Part B
Diagnostic Assessment
During the diagnostic assessment which focused on grade three student, Boris’s comprehension of number placement and value, Boris did well in most areas, with minimal exceptions. Boris took a great deal of time, when requested to partition the double digit the number. Though they progressed to partitioning the larger numbers in a standard and acceptable non-standard manner, they answered the two digit partitioning question with various multiplication equations. Boris stated that they “did partitioning at school on the computer but, they only had to give one answer like that one (points to example) (Jones, 2016.).” Boris indicated that as the first partitioning number scenario was that the most obvious Standard …show more content…
Boris is confident in their 2’s, 3’s, 4’s and 5’s skip counting, however they are not experienced in anything above 5’s. The butterflies were different colours and not standard dots or squares, they were also misarranged, which caused some hesitation until I showed Boris how to mentally and physically (with a finger on each, or imagining groups of) reposition them or to regroup. Pony calls and Partitioning of numbers was another lesson firmly grounded in fun. Racing against a timer to complete partitioning of two digit and three digit numbers with five partitions each, race calling commentary of was enthusiastic and cheeky with some of their non-standard partitioning, offering some incredibly well broken down answers as a joke (all …show more content…
Each stage is an important stage and each stage needs to be fully understood, prior to commencing to the next. Maths requires psychology, timing, patience, knowledge and lateral thinking abilities, just to teach it, to learn it, requires the teacher who has the afore mentioned traits. Everyone can learn to understand maths, if they are taught the way they need to learn and when they are ready to learn it. Observation and assessment is crucial and needs to be done regularly, before the psychological disabling damage is branded into a child’s
Diagnostic Assessment
During the diagnostic assessment which focused on grade three student, Boris’s comprehension of number placement and value, Boris did well in most areas, with minimal exceptions. Boris took a great deal of time, when requested to partition the double digit the number. Though they progressed to partitioning the larger numbers in a standard and acceptable non-standard manner, they answered the two digit partitioning question with various multiplication equations. Boris stated that they “did partitioning at school on the computer but, they only had to give one answer like that one (points to example) (Jones, 2016.).” Boris indicated that as the first partitioning number scenario was that the most obvious Standard …show more content…
Boris is confident in their 2’s, 3’s, 4’s and 5’s skip counting, however they are not experienced in anything above 5’s. The butterflies were different colours and not standard dots or squares, they were also misarranged, which caused some hesitation until I showed Boris how to mentally and physically (with a finger on each, or imagining groups of) reposition them or to regroup. Pony calls and Partitioning of numbers was another lesson firmly grounded in fun. Racing against a timer to complete partitioning of two digit and three digit numbers with five partitions each, race calling commentary of was enthusiastic and cheeky with some of their non-standard partitioning, offering some incredibly well broken down answers as a joke (all …show more content…
Each stage is an important stage and each stage needs to be fully understood, prior to commencing to the next. Maths requires psychology, timing, patience, knowledge and lateral thinking abilities, just to teach it, to learn it, requires the teacher who has the afore mentioned traits. Everyone can learn to understand maths, if they are taught the way they need to learn and when they are ready to learn it. Observation and assessment is crucial and needs to be done regularly, before the psychological disabling damage is branded into a child’s