Melinda Emmett

S00187527

EDMA 262: Assessment Task 2

Mathematics Assessment Interview

Introduction:

The Mathematics Assessment interview is a form of assessment which teachers use to

determine the progress and developmental knowledge of a particular child in years

foundation-grade 5, within nine mathematical domains by growth points (Gervasoni et al.,

2013). For this assignment we focused on four of the domains associated with number. These

are Counting, Place Value, Strategies of addition and subtraction, and strategies for

multiplication and division (Gervasoni et al., 2013).

The growth points help identify students who are mathematically inclined and those who are

vulnerable or struggling. The assessment also helps teachers become aware of the student’s

mathematical language or terms they use within particular domains (Gervasoni et al., 2013).

Throughout this assignment you will read the child’s growth point profile, a report gaining

insight into the child’s capabilities, a lesson plan based on Multiplication (arrays) as the

student demonstrated a misconception about this concept, a justification as to why I chose to

create the lesson plan around this misconception and a conclusion about the Grade 2 child I

interviewed.
 Melinda Emmett
S00187527
Lou Lou’s growth point profile: (Assessment)

Year Level: Grade 2

Domain Growth Growth point (in words)

point

(number)

Counting 4 Counting from 0 by 2s, 5s, and 10s.

Can count from 0 by 2s, 5s, and 10s to a

given target.

Place Value 2 Reading, writing, interpreting, and

ordering two-digit numbers.

Can read, write, interpret and order two-digit

numbers.

Addition & subtraction strategies 4 Basic strategies (doubles, commutativity,

adding 10, tens facts, other known facts).

Given an addition or subtraction problem,

strategies such as doubles, commutativity,

adding 10, tens facts, and other known facts

are evident.

Multiplication & division strategies 2 Modelling multiplication and division (all

objects perceived).

Uses the multiplicative structure of the

situation to find the answer when all objects

are modelled or perceived.

Melinda Emmett
S00187527

Report:

Lou Lou is able to skip count (by 2’s and 1’s) and provide an estimate (27) for 24 items. She

was able to fluently count by 2’s from 0-10 then began to count by one’s from 10-24. When

asked to identify one more/one less than a particular number (comparisons), Lou Lou was

able to give the correct answer quickly, as well as justifying how she did so (“56 take away 1

equals 55”). She is also able to recall what is 10 or 5 more/less with two digit numbers that

end in 5 or 0 only.

Lou Lou can read, write, interpret and order two digit numbers. She can represent numbers

using models such as icy-pole sticks, identifying the tens and one’s columns in two digit

numbers (36) “3 tens means 30 and 3 plus 3 equals 6 ones, that makes 36”. However, she is

also able to write and read 1-5 digit numbers and correctly order 1-4 digit numbers from

smallest to largest.

Lou Lou can recognise quantities (dots) up to 10 despite the way it is arranged. She is able to

visualise and see quantities as two parts, and then as a whole (read 7 dots as 3 and then 4,

which is 7).

When solving addition and subtraction problems Lou Lou is able to apply methods such as

doubles (4+4=8), known facts (10-7, I know 7+3=10 therefore 10–7 equals 3) and 10 facts

(27 add 10, 20+10=30, 30+7=37), commutativity and count on/down to using her fingers.

Commutativity is the ability to be able to switch an operation around which does not change

the end result (2+19, Lou Lou counted on from 19, so 19+2 equals 21). When problems
Melinda Emmett
S00187527
became more complex for Lou Lou she regularly used her fingers to keep track, count on and

count down to.

When asked to solve a division question Lou Lou read it as a multiplication question. When

attempting to calculate multiplication problems she demonstrated ‘groups of’ (modelling) and

skip counting. She struggled to understand the terminology used when asked questions

involving ‘times as many’ and ‘array’ concepts, leading to incorrect responses (for example,

“5 unifix which is 3 times as long equals?”, response: 3 times 3 equals 9, plus the 5 equals

14).
 Melinda Emmett
S00187527
Mathematics lesson plan – EDMA262
Topic: Arrays Date:
(Multiplication)

Year Level: 2 Duration: 60

minutes
Mathematical Focus: Exploring the concept of multiplication of 1-3 digit (0-100) numbers through the use of
rectangular arrays.

Intended learning outcome(s):

 To interpret arrays as a mental and kinaesthetic strategy for solving multiplication problems
 To recognise that all arrays are rectangular
 To develop the new idea that the order of numbers (“how many rows” and “numbers in each row”) makes no
difference to the final product (commutative property) or another new idea about arrays (structure)

Learning Intention:
Today we will learn how to make arrays and be able to use them as a strategy to solve 1-3 digit (0-100)
multiplication problems. We will also be looking at the similarities between some arrays and their product.

Victorian Curriculum: Students’ prior knowledge:

Year level: 2
Content strand: Number and Algebra
Sub-strand: Number and Place value
Content descriptors:
 “Recognise and represent multiplication as repeated
addition, groups and arrays” (VCMNA108) (VCAA, 2015).
Proficiency strand(s) and descriptor(s):
 Reasoning: Explaining arrays by using multiple
representations (comparing and contrasting) and the
appropriate vocabulary.
 Understanding: identify that arrays are a way of modelling
multiplication answers, applying their existing knowledge.
Students already understand/know about
this topic/mathematical focus, and the
skills already used:
 Vocabulary and language associated with
multiplication (times, groups of)
 Representing multiplication through groups
by using materials and/or pencil and paper
 Recognising multiplication as repeated
addition
 Recognising multiplication as groups of
 Basic multiplication facts (some
timetables)
 How to count to 100

Assessment strategy/strategies: Key vocabulary/terms:

 Work samples
 Photos  Rectangular array
 Observations  “rows of”
 “how many” rows
What will you analyse, in the evidence found in the  “number in each” row
assessment?  represent
 What language are the children using to explain their  explain
arrays?  total/ result/ product/ equals
o Is their language appropriate?  “times”
 Melinda Emmett
S00187527
o What symbols and equations are they using to Resources:
represent their array?  10 sided polyhedron dice (x 2 per pair)
o Are they relating arrays to multiplication?  Grid paper
 Were their drawings or models accurate and  Coloured pencils
appropriate?  Printed paper with rows of
 What have the students noticed about arrays, the  Square tiles
similarities?  White board
 In what ways did the students use the array to determine  Whiteboard marker
the final product, other than counting by ones? Was  Interactive white board (IWB)
repeated addition or multiplication used?  Images on powerpoint on IWB
 Sentence structure strips

Lesson design
ENGAGE, EXPLORE Focus question/s:
Lesson introduction (Whole – TUNING IN): 15 minutes
 How many
“Array hunt- Building visualisations for arrays” (Sexton, 2016) rows does ___
 Sitting as a whole class on the mat. have?
 Ask students “What do you know about arrays? Can you think of an example  How many in
you have seen before?” each row? Are
 Discussion will be had depending on the ideas and statements of the children. your rows
 Discuss the the definition and properties of an array. An array is an arrangement equal?
of objects or items in columns and rows (De Klerk, & Marasco, 2014, p. 11). Eg.  What is the
Rows go across, concept of equal rows final product?
 Show examples of arrays in the real world on the interactive white board How could you
calculate the
product other
than counting
by ones?
 What type of
equation are
you using?
How could the
array be
represented as
an equation?
Can you use a
different
equation to
 Discuss the vocabulary associated with arrays in some of the examples shown represent the
above. Eg. The muffin tray has 4 rows of 3 or 4 threes. Write these on the array?
whiteboard creating a mind map.  How will you
 Ask the focus questions eg. “How many rows does the set of draws have?” use the
 Ask students to go ‘hunt’ around the classroom to see if they can find any other vocabulary
arrays. associated with
 Coming back to the mat, ask “What do you notice about all these arrays?” arrays to
 Select several children to draw what they have visualised on the explain your
whiteboard to share with the whole class. Ask the students to use words array to others?
and symbols to explain their array to bring further meaning to the link to
multiplication (Sexton, 2016).
 Give guidance by prompting questions if required. (“what equation could
you use?” “How many rows are there?” ““How many in each row?”)
 Melinda Emmett
S00187527
EXPLORE, EXPLAIN, ELABORATE Focus question/s:
Development/investigation (Part - INVESTIGATING): 25 minutes  How do you
create your
 Tell the learning intention. array? What do
 Teacher will model and explain the activity to the students sitting on the mat. you do?
 Teacher will roll 2 10 sided dice and create an array by drawing it on the  What language
whiteboard, using an equation and the correct vocabulary to explain the array. are you using
 Tell students to work in pairs. to explain your
 In pairs at their tables students will play “Dice arrays” (write “dice Arrays” as a array to your
heading on the white board). Students are to take two 10 sided dice. One die will partner?
identify how many rows for the array, while the second die will identify “the  What shape is
number in each row” (Sexton, 2016). your array?
 Player 1 goes first and rolls both the dice. To place the dice with the number  How could you
rolled on the paper (__ rows of __). Students are to create an array that calculate the
matches the numbers rolled. Players can do this by colouring boxes on a grid product other
sheet, recording the equation in the middle of the array (Sexton 2016) or by than counting
using square tiles to create the array. Writing their equations on a separate by ones?
piece of paper. Players can choose which way they would like to create their  How can you
arrays. express what
 Players can assist each other in creating their array you have
 Rove around the room asking students the focus questions while aiming to find drawn or
some pairs that each have an array which has the same product. (can be a pair created?
with two different arrays or one student from two pairs that have a different array  What (related
each but same product). facts) do you
 While roving take photos of some of the different arrays created by students to know about
use later. your array?
 Ask students to record an explanation about how they have used the array by
encouraging them to begin their sentence with: “I used the array to figure out the
product by…” or “I created the array by…”
EXPLAIN, ELABORATE, EVALUATE Focus question/s:
Plenary and conclusion (Whole – REFLECTING and GENERALISING):
20 minutes  What do you
notice about
 Ask those pairs (4) that have an array that had the same product to draw their these two
array, words and equation on the board or a photo of their array can be arrays? What
displayed on the IWB and children can write underneath. do they have in
 Draw attention to the similarities of the arrays. Ask the focus questions to reflect common?
the important ideas the students have learnt. (shape,
 Ask students to individually create their own rule on a poster about what they numbers,
have learnt regarding arrays, which will be added to the Mathematics Learning product)
Wall (MLW) (Sexton, Downton, & McDonough, 2016).  How could
arrays be used
when solving
multiplication
problems?
 What do you
need to think
about when
creating an
array?
 What new
ideas or
concepts have
we learned
about
multiplication?
 What
generalisations
can you make?
 Melinda Emmett
S00187527
Catering for diversity:
Enabling prompt (for students who struggle to begin the task):
The full expression (equation and a sentence) will already be written out for them to create the array and check if
their product is correct, which is used as a scaffolding tool. Eg. 5x4=20 five rows of four is 20. “How do you know
this array matches the written equation?” “Are the products the same?” Eventually the aim is to figure out the
product themselves (without it already being known) by using the strategy of an array. When ready the known
product can be removed. Using the square tiles. Do you have the correct number of tiles in each row? Are your
rows straight?

Extending prompt (to extend capable students):

Create worded array structure problems using vocabulary taught throughout the lesson. Encourage students to
record their thinking/solution creating an equation and sentence to represent their array. Eg. In a field I planted 5
rows of daisy seeds, with 8 seeds in each row. How many daisy seeds did I plant all together? Represent this as an
array and find the end product. To become more, complex worded problems can be manipulated to be division
problems while still using an array to solve the problem. Eg. In a field I planted 40 daisy seeds in rows. How many
rows of seeds do I have? How many seeds are in each row? How many different arrays can I create with equal
rows? (Sexton, 2016).

English as additional language learner/dialect (EALL/D) learners:

The printed paper with (__rows of__) when rolling the rice should assist the EALL, however to further assist with the
mathematical language/vocabulary involved definitions on cards that allow these students to refer back to is ideal.
Definitions could include rows, columns, array, product, addition and times. The provided sentence structure strips “I
used the array to figure out the product by…” and “I created the array by…” will help guide and explain the students
thinking. The teacher can assist them in doing this by asking the student to show their method while the teacher
verbally models their language.

Indigenous learners:
Pairs will be mixed with capabilities rather than having two students partnered together who are at a similar level.
Therefore, an Indigenous learner will be partnered with a more capable learner who can model (be player 1) what to
do for the indigenous student who will be player 2. Suggest that the indigenous students use the square tiles to
create the arrays as it is more of a hands on approach which is generally their preferred way of learning. Stories can
be created together to help make the task more related for the indigenous student. Eg. We collected rocks. We
have 3 rows of rocks with 6 in each row, altogether we have 18 rocks.

Conclusion:

The Mathematics Assessment Interview allowed me to determine the growth points of a year

2 student and pin point the areas where she is having difficulty. One area is the terminology

used in multiplication questions such as “times as many” and “array” concepts. The lesson

plan will assist Lou Lou and others in the class to learn and understand how to construct

arrays (focusing on equal rows and the commutative property), furthering their understanding

of multiplication. Over all the teaching of arrays is an important and essential tool in teaching

multiplication and division, as students can eventually use arrays as a strategy for visual and

mental computation.