The Numerate Educator A2
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Curtin University *
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1023
Subject
Mathematics
Date
Apr 3, 2024
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docx
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Uploaded by MasterResolveShark32
Assessment 2: Evaluation and Discussion of Test Items
Due: 27 September
Weight: 35%
Section One: Answer questions 6, 8, 10, 14, 18 and 19 with and explanation on how you did it
Question 6:
Answer: 18
I was able to conclude that each roller coaster could hold 18 people by multiplying 6 (carts)
and 3 (people) together. Question 8:
Answer: $100
It required the student to use skip counting to count in increments of 5, 10 and 20 as they
were asked to count notes of money in those values. I was able to work out the answer of
$100 by multiplying the numbers and adding them together, as demonstrated below:
5x2 = 10
10x3 = 30
20x3 = 60
10+30+60 = 100
Question 10:
Answer: 326
The student would have to use the process of elimination to look at each number and find
the appropriate one. I was able to find the answer of 326 as it was the only of the four
numbers that was between 324 and 342. Question 14:
Answer: 4037km
This question gave the student a large number in written form and then asked them to
convert it to numerals, the number was four thousand and thirty-seven kilometres, it was up
to the student to choose between four options to find the answer. I was able to come up with
the answer 4037km using place value.
Question 18:
Answer: B (8 groups of 3)
24 eggs needed to be evenly divided into groups of three. The answer was the second one,
as there were 8 separate groups all with 3 eggs in them, I was able to come to this number
mentally as 3x8= 24. Question 19:
Answer: C (Henry has 12 friends. He buys 6 apples for each friend.) The student has to choose between four options, I chose, Henry has 12 friends. He buys 6
apples for each friend. How many apples does he buy? I chose this through process of
elimination of the other problems
Section Two:
Complete the following on Question 14. Question 14 gave the student a large number in written form and then asked them to convert
it to numerals, the number was four thousand and thirty-seven kilometres, it was up to the
student to choose between four options to find the answer using converting and place value
skills. In order to do this the student had to apply
place value
to the question, rearrange and
regroup their numbers (ACMNA053). I chose this content descriptor as the student would have to convert the written number to
numerals and choose the correct place value of said number, this content description works
in unison with the text book as Reese (Reys et al., 2020, p. 223) points out the position of a
digit represents its value; for example, the ‘2’ in $23 names ‘two tens’ or ‘twenty’ and has a
different mathematical meaning from the ‘2’ in $32, which names ‘two ones’.
Section Three: Complete the following on questions 6, 8 and 19, discussing the difficulty that may
come from a diverse group of students.
Question 6:
This question asked the student to figure out how many people can fit on a roller coaster
with 6 carts, each fitting 3 people. The question maybe be difficult for diverse student groups
due to an unfamiliarity with what a ‘rollercoaster’ is. In 2020 the NAPLAN Review Final
Report was conducted where comments were made of the difficulty a student may face if
they have only moved to Australia within the year. In the report it is stated how the test is
often not inclusive of students learning English or EASL because they often fail to
acknowledge how the language and literacy practices of multilingual learners differ (McGaw
et al., 2020, p. 79).
Question 8:
This question asked the student to figure out how much money was given to the child in the
problem. It required the student to use skip counting to count in increments of 5, 10 and 20
as they were asked to count notes of money in those values. The questions picture was in
black and white, even though the number value of each note was up the top a student a
student unfamiliar with either the currency or interoperating the question may struggle.
Question 19:
This question asked the student to uses the number sentence 12 × 6 = 72 and turn it into a
worded equation by choosing one of the answers listed below. It required the student to
represent problems involving multiplication ACMNA057). A student may struggle with this
question as there were no visual aids. As stated by Reys visual representation is key to the
development of understanding multiplication and a student behind in their learning may
struggle in converting the number sentence into a pictured worded equation using different
objects in their head (Reys et al., 2020 p. 270). Section Four: Complete the following on question 16, suggest misconceptions or incorrect ways of
thinking that may result in a wrong answer.
A student who is unable to find the correct answer for Q16 of the NAPLAN arguably does not
understand adding in relation to problem solving
(ACMNA054). In particular the student
won’t be able to break down the question and solve that 5 people each receive 10 blocks,
most likely because the student will not understand the ‘grouping process’ required to
calculate how many blocks are needed in total (Reys et al., 2020 p. 270). Indeed, students
who are unable to group numbers in relation to value received might have difficulty
eliminating wrong answers.
Word Count: 929
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References:
Australian Curriculum Assessment and Reporting Authority. (n.d.). The Australian Curriculum: Science
(Version 8.3), Year three, All curriculum elements. http://www.australiancurriculum.edu.au/download/f10
McGaw, et al. (2020). Inclusiveness of the tests. NAPLAN Review Final Report
(1st ed., p. 75-79). https://naplanreview.com.au/pdfs/2020_NAPLAN_review_final_report.pdf
Reys, et al. (2020). Developing meanings for the operations. Helping Children Learn Mathematics (3rd ed., p. 223-270).