Rational Number Assessment

Jess Corden
Australian Catholic University

Teacher report on your students Rational Number Knowledge and

any misconceptions

Student has demonstrated an ability to convert fractions, recognise

equivalent fractions and make conversions from fractions to decimals and
percentages. These skills are used across a variety of tasks with a range of
purposes. Student often utilises physical resources and pen and paper to
draw tasks, using visuals to justify her answers. When comparing fractions
Student is able to use a variety of strategies based on the fractions in
questions. Student uses benchmarking, equivalents and residual thinking
when comparing pairing fractions and is able to justify her choices using
appropriate mathematical language. When working with fractions La Paige is
able to use operations such as addition. Student is developing her
understanding of decimals and displaying them, when they are not explicitly
linked with a fraction. This includes placing numbers on a number line and
knowing what decimals occur between two points on a number line. Student
is working towards developing her decimal language. Student has shown a
misconception that x tenths is written as x.1 (x and a tenths). Student is able
to order decimals and convert decimals demonstrating she is confident with
decimals. However, she has not yet developed the language to name these
decimals. Student is able to convert common improper fractions (such as
those that are equal to 2) and use them in tasks and is working towards
converting less common improper fractions (such as those that become a
mixed number). Student is able to recognise equivalent decimals (such as
2.1 and 2.10) and order decimals. Student has a misconception about zero,
specifically its location on a number line, but she is confident in ordering
other decimals on a number line.