Report

Regarding Yasmin’s understanding of part-whole concepts, the results from the test have indicated she has strong knowledge of problem-solving

strategies to assist in her answering of questions including her usage of visual tools, such as circular pie pieces, and manipulatives, such as pattern

blocks. Moreover, these visual representations enabled her to showcase her ability to use the construct of “fractions as division/quotient” as

demonstrated in question 6 which prompted her to partition with area models. As a response, Yasmin drew a picture of three pizzas then ensured the

fractional amount was one-fifth of each pizza. She also recognises that different shapes can be a whole and is able to work beyond this with improper

fractions demonstrated by her representation of four-thirds in question 7.

Improvements in the “fractions as an operator” construct could be suggested for Yasmin. She has demonstrated emerging knowledge in this field as

she correctly answers questions that involve multiplying whole numbers by fractions however, experiences challenges when asked to subdivide unit

parts. Her connecting representation of drawing a partitioned circle is helpful and further scaffolding could see Yasmin being able to convey one-

third of one-half, for example.

In terms of the construct of “fractions as a measure”, Yasmin was able to consider the placement of proper and improper fractions. She acknowledged

that 6/3 was “equal to two” and this thinking is reflected in a later question of 9d in which she stated that “[it] is an improper fraction [meaning] it is

more than a whole”. Additionally, at some points in question 9, Yasmin uses the benchmark of one half, like that of a number line, to determine that
5/8 is bigger than a half as 4/8 occupies that position which tests her conceptual and reasoning strategies. Moreover, the comparison of fractions pairs

helped in identifying Yasmin’s procedural strategies to seek solutions as she heavily relies on the conversion of common denominators and justifies

her answer by then comparing the numerator.

Decimals, however, remain an area of concern and a shift from whole number judgement to place value judgement is necessary. Yasmin had trouble

with the base-ten place-value system, and this is demonstrated through her high frequency of point terminology. While she was able to identify two

tenths, she could not identify ten tenths and considered it smaller as she answered with 0.10. This is further reiterated when Yasmin orders decimals

as she views 0.10 as a whole number that follows 0.9, and her inability to recognise decimal density as she considers 0.10 as a decimal between 0.1

and 0.11. Regarding the decimal comparison section, she demonstrates a “longer is larger” misconception as she chooses numbers because of the

quantity of digits. Finally, in terms of decimal operations, Yasmin holds the understanding that multiplication creates larger numbers.

Learning goals for student

Content Development: To build on the usage of fractional vocabulary including appropriate place value language such as ones, tenths, and

hundredths, instead of point terminology and to represent decimal numbers proportionally using models to justify answers.

Proficiency Development: To identify commonalities and differences between aspects of content, which in this case are fractions and decimals, and

to be able to represent concepts in different ways.