EDMA262 Assessment Task Two

Nathalie Torres Lopez

S00171749
Introduction

Mathematical Assessment Interviews are an effective way in supporting educators to understand

a students mathematical reasoning. Hence focusing on the key areas of mathematics to further
and extend the students learning. In conducting a Mathematical Assessment Interview (MIA) on
a grade four student, it surfaced the students knowledge based on key concepts involved in
mathematical education. Gaining an understanding on the students approach of thinking and
working mathematically, it shows areas to extend her mathematical rational. After analysing and
interpreting the students understanding through the growth points, it assisted in planning a
lesson against the Victorian and Australian Curriculum intended to further engage, challenge and
expand her mathematical abilities. Through the use of certain assessment strategies throughout
the lesson, it provides evidence of the students understanding of the intention towards the main
mathematical focus and outcome of learning.

EDMA262 Mathematics: Learning & Teaching 1

Report template

Pre-service teachers name: Nathalie Torres Lopez

Student ID: S00171749
Student A: Olivia
Year Level: Grade 4

Domain Growth point Growth point (in words)

(number)
GP2: Tick in Q1c and tick and one less in
Counting GP2
Q1d
GP1: All 1-digit tasks correct (in Q8-
Place Value GP1
Q10)
GP3: Correct answers in Q21a or Q21b
Addition & subtraction GP3
and Q22 with highlighted strategy in Q22
strategies

Multiplication & GP2 GP2: Q29 and Q30 correct using

division strategies multiplicative structure (highlighted
strategies)

Report
Olivia understands how to count through a forward sequential order by ones using a mental
strategic approach. She is able to break the counting sequence (e.g. fifty-three, twenty-four
and ten) and not only beginning at one. Olivia comprehends the concept of more or less by
understanding the properties to the concept of a number by mentally comparing the
differences. Olivia mentally calculates the sum of a one-digit number using a counting on
strategy (adding four to nine, e.g. 9,10,11,12,13) but also through a known fact approach

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(e.g. 4+4 through knowing doubling four twice, 4x2 both equal to eight). Her understanding
of the additive and multiplicative distinction between the two is clearly understood. She
estimates the addition of a more and less sum of two-digit numbers using a tens structured
concept, focusing on the digit values and ten places when estimating the answer. For
example, 10 plus 27 is 37 because you change the 2 to a 3 because you are adding 10
more. She solves subtraction contextual problems by modeling the difference between two
numbers all through showing eight fingers, then taking away three. Olivia focuses on using
her fingers during counting down or back by demonstrating the numbers in order to
estimate and solve such questions. She similarly estimates the sum difference of one-digit
numbers by counting down with a singular strategy. Olivia solves modeling and partial
modeling multiplication and division problems by using a skip counting strategy (e.g. twos
and fives) to build up to solving the sum. Her main approach through the estimation of
modeling division is a trial and error grouping technique. Through visualization, she uses
partitive division by arranging the objects in order to model and act out a problem by
dividing into teams. Olivia uses shared between languages in order to break up the teddies
into equal groups.

[Word Count: 304]

Mathematics lesson plan EDMA262

Topic: Place Value Date:
School term
Year Level(s): Lesson
Grade 4 duration: 60
minutes
Mathematical Focus: To understand the known collection of 4 digit numbers.

Intended learning outcome

To be able to understand digit positions to determine the quantity of the 4-digit number
through partitioning.
By using proportional (unifix, ten frame cards, bead strings, dot cards or popsicle sticks) and
non-proportional (number lines/expander and flip charts) ways to represent the value of 4-
digit numbers

Learning Intention
We are learning to interpret larger numbers through digit positions to determine the value of the
number being represented by partitioning 4 digit numbers. By using concrete materials to model to
gain an understanding that quantity can be partitioned.

Victorian Curriculum (VC)/Australian Curriculum (AC) Students prior knowledge

Year level(s): Level 4 Students already
Content strand(s): Number and Algebra understand/know about this
Sub-strand: Number and place value topic/mathematical focus, and the

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skills already used:
Content descriptors(s) The partitioning of two-digit
Apply place value to partition, rearrange and regroup numbers numbers through multi-unit
to at least tens of thousands to assist calculations and solve concept, using groupable base
problems (ACMNA073) ten models (bundled icy pole
sticks).
Proficiency strand(s) and descriptor Construction of two-digit
Problem solving: Represent that comparison of large numbers numbers through proportional
with each other. modelling.
Understanding: Demonstrate partitioning and combining Classifying one, two and three
numbers adaptably. digit numbers in sequential
Reasoning: Evaluate and explain the appropriateness of order.
various displays.

Assessment strategy/strategies Key vocabulary/terms

Observation listening Partition
Class observational checklist (Appendix 1, page 8) More than/less than
Work samples (models represented) One, ten, hundred and
thousand
What will you analyse, in the evidence found in the Zero
assessment? Bust up
How did the learner partition the quantity of the four-digit Compare
number? This will allow the educator to see their Order
understanding through the demonstration of partitioning.
Partition
Can the student justify why they represented the
Model/represent
partitioning in that manner?
Quantity
o What did the student use to represent the
Justify
partitioning of the 4-digit number and why?
Exchange/trade
(Unifix, ten frame cards, bead strings, dot cards,
Popsicle sticks, number lines/expander or flip
Resources
charts).
Place value mat
o Did the student represent their quantity it in more
Icy pole sticks (bundles of
than one way to show their reasoning? Did these
ways effectively show the partitioning of the 10)
number? Multi-attribute arithmetic
o Did their representation successfully represent the blocks
quantity of the four-digit number? Unifix cubes
o Can the student efficiently compare the quantity of Lima beans
their display to another in understanding which is Bead string
larger and why (digit positioning)? More or Less cards
While explaining and justifying their representations, Flip charts
did they use key place value vocabulary? Plain A4 white paper

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Masking tape
Colour pencils and grey lead
White board

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Lesson design
e5: ENGAGE, EXPLORE Focus question/s:
Lesson introduction (Whole TUNING IN): 15 minutes
What base ten
Gather the whole class to sit in a circle. models is used
In the middle of the circle have set up with masking tape to represent a big for four-digit
real life place value mat. numbers?
Give 4 students a label hanging from their neck with different numbers (Ones, tens,
between 0-10. hundred, etc.).
Play Find your place with the whole class.
Focusing on 4-digit numbers, firstly tell four students to each step into one How could we
change the
of the thousand, hundreds, ten or ones columns on the real life place value arrangement of
mat. the four-digit
Ask students to read out the number quantity created on the place value mat numbers?
and record it on the board (number and word format). How do we say that
number and why? What are key
Record keywords/vocabulary of place value students are using while words when
justifying the number quantity represented by the students. discussing the
Ask the four students to swap places to what they believe would create a quantity of four-
digit numbers?
larger quantity on the big place value mat using the same numbers hanging
from their necks.
How do we say
Now ask students, How do we say that number?. Record this in number
that quantity
and word form under the first four-digit number created. verbally and
Ask students Is this number larger or smaller than the first one? Why? written form?
Ensure a variation of responses and ask the class to come to an agreement
and convince the teacher Which number is greater and why? Is that number
Tell students to pair up and take a place value think board each. larger or
smaller?
Convince me,
why?
e5: EXPLORE, EXPLAIN, ELABORATE Focus question/s:
Development/investigation (Part - INVESTIGATING): 35 minutes What does it
After partnering up, explain to children they will play Lets number bust! mean to
Explain the term busting and how can we bust up a number? number bust?
Record on the board a four-digit number and ask how can we bust break
this number into various parts? How can we
Express to students the learning intention: we are learning to interpret larger bust a number
up?
numbers through digit positions to determine the value of the number being
represented by partitioning 4 digit numbers.
Record on the board students methods expressed from the whole class
What ways
discussion of breaking a number into parts (strategies used). did you show
Ask students to individually, choose a number and think of how they can number
bust the quantity of this number. busting?

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Students can partition the four-digit numbers as many ways as they can.
Ask students to choose their favoured busted up method and choose a
material they can use to represent/model the busting of this number What
(Unifix, ten frame cards, bead strings, dot cards, Popsicle sticks, number materials can
you use to
lines/expander or flip charts).
show the
After students have represented their four-digit number busted up, ask them
busting up of
to join up with their partners and convince them how they have partitioned a number?
their number with the appropriate use of materials.
Students will then swap the four-digit numbers chosen with their partners,
and repeat the action of busting it, choosing their favoured method of Can you
breaking the number into parts and then representing it using a distinct convince me
material from the first material choice. why your
After each student has two different numbers represented with distinct number is
partitioned
materials they will have to argue, justify and convince their partner why
effectively?
their strategies and choices were more efficient and accurate.
Using sentence starters such as: Did you or
I broke up the number this way because... your partner
I used this material to represent this busted number because.... use a more
effectively
While observing the students, choose students to observe by assessing if they strategy to
(Appendix 1, page 8): bust up a
o Effectively partition the 4-digit number number?
o Represent their quantity it in more than one way Why?
o Materials used to partition
o Compare the quantity of their display to another
o Justify their representation using place value language

e5: EXPLAIN, ELABORATE, EVALUATE Focus question/s:

Plenary and conclusion (Whole REFLECTING and GENERALISING): What
methods/strate
Come together as a whole class and brainstorm the students gies did you
strategies/methods they used to bust a four-digit number. use to bust up
Ask one of the pairs of students to display to the class their two individual your four-digit
number?
representations of busting a particular four-digit number. Ask them to
How did you
justify their use of materials.
represent the
Record their keywords of busting a 4-digit number.
partitioning of
Ask students what they believe is the most effective material to use when
your number?
representing the partitioning of the four-digit number. What do you
Display the keywords/language and strategies to bust a number and the believe is the
materials used on the word wall. best approach
Restate to students how they interpreted larger numbers through digit to partitioning
positions to determine the value of the number being represented by a large
partitioning 4 digit numbers. Through using concrete materials to model to quantity
understand that quantities can be partitioned. number?

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Why?
What were
key words
used while
busting the
four-digit
number?
Did you learn
something
new? What
was it?
Catering for diversity
Enabling prompt:
Provide the student with a think board and allow them to form/choose a three-digit quantity. Explain
to them busting and assist them in busting the number showing them one method with the use of
Multi-attribute arithmetic blocks. Next, allow them to explore busting a three-digit number with
their own technique using the MAB blocks. When the learner is successfully representing their
partitioned three-digit quantity, move on to a four-digit representation. Assist them by reminding
them to use the same strategy they used on the three-digit partitioning of the number.

Extending prompt:
Allow the student to form/choose a five-digit quantity; express the word in a verbal and written way.
Ask this student to represent this on a place value mat using any concrete materials but also with a
symbolic representation. If they are busting their five-digit number using the same mathematic
operation ask them to use a distinct operation and explain their thinking.

English as additional language learner/dialect (EALL/D) learners:

For English as additional language learners can be assisted with:
The key vocabulary words stated, expressed and recorded in the whole class game (lesson
introduction) with base ten and place value language, a mathematical word wall with
equivalent regular terminology can be created. This will assist them to use appropriate
language in order for them to understand the base-ten concepts.
Cards to act as a visual representation of words one more/one less, ten more/ten less, hundred
more/hundred less, thousand more/thousand less can be used to remind them of key place
value terminology will explain their strategies.

Indigenous learners:
Allow the student to explore books: How much is a million? By David Schwartz or If I Had
a Million Bucks by Paula Johnson.
The use of texts will emphasise groups of things, which is a helpful investigation, and
exploration of the number functions for larger quantities/values.
Assist student to then work on the whole class task with a partner with the reminder of the
books read to provide significance to the task.

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Justification

My mathematical lesson focuses on the understanding of place value involving four-digit

numbers. The aim is to ensure the understanding of place value in relation to seeing the quantity of
ten as a factor, considering that students can work with parts of tens. Through the learning of
mathematics, there is a great importance in planning a lesson to ensure students are engaged,
inquire, make connections and reflect in the introduction, during and ending of the lesson (Van de
Walle et al., 2015). This lesson is intended to promote this notion of scaffolding in mathematics,
associated with the social constructivist theory, with the use of manipulative tools and assistance
through peers but also the teacher act as an assistance allow students to construct their own
understandings (Goos et al., 2002; Van de Walle et al., 2015). The use of social interaction is
involved in the lesson, it is essential is supporting mathematical learning as it is dependent on
having access to interactions and new knowledge within the zone of proximal development
(Nelson-Johnson, 2007). By maximizing the opportunity to construct learning throughout the
lesson, Wood & Turner-Vorbeck (2001) state that classroom dialogues are essential in sharing
ideas and solutions to mathematical problems. Various investigative questions are communicated
throughout the lesson, as Sexton (2015) discusses that it is a crucial factor when using models in
order to explore students reasoning and justification. In the lesson through the exploration of the
numeration system that mathematical language and vocabulary of ones, tens, hundreds and
thousands are expressed of high importance. Throughout the lesson plan, the use of verbal and
written methods for representing the quantity of four-digit numbers in the base ten system is
supported in order to allow students to recognise other ways to represent a certain value (Van de
Walle et al., 2015). By exploring partitioning through the use of various models it supports
learners to make a relationship between objects, symbols and language surrounding place value.
Through providing manipulative and concrete materials, it allows students to explore and
construct their own mathematical understanding, relating to Skemp (1978) continuum of relational
understanding.

Conclusion

It is fundamental in the learning of mathematics to understand the knowledge of a student in order

to support and cater to their learning requirements and needs. Through conducting the
Mathematics Assessment Interview, it assisted in understanding specific areas where the child had
misunderstandings in mathematics. This, therefore, enabled the creation of a lesson plan against
the Australian curriculum, with a learning intention, assessment strategies and lesson activities by
also catering to diversity to build on the mathematical learning area of place value to further
support her mathematical thinking and learning.

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Appendix 1. Assessment

Whole Class Observational Checklist

Date: _____________________________
Class/time: _________________________
Topic: _____________________________

Stude Understa Place Variety of Communic Work Further

nts nds value mathemati ate and collaborativ Comments
names partitioni language cal tools reflect on ely
ng of 4- used used their
digits thinking

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References

Nelson-Johnson, D. P. (2007). A mixed methods study of the effects of constructivist and

traditional teaching on students in an after-school mathematics program. Retrieved
from http://gradworks.umi.com/

Sexton, M. (2016). EDMA262 Lecture 3, 2016: Development whole number concepts: Place
value [PowerPoint slides]. Retrieved from http://leo.acu.edu.au/

Skemp, R. R. (1978). Relational understanding and instrumental understanding. The

Arithmetic Teacher, 26(3), 9-15. Retrieved from http://leo.acu.edu.au/

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2015). Elementary and middle
school mathematics: Teaching developmentally (9th ed., global ed.). Boston, MA:
Pearson.

Goos, M., Galbraith, P., & Renshaw, P. (2002). Socially mediated metacognition: Creating
collaborative zones of proximal development in small group problem
solving. Educational studies in Mathematics, 49(2), 193-223. Retrieved from
http://link.springer.com/

Wood, T., & Turner-Vorbeck, T. (2001). Extending the conception of mathematics

teaching. Beyond classical pedagogy: Teaching elementary school mathematics, 185-
208. Retrieved from https://scholar.google.com.au/

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