Sharleen Kuemmeth S00128818

EDMA360: Mathematics: Learning and Teaching 2

Assessment 1 Evaluation of two assessment strategies
Rational Number Assessment
Sharleen Kuemmeth
Australian Catholic University
Teacher report on your students Rational Number Knowledge and any
misconceptions.
Olivia demonstrates a developing mathematical understanding of fractions and
decimals throughout the rational number interview. Olivia remained consistent
in her attempts throughout the interview, as she endeavoured to provide an
answer for all questions.
She displays mathematical knowledge of common fractions and demonstrates
this with providing correct responses to a variety of questions. Olivia shows a
mathematical understanding of equivalent fractions. This is evident when she
is able to correctly identify 4/6 using the array of dots; then furthers her
knowledge to simplify it to 2/3 to make an equivalent fraction.
Olivia is able to demonstrate relative size of fractions when asked to compare
fraction pairs. This is evident when Olivia uses benchmarking as a strategy to
compare fractions such as and 5/8; she states that 5/8 is bigger, because
half of 8 is 4 and 5 is one more than 4. Olivia displays some understanding of
the purpose of the numerator and denominator, as she compares the sizes of
the denominator to determine which fraction is larger. Some misconceptions
are apparent when the numerator is larger than the denominator; indicates
that 2/4 is larger than 4/2 because 2/4 equals a half. Olivia is on the way to
progressing in her ability to compare fractions.
Olivia displays little understanding of decimals; such as recognizing a decimal
point on a number line, identifying a decimal between 0.1 and 0.11 and
representing common fractions with decimals. She requires assistance to
identify the place values of tenths and hundredth in decimals and practise
comparing and ordering fractions and decimals.
She displays some misconceptions when decimals have more digits to the right
of the decimal point. She demonstrates little ability to order decimals, this is

Sharleen Kuemmeth S00128818

EDMA360: Mathematics: Learning and Teaching 2
Assessment 1 Evaluation of two assessment strategies
evident when she orders and compares decimals; placing 0.9 as smaller than
0.10, because 9 is smaller than 10.
Olivia revealed a misconception when identifying which decimal operation gave
a larger number; whether it be 8x 0.1 or 8 0.1; identified that multiplying
usually provides a bigger answer then dividing.
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