Rational Number Assessment Mary Buffon- $00134651 Australian Catholic University ‘Teacher report on your student’s Rational Number Knowledge and any misconceptions (300 words) for example, the use of manipulative and pattern blocks, but is also ns. Paul |. recognising used: explicit justifications to-recognise equivalent fractions ject, knowing 4/6 was equivalent to and renamed as 2/3. Paul was i ugmabersline. He was ablenomusesreasoninngeand:justfiedtion'stratepiessiromvknown-iacts:toecogni2e , both proper and improper fractions. Paul eeeremetrated partitioning as he displayed an understanding of fractions in regards ‘o the part-whole fraction construct. This was evident as he confidently recognised and drew the whole shape when only 2/3 was shown. Paul has an understanding of multiplicative relationships as he recognised the numerator and denominator are related through multiplication and division. s. From the evidence, to find the price per song to find the it was clear Paul was unable to better value. Patilaiiadea recognize he needed to u: s, it appears from the evidence that This was evident throughout the interview as he could apply this In relation to decimal: knowledge to numerical values. , but is. Based on the evidence from the interview it appears is saying there were no whole numbers between (0.10 and 0.11 and therefore no z i ae ual to 0.75 and 1/5 is equal to 2, singcesanRCOCiSeustificationsc> decimals. recognize that 3/4 is eq