Assessment Plan -- Lesson 13

Number 13

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 13 when asked
2. Say the name "thirteen"
3. Count thirteen objects, touching each one
4. Say that thirteen is ten and three more
5. Trace and write the number 13 with a straight 1 and two matching curves

Assessment for Nursery is mostly oral and observational. Learners may write the numeral 13 but are not asked to read or write words.

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Formative Assessment

1. Number Spotting (During Day 1)

• Task: Show four number cards (3, 12, 13, 31). Ask: "Where is thirteen?" The learner points to it
• Criteria:
  • Points to 13 without help
  • Does not confuse 13 with 31 or 3
• Rating: Yes / With help / Not yet

2. Name Check (During Day 1)

• Task: Point to the big 13 on page 42 and ask: "What number is this?"
• Criteria: Says "thirteen" clearly
• Rating: Yes / With help / Not yet

3. Counting the Bananas (During Day 1)

• Task: Ask the learner to count the bananas on page 42
• Criteria:
  • Touches each banana once
  • Says the numbers in order and stops at thirteen
• Rating: Both / One / Not yet

4. Tracing Observation (During Day 2)

• Task: Watch the learner trace rows 1 and 2 on page 43
• Criteria:
  • Starts the 1 at the top dot and goes straight down
  • Makes two curves of about the same size for the 3
  • Holds the pencil with a pinch grip
• Rating: Neat / Trying well / Needs help

5. Teddy Bear Match (During Day 3)

• Task: Watch the learner count the teddy bears on page 58
• Criteria:
  • Counts thirteen teddy bears
  • Joins them to the number 13
• 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 13 on a card with four numbers (1 mark)
2. Say the name of the number (1 mark)

Part B: Counting Thirteen (3 marks)

• Give the learner a pile of blocks and ask: "Give me thirteen blocks" (1 mark)
• Point to the bananas on page 42 and ask: "How many bananas?" (1 mark)
• Ask the learner to press 1 then 3 on a calculator and say the number (1 mark)

Part C: Tens and Ones (3 marks)

• Show a bundle of ten straws and three loose straws. Ask: "How many tens?" (1 mark)
• Ask: "How many ones?" (1 mark)
• Ask: "What number is it?" (1 mark)

Part D: Tracing and Writing (2 marks)

• Learner traces one dotted 13, starting at the top dot (1 mark)
• Learner writes 13 without dots (1 mark)

Total: 10 marks

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Observation Checklist

Learner Name	Points to 13	Says "thirteen"	Counts thirteen	Ten and three more	Writes 13

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Remediation Plan

• Learners who score below 5/10 should:
  • Count ten blocks, add three more and say "thirteen" every day
  • Count the bananas on page 42 one shelf at a time with a grown-up
  • Trace 13 in a sand tray: straight line, then two matching curves
  • Press 1 then 3 on a calculator or phone keypad at home