S00125246

Mathematics Assessment Interview Results

*name removed* Grade Four All the information from this

document was taken from the
The information from this report was taken from the Mathematics Assessment
Interview. I had the opportunity
Mathematics Assessment Interview that *name to interpret student data (5.4)
removed* participated in. It shows what and assess the students
learning (5.1).
mathematical growth points she has achieved and
how she put her mathematical content knowledge
to use. From this information a lesson plan will be
created around a topic that will benefit *name removed* as well as her peers.

Growth Point Profile

Domain Growth Point Growth point (in words)

Counting 6 Can count from a non-zero
starting point by any single
digit number, and can
apply counting skills in
practical task
Place Value 3 Can read, write, interpret
and order three-digit
numbers.
Addition & Subtraction 5 Given an addition or
Strategies subtraction problem,
strategies such as near
doubles, adding 9, build to
next ten, fact families and
intuitive strategies are
evident.
Multiplication & Division 4 Uses the multiplicative
Strategies structure of the situation to
find the answer when
objects are partially
modelled or perceived
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This whole report is written for this student and her

achievements (5.5). It was given to the student and her
Report
family. Additionally, I was able to provide feedback to the
student and her mother about her learning and what she
could do to keep improving (5.2).

*name removed* displayed success when counting by 2s, 5s and 10s from zero and
also from a non-zero number, she is able to apply her counting skills in practical tasks
such as counting money. *name removed* was able to provide a realistic estimation for
a collection of 17 (estimate: 22) and then proceeded to count them by ones.

*name removed* can read, write, interpret and order three digit numbers successfully.
When challenged with questions asking what is 10 less/more than and what is 100
less/more than, she is able to answer correctly. *name removed* can manipulate
concrete objects such as icy pole sticks to represent numbers in place values such as
tens and ones.

*name removed* showed success when approaching addition and subtraction

problems, she was able to use strategies such as counting on, counting back, using
doubles and near doubles to complete the questions posed. When looking at large
sums added together (134+689) she was able to estimate the answer was less than
1000 by focusing on the hundreds digit, she was also able to correctly estimate with
problems that had subtraction involved (1246-358). *name removed* often used her
fingers using one-to-one correspondence to keep track of what she was counting.

*name removed* was able to use multiplicative thinking when confronted with
multiplication and division problems, one strategy she often used was skip counting. An
example of this is when posed with the question Ants have 6 legs, I caught 3 ants. How
many legs is that altogether? she was able to skip count by sixes to solve 6 x 3. *name
removed* was given a question that asked her to draw what five times three would look
like on a piece of paper, she successfully drew a rectangular array, when asked to
explain her drawing she said it is three rows of five.