We need your help!
We want to showcase student work samples as part of our authentic resources, to show the kind of mathematical thinking students engage with through reSolve’s teaching sequences.
We are asking you to share with us your students’ work samples to show real, unedited student work, as was created during a task! We would be especially delighted to receive examples which illustrate how students have understood a task and represented their thinking.
The ability to collect real work samples enables us to share de-identified illustrations of students’ mathematical understandings which will enhance the learning experience for both educators and their students.
Interested in being involved?
As a thank you for sharing samples from your students, you’ll be invited to join a free webinar with our reSolve team to review the samples and discuss insights and observations. We’ll also be pleased to acknowledge your contribution on the reSolve website.
If you would like to get involved and share your students’ work samples with us, or if you have any questions, please reach out via email education@science.org.au.
To assist with understanding the types of work samples we are hoping to collect and share on our website, please see the below table with suggestions about the kind of samples that can be gathered from each sequence. Please note, the table is not intended to be an exhaustive list, but rather an indication of what we would like the work samples to show.
Sequence | Task | Work sample focus |
|---|---|---|
FoundationNumber: | Task 1 • How big is a handful? | How students have arranged their handfuls to make it easy to count e.g. subitizing patterns, groups of 10 |
| Task 3 • Comparing handfuls | Recordings of differences and similarities students notice between pairs of handful arrangements | |
| Task 5 • Using 10 | Filled-in ten frames, including any written comments, numbers etc. students have recorded | |
Year 1Place Value: | Task 1 • How many seeds? | How students have organized seeds to count them e.g. subitizing patterns, groups of 10 |
| Task 2 • Making tens | Filled-in ten frames, including any written comments, numbers etc. students have recorded | |
| Task 3 • Planting seeds | Completed Planting seeds Student sheets, including any recordings of student thinking about the patterns they notice | |
| Task 5 • Planting more seeds | Completed Planting more seeds Student sheets and recordings of student thinking | |
Year 2Place Value: | Task 1 • Packing lollies | Completed Packing lollies Student sheets showing diagram of how students organized and counted their collection |
| Task 2 • Rolls and boxes | Diagrams of lollies organized as rolls and boxes and recordings of student thinking | |
| Task 4 • How many? | Completed How many? Student sheets, including any recordings of student thinking about the patterns they notice | |
Year 3Multiplication: reSolve Market | Task 1 • Finding multiplication | Examples of posters and examples of multiplication that students have noticed |
| Task 2 • Mangoes and apples | Examples of similarities and differences students noticed between fruit arrays | |
| Task 4 • Hidden fruit | Completed Hidden arrays Student sheets including any recordings of student solution strategies | |
| Task 6 • Lemon arrays | Completed Lemon arrays Student sheets including any recordings of student solution strategies, including alternate arrays | |
| Task 8 • Finding fact families | Examples of posters and examples of multiplication that students have noticed, including fact families for each example | |
Year 4Multiplication: | Task 1 • How many cupcakes? | Completed How many cupcakes? Student sheets including any recordings of student solution strategies |
| Task 2 • How many bread rolls? | Completed How many bread rolls? Student sheets including any recordings of student solution strategies | |
| Task 3 • How can I work it out? | Completed How can I work it out? Student sheets including any recordings of student solution strategies | |
| Task 4 • Packing rolls | Completed Packing rolls Student sheets including any recordings of student solution strategies | |
| Task 5 • Packing cakes | Completed Packing cakes Student sheets including any recordings of student thinking | |
| Task 6 • Transforming arrays | Completed Transforming arrays Student sheets including any recordings of student thinking using arrays | |
| Task 7 • Card sort | Examples of students' own ‘Card sorts’ |
Professional learning | Work sample focus |
|---|---|
Gallery walk | Any examples of student work that has post-it notes stuck to them with comments and questions from a gallery walk. |