 All right, so Katrina, we've got this formative assessment sample here of the money entry card. When you design this, what was the key intent that you were really looking for? What skills and understandings were you trying to check or elicit from students? So we use the evidence of learning from the future lessons to see if the kids could identify Australian notes and coins if they could order them, compare money amounts and also look at complex and simple change. I mean, throughout the questions we looked at misconceptions as well especially in the ordering part where we would put a note that is lower. We've got a $5 note here and a $20 note but we put that before the 20 to see if they could identify that properly and then order them. In the first question we got the students to identify Australian coins and notes. We didn't put all of them in but obviously if they could identify majority of them it would tell us that they're okay with that. The second question was ordering coins and notes. Again, we didn't put all the notes and coins in. And then in the third question we got three money amounts with a mixture of notes and coins. They had to add those money amounts up individually and then circle the amount that had the most, the largest total. And then they had to explain why. That's where obviously a lot of the students have trouble with the kids. So that white question is where we were really focused on in question three. And then from four to five we looked at change and looking at a word problem. Okay, so thanks Katrina. So we've heard the key intent that you're really looking for in this task. So in relation to that, I see you've all got your formative assessment samples in front of you. How did your students go with the task? The pleasing part was the first part that they could recognize coins and notes. So that showed us that their understanding there was better than we anticipated. Can you just explain to everyone else here what you're holding up there for? Well, we just basically marked our entry card for the money assessment to find out what they knew and what they didn't know just to give us some insight into where we could actually focus our teaching. So in other words, they can, as Katrina said, they can recognize the notes and coins and they're able to actually add money quite well on the whole. So you developed the spreadsheet. Yes, and then we took the identifiers here. The quarter-scripter. The quarter-scripter and just made a simple spreadsheet so you can quickly look at where some students are still having difficulty. What pleased me the most was the amount of green in the first part, but the evidence showed that they still need a lot more work on giving change and counting on money. So you're identifying giving change and counting on money with two areas for your class? Yes. Other teachers, did you have a similar story to Phil's or different? I found that most of my students were fine, same as Phil, with identifying money and where a lot of them were able to actually add the money to find a total but where they came in was with the multi-step, so when they had to actually give change or find two totals and the difference, that's where they came undone. Anybody else? Do you want to have a different story similar to Adam's and Phil's with the multi-step and the calculating change? I was just going to say a common problem if kids did get pulled up in the simple questions at the start was reading the questions correctly, like ordering coins from smallest to largest value they wrote from largest to smallest value. So in the sense, they're still ordering the coins, but as you say, they're a bit of a request. I really don't know. Yes, so it's ordered, but... And the same thing in the multi-step it pointed out, do the kids have the right strategy to attack that question? Can they do a vertical algorithm? Or how? Counting on. Yeah, I think that thing about counting on came through that they needed a lot more practice. So have you had an opportunity yet to give feedback to your students for this task? If so, could you share with us how you did that and what was successful? And if not, what might you do in terms of giving feedback back to your students? Certainly. One bit of feedback as they did it, they had to highlight their tricky question. So it gave us feedback that even if they got it right, this is what they found hard. And then in giving them feedback, you could say, this was a question you found difficult. And did you do that individually, Alice, or did you group them together? Individually, they had to highlight. So they're all different. Some kids put the simple questions. Some of them found just the multi-step majority have put the harder questions, the multi-step questions down the bottom. Anyone else have anything they want to share on that? Similar to Alice? Yes, similar to Alice. We just marked it as a class. We even discussed it. And then the children were able to self-evaluate. And basically, green was for good. Orange, yellow showed us where I'm having difficulty. I need to... They chose those colors. They chose those colors. Yes, they made the decisions of what they would want. Yes, not right or wrong. But I'm happy with this. I need more development or help here. So let's want to focus on that bit now that Theodore has brought up in his orange, the development, the improvement. So the key question I want to ask you is, what are the next steps for improvement for these students? You identified it's the counting on with change. How are you going to address that? How are you going to give students that feed forward information of their next steps for improvement? Well, I think for my class, we've done a lot of visual work and a lot of written work. But I think what they really need is their hands on, actually using money, counting on, actually verbalizing the strategy to themselves as you would counting change in the shop. They need more practice with that. They know money really well. They think out loud as well. Yes, thinking out loud. Thinking out loud. That's right. Lots of modeling. Lots of modeling. Really warm-ups. Yes, real-world type examples. Warm-ups. Yes. I think getting in concrete materials really helped my students in counting on or counting up. There are still a few that just, you know, money is a hard concept. They just couldn't grasp that concept. But they did a lot better when they had that concrete material. So, looking at this task as a whole, so what is the key feedback to you for your teaching of this unit on money over the next few weeks that you have with your kids? I think we can fast-track it a little bit because they've got the basic understanding there. So, there's no need to cover that ground. We can spend more time focusing on this strategy of giving change, counting on, counting back and developing those skills. And understanding that, you know, five-twenties make a dollar and all those different ways of making a dollar. I'm just saying that they have to yet have different ways of creating the same money.