Communicating and making connections in maths.

At this time of the year we are assessing student achievement as part of reporting to parents. The two work samples from grade 1 students were a result of reading a book about a prince who continually asked for ‘more’. The text didn’t have any explicit mathematical concepts but as we were learning ‘doubles plus one’, it was simple to make a connection. The task was to create a problem based on the concept of ‘more’ and ‘doubles plus one’. During the reflection at the end of the lesson students were asked to check a partners work (peer assessment). One student completed the task correctly, second sample. The first work sample shows knowledge of ‘more’ being an addition problem and working mathematically. During feedback from a peer the student responded positively and was made aware of how to complete the task fully.


Assessing the work based on the syllabus, the students were able to demonstrate all components of working mathematically.

Communicating-They were able to describe, explain and represent their ideas.

Problem Solving-They formulated, modelled and solved their problem.

Reasoning-The students peer assessed a partners work to to check the maths was correct.

Understanding-They adapted and transferred mathematical concepts.

Fluency-They were able to transfer mathematical concepts from a previous lesson and make connections. The students who drew pancakes did not model ‘doubles +1’, however, she did demonstrate her knowledge of facts of ten and simple addition.