Night Owl, Morning Magpie: FOUNDATION - Maths - Evaluate

One night, Little J hears the nocturnal Barking Owl and becomes fascinated by how the owl stays awake at night. In the morning, he is woken by the carolling of magpies and on the way to school, he is swooped by Maggie, the magpie. Miss Chen teaches the class about nocturnal animals.

Evaluate - Establish understanding of the language and processes of counting by naming numbers in sequences

Theme - NUMBER

Evaluate what students have learnt (know and can do) from the activities in relation to the Mathematics curriculum. Assess the success of the module through reflecting on students:

  • counting numbers in sequences, continuing patterns, and comparing the lengths of objects
  • connecting names, numerals and quantities of time
  • connecting days of the week to familiar events and actions
  • explaining comparisons of numerical quantities and length
  • recognising, naming and numbering the days of the week, their place as an ordinal number, and the pattern and sequence of time per week, month and year.
  • predicting and calculating time based on past and present models of clocks
  • understanding and applying the Woyjoballuk number counting system
  • displaying knowledge, understanding, and skills through visual, text and/or oral communication.

As a culmination of the learning experience in this module, students could:

  • Use dice and match the number of dots on each side to a number card. Students perform an action equivalent to the value of that number, e.g. jump that number of jumps, clap that number of claps, nod the number of nods. This establishes ability to count 1:1, read a numeral and subsitise. (Try with two dice for extension).
  • Organise games and races where the students are given places for their efforts. Quiz students on the ordinal numbers in comparison to the places achieved by different students.
  • Create a map of the walk from home to school and ask student to count and identify houses, street signs, rubbish bins, etc. as ordinal place numbers from their home or school.
  • Investigate the seasons, their position in relation to the calendar year (Aboriginal seasonal calendars and western seasonal calendars), the length of each season in months, weeks and days, and compare variations.

Student evaluation tools

Students could self-evaluate their learning using a ‘monitoring’ journal (physical or digital) where the teacher lists the key understandings and concepts students needed to acquire through the module.

Where applicable, a self-evaluation could be constructed as a poll rating their responses using:

Use Early Years writing using rubrics to provide feedback to students.

Students can use a learning worm to evaluate their work, adapted from:

Teacher reflection tools

Reflect on your teaching of the module. What worked well? What needs more work? What would you add/change/omit in future?

Ask students to rate your efforts and recommend areas for improvement. You may wish to refer to broader resources for reflection or for gaining feedback, for example: