Denise McKay

Student number: 222105489

EPM742 Assessment Task 1
Assignment 1: Mathematics Online Interview report and research informed teaching plan

Word count: 2746 (Sections 2&3 excludes Section 1 annotations)

Student Name: Denise McKay

Student Number: 222105489

Section 1: Mathematical knowledge

See Appendices
Appendix A: MAI Record Sheets for Student 1
Appendix B: MAI Record Sheets for Student 2

Section 2: Report on mathematical knowledge

Report for student 1

Name: Beth
Year level: 2

Section A: Counting

Beth has achieved growth 3 for counting (Australian Catholic University [ACU], 2018).

In answering Qs1-3, Beth demonstrates that they are a rational counter, counting with fluency forwards
and backwards by 1s using the stable order rule, cardinality rule and one to one correspondence (Reys et
al., 2022, p. 203). They show ability to bridge decades and centuries when counting by 1s and understand
the concept of 1 more and 1 less without recounting (Reys et al., 2022, p. 237, 213). In Q4, Beth
understands skip counting by 10s and 5s, however, they do not skip count past 28 by 2s, instead counting
by 1s to 30 (Victorian Curriculum and Assessment Authority [VCAA], n.d. VCMNA086).
When learning counting, students can hesitate or slow down when approaching a decade (Reys et al.,
2022, p. 237).

Beth is currently working at Level 1 standard for Counting. The next step towards achieving Growth Point 4
is consolidating skip counting by 2s (VCAA, n.d.; ACU, 2018). Future tasks should include manipulatives
such as hundred charts, number lines and counting forwards and backwards with a calculator (Reys et al.,
2022, p. 207-208).

Section B: Place Value

Beth has achieved Growth Point 1 for Place Value (ACU, 2018).

In answering Qs 8-11, Beth demonstrates knowledge of 4-digit numbers, and understanding of

proportional values of 3-digit numbers. In Q10, they use a front-end strategy to order 4-digit numbers
(Reys et al., 2022, p. 248). At Q12, Beth can closely estimate on a number line by adding the tens number
to the ones column, but they are unable to confidently explain their reasoning (VCAA, n.d. VCMNA087).

As numbers increase in place value, so does complexity, and children need a lot of experience with
constructing and deconstructing numbers and models to understand place value concepts (Reys et al.
2022, p. 246, 240). Therefore, if place value questions are not answered correctly, it may be due to lack of
exposure. Additionally, reasoning is an important skill to have because it helps students think critically
about their work, with lower primary-aged children often lacking experience with reasoning (Reys et al.,
2022, p. 133).

Beth is currently consolidating their Level 1 knowledge and working towards the standard for a Year 2
student for Place Value. In order to achieve Growth Point 2, Beth needs to be able to locate numbers on a
number line and more accurately estimate and explain their reasoning (VCAA, n.d.; ACU, 2018). Future
tasks should include further experience with number lines and use of hundred charts (Reys et al. 2022, p.
231).

Section C: Addition and Subtraction

Beth has achieved Growth Point 4 for Addition and Subtraction (ACU, 2018)
In answering Qs20-24, Beth demonstrates use of known facts for counting on from a point other than zero,
adding and subtracting single-digit doubles and near doubles, commutativity law and tens facts. Whilst
questions are correct, at times, Beth uses counting on and counting down strategies to solve part-part-
whole problems (VCAA, n.d. VCMNA089; Reys et al. 2022, p.274) rather than a known fact, therefore, they
haven’t achieved Growth Point 5.

Fluency in solving addition and subtraction problems takes around a year or more to achieve from the time
children begin working in this domain (Reys et al. 2022, p. 283).

Beth is currently working at the standard for Level 2 Addition and Subtraction. To extend their breadth of
understanding of part-part-whole problems and achieve Growth Point 5, Beth needs to develop number
facts and improve their use of derived strategies such as near doubles and fact families (Clarke, 2001;
VCAA, n.d.; ACU, 2018). Future learning should include practice (drill) sessions to memorise a few facts in
each session, with a peer using concrete materials such as games with cards, dice and board games, and
individually, using purpose built educational computer software (Reys et al., p. 289-290).

Section D: Multiplication and Division

Beth is at Growth Point 1 for Multiplication and Division (ACU, 2018).

In answering Q29, Beth demonstrates ability to skip count by 2s to model sharing (partitioning), and
accurately estimate correct partitioning into equal groups. At Q30, they did not demonstrate using a
multiplicative structure to partition, as they share by 1s (VCAA, n.d. VCMNA109).

It is not surprising that Beth was unable to group by 3, as they also demonstrated being unable to skip
count by 2s to 30 in the Counting section of the assessment, and grouping, or skip counting, into 3s is a
progression from skip counting by 2s (Reys et al. 2022, p. 298).

Beth is currently working towards the standard for Level 2 for Multiplication and Division. To achieve
Growth Point 2, they need to be able to form equal groups using a multiplicative structure for groups with
numbers larger that 2 (VCAA, n.d.; ACU, 2018). Future learning tasks should include the use of concrete
materials to model sharing problems, the constant function on a calculator and use of arrays (Reys et al.
2022, p. 280, 299 & 302).
Report for student 2

Name: Charlie
Year level: 3

Section A: Counting

Charlie is at Growth Point 5 for Counting (ACU, 2018).

In answering Qs1-3, Charlie demonstrates they are a rational counter, fluently bridges decades and
centuries, and understands 1 more and 1 less without recounting (Reys et al., 2022, p. 203, 213 & 237). At
Qs4-5, Charlie skip counts by 10s, 5s and 2s, has basic number facts adding and subtracting from a non-
zero starting point. At Q6, Charlie is unable to skip count by 3s from a non-zero starting point (VCAA, n.d.
VCMNA103).
It is common when counting that children hesitate when approaching a decade (Reys et al. 2022, p. 209)
and with the added complexity of skip counting, this may be compounded.

Charlie is currently working at the standard for Level 2 Counting . In order to achieve Growth Point 6, they
need to be able to skip count by 3s and 7’s from a non-zero starting point (VCAA, n.d.; ACU, 2018). Future
tasks to help Charlie improve their ability to skip count might include use of a hundred chart and using the
constant function on a calculator (Reys et al. 2022, p. 207 & 299).

Section B: Place Value

Charlie is at Growth Point 3 for Place Value (ACU, 2018).

In answering Qs8-11, Charlie demonstrates knowledge of 4-digit numbers, understands proportional values
of 3-digit numbers, and ordering numbers to 3 digits. At Qs13-16, they demonstrate ability to add and
subtract in proportional values and find the middle on a 3-digit number line, including accurately explaining
their reasoning using rounding strategies. They can add and subtract in 3-digit numbers across centuries
and add 10 more in 4-digit numbers. At Q17, Charlie was unable to subtract a 3-digit number across a
thousand, demonstrating a lack of understanding of regrouping regarding place value (VCAA, n.d.,
VCMNA130; Reys et al., 2022, p. 242).

When students progress to thousands, place value concepts become more complex and require higher-
order thinking (Reys et al. 2022, p. 246). Furthermore, as the distance between numbers to be compared
increases, reaction slows and performance decreases (Moeller et al., 2011).

Charlie is currently consolidating their knowledge for Level 2 for Place Value. In order to achieve Growth
Point 4, they need to expand on their ability to add and subtract numbers with different place values up to
4-digits. Future tasks should include use of place value charts (Reys et al. 2022, 254-255) and number lines
(Department of Education [DET], n.d.a).

Section C: Addition and Subtraction

Charlie is at Growth Point 4 for Addition and Subtraction (ACU, 2018).

In answering Qs20-24b, Charlie demonstrates basic strategies and known facts including doubles,
commutativity, adding 10, tens facts, and a derived strategy of near doubles. In answering Qs24c-24d, they
count on and count down 2-digit numbers and at Q24e, attempting to use a jump strategy with a mental
number line (add 10) rather than a derived strategy (add 10-1) (VCAA, n.d. VCMNA131).

Recall of facts comes with opportunities and experience, and strategies to remember such facts need to be
established prior to drill experiences (Reys et al. 2022, p. 287).

Charlie is currently working towards Level 3 knowledge for Addition and Subtraction. In order to achieve
Growth Point 5, they need to build on their recall of facts of single digit addition and subtraction from 2-
digit numbers (VCAA, n.d.; ACU, 2018). Future tasks should include regular, short sessions practicing
addition and subtraction using educational computer software with short response time requirement (3-4
seconds) and use of concrete materials for games such as cards and dice (Reys et al. 2022, p. 289-291).

Section D: Multiplication and Division

Charlie is at Growth Point 2 for Multiplication and Division (ACU, 2018).

In answering Qs29-32, Charlie demonstrates skip counting to model sharing using a multiplicative structure
and represents division using partitioning. At Q33, they are unable to demonstrate correct multiplication of
partially unseen items, instead, multiplying by one side of the array (VCAA, n.d. VCMNA135).

In tasks with unseen items, some students will use inefficient strategies to solve tasks involving unseen
parts of the problem and may not come to the correct conclusion (DET, n.d.b).

Charlie is currently working at Level 2 for Multiplication and Division. To achieve Growth Point 3, they need
to work on their understanding of unseen items to be included in multiplication (VCAA, n.d.; ACU, 2018).
Future tasks should include further experience with arrays, with and without unseen items, and use of
concrete materials such as bundles of items such as pop-sticks (Reys et al. 2022, p. 370).

Section 3: Planning for teaching and learning, challenging and engaging tasks

Student 1
Domain: Multiplication and Division – Growth Point 1, Level 1

Learning target: To progress to Level 2, Beth needs to demonstrate forming equal groups using a
multiplicative structure for groups larger than 2.

Activity 1:
Bean Thirteen (Artfelt cited by DET, 2020)
Link: https://www.youtube.com/watch?v=sSKx9zwBUNw

Students practice sharing in equal groups, starting with 2s and 3s, working up to larger numbers and
becoming familiar with commutativity. Materials are TV with video ready to play and counters.

Students watch the video Bean Thirteen as a demonstration. The video shows a story of trying to split 13
beans into equal groups. Students work in groups with concrete materials (counters for beans) and a
record sheet to model similar scenarios. Start with 13 beans. Students split beans into as many different
groups as they can find and record the results, for example, 2 x 6, 4 x 3. Extension would be to give
students more beans to break into more groups, then larger groups as students become more proficient.
Anticipated response would be that Beth would count by 1s when the groups become larger than 2,
therefore, encourage students to shift their process to estimating how many will go into each group before
moving them. Second anticipated response would be that Beth would take more time to do the division
mentally first, they might use trial and error, but would be thinking in a multiplicative structure which is a
step towards grouping them correctly. Once this is established, more beans and larger grouping could be
worked with.

This activity would help Beth to practice sharing into equal groups as it provides a flexible use of numbers
where they can build on their ability of sharing by 1, allowing time for multiplicative thinking and providing
options for different numbers to be partitioned. It allows an enabling prompt (Sullivan et al., 2015) for Beth
to consolidate counting by 2s if they are having trouble counting by 3s and above. It would also help Beth
to understand commutativity to help them learn multiplication facts, as it allows them to try many
different combinations (Reys et al., 2022). This is linked to the section of the Victorian Curriculum
Achievement Standard for Level 2 “Students represent multiplication and division by grouping into sets and
divide collections and shapes into halves, quarters and eighths.” (VCAA, n.d.).

Activity 2:
Animal Arrays (New Zealand Governement, n.d.)
Link: https://nzmaths.co.nz/resource/animal-arrays

This task focusses on skip-counting by 3s to a given number, using a multiplicative structure. Materials are
cards with images of three animals.

The teacher puts down three-animal cards in an array and asks the student to work out how many animals
there are in total, finding the solution in as many ways as they can, writing down their methods. Questions
for students to prompt along the lines of ‘What would need to be done to turn the animal array into 7 x 3?’
and ‘What would be the total number of animals for 7 rows of 3?’, asking students to explain their
answers. Ask students to suggest a few. This can be extended by laying down three-animal cards face down
in an array. Lay down a multiplication card containing a 3 and ask students to form an array of that
multiplication, for example the card 7 x 3 would anticipate a response of an array of 3 rows of 7, or 3
columns of 7. Ask students what the total number of animals is. Repeat a few times.

Anticipated response is that Beth begins by counting on by 1s to multiply by 3s, in which case, a prompt
can be introduced – a calculator for using the constant function (only), to skip count by 3s to find the
solution (Reys et al. 2022).
This exercise would help Beth to practice skip counting and repeated addition of 3s, to move on from
counting by 1s to find solutions. When children are confident with skip counting and repeated addition
facts by 3s and 4s, the number of number facts for multiplication reduces from 45 to 10 (Reys et al., 2022,
p. 300). This is linked to the section of the Victorian Curriculum Achievement Standard for Level 2 “They
(students) recognise increasing and decreasing number sequences involving 2s, 3s, 5s and 10s” (VCAA,
n.d.).

Student 2
Domain: Place Value – Growth Point 3, Level 2

Learning target: To progress to Level 3, Charlie needs to expand on their ability to add and subtract
numbers with different place values up to 4-digits. Well-developed place value knowledge is one of the
underlying factors to success in other areas of mathematics (Moeller et al., 2011).

Activity 1:
Wishball: Whole Numbers (Education Services Australia, 2016)
https://www.scootle.edu.au/ec/viewing/L867/index.html

This task focusses on adding and subtracting 4-digit numbers. Computers are required.

Wishball: Whole Numbers is an online game where students are given a 4-digit target number to reach
from another given number. The ‘Wishball’ gives students a number to add or subtract at any of the place
values, with the aim being to achieve the target number within the fewest number of turns. This game can
be played over and over. The game contains a place value chart and a number line, providing students with
different ways to read the numbers. Begin with explicit instruction followed by students working in pairs to
keep a scorecard between them, increasing competition and accountability.

The anticipated response is that Charlie would become more familiar with adding and subtracting different
place value numbers to achieve a given target and gain a deeper understanding of regrouping. Computer
software can complement more traditional concrete materials and motivate students as they engage in an
entertaining way to learn and keeping score of their achievements, with improvement inspiring them to
keep playing (Reys et al., 2022, p. 289). This is linked to the section of the Victorian Curriculum
Achievement Standard for Level 3 “They recognise the connection between addition and subtraction”
(VCAA, n.d.).

Activity 2:
4-digit Targets (University of Cambridge, 2022)
https://nrich.maths.org/6342

This task focusses on ordering 4-digit numbers. Materials are worksheets.

After explicit instruction, students work independently with a worksheet showing two sets of digits from 0
to 9, working through the five boxes to make 4-digit numbers as closed as possible to target numbers.
Place value charts are available to help them find solutions if they need a prompt. When they have
completed the set numbers or as a supplement, they are given the opportunity to come up with their own
number targets.

The anticipated response for Charlie is that they will become more familiar with 4-digit numbers and
develop their ability to manipulate numbers in different place values, including a greater ability to regroup
(Reys et al., 2022, p. 24). This is also linked to the section of the Victorian Curriculum Achievement
Standard for Level 3 “Students count and order numbers to and from 10 000.” (VCAA, n.d.).
 References

Australian Catholic University. (2018). Mathematics Assessment Interview. Melbourne, Victoria:

Department of Education and Training.

Clarke, D. (2001). Understanding, assessing and developing young children’s mathematical thinking:

research as a powerful tool for professional growth. Proceedings of Mathematics Education

Research Group of Australasia Conference, Australia, 9-26.

Department of Education and Training (n.d.a). Number and place value - Level 3 - Recognise, model,

represent and order numbers to at least 10 000. FUSE.

https://fuse.education.vic.gov.au/MCC/CurriculumItem?code=VCMNA130#Resources

Department of Education and Training (n.d.b). Number and place value – Level 3 – Represent and solve

problems including multiplication. FUSE.

https://fuse.education.vic.gov.au/MCC/CurriculumItem?code=VCMNA135#Resources

Department of Education and Training (2020). Bean 13 – Matthew McElligot. FUSE.

https://fuse.education.vic.gov.au/Resource/LandingPage?ObjectId=25f764c0-adda-4458-bfd5-

c6477fef7080

Education Services Australia. (2016). Wishball: whole numbers. Scootle.

https://www.scootle.edu.au/ec/viewing/L867/index.html

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precursor for later arithmetic performance—A longitudinal study on numerical development.

 Research in Developmental Disabilities, 32(5), 1837-1851.

https://doi.org/10.1016/j.ridd.2011.03.012

New Zealand Government (n.d.). Animal Arrays. nzmaths. https://nzmaths.co.nz/resource/animal-arrays

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Grownow, M. (2021). Helping children learn mathematics (4th ed.). John Wiley & Sons.

Sullivan, P., Askew, M., Cheeseman, J., Clarke, D., Mornane, A., Roche, A. & Walker, N. (2015). Supporting

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University of Cambridge. (2022). Four-digit targets. NRICH – Mathematics resources.

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Victorian Curriculum and Assessment Authority (VCAA) (n.d.). Victorian Curriculum Foundation-10.

https://victoriancurriculum.vcaa.vic.edu.au/
 Appendices

Appendix A: MAI Record Sheets for Student 1

Appendix B: MAI Record Sheets for Student 2