Kristen Drake

Michelle Neri Lorette

Math Interview Analysis
Child
Name

Task 1
question

Task 1 answer

Task 2
question

Task 2
answer

Task 3
question

Task 3 answer

Brent

Tens in 78

Took out four

tens rods then
six ones cubes
and said he
had 100 then
asked if 78
was bigger or
smaller than
100
Asked him
how many
ones were in
that number,
no answer,
asked him
how many
were in each
ten rod

Gave him
(26-didnt tell
him how
many)
straws,
asked him to
count and
tell me how
many groups
of ten

Counted by
making two
groups of
ten and left
the last six in
his hand but
when I
asked how
many groups
of ten again
he picked
them all up
then
recounted
(and got the
number 24)
then asked
about the 78
question
without
giving me an
answer.

Sally

Tens in 78

7-did in her
head

Asked to
write and
make
number 104

Said didnt
know so I
asked her to
write 100
Wrote 100
then wrote
1004. Asked
to make it
said she
didnt know
how. Asked
her to make
100 said she
couldnt.

Number with
5 tens and
three ones

Counted out five tens

rods and 3 ones.
Then when I asked
her what number it
was counted some of
them as fives and
said 60

Charles

Tens in 78

7-because you
can count by
tens seven
times

104

10 tens and
4 ones in
the number
then he
pulled out
one flat and
four ones

12 tens and 5
ones

Said 25 then said

115 then wait no 125.
All in his head. Asked
him to show me with
manipulatives and
made 115 but again
said it represented
125 and didnt use
the manipulatives to
count. Counted by
5s.

Natash
a

Tens in 78

7 built number
then answered
by counting
tens.

Five tens
and 3 ones

Said 53 then
built It with
five tens and
three ones.

Show me 42

Four tens and two

ones, took one away
from each and said
one less than 5 is
four and one less
than three is 2.

Maria

How
many 10s
are in the
number
74,018?
a.
Which
number is
in the
thousands
place?

One ten
because there
is a one in the
tens place
Well, this is
the ten
thousands
place. But that
doesnt count
as tens
a.

Ava

How
many 10s
are in the
number
74,018?
a.
Which
number is
in the
thousands
place?

4
Beca
use
if
you
take
away
the
7, its
4
thou
sand
.

1 ten
Over here,
thats the ten
thousands
place (points
to the 7 and
the 4) and the
hundreds
place has 0
and the tens
place has 1
1a. The 4
Because this
is the ones
place.points
to each
number and
identifies the
place

What
number has
5 hundreds
and 3 ones?
Write it and
say it.

a. What
number has
15
hundreds, 4
tens and 15
ones.

503 and said

out loud:
Five
hundred
three.

Use
manipulative
s to show the
number
3,042

2 ones (puts 2 ones

cubes in a pile), 4
tens (puts 4 tens
rods in a pile), are
there any more of
these? Holding up
the only thousands
cube.
Teacher: What else
could you use?
Student: Stacks 100s
flats evenly next to
the thousands cube
to make them the
same height. Ran
out of 100s flats so
used 10s rods to
make
the
next
thousand.
Didnt
stack the 10s rods.
Counted out ten
groups of ten 10s
rods in piles spread
out on the table.
Teacher: Tell me
why you showed the
number this way.
Student:
Because
there are 2 ones
(points to the pile of 2
ones cubes), 4 tens
(points to the pile of 4
tens rods), and three
thousands, (points to
the thousands cube)
1, (points to the stack
of hundreds flats) 2,
(points to the 10 piles
of tens rods) 3.

Use
manipulative
s to show the
number
3,042

Student started with

thousands
cube.
Next
stacked
hundreds flats next to
it so it was even in
height for the next
thousand.
Then
stacked tens rods
like jenga blocks in
rows that were as
wide
as
the
thousands cube until
it was as high as the
thousands
cube.
Then counted out
four tens rods in a
pile and two ones
cubes in a pile.

Student
wrote: 1,545
then
changed to
1,515, then
changed to
1,555
(commas
were written
by student).
Student:

First I did 15
hundreds,
then I did
four
tens,
but the ones
wasnt right.
I changed it
to 15 ones,
but the tens
wasnt right.
I switched it
because 1+4
is 5.

What
number has
5 hundreds
and 3 ones?
Write it and
say it.
a. What
number has
15
hundreds, 4
tens and 15
ones.

writes: five
hundred fifty
three in
words
(when asked
to write
using
numerals)
writes: 53
and says
Five
hundred
three. then
squeezes a
0 b/t the 5
and 3 so it
looks like:
503

Because it has 3
thousands (points to
the thousands cubes
and the cubes she

2a. Student
writes:
15415
Because
there are 15
hundreds
(points to the
15), 4 tens
(points to the
4) and 15
ones (points
to the 15.)

created
w/
the
hundreds flats and
tens rods), 4 tens
(points to the pile of
tens rods) and 2
ones (points to the
pile of ones cubes).

Natasha extension Q-four tens and 14 ones-said 44 then made it and counted it and
said wait fifty four. Then I asked if four tens and 14 ones was same or different than
5 tens and 4 ones. Said different because the ones are in a lump not a ten in a rod. (I
ran out of time to ask more questions)
Grouping
Groups

Underst
and

Know

Do

Confused

Typical
response

Heard it but
doesnt know
what it means
group (Brent
Sally) Working
with concrete

Ordinal
numbers
, read
written
numbers
and can
sometim
es
determin
e what
number
is in the
tens or
ones
place.

how to write
multi-digit
numbers

count,
label
places in
a
number,
make
groups
of ten

Confused
about how
to build
numbers,
what the
place
values
represent,
and how to
count with
with the
place value
blocks.

the
number,
can not
separate
into tens
and ones
consistently
. Struggled
with
determinin
g how
many
were in
certain
numbers

Building
Concept

how to count
by tens

-need to
work on
grouping
with flexible
materials,
and
understand
ing what
makes a
ten in
different

numbers
Moving
towards
generalization
(Ava, Natasha)
working to
move towards
semi-concrete

Where
each
place
value is
in a
written
number
how to
make
groups
of 10

how to
represent
numbers
concretely and
abstractly as
long as they do
not need to
regroup

find
place
value in
two digit
numbers
, can
build
larger
numbers
(ava
within
thousand
s,
Natasha
up to
100s),
and
identify
the
number
when
given the
amount
of tens,
ones, as
long as
they
dont
have to
re-group
(Ava100s)

how to regroup if
one place
value is too
high

know how to
regroup, can
justify by
example within
place value
(For example,
know that 12
tens needs to
be 1 hundred
and 2 tens, or
15 ones being
one ten and
five ones)

Can
identify
the
number
when
given
tens,
ones and
hundred
s, can
regroup
if one
place

Confused
about place
value
representat
ions in
written
numbers
(knows
how many
tens
compose
100 when
using

how to
represe
nt place
value
concrete
ly

Working with
numbers
abstractly
(Maria,
Charles)

understa
nd what
makes
up
different
place
values,
how to
regroup,
can
manipul
ate
place

14 ones is
different
than one
group of
ten and
four ones
-regrouping,
how many
ways can
you make
one
number?,
understand
ing how to
break
numbers
apart and
move
towards
semiconcrete
representat
ions of
place value

-four tens
and 15
ones is the
same as 5
tens and 5
ones.

value
within
the
100s

value
has too
many

manipulativ
es, but will
only
identify the
amount of
10s written
in the 10s
place for
written
numbers)

Building Concepts Group: (2 Students)

Distinguishing characteristics:
o These students are having trouble understanding what the numbers
represent when told this is the ones place and this is the tens place.
They can count by tens and group into tens but they can not relate
those groups into written or oral numbers. Sometimes these students
can identify that within a number this is the blank place (tens/ones) but
can not say or show what that means (ex. can not show that seven
tens means seven tens rods if the seven is in the tens spot). They are
still in the appeal to authority stage.
New Questions:
o What number is bigger 75 or 43?
o Given two tens blocks-what number is this? how many groups of tens
does it have?
o Given four tens frames-what is the biggest number you can make?
o Trade in 37 ones for as many groups of tens you can make. what
number is this? how many tens do you have?
Moving Towards Generalization Group:
Distinguishing characteristics:
o has trouble re-grouping
o can understand that three tens rods is equal to thirty and if you have
five ones that the number would then be 35. Can take rods and cubes
and write the number that it is representing (as long as there is no
regrouping).
New Questions:
o How many different ways can you make 53, 503, 533, 5,303, 5,333,
53,003, 53,333 using manipulatives?
o How many ones and tens are in each of the above numbers?
o Can you make 503 without using any hundreds? Give the child 4 tens
rods and 20 ones cubes and ask them to build 53.
o Build a number with 4 tens and 13 ones using manipulatives. What
number did you make?
Working with Numbers Abstractly:

Can regroup and represent numbers abstractly but can not explain within a
written number that there are ten groups of ten in 100. Need to work on
understanding what the written place values represent in a number (That
100s are composed of tens or ones and 1000s are composed of 100s or
tens or ones.)
New Questions:
o How many tens are in 154? Build the number 154, without using and
hundreds flats. How many tens did you use?
o Give 13 tens and 14 ones. What number is this? how else could you
make this number? Can you trade any of the manipulatives?

Instructional Plan
A. Before Phase
a. Draw seven tens frames on the board. Each child has one magnet
that will fit into one box on a ten frame. Tell the children that each
child needs to put their magnet into one box. They have to fill up each
ten frame before moving on to the next one. Once each child has
placed their magnet in a box, ask the students to think-pair-share how
many tens and ones are in our class. How do you know? How could
we show the number 62 using these boxes? How could we show 13
ones using these boxes?
b. Introduce the activity
Now we are going to work together in groups to build numbers using
base-ten materials. Each group is going to be given a number that
they have to show 3 different ways. You are going to build the number
together using the base-ten materials, and then each of you are going
to draw what you built and write the number you made like this (draw a
number using numerals on the board next to a drawing on that number
using base ten materials- explain that I did this for the number I used,
but you will record the number your group is given) on your recording
sheet.
B. Instructions for Math Task and Differentiation Plan (G1 and H)
a. 3 Other Ways- Adapted from Activity 11.6 p. 186 Van de Walle
Each group must work together to show a given number using baseten materials. After they show the number they must find and record
at least three other ways of representing the number.
Extension Problem 1: Here are fifty three ones cubes. Make as many
groups of ten with these cubes as you can. Record how many groups of ten
you can make with this number on your recording sheet. Draw a picture on
your recording sheet to show the groups you made. Now build the number
fifty three two other ways. What did you change? Record by writing the
number and drawing what you built. (Building Concept Group)
Anchor Task: Build the number fifty three three different ways using
base ten materials. Record your answer using pictures and by writing the

number each time you build. Now build a number that has 4 tens and 13
ones. What do you notice about this number? (Moving Towards
Generalization Group)
Extension Problem 2: Build the number two hundred thirty six 3
different ways using base ten materials. Record your answer using pictures
and by writing the number each time you build. When you have built 3 ways,
discuss the question: How many tens are in the number 236. (Working With
Numbers Abstractly Group)
To work on these tasks, each group will get together at a table. They
will be given a task card that the teacher will go around and read to each
group, then leave on the table for their reference. They will also be given
base ten materials to build the number they are given. Each child will be
given a recording sheet that has space for them to draw each way they build
their number and write the numerals for the number next to each drawing.
The teacher will circulate from group to group with an observation sheet to
record student strategies as a formative assessment and to decide how to
order the class discussion following the activity. The teacher will also ask
questions and answer any student questions.
b. Student Strategies and Mistakes that Make Sense
Strategy: For the anchor task, the students may first build the number
using five ten rods and three ones cubes. Next they may use various
amounts of tens cubes (4, 3, 2) and then use ones cubes to count up
to 53 from the number they build using tens cubes. Students may
count out 53 ones cubes (assuming that many ones cubes are
available) as one form of building the number.
Strategy: For anchor task, students may realize that when they build a
number with 4 tens and 13 ones, they are building the number 53.
Mistake: Students may not be able to build a number that has 13 ones.
They might think it is not possible to have more than 10 ones.
Mistake: The students may not count tens rods by tens.
Mistake: The students might not realize that the tens rods are made
up of ten ones cubes.
Mistake: The students might not realize that the hundreds flat is made
up of 10 tens rods.
Mistake: For any of the tasks, the students may build the number one
way, using exactly the number of hundreds flats shown in the
hundreds place, tens shown in the tens rods shown in the tens place,
and ones shown in the ones place and then say they cant think of any
other ways to build the number.

Mistake: When answering the question at the end of extension

problem 2, students may say that there are only 3 tens in the number
236, because there is a 3 in the tens place.
Strategy: When answering the question at the end of extension
problem 2, students may realize that there are 23 tens in the number
236, because one of the ways they built the number involved using 23
tens rods.
c. Differentiation

Conten
t

Process Product

Interest
Readines
s

The students will be producing different numbers by

building them with base-ten materials and recording
what they build. They will be having different
discussions about those numbers with their group, by
answering a question about what they built, based on
their understanding of place value.

After Phase
o The class will come back together and discuss what they noticed
about regrouping numbers. During the activity the teacher will pick one
child from each group to share what they learned.
The teacher will order the discussion based on the ideas that
they saw represented in each group. The teacher will pick the
responses strategically so that they build on the previous ideas
and scaffold the place value key concepts.
The students will also turn to a partner and make a fist list of
things that they learned about place value. The students can
share their list with the class.
o Have the students think-pair-share to determine how many groups of
ten are in two hundred and how many ones are in two hundred.
Ask for different solutions and for students to clarify how they
know what is in each.

Allow space for students to draw their representations

and connect the idea. seeing how different students
solve the problem might help other students think about
place value in different ways and build connections.