DescriptionStep 1: Conduct the AfCM Level 1 & 2 interview You are required to interview a child aged between 6 and 8 years of age using the tools from Levels 1 and 2 of the Assessment for Common Misunderstandings (AfCM) materials available from: (Links to an external site.)The tools comprise a number of easy to administer, practical assessment tasks designed to address a big idea in Number without which students progress in school mathematics will be seriously impacted.For each tool, teaching advice is provided that identifies a hierarchy of student responses. For each of these, an interpretation of what the response might mean is provided together with some targeted teaching suggestions. Using this advice you are required to plan 3 appropriate learning activities for the child.Preparing for the interview:Download and read all the information provided for Trusting the Count (Level 1) and Place Value (Level 2), that is, the tools, the resources and the teaching advice. Read this information thoroughly to make sure you understand exactly what is required and how the child may respond.Conducting the interview:The tools within each Level should be used in order. Where the child fails to answer after a reasonable time, you should move on to the next part of the tool or the next tool at that Level. Interviews should not be audio or videotaped and children should only be identified by their first name, age, gender, and year level.Use the AfCM Recording Sheets for Trusting the Count and Place Value.Step 2: After the interviewUse the childs responses and the advice included in the Assessment for Common Misunderstanding materials to identify three specific skills or strategies that you would target to assist the childone that could be consolidated at home (e.g. subitising);one that could be considered in the context of a game (e.g., an app or board/card game that reinforces renaming 3-digit numbers in terms of their place-value parts); andone best be addressed in the context of a focus group involving four other children with a similar learning need (e.g. counting large collections more efficiently).Step 3: Prepare a Targeted Teaching ReportIncludes the following:A brief description of the child, when and where the interview was conducted, and what the child likes best about maths (no more than 25 words).An indication of the three specific skills or strategies you plan to target (50 words)Justification of why you chose these three skills-use evidence from the childs responses in the interview (100 words in total)A note/letter to the childs parents/carer that provides feedback and clearly explains (in parent-friendly language) an activity that they might do at home to support one of the skills identified above (no more than 150 words, include diagrams and/or images as appropriate).A description of a game that the child might play as an individual or as part of a group to support another skill identified above (no more than 200 words, include diagrams and/or images as appropriate).A detailed plan for a focus group teaching session that addresses the third specific skill or strategy identified above and draws on what the child likes best about mathematics if possible (approximately 500 words, include key questions and a description of any materials/aids used).

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