Grade+2

Susie So is (childs number) the biggest? Can you tell me the number before it? || 9999 No One million and one || 2467 No 2464 ||
 * || **Questions ** || **Child1 ** || **Child 2 ** ||
 * **Q1.1 ** || Where have you seen numbers at home?Where have you seen them? || On the door, on the fridge and on the oven || On a number chart in my room ||
 * **Q1.2 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">What sorts of numbers have you seen at home? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">Big ones, and small ones on the fridge. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">They are the only numbers I have seen at home. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Q1.3 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">Tell me about them || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">They tell us how hot or cold the fridge is. ||  ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Q1.4 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">What is your favourite number?Tell me about it. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">50- It’s a cool number. || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">1000-I like how you say it. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Q1.5 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">What is the biggest number you know? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">A million || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">2465 ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Q1.6 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">Tell me about it || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">It’s a really big number || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">It’s the biggest because there are lots of numbers in it. ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Q1.7 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">Can you tell me the next number?
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Q1.8 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">What is the smallest number you know? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">Zero || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">Zero ||
 * **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px;">Q1.9 ** || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">Anything else to tell me about your number? || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">No || <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 13px; line-height: normal; margin-bottom: 0pt;">No ||


 * **Q No.** || **Questions** || **Child 1** || **Child 2** ||
 * **Q2.1** || Start at one and count from there || Successfully reached 22. || Successfully reached 22. ||
 * **Q2.2** || Start at 8 and count from there || Successfully reached 25. || Successfully reached 25. ||
 * **Q2.3** || Start at nine and count baclkwards from there || Could. || Could ||
 * **Q2.4** || What number comes after 14? || 13 || 13 ||
 * **Q2.5** || What number comes before 18? || 19 || 19 ||
 * **Q2.6** || What numbers are between 9 and 14? || 10, 11, 12, 13 || 10, 11, 12, 13 ||
 * **Q2.7** || Tell me a number between 9 and 14 || 12 || 10 ||
 * **Q2.8** || Count up from 1 again || Confidently made it to 120 || At each 10 there was hesitation, made it to 65 before made a mistake. Counted: 65, 67- 77, 40 ||

Strategies || 37- counted by ones || 37- counted by ones, moving each object as she counted || Strategies || 19: Was able to recognise that 9+10=19 || 20: Counted each object by ones ||
 * **Q No.** || **Questions** || **Child1** || **Child 2** ||
 * **Q3.1** || (6 objects) Count how mant blocks there are || 6 || 6 ||
 * **Q3.2** || (37 objects) Count how many blocks there are
 * **Q3.3** || Count 9 blocks for me || yes || yes ||
 * **Q3.4** || Count ten more blocks for me || yes || yes ||
 * **Q3.5** || How many blocks all together?

10-1=9 12-3=9 14-4=10 x 16-6=10 x || Counting by ones. Had difficulties with this question, thought that could count by 2's ||
 * **Q No.** || **Questions** || **child 1** || **child 2** ||
 * **Q4.1** || Tell me ways to make 9 || 3+3+3=9
 * **Q4.2** || Tell me some different ways to make 20 using the numbers 1,5,10 ||  ||   ||


 * **Q No.** || **Questions** || **Child1** || **Child 2** ||
 * **Q5.1** || Count by 10's || Successfully reached 120 || Was not confident to attempt. ||
 * **Q5.2** || Count by 2's starting at 2 || Successfully reached 32 || Was able to get to 12, then 13, 15,18 ||
 * **Q5.3** || Count by 2's starting at 1 || Not confident but made it to 25. || Was able to get to 5 then 8 ||
 * **Q5.4** || Count by 5's starting at 5 || Successfully reached 55 || Successfully reached 55 ||
 * **Q5.5** || Count by 10's starting at 24 || Successfully reached 114 || Unable ||
 * Q5.6 || Count by 2's starting at 199 || Successfully reached 211 || Unable ||

how do you know? || 7.18- 18 has two numbers, 8 only has one || n/a ||
 * **Q No.** || **Questions** || **Child1** || **Child 2** ||
 * **Q6.1** || read numbers on flash card || 2, 9, 17, 0, 86, 107, 497, 3217, 24715 || 2, 9, 17, 0, 86, **70**, 497, 3217, **not sure** ||
 * **Q6.2** || read 7.8 || can || cannot ||
 * **Q6.3** || a number close to this number || 9 || n/a ||
 * **Q6.4** || read 7.18 || can || n/a ||
 * **Q6.5** || 7.8 and 7.18 which is bigger
 * **Q6.6** || read 1/3 || cannot || cannot ||
 * **Q6.7** || read 1/2 || no || no ||
 * **Q6.8** ||  || n/a || n/a ||
 * **Q6.9** ||  || n/a || n/a ||
 * **Q6.10** ||  || n/a || n/a ||


 * **Q No.** || **Questions** || **child1** || **child 2** ||
 * **Q7.1** || number line (3) || can || can ||
 * **Q7.2** || number line (7) || can || can ||
 * **Q7.3** || number line (37) || can || can ||
 * **Q7.4** || number line (139) || can || cannot ||
 * **Q7.5** || number line (-4) || cannot || n/a ||
 * **Q7.6** || number line (2 1/2) || n/a || n/a ||
 * **Q7.7** || number line (7.8) || n/a || n/a ||

strategies || Can- 4 count on another 4 || Can- hands || Stratefgies || Can- Start at 7, then count on another 6 (fingers, start at the biggest number) || Cannot (14)- counted with hands. || strategies || Can- Counted on sheet || Cannot- Counted with fingers || strategies || Can- Started at 18 then added 3 (head) || Can- Started at biggest number then added 3 || strategies || Can- Same || Can- Same || strategies || Can (52)- Started at 27 then counted by ones (fingers) to 25.Child one was unable to descibe any other methods to work the equasion out! || Cannot (24) || strategies || Can (6)- Counted back from ten using fingers. || Cannot- was unsure how to solve the problem || Strategies || Can- 12 sheep, take away 7= 5. Wrote the problem down on a piece of paper || n/a || Strategies || Can (25)- counted 7 back from 32 with fingers || n/a || Strategies || Can (17)- counted 15 back from 32 with fingers. || n/a ||
 * **Q No.** || **Questions** || **Child 1** || **Child 2** ||
 * **Q8.1** || 4+4
 * **Q8.2** || 6+7
 * **Q8.3** || farmer has 5 sheep, buys 6 more, how many in total?
 * **Q8.4** || 18+3
 * **Q8.5** || 3+18
 * **Q8.6** || 25+27
 * **Q8.7** || read 6-4 || six take away four || Couldn't remember what - meant ||
 * **Q8.8** || 10-4
 * **Q8.9** || Farmer has 12 sheep and sells 7, how many left?
 * **Q8.10** || 32-7
 * **Q8.11** || 32-15

tell me about numbers || 'We need numbers so that we can count' || 'No there is nothing more I would like to say about numbers' ||
 * **Q No** || **Question** || **Child 1** || **Child 2** ||
 * **Q 9.1** || Is there anything else you would like to