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