The Task
Task
To develop concepts of problem solving, partitioning and reasoning using addition and multiplication skills.
Curriculum links: o Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) o Recognise, model, read, write and order numbers to at least 100. (ACMNA013) o Choose simple questions and gather responses and make simple inferences (ACMSP262)
Materials o Storybook/slideshow of ‘One is a snail, Ten is a Crab’ o Miniature whiteboards or math books o Pencils / markers o Animal cut-outs
Delivering the task o Read/show the story to the class. o Discuss the book focusing on the different ways numbers can be represented. o Provide
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The writers will highlight how this assessment task relates to the Australian Curriculum and the mathematical processes that the student has used to complete this assessment task. An evaluation has been done regarding the assessment task and recommended changes and improvements have been stated.
This assessment task revolves around the book ‘One is a Snail, Ten is a Crab’ (Appendix 1). This assessment task is structured on questioning, investigating and answering pre-made questions and also outcomes. The student used concrete materials to assist him with his addition and multiplication reasoning to determine several possible outcomes to a sequence of questions. By using this approach, it allowed the student to experience various aspects of mathematical processes. These include, mathematical argument, reasoning, critical analysis of a problem and application of thought. The outcome of assessment tasks is referred to as ‘the demonstrated learning of the content’ which is described by the Australian Curriculum Assessment and Reporting Authority (ACARA, 2016). The Curriculum links demonstrated by this assessment tasks can be found in Appendix
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After evaluating and reflecting on the task, it was found that the task had all open -ended questions (Appendix 4). The students mathematical literacy developed as he considered the different solutions and developed reasoning and could justify his processes (Appendix 4). Mathematical literacy, or otherwise known as numeracy, means having the skill and confidence to use numbers in all aspects of life. This includes reasoning with numbers and using mathematical concepts in a range of contexts (National Numeracy, 2014). The student continued to demonstrate his learning by constructing his understanding of mathematical processes that he already knows. This generates new information that is supported by his already known knowledge and allows him to make meaning of it. This is a type of learning process called constructivism (Dewey,

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