Elaborations

- developing fluency and confidence with numbers and calculations by saying number sequences
- recognising patterns in number sequences, such as adding 10 always results in the same final digit

Hi, this is what Cathy and I have chosen for our year level and subject. 
Our basic is to film a video or animation about counting sequences. We are hoping to have a video chat with you this weekend to talk about it in more detail and explain better. 
Please let us know issues. We have spoken to Jane and she thinks it is a good idea.

Reids script 

Within this learning activity students are required to construct a digital artefact. The artefacts must display an example of their number sequencing knowledge for example count forwards or backwards in twos, threes, fives or tens. This level of number sequencing aligns with the year 2 content descriptions within the Australian curriculum. 

Our examples were made using a video-editing app called CapCut. Starting with the ‘New Project’ button a video can be added to the ‘editing reel’. Once videos and or photos are selected the editor can use the ‘cut’ tool to remove certain parts of the video. The video can also be sped up using the ‘Speed’ tool, it can have transition effects using the ‘Animation’ tool and can even play background music using the ‘Add Audio’ tool. Overall the app is practical and easy to get the hang of. 

The artefacts must clearly show the process of counting, which can be displayed in many different ways especially in film. 

The first section of our video is a stop start animation where a number counting tool changes the colour of selected numbers each frame. Counting in twos starting from 31 and finishing at 51. The second part of the video shows a digital whiteboard from the maths learning centre with numbers 1 to 50 on the board. Each selected number is highlighted displaying backwards counting in twos from 30 to 10. The third section of the video also displays the use of a tool from the maths learning centre, this time it's the blocks tool also known as number pieces. The user highlights two blocks a time and moves those blocks aside starting from 50 and counting backwards in twos to reach 26. The final part of the video uses the number line tool also from the maths learning centre. Similar to the white board tool the user uses a digital pen tool to circle each number counted. Starting from 2 and finishing at 16 demonstrates forwards counting in twos. 

The four clips shown within the video on slide five depict likely results of our digital learning activity. 

There were 2 different ways the students chose to document how to count in 2s. 

The first was to access the math learning centre website and select one of their apps that represents numbers. They then needed to screen record themselves doing their chosen counting activity.  

Once finished, they uploaded their recording to the CapCut app, edited if necessary and saved their video. 

The second was to use their ipad to photograph a 100’s number chart in their classroom. A different photograph was taken each time a new number was counted. They then uploaded these photos to CapCut and edited them into a stop motion video. This was also then saved. 

As a larger group, they stitched their videos together to create their final product, showing different interpretations of counting in 2s. This was then uploaded to youtube to use as counting practice for the class.