Online Mathematics Interview Analysis – Multiplication & Division - 2C

Victo FOUNDATION LEVEL LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5

rian Represent practical situations to model Represent practical Recognise and Represent and solve problems Develop efficient mental and Solve problems involving division by a
sharing (VCMNA074) situations that model represent division as involving multiplication using efficient written strategies and use one digit number, including those that
Curri grouping into equal mental and written strategies and appropriate digital result in a remainder (VCMNA184)
sharing (VCMNA090)
culu Represent practical
sets and solve simple appropriate digital technologies technologies for multiplication Identify and describe factors and
problems using these (VCMNA135) and for division where there is multiples of whole numbers and use
m situations to model sharing
representations Recall multiplication facts of two, no remainder (VCMNA156) them to solve problems (VCMNA181)
(VCMNA074)
(VCMNA109) three, five and ten and related division Recall multiplication facts up to
facts (VCMNA134) Apply place value 10 × 10 and related division
Recognise and to partition, rearrange and regroup facts (VCMNA155)
represent numbers to at least 10 000 to assist
multiplication as calculations and solve problems
repeated addition, (VCMNA131)
groups and arrays
(VCMNA108)
Critical 0. Not apparent 1. Counting group 2. Modelling 3. Abstracting multiplication and 4. Abstracting multiplication 7. Extending and applying
Not yet able to items as ones. (all multiplication and division and division (no objects multiplication and division
Unders create and count objects perceived) division (all objects Solves multiplication and division perceived) (Solves a range multiplication and
tanding the total of Counting one by one to perceived) problems where objects are not all (Mentally solves multiplication division problems (including
several small find the solution in Uses the multiplicative modelled or perceived. and division problems [no multi-digit) in practical contexts using
(Growt groups. situations involving structure of the situation to objects perceived] using the multiplicative thinking)
h Point) multiple groups when all find the answer when all multiplicative structure of the
objects are modelled or objects are modelled or situation)
perceived perceived
5. Basic, derived and intuitive strategies for multiplication. -Mentally solves a range of multiplication problems that reflect attention to the
multiplicative
6. Basic, derived and intuitive strategies for division- Mentally solves a range of division problems that reflect attention to the
multiplicative structure such as fact families and building up from known facts
Start At 30 30 30 33 Finished the section
Question:-

Question on Questions: Questions: Questions: Preferred strategies in Questions:35,36 & 37 Task:- off to the circus
interview 30 a & b (non preferred 30 a & b non count all by 1s 31 a & b- division 32, 33 a & b 34 a &b 43 a & b – division Questions:
strategies) and correct responses 39 a,b,c,d,e,f 45 a & b 44-
teddy cars - share by 1s Teddie cars - share in 38- multiplication 40 a & b ( stickers) 46 a & b
groups draw 5x3 42 a,b,c,d,e,f- division

31 a & b 41- division

Teddies on the mats draw 12/4
Unifix train

Kathryn Palmer Every Child Counts Numeracy Consultants kathypalmer29@gmail.com

 TERM Rahman 31 - teddies on mat Not 41
4 Hinad Elaf (interpreting
Sergio Isaac division)
Ibrahim Joshua Rimas
Amjad
Ibtisam
32 - unifix train Austin
Osman
John
Indiana
Jostine

33 - tennis balls
Ahmad
Ansh
Monayah
Luciana
Ellena

34 - dots
Zayn
Luqman
TERM Hinad one by one - level Level 1 (-6) Level 1.5 (at)
2 F Monayah Zayn
Sergio Osman Amjad
Luciana Ellena Ibtisam
Ibrahim John Rimas
Isaac Luqman Austin
Jannah
Indiana
trial and error Jostine
groups - level F.5 Ansh
Elaf Joshua
Rahman
Ahmad

Kathryn Palmer Every Child Counts Numeracy Consultants kathypalmer29@gmail.com

Kathryn Palmer Every Child Counts Numeracy Consultants kathypalmer29@gmail.com