Outcomes of a Primary School Student for Schedule for Early Number Assessment: Report
EDME145 Primary Mathematics: Numeracy
Assignment 2 Scenario Report Weight: 45%
1
This report will discuss the outcomes of a Primary school student who is taking part in an assessment known as Schedule for Early Number Assessment (SENA 1). (NSW DET, ‘Schedule for Early Number Assessment (SENA 1)’ 2008 p13) The, Schedule for Early Number Assessment (SENA 1), has been developed by the Count Me In Too program. It assesses the student’s ability in the mathematical areas of Numeral Identification, Counting Sequence (forward and backward number word sequences), Subitising, Combining and Partitioning (Counting, Addition and Subtraction) and Multiplication and Division.
Numeral Identification
During this assessment the student is shown cards with written numerals and is asked to identify the number. The student shows competency in numeral identification of numbers in the range of one through to 100. The SENA 1 assessment did not allow for the student to be tested on any higher numbers so we were unable to see if he was able to identify numbers higher than 100. The results show that the student sits, on the SENA 1 assessment, at level 3 for numeral identification. Goals for this student would be to try and move him onto being able to indentify numerals from one to 1000, under outcome NS1.1 of the NSW K-6 Mathematics syllabus (Board of Studies NSW [BOS], 2006, p 43). This could be achieved by using an exercise called Numeral cards. Construct large numeral cards for the students to wear, as a number is called all students line up behind the student wearing the nominated number. This activity provides opportunities for students to identify numerals. Students need to recall the forward number word sequence and be able to identify numbers that follow given numbers in order to develop counting on strategies. (Department of Education and Training, DENS 1999 p 91)
Counting Sequence
The student is asked to count in a forward and backwards number sequence and
Assignment 2 Scenario Report Weight: 45%
1
This report will discuss the outcomes of a Primary school student who is taking part in an assessment known as Schedule for Early Number Assessment (SENA 1). (NSW DET, ‘Schedule for Early Number Assessment (SENA 1)’ 2008 p13) The, Schedule for Early Number Assessment (SENA 1), has been developed by the Count Me In Too program. It assesses the student’s ability in the mathematical areas of Numeral Identification, Counting Sequence (forward and backward number word sequences), Subitising, Combining and Partitioning (Counting, Addition and Subtraction) and Multiplication and Division.
Numeral Identification
During this assessment the student is shown cards with written numerals and is asked to identify the number. The student shows competency in numeral identification of numbers in the range of one through to 100. The SENA 1 assessment did not allow for the student to be tested on any higher numbers so we were unable to see if he was able to identify numbers higher than 100. The results show that the student sits, on the SENA 1 assessment, at level 3 for numeral identification. Goals for this student would be to try and move him onto being able to indentify numerals from one to 1000, under outcome NS1.1 of the NSW K-6 Mathematics syllabus (Board of Studies NSW [BOS], 2006, p 43). This could be achieved by using an exercise called Numeral cards. Construct large numeral cards for the students to wear, as a number is called all students line up behind the student wearing the nominated number. This activity provides opportunities for students to identify numerals. Students need to recall the forward number word sequence and be able to identify numbers that follow given numbers in order to develop counting on strategies. (Department of Education and Training, DENS 1999 p 91)
Counting Sequence
The student is asked to count in a forward and backwards number sequence and