Name Objectives Key:

 Sound understanding
Partition a ‘teen’ number into Given a number, identify ten Bundle pop sticks into tens and ones, providing of concept
tens and ones more and ten less suitable justification for their values  Some understanding
[needs varying practice]
 Developing
understanding
 No evidence of
Identify Identify Represent Identify Identify Identify Represents Represents Identifies Identifies
understanding
a teen the tens the 10 10 less of 10 more a two-digit a three- a two- a three-
number and ones number more a and 10 number digit digit digit
units in a using pop of a number less of a using number number number
teen sticks number three- bundling using from from Comments:
number (bundled) digit bundling bundled bundled
number pop pop sticks
sticks

Student           Student A really

A enjoyed the
competitive side of
this lesson. They were
able to demonstrate
having achieved all the
objectives and
represented up to
three-digit numbers.
They asked to count all
the pop sticks and
bundled them
together – the result
was approx. 400
Student           Student B was very
B distracted during this
lesson and wanted to
play with the pop
sticks and lackey
bands. They worked
well one-to-one with
the teacher and
demonstrated
understanding of
concepts. Enjoyed
playing a game of 10
less where they closed
their eyes and a
bundle was taken.
Student           Student C seemed a
C bit cautious of the
challenge/competitive
side of this lesson.
They were distracted
easily. They were able
to represent numbers
and partition numbers
however struggled to
identify two-digit and
three-digit numbers
that were represented
by pop sticks.
Continued to do the
same as last week and
count the objects not
reading the value of a
bundle.