EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari

Mathematics assessment interview,

data interpretation and lesson planning.

EDMA262 ASSESSMENT TASK 2

Introduction

The Mathematical Assessment Interview (MAI) is a one to one interview designed to assess
early numeracy. It involves oral questions that require the students to verbalize their responses
through the use of a variety of materials. The MAI assess students learning in many areas, the
chosen ones are only counting, place value, strategies for addition and subtraction, strategies
for multiplication and division. The tasks in the interview are linked to growth points, which
provide an indication of the student’s mathematical knowledge. From this, teachers use the
information gathered in order to develop a profile of the student’s numeracy development
throughout the year and develop appropriate assessment tasks that will benefit and extend their
learning. When developing the lesson plans according to the students results, its important to
plan a tuning in activity that will engage the student in the topic. When implementing the task,
teachers should provide students with directions and the needed resources to further assist their
learning. During the task or after, teachers will assess the learning in order to keep record of the
student mathematics development. Furthermore, It’s important to plan options tasks to cater to
students who are at different mathematical levels or with different needs.

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

EDMA262 Mathematics: Learning & Teaching 1

Report template

From the data collected, write a report about each student’s mathematical understanding (approx. 300 words
per student – separate report). This is not to be merely a repeat of the growth points but it is to inform the
class teacher of your insights (with evidence). In writing these reports, utilise your extra notes taken during
the interview or ideas that you now understand about Number learning from the EDMA262 readings.

Preservice teacher’s name: Tatiana Barbari

Student ID: S00171763

Student A (first name only): Lola

Year Level: 3

Growth points reached: 4 and 5

Domain Growth Growth point (in words)

point
(number)

Counting 5 Five

Place Value 4 Four

Addition & subtraction strategies 5 Five

Multiplication & division strategies 4 Four

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Report (300 words):

When counting, Lola is able to count forwards and backswords up to 4 digit numbers. She is also
able to skip count by two’s, three’s, fives and tens using the mental strategy of known facts. Lola is
able to represent and read numerals up to four digit values on the calculator. When presented with
number patterns representation quantities up to ten, she is able to read them as she’s uses the
subsidising method by recognising patters. Lola can interpret number lines with up to three digit
numbers by being able to identify the largest number on the number line and is able to correctly
estimate values within a range, showing understanding of place value. She is able to recognize
number units, as she is able to represent two digit numbers through the use of concrete materials
such as ice poles sticks.

In addition and subtraction, Lola is able to perform both algorithms up to two digit numbers
mentally by partitioning the numbers and as a known fact. When solving either algorithm, she firstly
rounds of the two digit number to the nearest tens, secondly depending on the algorithm, she will
add or subtract the next digit, and lastly she will either subtract or add the value previously added
on to round of the number given her the result (e.g. 68 + 32, 68 built to next tens = 70, add 30 and
subtract 2). She is able to estimate appropriately the result of three to four digits additions by
focusing on rounding off the hundreds and thousands units (e.g. 1246 – 358, Lola’s thought
process 1200-300 = 900).

Lola is able to solve multiplication and division using strategies such as known facts and skip
counting when unsure. She is able to answer multiplications and divisions up to 100. She has
understanding of the relationship between multiplication and division as she used multiplication to
solve divisions and vice versa, an example is 15 ÷ 3 and Lola’s thinking process was 5 × 3 as a
known fact.

[Word Count: 335]

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 EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Mathematics lesson plan – EDMA262

Topic: Place Value Date:

5/5/2016

Year Level(s): 3 Lesson

duration: 60
minutes

Mathematical Focus:
Understanding the place value structure of four-digit numbers using base ten blocks.

Intended learning outcome:

 To identity the thousands unit of each four-digit number.

 To represent each unit of the four-digit numbers using base ten blocks.

Learning Intention:
Today we will learn to how represent the thousands unit of a four-digit number.

Australian Curriculum (AC): Students’ prior knowledge:

Year level(s): 3 Students already understand/know about this

Content strand(s): Number and Algebra.
Sub-strand: Number and place value.
Content descriptors(s): Recognise, model,
represent and order numbers to at least 10
000 (ACMNA052).
Proficiency strand(s) and descriptor:
Problem solving: Representing numbers properties
through three-dimensional models.
Reasoning: Explaining properties using appropriate
vocabulary.
topic/mathematical focus, and the skills already
used:
 Place value structure of hundred’s, ten’s and
one’s.
 The associated language to place value
structure.
 Two and three digit numbers can be partitioned
using a variety of concrete materials.
 Represent two and three digit numbers through
the use of:
- Groupable base models (icy-pole sticks,
unifix blocks and beans).
- Pre-grouped base ten models (flat hundred,

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 EDMA262 ASSESSMENT TASK 2
Mathematics assessment interview,
data interpretation and lesson planning.
Assessment strategy/strategies:
 Observation with checklist (appendix 1).
What will you analyse, in the evidence found in
the assessment?
 Place value language used by student unit, convince, explain, interpret and represent.
throughout the activity.
o Use of appropriate terms related
to place value when
communicating their thinking with
partner.
 Students thought process partitioning the
four-digit number.
o The strategies used.
 Representations of four-digit number.
o Matched digit with amount of
blocks correctly
o Able to identify the thousands
digit.
S00171763 Tatiana Barbari
rod ten, cube unit, lima bean tens sticks,
dot tens sticks, tens frame cards and bead
string).
- Use of place value mats when representing
units of hundreds, tens and ones.
 Introduction to four digit numbers (thousand
unit).
 Strategies to partition four digit numbers.
 Reading four digit numbers through the units.
 Introduced to the cube thousand block.
Key vocabulary/terms:
Number, thousands, hundreds, tens, ones, units,
digit, value, partition, split, separate, recombine,
place value, four-digit number, column, base ten
blocks, cube thousand, flat hundred, rod ten, cube
Resources:
 Base ten blocks.
o Cube thousand.
o Flat hundred.
o Rod ten.
o Cube unit.
 Work sheet (Appendix 3).
 Place value mat (Appendix 4).
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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Lesson design
e5: ENGAGE, EXPLORE Focus question/s:
Lesson introduction (Whole – TUNING IN): 13 minutes.  Where have you
seen four digit
Where have you seen four digit numbers? (Appendix 2). numbers?
 What did they
- Engage by asking where they’ve seen four digit numbers? And what represent?
they’ve represented?  What is this image
- Ask students to get into small groups and give each group an image. of?
- Ask students to discuss what the image is of, how is it related to  Are there any
today’s topic of four digit numbers using place value language. representations of
- Students will have three minutes to discuss this in their groups. symbols in the
- Once the groups have discussed their image, each group will have a image?
chance to tell the classroom about their image and its relation to the  How many digits in
topic. the number?
- Draw attention to the Angry Birds image, and ask, “What symbols are  Which units does
used to represent the four digits?” (Numbers) this digits represent?
- Tell the students that instead of using number symbols to represent a
number, they are going to explore a concrete material that it also used
to represent numbers and its units.
e5: EXPLORE, EXPLAIN, ELABORATE Focus question/s:
Development/investigation (Part - INVESTIGATING): 35 minutes.  Which base ten
blocks have we
Angry Birds Four Digit Numbers (Appendix 3). already used to
represent two and
- Ask the pair to choose a leader to go up and collect the materials and three digit numbers?
take it back to their table.  Which block
- Once the pairs have all the materials needed for the tasks and are represents the
sitting down, ask them which base ten blocks they’ve already used to thousands digit?
represent two and three digits numbers, in order to refresh their  In the first example,
memory. how many of each
- Once the students named the cube unit, rod ten and flat hundred base block will be needed
ten blocks, ask them which block will they need to represent the to represent the
thousands unit. ones unit? Tens
- Tell students that the activity is about the Angry Birds games high unit? Hundreds unit?
scores, and each four-digit number on the sheet represents a high Thousand units?

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

score.
- Draw attention to the first high score on the activity sheet to use as an
example.
- Ask students how to partition the number and record on the board the
answers.
- Remind about the other strategies already learnt when partitioning
four-digit number into smaller units.

- Tell students:
- Students must stick their activity sheet onto their
mathematics book on the next blank page available.
- Work in pairs, focusing on using appropriate place
value terms when communicating with their partners.
- Students must communicate and discuss their strategies
when partitioning the four digit number into smaller units.
- Remind students to check the board for the example.
- Once the students have worked together to represent
the four digit numbers provided. Each student must
create their own four-digit number for their partner to
represent and vice versa.

- During task, walk around the classroom, complete checklist.

- Provoke their learning by saying/asking Reys et al (2012)
recommendations:
 “I am interested in knowing more about your thinking. Talk to
me about it” (p. 74).
 “Pretend you are the teacher and I am your student. Please
help me understand” (p. 74).
 “Can you explain that in a different way?” (p. 74).
 “I like it when you take the time to explain your thinking”(p.
74).
 “I think I understand now, but what if…?”(p. 74).

- Look for three students who: 1) used place value terms when
communicating with their partner, 2) explained thought process, 3)
created a four digit number example.

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

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

Plenary and conclusion (Whole – REFLECTING and
GENERALISING): 12 minutes. Which place value terms
did you use when
- Invite three selected students to present to the class: which place communicating with
value terms they used when discussing with their partners? They’re your partner?
through process when breaking down the four number digits? How did
they go creating and representing a four-digit number? Can you explain your
- Remind students of learning intention. Ask how did the use base ten thought process when
blocks made the learning intention visible. partitioning the four-digit
number?

How did you go at

creating your four-digit
number and
representing it?

Catering for diversity:

Enabling prompt:

- Generate a list of three digit numbers, encourage students to partition each number in their books
in order find each digits unit. From this, students can use their book for reference when
representing the three digit numbers with the flat hundreds, rod tens and cube ones base ten
blocks, on the place value mats.

Extending prompt:

- Generate a list of five digit numbers, encourage students to partition each number in their books
in order find each digits unit if necessary. From this, students can use their place value mat and
base ten blocks to represent the numbers.

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

 Create place values mats with thousands, hundreds, tens and ones written in their first
language.
 Write each four-digit number in their language if their numerals have a different
representation.

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

 Create starter sentences cards for student to verbalise what unit represent each number:
- “The ones unit represents digit _(number)__”.
- “The tens unit represents digit _(number)__”.
- “The hundreds unit represents digit _(number)__”.
- “The thousands unit represent digit _(number)__”.
 Create starter sentences cards to verbalise how many blocks used to represent each unit:
- “I represented the ones units with (number) cube unit blocks”
- “I represented the tens units with (number) rod ten blocks”
- “I represented the hundreds units with (number) flat hundred blocks”
- “I represented the thousands units with (number) cube thousand blocks”

Indigenous learners:

- In order to engage Indigenous learners, instead of doing the Angry Birds theme, students can
adapt the task to a cultural story to give the activity deeper meaning.
- Another way to engage Indigenous learners is to show an image of a traditional dot painting and
ask the students to estimate the amount of dots in the painting. As there are many dots, the
number estimated must be in the four-digit range. From this, they can use the base then blocks to
represent their estimations on the place value mats.

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 EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Appendix 1
Date: / /
Activity: Angry Birds Four Digit Numbers.

Students Use of Able to Able to Matched Other comments/insights/further teaching required

name appropria explain identify the digit with
te terms thinking thousands amount
related to process. digit. of blocks
place correctly.
value,

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Appendix 2

Figure 1. High score chart print screen (Magic Pathshala, 2013).

Figure 2. Direction pole (Magic Pathshala, 2013).

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Figure 3. Date of birth (Magic Pathshala, 2013).

Figure 4. May 2016 calendar (Free-Printable-Calendar, n.d).

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Figure 5. Angry Birds game print screen (Blazomania, 2011).

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Appendix 3

Angry Birds Four Digit Numbers

In pairs, use place value blocks to break down each

Angry Bird high scores into smaller units and place

each bock on the correspondent unit column.

a) 1,234

b) 2,413

c) 3,221 Figure 6. Angry Birds characters

(Page to Coloring, n.d).

d) Make your own 4-digit number

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Appendix 4

Thousands Hundreds Tens Ones

Figure 7. Cube thousand Figure 8. Flat hundred Figure 9. Rod ten Figure 10. Cube unit
(Susan Canthony. n.d). (Susan Canthony. n.d). (Susan Canthony. n.d). (Susan Canthony. n.d).

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Justification

In the lesson plan students will learn how to represent the thousands unit with base ten blocks. The
tuning in activity was designed to engage students into the overall topic, which is four digit
numbers. As students already had an understanding of four digit numbers, the tuning in activity
was going to get their attention with examples that they can relate to.

In order to keep the students attention throughout the task, the worksheets that the students will
receive are based on a popular children videogame. As grade three students and Lola already
been introduced to four digit numbers, she will be able to practice partitioning the examples
provided into smaller units focusing on the thousands units.

In order for students to model the thousands, hundreds, tens and ones units, students have access
to pre-grouped base ten models, to further assister their learning (Burris, 2013).

The lesson is designed to work in pairs as it has many benefits. As working in collaboration
provokes learning, students will use the base ten blocks to represent the digits units engaging in
discussion. This is when students can share their thought process, such as strategies used that will
allow students to form and connect new ideas to their previews knowledge (Van de Walle et al,
2015). Kari and Anderson (2013) suggest that this can also be a chance for students who have a
greater understanding of the area to be paired with a student who needs assistance with the topic.
The last section of the worksheet is designed to give control to the student to create their own four-
digit number and allow their partner to represent the number. Even though this lessons is based on
an individual student needs, it can also be modified to the whole classroom, as place value is a
topic that can be adapted to students at different levels and with different needs.

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

Conclusion

In conclusion, the Mathematics Assessment Interview provides teachers with information to

develop a profile of the student’s numeracy development and to develop assessments that will
extend the students learning.

The information gathered from the interview shows that Lola has an understanding of place value
as she’s able to interpret data on number line and can partition numbers into their smaller units.
Lola is able to solve additions and subtractions up to three digit numbers. She has an
understanding of the relationship between multiplication and division, as she is able to solve them.

The lesson plan was designed to extend her learning with four digit numbers. Students will learn to
represent the thousands unit of a four-digit number. In pairs, students will work together to
represent the numbers provided with the place value blocks. Working collaborative allows the
students engage in discussions by verbalizing their thought process and strategies used. The
lesson can be altered and adapted for students who are at different levels or have different needs,
simply by changing it into less or more digit numbers.

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EDMA262 ASSESSMENT TASK 2 S00171763 Tatiana Barbari
Mathematics assessment interview,
data interpretation and lesson planning.

References

Blazomania. (2011). How to Play Angry Birds on Google Chrome [Full Tutorial]. Retrieved from
http://blazomania.com/2011/05/14/how-to-play-angry-birds-on-google-chrome-full-
tutorial/

Burris, J. T. (2013). Virtual place value. Teaching Children Mathematics, 20(4), 228-236

Free-Printable-Calendar. (n.d). May 2016 calendar template. Retrieved from http://www.free-

printable-calendar.com/may-2016-calendar-template.html

Kari, A. R., & Anderson, C. B. (2013). Opportunities to develop place value through student
dialogue. Teaching Children Mathematics, 10(2), 78-82.

Magic Pathshala. (2013). Introduction to 4 Digit Numbers. Retrieved from

http://www.magicpathshala.com/class3/math/introduction-to-4-digit-
numbers/activity/47

Page to Coloring. (n.d). Coloring Pages Printable Angry Birds For Children. Retrieved from
http://pagestocoloring.com/3621-coloring-pages-printable-angry-birds-for-children/

Reys, R. E., Lindquist, M., Lambdin, D. V., Smith, N. L., Rogers, A., Falle, J., Frid, S., & Bennett, S.
(2012). Helping children learn mathematics (1st Australian ed). Milton, Qld John
Wiley and Son Australia, Ltd.

Susan Canthony. (n.d). Marvelous Math Transcript. Retrieved from

http://www.susancanthony.com/ws/mathtrans.html

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.

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