Matthew and Maths

Learner: Matthew	Date: 21 September
Learning Area: Maths Level One Number strategies Use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. Equations and expressions Communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures.	Learning Coach: P.L
Learning Observed
In Maths, the learners have been learning to use their basic addition and subtraction facts to help solve word number problems. They have also been learning to count on from the biggest number even if the smallest number is given first. Matthew is working collaboratively with other learners. He is a capable learner by proving his answers in his book.
Evidence of Learning
Key Competencies
Thinking, Relating to others, Managing Self, Participating and Contributing and Using Language, Symbols and Texts
Next Steps
Continue to practice Mathletics at home Continue practicing your basic addition and subtraction facts to 10

Get Set Go! - Narrative Assessment

Learner:  Matthew      Learning Coach: M Lennon - LH2      Date:   17 November 2016

Learning Area:  iExperience

NZC Achievement Objective:  Health & Physical Education; Movement skills; Science and technology -  Students will develop a wide range of movement skills, using a variety of equipment and play environments.

Learning Observed

During iExperience Matthew has been participating in the Get-Set-Go programme. In Get-Set-Go Matthew has been learning to balance using different parts of his body, and to move around while balancing something on his head.  Matthew was able to confidently balance and move around with ease. After his balancing session Matthew began learning skills in throwing and catching.  He actively participated in a range of games that saw him throwing and catching, firstly, a soft toy, then a tennis ball to a partner.

Evidence of learning

Here you can see Matthew with his Hapu group in a range of Get-Set-Go activities.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in all games and activities. Capable - understanding that you need to point and aim before you throw. Curious - asking questions about why throws went in the wrong direction. Managing Self  - able to use equipment appropriately.

Next Learning Steps

Keep asking for advice when you’re throwing doesn’t go straight. Remember to make a basket out of your hands when someone is throwing a ball for you to catch.

Chickens iExperience - Narrative Assessment

Learner:  Matthew      Learning Coach: M Lennon - LH2      Date:   14 October 2016

Learning Area:  iExperience

NZC Achievement Objective:  Science; Living World; Ecology  Recognise that living things are suited to their particular habitat.

Learning Observed

During iExperience Matthew has been learning about Chickens and their habitats. Matthew has been a keen participant in learning about the chickens.  He has learned about egg incubation, the care of baby chicks and the needs of chickens as they grow bigger. Shortly after the chicks hatched Matthew was able to have a hold so he could feel what they felt like and could describe the chickens accurately. During iDevelop Matthew furthered his curiosity by being able to describe the chicks to others.

Evidence of learning

Matthew thinks that the chickens are soft and fluffy.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that chickens have different needs. Curious - asking questions about the needs of chickens. Managing Self  - able to carefully hold a baby chick without scaring it.

Next Learning Steps

Keep sparking your curiosity about chickens by asking lots of questions. Look at the future needs of chickens and what we can do to ensure their comfort.

Writing Narrative Assessment - 2 September 2016

Learner:  Matthew        Learning Coach: M Lennon - LH2      Date: 2 September 2016

Learning Area:  Literacy

NZC Achievement Objective:  Students will acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas.  Indicator:  has an awareness of the connections between oral, written, and visual language.

Learning Observed

During iDevelop Matthew has been learning that oral, written and visual texts can connect together.  Matthew has done this over the course of a week by reading the pictures, reading the words and listening to the story being read.  The story chosen was Greedy Cat, by Joy Cowley. Firstly Matthew helped his hapu group to predict and tell the story using only the pictures in the book.  Matthew was able to predict and draw some appropriate conclusions. Next he listened to the story being read to him and was showing his understanding by following along. After this Matthew was able to read the story aloud, showing his understanding of what he had read. Matthew showed his understanding of connecting the text orally, visually and in writing through his follow up activity where he drew a picture of Greedy Cat, wrote a sentence of what he thought Greedy Cat would eat out of his shopping bag and then shared his version of the story with others.

Evidence of learning

Matthew’s Greedy Cat picture.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that a text can be read in many different ways. Participating and Contributing - giving everything a try with a positive attitude. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Teach others how to read a book in different ways. Continue to predict stories, read the pictures and discuss your conclusions with others.

Maths Narrative Assessment -15 August 2016

Learner:  Matthew  Learning Coach: Michelle Lennon - LH2    Date:   15 August 2016

Learning Area:  Maths

NZC Achievement Objective:  Know groupings with five, within ten, and with ten.

Learning Observed

During iDevelop Matthew has been learning to solve simple problems by making sets and patterns of numbers up to ten. In this activity the following problem was given: Five frogs live in a pond, if 2 frogs are on a rock, how many                   frogs are in the water? Matthew initially used counters and circles to move his counters between the ‘rocks’ and ‘water’, however he was soon able to find other ways to split the frogs into groups without the help of circles. Following on from this activity, Matthew was asked to find as many different combinations of frogs in the pond as he could. Finally, Matthew looked at the equations that these word problems were meaning.  He was able to recognise that the two groups could be added together to total 5.

Evidence of learning

Here Matthew has split his ‘frogs’ by having 3 in the water and 2 on a rock.

Key Competencies/Vision Principles

During this learning, Matthew demonstrated that he was: Connected - actively taking part in learning conversations and activities. Capable - understanding that numbers can be split in a number of different ways. Collaborative - participating and assisting others in learning activities. Managing Self  - able to use equipment in an appropriate manner.

Next Learning Steps

Use your number splits to solve simple problems. Split other numbers into two groups and look at the equations they make.

Gardening Adventure