Community Context: St Clair
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School Context: Clairgate Public School
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Student A (Emergent)
Student A is an 8 year old student. They are Australian and only speak English. Student A is a quiet student who enjoys drawing and art. They work well in smaller sized groups, so one-on-one assistance or partner work is useful. Student A receive extra support in literacy and are working below the expected level in both Literacy and Numeracy. |
Student B (Standard)
Student B is a 9 year old student. They are Australian and Maltese and English is their only language. Student B is an outgoing and enthusiastic student who always completes their work to the best of their ability. They enjoy working with their peers and discussing their ideas. However, they can sometimes become unfocused. Student B is working at the expected level in Literacy and Numeracy. |
Student C (Advanced)
Student C is a 9 year old student. They are Islamic and English is their second language. At home, Student C speaks Urdu with their family. Student C receives extra EAL/D support. Student C is an enthusiastic student who enjoys being challenged and extended in their learning. Student C is working above the expected level in Literacy and Numeracy. |
Student A (Emergent)A pre-assessment shows that Student A :
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Student B (Standard)A pre-assessment shows that Student A :
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Student C (Advanced)A pre-assessment shows that Student A :
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Student A Work Samples (Emergent)Differentiation included:
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Student B Work Samples (Standard)Student B was required to:
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Student C Work Samples (Advanced)Differentiation involved extension activities which included:
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Student A (Emergent)At the beginning of the unit, Student A was not confident in answering multiplication problems. However, providing Student A with extra support, such as concrete materials or visual aids, assisted her in being able to develop her skills in using skip counting and doubling strategy. Using concrete materials was useful, as it was paired with teacher guidance to actively engage Student A’s thinking so they could develop a deeper understanding of how the strategy works (Booker et al., 2014). In each lesson, I watched her confidence with multiplication grow, to where at the conclusion of the unit she was able to use each strategy independently without concrete materials or visual aids. I also observed this confidence grow through formative assessment as she became more confident in her skip counting skills when we played skip counting games throughout the week.
Summative assessment at the conclusion of the unit demonstrates that Student A can:
Summative assessment shows that Student A is still working towards being able to use split strategy. |
Student B (Standard)At the beginning of the unit, Student B could skip count confidently, though they were still developing their knowledge of different strategies to solve multiplication problems. Utilising partner work was useful for Student B, as they are a student who works well with peers, and it enabled them to discuss their mathematical thinking and reasoning with a peer. Discussing their mathematical ideas is important as it helps to develop students' understanding of the concepts and skills they are learning (Booker et al., 2014). Over the unit, student B developed some knowledge of different strategies that can be used to solve multiplication problems, such as skip counting and doubling strategy for multiplying by 2s and 4s. However, they still are developing their ability to use doubling strategy when multiplying by 8s. They also still developing their ability to use split strategy. Further practice of using different strategies to solve multiplication problems would be useful for developing Student B's confidence and knowledge of each strategy.
Summative assessment at the conclusion of the unit demonstrates that Student B can:
Summative assessment shows that Student B is still developing their ability to use split strategy; and to use doubling strategy when multiplying by 8. The next step in Student B's learning would be to continue to develop their ability to use doubling strategy; and to develop their knowledge of place value and expanded notation to use split strategy. |
Student C (Advanced)At the beginning of the unit, Student C was confident in skip counting and solving multiplication problems. The next step in their learning would be to introduce them to different strategies that they can use to solve a problem, so they can choose what works best for them. Throughout the unit, Student C was extended by having them use the strategy on more complicated or three-digit questions. Over the unit, Student C developed their knowledge of different strategies and was confident in using them independently. Summative assessment demonstrated that Student C could choose a strategy and use it on a multiplication problem to successfully answer the question.
Summative assessment at the conclusion of the unit demonstrates that Student C can:
Student C has achieved all outcomes from the unit. The next step in Student C's learning would to be to continue to teach them different strategies that can be used and by getting them to solve more complicated problems with more digits. |