English — numeracy (Prep)
Example short assessment
In the Australian Curriculum, numeracy is one of the general capabilities embedded across all
learning areas.
Students become numerate as they develop the knowledge and skills to use mathematics
confidently across all learning areas at school and in their lives more broadly. They need to
recognise that mathematics is constantly used outside the mathematics classroom and that
numerate people apply mathematical skills in a wide range of familiar and unfamiliar situations.
“Numeracy involves students in recognising and understanding the role of mathematics in the
world and having the dispositions and capacities to use mathematical knowledge and skills
purposefully.” 1
Assessment format
Written: sequencing
Targeted indicators
Calculating and estimating
CE P ii
Indicate the ordinal position in a sequence as first, second, third
CE P viii
Match, copy and write familiar numerals and connect number names, numerals and quantities to
10 and beyond. Identify the word zero with its quantity and numeral
Using measurement
M P iii
Arrange aspects of daily routines in sequence
Context
This assessment provides an English context for children to demonstrate numeracy knowledge,
understanding and skills by arranging events in sequence, indicating ordinal position and writing
and matching numerals and number names.
This assessment could be linked to Australian Curriculum English content:
• Literature — Examining literature
- Identify some features of texts including events and characters and retell events from a text
(ACELT1578)
Australian Curriculum v5.0, accessed 27 Jun 2013,
<www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Introduction/Introduction>.
13491 R1
1
• Literacy — Interpreting, analysing, evaluating
- Use comprehension strategies to understand and discuss texts listened to, viewed or read
independently (ACELY1650).
This assessment could also be linked to Australian Curriculum Mathematics content:
• Number and Algebra — Number and place value
- Connect number names, numerals and quantities, including zero, initially up to 10 and then
beyond (ACMNA002).
Students should be provided with multiple opportunities to demonstrate numeracy knowledge,
understanding and skills.
Teacher information
This assessment is an example of one way that teachers may gather evidence of a child’s ability
to demonstrate the highlighted sections of the targeted indicators.
Children need to know and understand numbers, ordinal positioning and sequencing to be able to
engage with texts that retell events. This assessment provides an opportunity for children to
arrange events in sequence, indicating ordinal position. Children write familiar numerals and
match the corresponding number names.
Prior to this assessment, children should have engaged with a variety of sequential texts to
develop familiarity with ordinal position and sequencing. Children should have learned how to
write numerals and connect number names.
This assessment may be differentiated by making adjustments to teaching, learning and
assessment by:
• providing extra time for some students who are reluctant readers and need adjusted time
• scheduling the assessment at an appropriate time to maximise learning
• rereading the counting rhyme to the children
• providing a visual representation of each number using a number line
• providing modelling and examples to scaffold the assessment
• allowing for alternative response modes if necessary, e.g. spoken/signed
• allowing for individual ability levels through an open-ended response.
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English — numeracy (Prep) Example short assessment
Implementation
Some key points regarding the implementation of this assessment are outlined in the table below.
Please adjust to cater for the unique needs of the children in your class.
The teacher
Children
• Asks the children to listen to the order of events
that occur in the counting rhyme.
• Reads the stimulus Counting rhyme to the
children.
• Listen to the order of events in the counting
rhyme as the teacher reads it aloud.
• Discusses the sequencing of events in the
counting rhyme (refer to bold font).
• Participate in class discussion about the
counting rhyme.
• Asks questions about the sequence of events
and number of items in the counting rhyme, e.g.
What did Tom count first? How many did he
count?
• Answer questions about the order of events and
number of items in the counting rhyme.
• Models how to sequence the first picture, colour
in the number of items, write a numeral and
match the word on the recording sheet Tom’s
counting sequence.
• Complete the recording sheet Tom’s counting
sequence.
Resources
For the teacher:
• one copy of the stimulus Counting rhyme
• one copy of the recording sheet Tom’s counting sequence, with at least one picture from the
resource Pictures to cut out and at least one colouring pencil.
For each child:
• one copy of:
- the recording sheet Tom’s counting sequence
- one set of pictures from the resource Pictures to cut out (pre-cut)
• colouring pencils.
Gathering evidence
Evidence of student demonstrations of the indicators can be recorded on the Monitoring Maps.
Teachers analyse the evidence to inform decisions about ongoing teaching and learning.
Queensland Studies Authority September 2013
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Stimulus: Counting rhyme
A little boy named Tommy Green
Just loved to count all day
He’d count at school, he’d count at home
He’d rather count than play
Tom woke and saw some tiny bees
All buzzing round their hive
They moved so fast, he tried to count
But only got to five
Then off to school Tom saw some cows
They plodded through the gate
Some moved so slow that he could count
And this time there were eight
At school when you are really good
A star-chart is by the door
Tom counted all the stars he’s earned
And so far he’s got four
Once home Tom had a job to do
Hang socks upon the line
Wet socks are even fun to count
That’s odd, there’s only nine
It’s end of day and time to play
Tom makes a cool-kid’s den
Mum gives him treats that he can share
Yeah! lollies and there’s ten
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English — numeracy (Prep) Example short assessment
Resource: Pictures to cut out
(Two sets per page, photocopy and pre-cut as required)
Queensland Studies Authority September 2013
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Recording sheet: Tom’s counting sequence
Name: ..................................................................
Stick the pictures in sequence,
then colour how many Tom counted
1st
Date: .......................................
Write the
number
Match the word
(Circle your choice)
five
four
2nd
seven
eight
3rd
four
three
4th
one
nine
5th
two
ten
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English — numeracy (Prep) Example short assessment