Assessment Plan -- Lesson 6

Number 6

Subject: Maths | Class: Nursery | Series: Skillford

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Assessment Objectives

By the end of this lesson, learners should be able to:

1. Point to the number 6 when asked
2. Say the name "six"
3. Count six objects, touching each one once
4. Say that three and three more make six
5. Trace and write the number 6 with a round belly at the bottom

Assessment for Nursery is mostly oral and practical. Learners write only the numeral, not words.

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Formative Assessment

1. Number Spotting (During Day 1)

• Task: Show four number cards (5, 6, 8, 9). Ask: "Where is six?"
• Criteria:
  • Points to 6 without help
  • Does not confuse 6 with 9
• Rating: Yes / With help / Not yet

2. Butterfly Count (During Day 1)

• Task: Ask the learner to count the butterflies on page 25
• Criteria: Touches each butterfly once and says "six" at the end
• Rating: Yes / With help / Not yet

3. Three and Three More (During Day 1)

• Task: Put three counters down, then three more. Ask: "How many now?"
• Criteria: Says "six", counting on or counting all
• Rating: Yes / With help / Not yet

4. Tracing Observation (During Day 2)

• Task: Watch the learner trace rows 1 and 2 on page 26 and write in rows 3 and 4
• Criteria:
  • Starts at the green dot at the top
  • Curves down and closes the belly at the bottom
  • Holds the pencil with a pinch grip
• Rating: Neat / Trying well / Needs help

5. Count and Circle (During Day 3)

• Task: Watch the learner count the carrots and the cards on page 31
• Criteria:
  • Circles 6 for the carrots
  • Joins at least one card to the correct number
• Rating: Both / One / Not yet

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Summative Assessment

Oral and Practical Check (one learner at a time, about 4 minutes)

Part A: Number and Name (2 marks)

1. Point to 6 on a card with four numbers (1 mark)
2. Say the name of the number (1 mark)

Part B: Counting Six (4 marks)

• Give the learner a pile of blocks and ask for six (1 mark)
• Point to page 25 and ask "How many butterflies?" (1 mark)
• Show five blocks and ask "What is one more?" (1 mark)
• Show three and three blocks and ask "How many altogether?" (1 mark)

Part C: Page 31 (2 marks)

• Learner circles the correct number for the carrots (1 mark)
• Learner joins one card to the correct number (1 mark)

Part D: Writing (2 marks)

• Learner writes two 6 numbers, starting at the top with a closed belly (1 mark each)

Total: 10 marks

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Observation Checklist

Learner Name	Points to 6	Says "six"	Counts six	One more than 5	Writes 6

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Remediation Plan

• Learners who score below 5/10 should:
  • Count six blocks into a line every day, touching each block once
  • Play "five and one more" with fingers at home
  • Trace a big 6 in sand or on a steamy window, saying "down and round the belly"
  • Fold a paper butterfly with a grown-up and count its six legs drawn on