- The document reports on a student named Lucas' understanding of rational numbers based on an interview.
- Lucas can identify simple fractions like halves and quarters visually but cannot explain how he knows the value of each fractional unit. He can locate fractions on a number line between 0 and 1 but not fractions like 3/5 or 6/10.
- Lucas can perform some operations with fractions like creating whole numbers from common fractions and sharing fractional proportions equally, but cannot justify his reasoning or work with improper fractions or add fractions. He also struggles with operations involving decimals.
- The document reports on a student named Lucas' understanding of rational numbers based on an interview.
- Lucas can identify simple fractions like halves and quarters visually but cannot explain how he knows the value of each fractional unit. He can locate fractions on a number line between 0 and 1 but not fractions like 3/5 or 6/10.
- Lucas can perform some operations with fractions like creating whole numbers from common fractions and sharing fractional proportions equally, but cannot justify his reasoning or work with improper fractions or add fractions. He also struggles with operations involving decimals.
- The document reports on a student named Lucas' understanding of rational numbers based on an interview.
- Lucas can identify simple fractions like halves and quarters visually but cannot explain how he knows the value of each fractional unit. He can locate fractions on a number line between 0 and 1 but not fractions like 3/5 or 6/10.
- Lucas can perform some operations with fractions like creating whole numbers from common fractions and sharing fractional proportions equally, but cannot justify his reasoning or work with improper fractions or add fractions. He also struggles with operations involving decimals.
Report on students rational number understandings Lucas is able to identify a unit fraction by counting each individual part of a whole. He is able to distinguish different fractional proportions of a whole by recognising benchmark fractions (1/2 & 1/4) using a visual stimulus. For example, Lucas can identify of a whole and continue to solve another proportion of the same whole (e.g. 1/6) using his prior knowledge of 1/4 to assist him. However, is unable to explain how he knows each fractional unit of the whole. On an array, he is able to visually locate two-thirds of a fraction but is unable to rename an equivalent fraction using the same array. Lucas is able to create whole lengths of a common fraction (e.g. 2/3!3/3) but is unable to create a whole fraction when given an improper fraction (e.g. 4/3!3/3). He is able to locate 1/2 and 3/4 on a number line between zero and one. Although, Lucas is unable to locate fractions such as 3/5 and 6/10 on the same number line. Lucas is unable to add two fractions together that add close to one. He finds fractional proportions of whole numbers (6,10 & 9) by using multiplication strategies (e.g. uses fingers, and counts up by 2s until he reaches 10 and sees that the first finger was 2 which is one-fifth). However, he is unable to find fractional proportions in fractional units (e.g 1/3 of 1/2). Lucas is able to use his part-whole knowledge of fractions to equally share fractional proportions amongst whole numbers. For example, Lucas can individually split 3 pizzas into fifths and share equally amongst 5 girls. He is able to use the same strategy for a different fractional number sentence (2 3) and identify who gets more pieces, but is unable to justify why. Lucas can visually identify a fraction (e.g. 2 shaded of out 5) and comprehend ratios but is unable to find equivalence amongst the same image/fraction. He can order decimals from smallest to largest by using benchmark numbers to assist him (e.g. 0.5=1/2). Although, Lucas is unable to write down written decimals such as two-tenths and eight hundredths. He is able to visually identify decimals in a real life context using scales. For example, Lucas can measure how much water is in a container using the partition lines on each jug. However, he needs to be mindful of the units he is working with when solving a problem (mL or L). Lucas is unable to add two decimals together.