EDU10003 Assignment 3: Folio Template on Number and Algebra Concepts

This assignment presents a folio template for EDU10003, focusing on the mathematical concept of number and algebra, specifically odd and even numbers, across three year levels (1, 2, and 3). The student selects a content descriptor from the Australian Curriculum for each year level, demonstrating a clear progression of understanding. The assignment provides curriculum connections, explaining how the concept is addressed and progresses, along with a rationale for resource selection, including ICT resources. The year 3 template, for example, focuses on identifying odd and even numbers, building upon the counting skills developed in the previous years and utilizes an ICT resource, 'Number trains: Skip counting', to reinforce the concept. The assignment references relevant academic literature to support the resource choices and their alignment with constructivist approaches to early childhood numeracy development. The overall aim is to help children identify patterns within the number system.

Assignment 3: Folio template
Concept: Number and Algebra ensure that the concept clearly builds on the concept you explored in Assignment 2:
Presentation. Provide a brief explanation if necessary.)
Selected levels: 1, 2 and 3.
Template (3 in total, 1 per year level)
Year level: 3
Content descriptor
Select one content descriptor to focus on in each
level that directly correlates to your concept and
shows a clear progression.
ACMNA051 – Investigate the conditions required for a number to be odd or even and identify odd
and even numbers (ACARA, 2017, v.8.3).
Curriculum connections
Description of how the concept is addressed, and
how it progresses throughout each level.
In year 3, there is a significant change in the content descriptor when compared to both year 1 and
year 2. In year 1, the emphasis is on basic number recognition and counting skills and the primary
involvement in skipping, In year 2, these elements are elaborated and given a more practical
implementation where the children will use their counting skills to complete slightly complex task.
In the year 2 template, the resource given is an example of such a practical implementation.
In year 3, as the content descriptor shows, the focus is put on identification of odd and even
numbers. This is a causality based implementation of both the content descriptors from years 1
and 2. Odd and even numbers occur alternately, meaning that the outcome in terms of odd and
even will complement the aspect of number skipping by 1. The outcome is causality based because
skipping a sequence in one number produces either an even or an odd number. It thus
complements both the theoretical and practical underpinning of the content descriptors from
years 1 and 2.
The content descriptor also build upon real life connections and implementations of numerical
skills for odd and even numbers and will also help the child understand future concepts of
multiplication and division. While teaching the concepts in the Content Descriptor, it is important
that the language is not too complicated but at the same time uses basic mathematical lexicon in

the class.
Resource
Include the name of the resource, evidence of the
resource and a brief description.
Please note, 2 out of the 3 resources must be ICT
resources.
Title: Number trains: Skip counting (ICT).
Number trains: Skip counting (scootle.edu.au, 2013)
This resource is an activity that is dedicated to the aspect of odd and even numbers. As shown
here, there are two types of numbers appearing on the top right corner – either an even number
or an odd number. The children in year 3 are already well developed in their counting skills. So
they are expected to be able to know on which counts, they will receive an even number or an odd
number. Being an interactive ICT task, it can be done on an iPad, either in groups or individually.
Rationale
Justification for your resource selection. This must
be supported by academic literature.
This resource is based on the same principle as the resource in year 2. However it is specifically
tailored to provide the children with the task of engaging with odd and even numbers. Curriculum
reconstructions and alterations bring in diverse range of ICT resources into the domain (Lynch &

Redpath, 2014) meaning that this task will be helpful specifically for meeting the objective of
identifying and distinguishing even and odd number.
Connecting this resource with the curriculum outline and content descriptor, it can be seen that
this resource is also compliant with the aspect of numbers and counting. The content descriptor
for year 3 states that the children should be able to identify the conditions in which the even and
odd numbers occur and should therefore be able to identify even and odd numbers separately as
well (ACARA, 2017, v. 8. 3). Furthermore, this resource helps in the development of numeracy skills
in children appropriately. Based on the children’s prior experiences with numbers and counting,
this resource tends to follow the constructivist approach and helps build on the students’
knowledge.
It can also be seen that as a standalone resource for early childhood numeracy development, the
resource provides support in the form of identification of odd and even numbers (Tucker, 2014).
The children are therefore able to practically implement their knowledge from the prior two years
and challenge themselves in order to find how much they can explore the number system to find
various patterns. Identification of even and odd numbers is a simple matter of skipping by 2.
However this as a rule needs to be embedded in the minds of the children and therefore this
activity can help them achieve that objective (Fuson, 2012).

References.
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2017). Foundation to year 10 curriculum: Language
for interaction Version 8.3 (ACELA1428). Retrieved from http://www.australiancurriculum.edu.au/english/curriculum/f-
10?layout=1#cdcode=ACELA1428&level=F
Fuson, K. C. (2012). Children’s counting and concepts of number. Springer Science & Business Media.
Lynch, J., & Redpath, T. (2014). ‘Smart’technologies in early years literacy education: A meta-narrative of paradigmatic
tensions in iPad use in an Australian preparatory classroom. Journal of early childhood literacy, 14(2), 147-174.
scootle.edu.au. (2013). Number Trains: Skip Numbers [Image]. Retrieved from:
http://www.scootle.edu.au/ec/viewing/L2322/index.html
Tucker, K. (2014). Mathematics through play in the early years. Sage.