this card (Task 13)

2085  Counts on by 10s on or off the decade to Level 3
Start from 2085 and count forwards 2085
by 10s. I’ll tell you when to stop.
OTHER RESPONSES
2085, 2095, 2105, ……..2125 stop

NSW Department of Education

Schedule for Early Number Assessment (SENA 3) Recording Sheet
Student Name: ________________________ Date of Interview:
st
Class: ________________________ 1 ___________________________
nd
Age: _______D.O.B: ___________ 2 ___________________________
Task Possible response & comments Level
Aspect 3 Student: Pattern and number
Pattern and number structure structure
Number properties
 Unable to provide a correct answer Not at Level 5
Task 14
I can make 24 by multiplying 6 and 4.  Answers one other possible combination Level 5 - Number
(8 x 3, 12 x 2, 24 x 1) properties
What are two other numbers that I
 Answers more than one other combination Level 5 - Number
can multiply to equal 24? properties
OTHER RESPONSES
Can you tell me another two?

Note: this task also links to Aspect 5: Multiplication and division.

Teacher note: To complete the following Place Value tasks, students need to at least be at Level 3 - Counting-on-
and-back in Aspect 2 – Early Arithmetic Strategies. If student is not at this level, go to Task 20 - Fractions.
Aspect 4 Student: Place Value
Place Value
Task 15  Counts from one Level 0 - Ten as a count
Display this card  Counts on from 39 by ones using fingers to Level 0 - Ten as a count

39 + 45 keep track
 Counts on from 45 by ones using fingers to Level 0 - Ten as a count
What is the answer to this? keep track
How did you work that out?  Mentally duplicates written algorithm Need more information
 Adds tens then units (39, 49, 59, 69, 79, 80, Level 2 - Tens and ones
81, 82, 83, 84)
 Uses split strategy: 30 and 40 is 70; 9 and 5 is Level 2 - Tens and ones
14; 70 + 14 = 84
 Uses bridging strategy: 39 + 1 = 40 plus (45-1) Level 2 - Tens and ones
44 = 84
 Uses compensation strategy: 40 + 45 = 85 - 1 Level 2 - Tens and ones
 Other mental strategy Level 2 - Tens and ones
OTHER RESPONSES

Note: If student says ‘I added the 3

and the 4’ then ask student:  The student cannot explain what the ‘3’ (This provides teacher
represents with extra information
What does the 3 represent? about the student’s
 The student explains that the ‘3’ represents understanding)
(Does the student understand that ‘30’
the ‘3’ represents ‘30’?)

NSW Department of Education

Schedule for Early Number Assessment (SENA 3) Recording Sheet
Student Name: ________________________ Date of Interview:
st
Class: ________________________ 1 ___________________________
nd
Age: _______D.O.B: ___________ 2 ___________________________
Task Possible response & comments Level
Aspect 4 Student: Place Value
Place Value
Task 16  Counts on from 150 by tens to 310 Level 2 - Tens and ones
Display this card  Mentally duplicates written algorithm Need more information

150 + 160  Adds hundreds then the tens (150, 250, 270, Level 3 - Hundreds,
280, 290, 300, 310) tens and ones
What is the answer to this?
 Uses split strategy: 100 plus 100 is 200; 50 Level 3 - Hundreds,
How did you work that out?
and 60 is 110; 200 + 110 = 310) tens and ones
 Adds 15 and 16 = 31 and then adds a zero = Level 3 - Hundreds,
310 tens and ones
 Doubles 150 to make 300 and then adds the Level 3 - Hundreds,
10 = 310 tens and ones
Note:
 Other mental strategy Level 3 - Hundreds,
If student says ‘I added the 1 and the
1’ then ask student: tens and ones
OTHER RESPONSES
What does the 1 represent?
(Does the student understand that  The student cannot explain what the ‘1’ (This provides teacher
the ‘1’ represents ‘100’?) represents with extra information
about the student’s
 The student explains that the ‘1’ represents
understanding)
‘100’

Aspect 4 Student: Place Value

Place Value
Task 17  Attempts to count backwards by ones Level 0 - Ten as a count
Display this card  Counts on from 37 by tens and ones using Level 1 - Ten as a unit
120 – 37 fingers as markers
 Counts down from 120 by tens and ones using Level 1 - Ten as a unit
What is 120 minus 37? fingers as markers
 Mentally duplicates written algorithm Need more information
How did you work it out?
 Starts at 37 and counts on using tens and Level 2 - Tens and ones
units (37, 47, 57, 67, 77, 87, 97, 107, 117, 118, Level 3 - Hundreds,
119, 120 so the answer is 83) tens and ones
 Uses split strategy: 120 minus 30 is 90; 90 Level 3 - Hundreds,
minus 7 is 83 tens and ones
 Uses split strategy: 120 minus 20 is 100; 100 Level 3 - Hundreds,
minus 17 is 83 tens and ones
 Other mental strategy Level 3 - Hundreds,
tens and ones
OTHER RESPONSES

NSW Department of Education

Schedule for Early Number Assessment (SENA 3) Recording Sheet
Student Name: ________________________ Date of Interview:
st
Class: ________________________ 1 ___________________________
nd
Age: _______D.O.B: ___________ 2 ___________________________
Task Possible response & comments Level
Aspect 4 Student: Place Value
Place Value (decimals)
Task 18  Incorrectly answer 0.85 is larger than 0.9 Not at Level 4
Display these cards. o ‘because 85 is larger than 9’
Read each decimal to the student.
 Correctly identifies 0.9 is larger than 0.85 Level 4 - Decimal place
0.9 o ‘because 90 is larger than 85’ - Student value
compares the decimal as whole numbers
0.85 o ‘because 0.9 is 9 tenths and 0.85 is 8 tenths Level 4 - Decimal place
and 5 hundredths or 85 hundredths’ value
Which decimal is larger?
How do you know? OTHER RESPONSES

Aspect 4 Student:
Place Value (decimals)
Task 19  Cannot give an answer Not at Level 4
Display this card  Says 0.650 Not at Level 4
0.65 x 10  Correctly answers 6.5 Level 4 - Decimal place
value
What is the answer to this?
 Says “I moved the decimal point” Need more information
How did you work it out?
 Says “I am making the number ten times larger” Level 5 - System PV
Provide students with paper to assist  Explains that in 0.65 the ‘6’ is in the tenths place Level 5 - System PV
in solving this task. and 65 tenths becomes 6.5
 Simplifies decimal to get answer e.g. 0.6 x 10 is Level 5 - System PV
6 so it’s 6.5
 Makes reference to the positional value of digits Level 5 - System PV
(6 ones and 5 tenths)

OTHER RESPONSES

NSW Department of Education

Schedule for Early Number Assessment (SENA 3) Recording Sheet
Student Name: ________________________ Date of Interview:
st
Class: ________________________ 1 ___________________________
nd
Age: _______D.O.B: ___________ 2 ___________________________
Task Possible response & comments Level
Aspect 6 Student: Fraction units
Fraction units
Task 20
Provide student with a strip of paper
 Attempts to fold the paper in quarters but Level 0 – Emergent
does not pay attention to aligning the edges partitioning
 Correctly folds strip into quarters by first Level - 1 Halving
halving and then halving again
Can you fold this paper into quarters?  Correctly identifies one quarter Level - 1 Halving
Can you show me how much I would  Traces around one quarter of the strip Level - 1 Halving
get if you gave me one quarter?

(ensure students open it back out again)

May need to prompt student to show OTHER RESPONSES
you which part is one quarter

Extension question: If I fold the paper

in half again, what fraction would it
make? (eighths)
Aspect 6 Student: Fraction units
Fraction units
Task 21  Identifies the shaded part as one half because Not at Level 2
Provide student with a strip that
there are 2 parts, or as one quarter
looks like this (one-third shaded)
 Correctly identifies the shaded part as one- Level 2 - Equal
third partitions

What fraction of the whole strip of  Student folds the strip into equal thirds using Level 2 - Equal
paper is shaded?
the shaded part as a guide to iterate the unit partitions
How did you/ can you work it out?
(Students can fold the strip) OTHER RESPONSES

Aspect 6 Student: Fraction units

Fraction units
Task 22  Student places the smaller strip on the larger Level 2 - Equal
Provide students with a strip of paper
strip but is unable to verify the total parts partitions
 Student correctly iterates the smaller fifth Level 2 - Equal
along the strip to show there are five equal partitions
And another smaller strip (one-fifth of parts and identifies the smaller strip as one
the original strip) fifth of the longer strip

What fraction of the longer strip is OTHER RESPONSES

this?

NSW Department of Education

Schedule for Early Number Assessment (SENA 3) Recording Sheet
Student Name: ________________________ Date of Interview:
st
Class: ________________________ 1 ___________________________
nd
Age: _______D.O.B: ___________ 2 ___________________________
Task Possible response & comments Level
Aspect 5 Student: Multiplication and
Multiplication and division division
Task 23  Counts only the visible dots, says 1 row Level 1 - Forming equal
Display this image to the student groups
 Counts all the dots, including hidden dots, by Level 3 - Figurative
ones and then identifies 4 rows units
 Starts with three and counts in multiples of 3 Level 4 - Repeated
abstract units
 Skip counts by three to 12 and answers ‘4 Level 4 - Repeated
rows’ (may use fingers to keep track of groups abstract units
The dots are in equal rows. Some dots as they count)
are hidden. There are 12 dots in the
array altogether.
 Says 12 ÷ 3 = 4 so there are 4 equal rows Level 5 - Multiplication
How many rows are there? (Including and division as
the ones that are hidden) operations
OTHER RESPONSES
How do you know?

Aspect 5 Student: Multiplication and

Multiplication and division division
Task 24  Says ‘10’ Not at Level 4
Display this card
 Correctly answers ‘2’ x 5 Level 5 - Multiplication
5x2=x5 Note: Teacher can ask: How do you know? and division operations

Point to the answer box when asking:

Five times two is the same as what OTHER RESPONSES
times five?
Ask: How did you work that out?

Task 25
 Says 48 – 6 = 42 Not at Level 5
Display this card
 Says 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 (may use fingers Level 4 - Repeated
abstract units
as markers) so the answer is 8
48 ÷ 6 = Level 4 - Repeated
 Says 6, 12, 18, 24, 30, 36, 42, 48 (may use fingers
abstract units
as markers) so, the answer is 8
What is the answer to this? Level 4 - Repeated
 Uses repeated doubling: 6, 12, 24, 48
abstract units

 Says 6 x 8 = 48 so, 48 ÷ 6 = 8 (inverse operation) Level 5 - Multiplication

Note: Teacher can ask: How did you work and division operations
it out?  Correctly answers ‘8’ but cannot explain why
Level 5 - Multiplication
(Need more information) and division operations

OTHER RESPONSES

Teacher note: If student cannot complete Tasks 24 and 25, go to Task 27 - Aspect 7

NSW Department of Education

Schedule for Early Number Assessment (SENA 3) Recording Sheet
Student Name: ________________________ Date of Interview:
st
Class: ________________________ 1 ___________________________
nd
Age: _______D.O.B: ___________ 2 ___________________________
Task Possible response & comments Level
Aspect 5 Student: Multiplication and
Multiplication and division  No answer division
Task 26  Says 5 + 5 + 5 + 5 + 5 + 5 + 5 + 2 (may use Level 4 - Repeated
If I divided 37 by five, would it divide abstract units
fingers as markers)
equally or would I have a remainder?
 Says 5, 10, 15, 20, 25, 30, 35, 36, 37 (may use Level 4 - Repeated
How did you work it out? fingers as markers) abstract units
 Says 7 x 5 = 35 plus 2 more is 37 Level 5 - Multiplication
How many are left over? and division operation
 Says 7 + 7 + 7 + 7 + 7 + 2 (may use fingers as Level 4 - Repeated
Provide student with paper and a
markers) abstract units
pencil.
 Says 7, 14, 21, 28, 35 (may use fingers as Level 4 - Repeated
markers) abstract units
Draw an array to show your answer.  Correctly draws an array 5 Level 5 - Multiplication
7 and division operation
Note: Does the student know that the
remainder is the start of a new row?
7
5

This shows 37 ÷ 5 This shows 37 ÷ 7

OTHER RESPONSES

Aspect 7 Student: Unit structure of

Unit structure of length, area and length, area and
volume volume
Task 27
 Student finds the perimeter of the rectangle, Level 5 - Iterates the
Provide students with this image.
What is the area of rectangle A? not the area unit (length)
 Correctly answers 12 units by counting the Level 6 - Composite
hidden squares area
How can you check o May count by ones
your answer? o Uses outer grid to identify 3 rows of 4
(provide student
with a pen)

Now, make this shape have an area of  Adds another 4 squares but not as an equal Level 5 Iterates the unit
16 squares. row
 Creates an additional equal row Level 6 - Composite area
 Recreates the whole area of 16 squares Level 6 - Composite area
(e.g. 4 x 4 or 8 x 2)
OTHER RESPONSES

Note: this task also links to Aspect 5: Multiplication and division.

NSW Department of Education