M a t hem a t i c s

Online
Interview

Early Numeracy Interview Booklet

Published by the Communications Division, for the Office of School Education,
Department of Education, Employment and Training,
GPO Box 4367, Melbourne, Vic. 3001, Australia.
State of Victoria, August 2001
First published 2001
All rights reserved.
Except under conditions described in the Copyright Act 1968 of Australia
and subsequent amendments, no part of this publication may be reproduced,
stored in a retrieval system or transmitted in any form or by any means,
electronic, mechanical and photocopying, recording or otherwise, without
the prior permission of the copyright owner. Permission is hereby granted to
the purchaser to reproduce appendices 1 and 2 from the book in quantities
suitable for non-commercial use.
National Library of Australia
Cataloguing-in-Publication data
Early numeracy:
Bibliography
ISBN 0 7594 0167 5
1. Numeracy Study and teaching (Primary). I. Victoria.
Dept. of Education, Employment and Training.
372.72044

SECTION

Assessment

A ssessing
numeracy

early

The Early Numeracy Research Project (19992001) was commissioned

by the Department of Education, Employment and Training and
managed by the Early Years Branch.

See Bibliography
(p. 53) for
references
to research
and related
publications.

As part of the Early Numeracy Research Project (ENRP), a need was

identified for the development of a comprehensive assessment tool
for early numeracy. Through the Early Numeracy Research Project a
framework of growth in numeracy learning was created, informed by
available research on young childrens mathematics learning.
The framework provided a means of tracking students learning
through significant growth points in number, measurement and space,
organised into the domains of Counting, Place value, Strategies for
addition and subtraction, Strategies for multiplication and division,
Time, Length, Mass, Properties of shape, and Visualisation and
orientation. The points of growth identified through the research project
were used as the basis for the stages of mathematical growth in the
Early Years Numeracy Program.
This framework was then used to develop appropriate hands-on
assessment tasks where students could demonstrate mathematical
understanding and preferred strategies for solving increasingly complex
tasks. These tasks have been presented to more than 11000 students
during the research project in the form of a one-to-one interview.

Value of the one-to-one interview

The Mathematics Online Interview (Section 3) is a powerful tool for
assessing students numeracy development during the first five years of
schooling. Evidence of student learning gathered during the interview
allows teachers to:
develop a profile of student numeracy development in the aspects
of mathematics assessed in the interview
inform focused teaching of students.
Time spent conducting the one-to-one interview is invaluable
in enhancing teachers understandings of an individual students
Interview booklet

Anecdotal evidence
and other data
collected through
ongoing monitoring
and assessment of
other mathematical
areas can be used
to support and
expand the student
profiles obtained
through the
interview.

Assessing Early Numeracy

The teachers in the

Early Numeracy
Research Project
trial schools have
found that the data
from the interviews
were revealing
of student
mathematical
understanding and
development in
a way that would
not be possible
without that
special opportunity
for one-to-one
interaction.
(Clarke 2000)

mathematical understandings and the strategies they use. For this

reason it is recommended that the classroom teacher administer
the interview.

Stages of mathematical growth

Stages have been outlined to illustrate likely mathematical growth of
students in the early years of schooling. These should not be viewed
as discrete, sequential stages of mathematics development. At any time,
students will demonstrate a range of skills and understandings related to
the mathematics in which they are engaged.
The stages of mathematical growth:
reflect the findings of relevant research in mathematics education
from Australia and overseas
allow mathematical profiles of individuals and groups to be
developed
form the basis of planning and focused teaching
support the identification and description of student improvement
enable the identification of students who may benefit from
additional assistance in mathematics
have sufficient scope to describe the knowledge and understanding
of most students in the first five years of schooling.
Within each mathematical strand, stages are described by points of
growth.

growth
Linksand
between points of growth
the Interview
and the interview
Judgements based
on one interview
on a particular
day need to be
informed by ongoing
assessment during
mathematics
sessions.

Tasks in the Interview are linked to points of mathematical growth.

Student responses from the Interview can be tracked against these
points of growth to develop a profile of mathematical skills and
understandings in the sections of the Interview conducted. The
student profile provides a guide in establishing a mathematical focus
for teaching.

Interview booklet

A ppendix

Appendix 2

Interview record sheet

Student Name _____________________________________________

Please comment on any relevant factors

Year ________________________ Date ________________________

(language difficulties, integration student, etc.):

School ____________________________________________________

___________________________________________________________

Interviewer ___________________________________________

___________________________________________________________

A.

COUNTING

1.

Teddy task

a.
b.

Estimate _______
Actual _______
Count
_______

1st difficulty if any _______

Simpler counting tasks/more or less/conservation

a.
b.
c.
d.
e.

Sort by one attribute (colour)

Count a collection of 4
Identify one group out of two as more
Make a set, cardinal number 5
Conserve number
______________________________________

II

Location/pattern/ordinal number

a.

Follow directional language instruction

behind
in front of
beside
Name colour pattern
Match pattern
Continue pattern
Explain pattern
________________________________________
Ordinal number 3rd
5th
_______________________

b.
c.
d.
e.
f.

III

Subitising/matching numerals to quantities/

ordering/one-to-one correspondence/part-part-whole

a.

h.
i.
j.

Recognise quantities without counting (subitising)

2
_____
4
_____
0
_____
_____
3
_____
9
_____
5
Match numerals to quantities
2
_____
4
_____
0
_____
_____
3
_____
9
_____
5
Order numeral cards 19
_______________________________
Order numeral cards 09
_______________________________
Show 6 fingers
_____________________________________
another way?
_____________________________________
another way?
_____________________________________
Identify after numbers
after 4
_____
after 10
_____
after 15
_____
Identify before numbers
before 3 _____
before 12
_____
before 20
_____
One to one correspondence of straws and cups
Order smallest to largest candles (with 3)
Order smallest to largest candles (with 4)

2.

Forwards/backwards/breaking sequence

a.
b.
c.
d.
e.

1
53
84
24
10

b.

c.
d.
e.

f.
g.

32
62
113
15
1

_____ (1st difficulty)

_____
_____
_____
_____

State of Victoria, Department of Education, Employment and Training, 2001

3.

Before and after

a.
b.

After 56
Before 56

4.

Counting from 0 by 10, 5, 2

a.
b.
c.

10s
5s
2s

5.

Counting from x by 10s, 5s

a.
b.

23 (10s) _____
24 (5s) _____

6.

Counting from x by y

a.
b.

11 (3s)
20 (7s)

7.

Counting money

a,b.
c.

Stated total ($2.85) $_______

Method ___________________________________________________
Money needed for $5 ($2.15) _______

B.

PLACE VALUE

8.

Reading numerals

a.

All

b.
c.

Cards
7 teddies

9.

Calculator

a.
b.

All
________ or 1st difficulty ________
1st difficulty ________

10.

Ordering tasks

_____
_____

_____ (highest correct number)

_____
_____

_____
_____

________

1-digit

or 1st difficulty ________

problem cards _________________

2-digit

3-digit

4-digit

11.

Bundling (circle strategy used)

a.

b.

Correct bundling
3 tens & 6 ones
Ones
Other _________________________________
Satisfactory explanation

12.

2-digit chart (circle strategy used)

Answer ________
Explanation
Count on
Count back
Other _________________________________

13.

3-digit chart (circle strategy used)

Answer
________
Explanation
Count on
Count back
Other _________________________________

14.

Ten more
10 more than 2791 ________

15.

One hundred less

100 less than 3027 ________

93

Appendix 2

16.

Capital cities

a.
b.
c.
d.
e.

Reading Darwins population (86 576)

Reading Canberras population (308 086)
Reading Adelaides population (1 088 349)
Correct nomination of 3rd largest (Brisbane)
Explanation using place value
___________________________

17.

Number lines

a.
b.
c.
d.

Estimate
Estimate
Estimate
Estimate

C.

ADDITION AND SUBTRACTION STRATEGIES

18.

Counting on (circle strategy used)

on 0100 line (5575)

on 02000 line (400600)
on 39172 line (6595)
on 01 000 000 line (700 000800 000)

a,b,c. Answer ________

Count on (either 9, 10, 11, 12, 13 or 4, 5, 6, 7, 8, 9,
10, 11, 12, 13)
Known fact
Count all (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13)
Other ___________________________________________________
d.
Answer ________
Count all (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13)
Other ___________________________________________________

19.

Count back/modelling all (83 ) (circle strategy used)

a.

Answer ________
Known fact or fact family (eg., 5 + 3 = 8)
Count back all, in head (7, 6, 5 or 8, 7, 6, 5)
Count back all, with fingers used to keep track
only (7, 6, 5 or 8, 7, 6, 5)
Modelling all (shows 8 fingers, then takes away 3)
Other ___________________________________________________
Answer ________
Modelling all (shows 8 fingers, then takes away 3)
Other ___________________________________________________

b.

20.

Count down to/count up from (129) (circle strategy used)

Answer ________
Known fact or fact family (eg., 9 + 3 = 12)
Count down to (12, 11, 10, 9)
Count up from (9, 10, 11, 12)
Fingers used during count down to or count up
from to keep track only
Count back all (12, 11, 10, 9, 8, 7, 6, 5, 4, 3)
Modelling all (shows 12 things, then takes away
9 things, leaving 3)
Other ___________________________________________________

21.

Basic strategies (circle strategy used)

a.

4+4
________
Doubles or known fact
Count on (4, 5, 6, 7, 8)
Other ___________________________________________________
2 + 19 ________
Commutativity and count on (19, 20, 21)
Known fact
Count on from 2 (2, 3, 4, , 21)
Other ___________________________________________________
4+6
________
Tens fact or known fact
Count on (6, 7, 8, 9, 10 or 4, 5, 6, 7, 8, 9, 10)
Other ___________________________________________________
27 + 10 ________
Add 10 (27, 37)
Build to next 10 (to 30 then 7 more)
Count on by 1s (27, 28, 29, 30, , 37)
Other ___________________________________________________

b.

c.

d.

94

e.

10 7 ________
Known fact
Fact family (eg., 7 + 3 = 10)
Count down to (10, 9, 8, 7 or 9, 8, 7)
Count up from (7, 8, 9, 10 or 8, 9, 10)
Count back (10, 9, 8, 7, 6, 5, 4, 3) with or without
fingers to keep track only.
Modelling all with fingers (shows 10 fingers, takes away 7)
Other __________________________________________________

22.

Derived strategies (circle strategy used)

a.

12 6 ________
Using doubles or known fact
Count back (12, 11, ..., 6)
Other __________________________________________________
7 + 8 ________
Near doubles or known fact
Count on (7, 8, 9, , 15 or 8, 9, 10, , 15)
Other __________________________________________________
19 15 ________
Fact family or known fact
Count down to (19, 18, 17, 16, 15)
Count up from (15, 16, 17, 18, 19)
Count back all (19, 18, 17, , 6, 5, 4)
Other __________________________________________________
16 + 5 ________
Build to next ten (to 20 then 1 more)
Known fact
Add units, then plus 10 (11, 21)
Other __________________________________________________
36 + 9 ________
Add 10 take 1 (36, 46, 45)
Build to next ten (to 40 then 5 more)
Known fact
Count on
Other __________________________________________________

b.

c.

d.

e.

23.

Multi-digit strategies

a.
b.
c.
d.
e.

68 + 32
25 + 99
100 68
Half of 30
Double 26

24.

How many digits? (circle strategy used)

a.
b.

134 + 689
Explanation
Focus on 100s digit
Other __________________________________________________
1246 358
Explanation
Focus on 100s digit
Other __________________________________________________

c.
d.

________
________
________
________
________

________________________________
________________________________
________________________________
________________________________
________________________________

25.

Estimating and calculating addition

a,b.
c.

Estimate _______ (within range 8001000?)

Mental answer: _______
Written answer: _______

26.

Estimating and calculating subtraction

a,b.
c.

Estimate _______ (within range 200300?)

Mental answer: _______
Written answer: _______

D.

MULTIPLICATION AND DIVISION STRATEGIES

27.

Teddy cars (circle strategy used)

a,b.

Answer ________
Skip count
Known fact ___________________________________________
Count all by 1s
Other _________________________________________________
State of Victoria, Department of Education, Employment and Training, 2001

4
c.

28.

Appendix 2

Answer ________
Skip count
Known fact ___________________________________________
Count all by 1s
Other _________________________________________________

39.

Telling the time

a.
b.
c.

2:00
9:30
2:20

40.

The days and the months (circle those known)

Sharing teddies (circle strategy used)

a.

d.
e.

All days
Known days: S M T W T F S
All months
Known months: J F M A M J J A S O N D
Day before Friday
Month before April

Answer ________
Share by groups
Known fact ___________________________________________
Share by 1s
Other _________________________________________________

b.

_______
_______
_______

29.

Tennis balls (circle strategy used)

41.

Calendar

a,b.

Answer ________
Skip count
Known fact ___________________________________________
Count all by 1s
Other _________________________________________________
Answer ________
Skip count
Known fact ___________________________________________
Count all by 1s
Other _________________________________________________

a.
b.
c.
d.
e.

18th of June
Day of week
Last day of June
Month after June
Day of July 1

42.

Duration tasks

a.
b.

13 minutes after 12:51 ________

13:04 changed to 1:04

43.

TV guide

30.

Dots array (circle strategy used)

44.

Linking digital and analogue

a,b.

Answer ________
Skip count
Known fact ___________________________________________
Count all by 1s
Other _________________________________________________
Answer ________
Skip count
Known fact ___________________________________________
Count all by 1s
Other _________________________________________________

a.

8 to 5:

Teddies at the movies (circle strategy used)

c.

c.

31.

Answer ________
Skip count
Known fact ___________________________________________
Count by 1s
Other _________________________________________________

32.

Multiplication problems

a.
b.
c.

3 x 10
2x7
10 x 7

33.

Division problems

a.
b.
c.

16 2
60 10
80 4

34.

Off to the circus

________
________
________

d.
e.
f.

________
________
________

Answer ________

d.
e.
f.

Sharing our money

36.

In your head (23 x 4)

Answer ________

24 3
35 5
35 7

Strategy _________________________

Missing number (54 x __ = __ __ 2)

a,b.

Answer(s)
Strategy
Answer(s)
Strategy

E.
38.

________
________
________

__________________________________

37.

c.

________
________
________

__________________________________

35.

Answer ________

3 x 50
4 x 30
5x7

___________________
___________________
___________________
___________________

TIME
My clock
Awareness: (at least) 1 feature:
(at least) 1 purpose:

State of Victoria, Department of Education, Employment and Training, 2001

Movie length __________________________________________

F.

Analogue

Digital

_______________________

LENGTH MEASUREMENT

45.

String and stick comparison

a.
b.
c.

Prediction __________
Accurate comparison
Answer ____________
Some awareness of the concept of length
(as indicated by responses to whole question)

46.

The straw and the paper clips

a.
b.

Correct use of non-standard units

______________________
Answer (including units) _______________________________

47.

Using the ruler

a.
b.

Correct use of ruler

Correct answer including units _________________________

48.

Tearing the streamer

a.
b.
c.

Students torn piece (range 75 cm to 125 cm)

Students stated measure of 93 cm piece _______
Stated difference _______

G.

MASS MEASUREMENT

49.

What do you notice?

cf.

Accurate comparison
Some awareness of mass (e.g., light, heavy)
as indicated by responses to whole question

50.

Teddies and coins

Estimate (if any) _______
Answer _______
Method
_______________________________________________

51.

One kilogram

a.
b.

Prediction _______
Answer
Method
________________________________________________

52.

Using formal units

Correct use of formal units
Answer _______
___________________________________________________________

53.

Using kitchen scales

a.

Correct use of scale

Answer (including units) _______
Correct use of scale
Explanation
Answer _______
________________________________________

b.
c.
d.

95

Appendix 2

H.

SPACE (PROPERTIES)

54.

Sorting shapes (circle method used)

a.

Can sort?
Sorting method:
Square/rectangle/circle/all triangles
Square/rectangle/circle/isosceles triangles/other triangles
Other __________________________________________________
Justification:_______________________________________________
Language:
Square identified
________________________________
Circle identified
________________________________
Rectangle identified
________________________________
Word triangle used
________________________________
Number of triangles identified: (circle appropriately)
All triangles
Some triangles
No triangles

b.
c.

CARD 2
Circle chosen two:

55.

Choosing triangles

a.

Circle those numbers identified as triangles:

1 2 3 4 5 6 7 8 9
Strategy: __________________________________________________
___________________________________________________________
Reasons concerning triangle 2 & triangle 3:
___________________________________________________________
___________________________________________________________

b.
c.

I.
56.

SPACE (VISUALISATION)
Shapes in the environment
Horizontal
orientation

Re-orientation
(vertical or other)

Visual
Strategy

A & B similarities
A

C
B & C similarities
B

C is pushed in

Dynamic
Re-oriented

Same shape
turned around,
upside down OR
both triangles

Properties

3 sides and/or 3
corners or points

4 sides and
3 sides
C looks like triangle

Prototype
Other _____________

Other _____________

___________________

___________________

___________________

___________________

CARD 3
Circle chosen two:

Visual
Strategy

A & B similarities

Dynamic

As sides pushed out

C is tipped over

4 sides and/or 4
corners or points

4 sides and/or 4
corners or points

Other _____________

Other _____________

___________________

___________________

___________________

___________________

B & C similarities

Re-oriented
Properties
Object(s) correctly chosen:
____________________________
____________________________
____________________________

57.

Object(s) correctly chosen:

____________________________
____________________________
____________________________

Peeking over (circle response)

Visualises, names and draws more than
1 partially-hidden shape
Visualises, names and draws one partially-hidden
shape
Names and draws only the visible triangle
Unable to name and draw any shape
Other _________________________________________________

58.

Prototype

59.

Tick the 3 selected

(if any):
Successful fit immediately without assistance
Successful fit after some adjustment without
assistance
Unsuccessful

Triads (circle responses)

CARD 1
Circle chosen two:
Visual
Strategy

A & B similarities

B & C similarities

Puzzle

60.

Design
Circle the selected piece (if any):
None or

C is stretched

Dynamic
Re-oriented

Same shape
turned around
OR both squares

Properties

4 sides and/or
4 corners

Justification _______________________________________
4 sides and/or
corners

61.

Rearrange the square

Draw the outside of each shape traced by child:

Like diamonds/
both diamonds

Prototype
Other _____________

Other _____________

___________________

___________________

___________________

___________________

96

State of Victoria, Department of Education, Employment and Training, 2001