1:1 correspondence Matching games with cards- 21 or 20 may be written group tasks symbols and words for twelve because of the Work samples Including numbers in initial sound ‘tw’ spelling lists Word searches 1:1 correspondence Place value charts When comparing Diagnostic testing Bundling sticks numbers a child may think that is larger ‘seventeen’ than because ‘forty-six’ is larger than ‘seven ‘four’ and it is these larger numbers that are said first 1:1 correspondence Before and after game Counting on and back by Diagnostic testing Sixes game ones and tens be 100s board confused. Potential learning issues - MEASUREMENT AND GEOMETRY (ACMMG019) (ACMMG022) The use of the word can cause confusion for children as it can be interpreted in a number ‘shape’ of ways. Willis et al. draw attention to the following: the word to describe both the ‘Using ‘shape’ property of the thing and the thing itself can cause confusion. Asking students to the ‘describe shape of this shape’ highlights one problem. The other problem is that students have to be able to think of all rectangles as being the shape’, while mathematically speaking all rectangles ‘same are not the same shape’ (2005, p. 71). potential learning issues WITH geometry How the lm would Strategies and resources diagnose the issue Likely issues/challenges for remediation Small group Origami paper Children may meet drawings of discussions Creative tasks involving 2D figures that are always in Testing construction of different the same orientation .Resulting Work samples shapes in them being unable to Create posters of shapes in recognise and name a square various orientations when it is rotated and Shape searches many “how presented in a different objects in our classroom are position. shaped like a rectangle?” Diagnostic Geo boards Most children can recognise testing Sorting circles and squares but are 1:1 Card games with 2D shapes less comfortable with correspondence e.g. memory rectangles and triangles. They Questioning have difficulties with long thin
21 or 20 may be written for twelve because of the initial ‘tw’ sound 1:1 correspondence group tasks Work samples Matching games with cards- symbols and words Including numbers in spelling lists Word searches When comparing numbers a child may think that ‘seventeen’ is larger than ‘forty-six’ because ‘seven is larger than ‘four’ and it is these larger numbers that are said first 1:1 correspondence Diagnostic testing Place value charts Bundling sticks Counting on and back by ones and tens be confused. 1:1 correspondence Diagnostic testing Before and after game Sixes game 100s board Potential learning issues - MEASUREMENT AND GEOMETRY (ACMMG019) (ACMMG022) The use of the word ‘shape’ can cause confusion for children as it can be interpreted in a number of ways. Willis et al. draw attention to the following: ‘Using the word ‘shape’ to describe both the property of the thing and the thing itself can cause confusion. Asking students to ‘describe the shape of this shape’ highlights one problem. The other problem is that students have to be able to think of all rectangles as being the ‘same shape’, while mathematically speaking all rectangles are not the same shape’ (2005, p. 71). potential learning issues WITH geometry Likely issues/challenges How the lm would diagnose the issue Strategies and resources for remediation Children may meet drawings of 2D figures that are always in the same orientation .Resulting in them being unable to recognise and name a square when it is rotated and presented in a different position. Small group discussions Testing Work samples Origami paper Creative tasks involving construction of different shapes Create posters of shapes in various orientations Shape searches “how many objects in our classroom are shaped like a rectangle?” Most children can recognise circles and squares but are less comfortable with rectangles and triangles. They have difficulties with long thin Diagnostic testing 1:1 correspondence Questioning Geo boards Sorting Card games with 2D shapes e.g. memory
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