k10outline - Mathematics

Year 2

Mathematics Support Materials

Mathematics snapshot: Evaluating our lower primary Mathematics program

Mathematics/Number and Algebra/Number and place value

Content Description	Relevant aspects of the Achievement Standards
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (ACMNA026) Recognise, model, represent and order numbers to at least 1000 (ACMNA027) Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028) Explore the connection between addition and subtraction (ACMNA029) Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030) Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031) Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)	Students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths.

Content Description

Relevant aspects of the Achievement Standards

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences (ACMNA026)

Recognise, model, represent and order numbers to at least 1000 (ACMNA027)

Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028)

Explore the connection between addition and subtraction (ACMNA029)

Solve simple addition and subtraction problems using a range of efficient mental and written strategies (ACMNA030)

Recognise and represent multiplication as repeated addition, groups and arrays (ACMNA031)

Recognise and represent division as grouping into equal sets and solve simple problems using these representations (ACMNA032)

Students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets. They associate collections of Australian coins with their value. Students identify the missing element in a number sequence.

Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves, quarters and eighths.

Nature of the assessment process

The Year 2 and Year 3 teachers collaborated to evaluate student performance in the lower primary school.

Purpose of the evaluation

to evaluate the lower primary mathematics program
to better understand the overlap of abilities between year groups
to identify students at risk of not making satisfactory progress and to inform targeted teaching for those students
to inform future planning

Assessment data

Year 3 NAPLAN numeracy results; results from a commercial standardised test used to assess the Year 2 students; the teachers' own assessments.

Stage in the teaching sequence

End of Term 3

Findings

The school Year 3 mean performance was below the national mean.
Although there was a wide spread of ability at each year level, the distribution clustered around the national mean performance. In reviewing all the data the teachers identified a need to extend the middle band of students.
A proportion of Year 2 students was working at the same level as a proportion of Year 3 students and would benefit from further extension.
A small number of Year 2 students had not met the Year 2 achievement standard and were likely to perform in the bottom 10 per cent of the Year 3 state distribution in the NAPLAN assessment.

Using the information

The teachers planned targeted teaching with a focus on number and place value for both Year 2 and Year 3 students for Term 4, such that all students would be extended relative to their ability level.

They agreed to and planned a consistent approach for developing students' mental computational strategies.

The Year 2 teachers agreed to collect more detailed information about the lower performing Year 2 students so that they were better placed to provide explicit teaching targeted to the specific needs of those students.

The teachers also devised a short assessment that they would administer at the end of Term 4 to review student progress and inform planning for the subsequent year.