Artefact 5
Note the focus area and
standard descriptor/s the
artefact / document reflects
1.5
Differentiate teaching to
meet the specific learning
needs of students across the
full range of abilities
Demonstrate knowledge and
understanding of strategies for
differentiating teaching to
meet the learning needs of
students across the full range
of abilities.
2.5
Literacy and numeracy
strategies
Know and understand literacy
and numeracy teaching
strategies and their application
in teaching areas.
5.1
Assess student learning
Demonstrate understanding of
assessment strategies,
including informal and formal,
diagnostic, formative and
Note the type of artefact / Describe the artefact / document and indicate
document
This artefact is a plan for a 20
minute teacher-directed
mathematics group rotation
activity focusing on the
problem solving strategy guess
and check using money.
The activity was repeated four
times for four different ability
groups.
the possible impact or result on teaching and/
or student learning
This activity for the mathematics group rotations
was planned to maximise the opportunity of
having a smaller student to teacher ratio by
focusing on providing quick and targeted
feedback to students on their learning. This was
done by utilising whiteboards in the activity for
students to write their responses on to problems
and then hold them up for me to scan. As a result
of this, I was able to instantly assess student
understanding formatively and provide
immediate feedback to improve learning or
increase difficulty to extend students. This is
significant, as prompt, timely feedback is a
principle of effective feedback, as it allows for
students to develop their learning sooner, as
opposed to later (NSW Education Standards
Authority, n.d.).
The planning of this activity also demonstrates
knowledge of a range of numeracy strategies.
This includes using skip counting as a warm-up
task to activate and focus students for learning,
using the guess and check method to problem
solve and using tangible items provide students a
kinaesthetic experience (in this case, using fake
money). Having a mental bank of numeracy
Describe how the artefact / document
met the standard descriptors you have
identified.
This artefact demonstrates my capacity to
differentiate learning and meet the learning
needs of students using the strategy of ability
grouping. To meet the learning needs across the
full range, I varied the level of difficulty of
problems posed based on my knowledge of
what each group was capable of achieving and
from assessing their whiteboard responses
[APST: 1.5].
My mentor teacher wrote (Street, 2014):
Chloe has differentiated her teaching to
specific needs of children across the full range
of abilities.
The artefact also demonstrates my knowledge of
appropriate numeracy strategies, including
warming-up students before starting activities to
activate their mathematical thinking, using the
guess and check method to problem solve and
using fake money as a tangible, hands-on
experience [APST: 2.5].
As well as this, the artefact shows I have an
understanding of using formative assessment to
assess students as they are leaning. In this

summative approaches to
assess student learning.
5.2
Provide feedback to students
on their learning
Demonstrate an understanding
of the purpose of providing
timely and appropriate
feedback to students about
their learning.
Artefact 5
strategies positively impacts student learning, as
I have the capacity to select and use ones that are
the most appropriate and suitable to the teaching
area (Jorgensen & Dole, 2011)
In addition to this, the planning of this activity
demonstrates my capacity to differentiate using
ability grouping in order to meet the learning
needs of all students. Using this strategy of
differentiation, I was able to pose questions to
groups that targeted their zone of proximal
development (Berk, 2013). The impact of this,
was an optimal learning experience where
questions were not too hard, nor too easy, but
appropriately accessible (Marsh, 2010).
instance, I used the strategy of scanning
whiteboard responses to provide students with
immediate feedback, as well as to inform my
teaching by modifying the difficulty of
questions, or by re-explaining concepts as
needed [APST: 5.1, 5.2].
My mentor teacher wrote (Street, 2014):
Individual feedback and suggestions. Re-
modelling as necessary.
When you realised children were not following
the lesson you brought them back and gave
explicit instruction.
 Artefact 5

LESSON PLAN
KLA: Mathematics Date: 16/09/14 Time: 11.30am Class: 2JS School:
APST FOCUS:
1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities.
2.5 Literacy and numeracy strategies
5.1 Assess student learning
5.2 Provide feedback to students on their learning
Outcome / Standard: Count and order small collections of Australian coins and notes according to their value (ACMNA034).
Objective / Learning Intention: As a result of this group activity, students will be able to use the guess and check problem solving method to calculate amounts of money.
3.1 & 3.2 Background / Cultural / Prior Knowledge: Prior to this lesson, students know that notes and coins represent monetary value and have experienced adding
combinations of coins and notes to determine the dollar value.
3.3 Knowledge integration: HSIE ENGLISH MATHS PDHPE SCIENCE & TECH CA
3.4 Inclusivity 1.1 Deep Knowledge 1.4 Higher order thinking 2.1 Explicit quality criteria 2.4 Social support
3.5 Connectedness 1.2 Deep understanding 1.5 Metalanguage 2.2 Engagement 2.5 Student self regulation
3.6 Narrative 1.3 Problematic 1.6 Substantive 2.3 High expectations 2.6 Student direction
knowledge communication
Timing Procedure Considerations Assessment Differentiation Strategies
students
20
minutes/rotation For each rotation: Students will be in Formative Students are in their
1. Gain attention of students using the mirror exercise. their math groups assessment: ability levelled maths
2. State the learning intention of the activity. Rotation activity observation of groups. Groups are
3. State behaviour expectations: students will share with each other will be located on whiteboard provided with money
the resources, respect the space of one another and be careful with the carpet. responses and bags that hold sums of
the whiteboard markers on the carpet (no stains). Prepare money immediate money and
4. Warm-up students being skip counting the 5s, 10s, 20s and 50s. bags prior to feedback of combinations of money
5. Explain activity: a clear bag of fake money will be given to each lesson. 5 bags will work. Students suitable to what they can
student. Students are tasked with first guessing the amount of need to be will be do.
money in the bag before counting it to check their guess. Students prepared for each assessed on Modify amounts in bags
record both their guess and their check on individual whiteboards group. Number their ability to as necessary during
which they then hold up when they have finished for their answer each bag and correctly add activity for students.
to be checked. Once finished with money bags, students rotate create a list their money
their bag to the person on their left. Model completing this process. showing the value bags and also
6. Do an example as a group. of money in each their ability
 Artefact 5

7. Get students to complete activity. Refer to list detailing the value bag. using the guess
of money in each bag to check student responses. and check
8. Get students to return all money bags when finished with rotation method.
and clear their whiteboards for the next group.
9. Direct group to next rotation.