EDMA262 Mathematics: Learning & Teaching 1

Australian Catholic University

Mathematics Assessment Interview and Number lesson
Mathematic Assessment Interview Growth Point Profile
Chelsea Swarbrick

Name: Sophie
Year Level: Grade 4
Growth points reached: 3232

Domain Growth Growth point (in words)

point
(number)

Counting 3 Counting by 1s (forward/backward,

including variable starting points; more/less)
Counts forwards and backwards from
various starting points between 1 and 100;
knows numbers before and after a given
number.

Place Value 2 Reading, writing, interpreting, and ordering

two-digit numbers Can read, write, interpret
and order two-digit numbers.

Addition & subtraction strategies 3 Count back/count down to/count up from

Given a subtraction situation, chooses
appropriately from strategies including count
back, count down to and count up from.

Multiplication & division strategies 2 Modelling multiplication and division (all

objects perceived) Uses the multiplicative
structure of the situation to find the answer
when all objects are modelled or perceived.

Report:
In the area of counting Sophie understands one-to-one correspondence of the number of teddies
present and the number that represents this. Also, she is able to skip count by 10s, 5s, and 2s
from zero starting point. Sophies learning in this area is now based at working on learning to
count on from a number other than zero. Her skills within the area of place value has shown her
ability to understand reading, writing and ordering up to four digit numbers. However, challenges
arise when Sophie encounters interpreting 3 digit numbers with the concept of more and less.
Sophies intuition in understanding addition and subtraction ideas in her working shows the
preferred strategies students are encouraged to use which demonstrates her quick thinking in
being able to solve basic addition and subtraction problems. Furthermore, Sophie uses an imagery
strategy in her head to imagine dots and using fingers to assist her counting in basic tasks.
However, the next step in Sophies learning is developing alternative ways to mentally work out the
problems. Lastly, in multiplication and division Sophie needs to develop the ability to transition
from using addition strategies towards using groups and skip counting. As a result, hopefully with
these aims in mind and the awareness of what her capabilities I intend to thoroughly work upon
resolving misconceptions she may be holding. Overall, Sophies knowledge and understanding of
these mathematical concepts may be expanded upon and help link the other areas of
mathematics.
Chelsea Swarbrick S00171423 20/04/15
Chelsea Swarbrick S00171423 20/04/15