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2. Numeracy Continuum Jeopardy Counting sequences Early Arithmetical Strategies (EAS) Multiplication & Division Place ValuePattern & Number Structure 200 400 600 800 1000 Bonus Question: 5000 pts

3. Counting Sequences: 200 Question: Name the four components of aspect 1 counting sequences? Answer Forward number word sequence Backward number word sequence Numeral identification Counting by 10’s and 100’s

4. Counting Sequences: 400 Question: In numeral identification, what does the term identify refer to? At what stage of learning should students be able to identify numerals to 100? Answer: The term identify refers to stating the name of a displayed numeral. Stage 1

5. Counting Sequences: 600 Question: If students can count forwards and backwards by tens to 100 they could also be at place value ten as a unit. Is this statement true or false? Why? Answer: False. Students can count forwards and backwards by 10 without having an understanding that 10 is made up of ten 1’s as well as a group of ten individual items.

6. Counting Sequences: 800 Question: Identify any issue the student has. Where would she be on the numeracy continuum in aspect 1? What teaching activity would assist this student? Answer She mixes up the ty and teens. FNWS – Counts to 10 & says the number word just after a given number word in the range 1-10 without dropping back. Activity – using hands to make the ty and teen numbers

7. Counting Sequences: 1000 Question: Identify any counting issue/s the student has. Where would he be on the numeracy continuum in aspect 1? Justify your answer. Answer He misses 7 in the BNWS. FNWS – Counts to 10 and says the number word just after a given number word in the range 1-10 without dropping back and BNWS cannot count backwards from ten to one.

8. EAS: 200 Question: On the continuum what does EAS stand for? Answer Early arithmetical strategies

9. EAS: 400 Question: A student visualises concealed items & counts from one to find the total of two groups. Where would this student be for Aspect 1, EAS? Answer Figurative

10. EAS: 600 Question: List five facile (flexible) strategies. Answer Compensation for addition & subtraction,, bridging to ten, doubles, near doubles, linking addition and subtraction, commuting for addition, using a known fact, partitioning to five as a sub-base, using ten structure,…

11. EAS: 800 Question: This link image appears in aspect 2 and 4. What does it mean? Why is it significant? Answer The link image connects the EAS aspect with the place value aspect. It is significant because a student needs to be at counting on and back at least to access the place value continuum.

12. EAS: 1000 Question: Teacher: I’ve got 9 counters under here and 6 under there. How many altogether? Student – says 9, 10, 11, 12, 13, 14, 15 (Points in turn at the five fingers on her left hand and one finger on her right hand.) Is this child a perceptual counter? Justify your answer. Answer No, the child is not a perceptual counter because they need to have all of the items in view at all times. 9 is treated as a completed count.

13. Multiplication & Division: 200 Question: What level of Aspect 5 is a student at if he/she uses repeated addition and subtraction to solve multiplication & division tasks? Answer Repeated abstract units.

14. Multiplication & Division: 400 Question: At which level do students rely on perceptual markers to represent each group? Answer Figurative units.

15. Multiplication & Division: 600 Question: T: There were twelve biscuits and the children are given two biscuits each. How many children would there be? S:(Places his right hand on the desk and speaks softly.) Twelve biscuits… (After 11 seconds) There is 12 biscuits (pauses) and we gotta share ‘em. T: Hmm, hmm. So that they get two biscuits each. How many children would there be? S:(Looks ahead then quickly moves his right hand twice along the desk.) One, two (quickly moves his hand twice), three, four (quickly moves his hand twice), five six. (Pauses for 6 seconds.) One, two –; three, four –; five, six; seven, eight – (Pauses for 12 seconds, and then makes three pairs of two movements on the desk in co-ordination with counting subvocally.) Three children. If this student can count by twos to at least thirty, what would be the highest level within Aspect 5 Multiplication and division you would suggest he is at? Justify your answer. Answer At most figurative units because two is not an abstract composite unit for the student.

16. Multiplication & Division: 800 Question: What is meant by the term composite unit? Give an example. Answer A composite unit is when a student can treat a group of items as a counting group as well as see the group as individual counting items.

17. Multiplication & Division: 1000 Question: Identify the student’s issue. Where would she be on the numeracy Continuum in aspect 5? Answer Multiplication & division Repeated abstract composite units

18. Place Value: 200 Question: Name the Place value level a student would be at if she/he can count by tens and ones from the middle of the decade to find the total or difference of two 2-digit numbers where one of the numbers is represented by materials? Answer Ten as a unit

19. Place Value: 400 Question: What are the two key strategies described in the continuum that students use to solve two- and three-digit addition and subtraction tasks? Answer Jump and split strategies

20. Place Value: 600 Question: What level of the PV does this work sample show? Answer Ten as a unit as the student can only use the split strategy.

21. Place Value: 800 Question: Where is this student on the PV continuum. Justify your answer. Answer: Place Value – Ten as a unit or ten as a count with justification either way.

22. Place Value: 1000 Question: The fractions units aspect has links to other aspects of the continuum. What are the aspects and what are the levels within each aspect.? Justify your answer. Answer Place Value-decimal place value level. Students have to represent fractional parts of a whole. Unit structure of length, area and volume – Iterates the unit. Students need to state the relationship between the size and number of units. Take any other justified answers.

23. Pattern & Number Structure: 200 Question: How many levels are there in aspect 3? Answer 7

24. Pattern & Number Structure: 400 Question: What does subitise mean? Answer The instant recall of a number pattern.

25. Pattern & Number Structure: 600 Question: Which other aspects on the numeracy continuum does the pattern ad number structure aspect relate to? State at least 3 aspects and justify your answer. Answer EAS, facile, combinations to 10 and 20. Multiplication & division Fractions

26. Pattern & Number Structure: 800 Question: Describe the pattern you used by placing the digits 1, 2, 3, 4 and 5 in the circles below. Sum = 8Sum = 9 Sum = 10 Answer: 2 1 1 31 42 3 43 5 2 5 5 4 Used an understanding of odd & even numbers to solve the problem.

27. Pattern & Number Structure: 1000 Question: Answer

28. Bonus Question: 5000 pts. Question: The link appears in Aspect 2 and 4. What is similar and different in the strategies that the students use at these levels? Answer The similarity is that the student uses counting on and back in both as a counting strategy. The difference is in place value the student counts on and back by ones and tens and in EAS counting on and back the student counts by ones.

29. The Winner Of The Last Round Write Down How Much Money You Are Willing To Risk If You get the Question write you win that money If you get it wrong you lose the money!

30. The Winner Of The Last Round Write Down How Much Money You Are Willing To Risk If You get the Question write you win that money If you get it wrong you lose the money!