Year 4 Mathematic Diagnosis Assessment Australian Curriculum Outcomes

New Wave Mental Maths Sheet weeks 36 & 36 Test

Mathematic Concept

Decimals

Evidence of Learning
Week 35
Yes/
Developin
g
12, 25

No

Evidence of Learning
Week 35
Yes/
Developin
g

2,7,18,21
,
22

No

2, 6, 10,

7, 8, 24
4, 5, 24

16, 23

Number and Algebra

Fractions and decimals
Recognise that the place value system can
be extended to tenths and hundredths.
Make connections between fractions and
decimal notation (ACMNA079)

Fractions

Number and Place Value

Australian Curriculum
Outcome

22

6, 20

Investigate equivalent fractions used in

contexts (ACMNA077)
Count by quarters halves and thirds,
including with mixed numerals. Locate and
represent these fractions on a number line
(ACMNA078)
Number and place value

Operations and
Calculations
Equations

1,3,8

11,19,

1,3,9,25

11,13,15,

Investigate and use the properties of odd

and even numbers (ACMNA071)
Recognise, represent and order numbers to
at least tens of thousands (ACMNA072)

Money

16,22

Apply place value to partition, rearrange

and regroup numbers to at least tens of
thousands to assist calculations and solve
problems
Recall multiplication facts up to 10 10
and related division facts (ACMNA075)
Develop efficient mental and written
strategies and use appropriate digital
technologies for multiplication and for
division where there is no remainder
(ACMNA076)
Money and financial mathematics

Roman Numerals

13

17

Solve problems involving purchases and the

calculation of change to the nearest five
cents with and without digital technologies
(ACMNA080)

Patterns and algebra

Solve word problems by using number
sentences involving multiplication or
division where there is no remainder
(ACMNA082)
Measurement and Geometry

Conversion of units

17,20

9,14

12,18,23,2
4

Using units of measurement

Use scaled instruments to measure and
compare lengths, masses, capacities and
temperatures (ACMMG084)

Time
2 D shapes

21
10

15

Convert between units of time (ACMMG085)

Shape

14

Compare and describe two dimensional

shapes that result from combining and
splitting common shapes, with and without
the use of digital technologies (ACMMG088)

Mapping and coordinates

Data Representation:
Graph

19

Location and transformation

Use simple scales, legends and directions
to interpret information contained in basic
maps (ACMMG090)

Statistics and Probability

Data representation and interpretation

Evaluate the effectiveness of different

displays in illustrating data features
including variability (ACMSP097)

Areas that have been demonstrated as being achieved, developing or in need of further explicit learning will be assessed
against the Australian Curriculum (ACARA), Year 4 Mathematics Curriculum Stand.

Students areas of strength:

Operations and Calculations
The students has displayed sound addition, subtraction and multiplication
basic facts based on correct answers to week 35 questions 1,3,8 and week
36 questions 1,3,9 and 25. Question 11 week 36 was not completed it is
believed that the student may have been either miss read or was feeling
overwhelmed. However it must be noted the multiplication response was
a one off (9x7=63) and further evidence would be need to confirm
mastery of multiplication basic facts.
Number and Place Value
The student has demonstrated basic knowledge of place value by
rearranging and grouping numbers according to value = question 16 week
35 and successfully naming the place value in question 23 week 35 as
Hundred, however it is noted that the student wrote th after hundred
and it is assumed is an abbreviation of thousand. A follow up discussion or
investigation is needed to attain content knowledge of decimals. Issues
regarding number and place value will be discussed in the areas of need.
Decimals
The student correctly answered the decimal questions 12, 25 in week 35
exhibiting knowledge of halving and doubling facts. The students
computation with decimals will be discussed in the areas of need.
Conversion of Units
The student displays understanding of units of mass and comparison
between different units as displayed in adding grams together and
comparing to KG in question 17 week 35. Also in question 20 week 35
the student answered a word problem correctly multiplying meters of the
length of the pool by laps swum. The correct unit of measure (m) did not
accompany the correct answer, however in question 12 week 36 even
though incorrect the correct units were written, so it can be assumed the
student understands how to apply correct units the question.
Roman Numerals
The student displayed correct content knowledge of Roman numerals by
correctly identifying C as 100, X as 10 and L as 50. The order of operations
will be discussed later in students area of need.

2D Shapes
The student demonstrated good reasoning ability of 2D shapes in question
10 week 35 where they had to assess if they could trace a shape without
lifting the pencil off the page. It looks like the student attempted this 3
times before coming to a conclusion. Also the student displayed sound
knowledge of shapes and cross section of shapes by correctly naming the
triangle in question 14 week 36. Note that triangle was misspelt, this will
lead to further discussion regarding students literacy ability.
Mapping and coordinates
The student displays a basic knowledge of direction and bearing through
correctly answering question 6 week 35. However question 19 week 36
the student answered incorrectly. Further investigation needed to attain
fluency of concept.
Data representation: Graph
The student was able to read and interoperate different data features of the
graph in question 4 week 36. The student was able to self-correct the answer
by drawing 2 lines either side of the N represented on the bottom section of the
graph, correcting Dec to Nov. The following question was answered incorrectly
however it is believe to be a typo error more than a reading error as most year 4
students have firm knowledge of the calendar months. Follow up by asking the
student to repeat months to confirm if misconception exists.

Students area of need:

Operations and Calculations
The student has yet to grasp the concept of division although it looks
from question 13 week36 answer they understand in part the act of
division. Firstly they knew 4 does not go in 3 and correctly placed the 0
above the 3 but from there the process broke down. It looks like they may
have added the 3 and 2 together to make 5 and divided 4 into the 5 giving
the answer of 1, 4 divides into 8 twice giving answer of 2. The remained
may come from that there is 3 numbers to be divided and answer with
012r3. Interestingly the end answer was written out as 120r3. A follow up
discussion regarding the students thought process would be beneficial
here to inform of misconception. The remaining 3 division questions either
not answered or were incorrect. Of note is question 15 week 36 where
the student answered yes. They may have saw the 9 in the 719 and
associated that 3 will indeed go into 9 and assumed that 719 was divisible
by 3 more so based on their knowledge of the 3 times tables.

Number and Place Value

The student displays some knowledge of place value from question 16, 19
week 35 however needs further help in addressing rounding place values of
numbers and decimals. Further explicit instruction is required in this area.

Decimals
The student will need explicit teacher of the decimal concept. Out of 9 decimal
questions no correct answers were given. Questions were basic addition,
multiplication, subtraction of decimals. This is believed to be directly related to
the students misconception of place vale of number and decimal by the
response to question 7 week 35 where they added the decimal numbers
together rather than assigning them different place values. 0.03 + 8 + 0.2 = 8.5

Fractions
The student has displayed no knowledge of fractions as only 1 question
was attempted and that being a true of false answer. Of further interest in
question 8 week 36 is the symbol > greater than. Further investigations
into the students knowledge of greater than or less than or equal to
symbols is required in the connection of concepts.
Conversion of Units
The student did display some knowledge of conversion of units in question 17
week 35 in comparing grams to KG and to be noted it was a visual question. The
student will need explicit teaching in conversion of Litres to mL, m to mm and km
to m as answers were either incorrect or questions were not attempted. Question
12 week 36 is of interest as to how they came to the conclusion of 300km,
whether they multiplied the 5 cyclists by 20km to get 100km then multiplied the
100km by the 3 cyclist to arrive at the answer of 300km. Further discussion
would be beneficial here regarding the students mathematical process and also
of importance their comprehension of the question.

Money
Of the 2 money questions neither was attempted. Question 16 week 36 was
division which the student has displayed limited knowledge of the concept
discussed previously above , with the second question 22 week 36 being basic
subtraction. As both questions are directed at money calculations is would be the
students misconceptions surrounding decimals that would add to their confusion
of money calculations. Further explicit teaching is required in this area.

Roman Numerals
There are 2 question regarding roman numerals and both were answered
incorrectly, however the student did display knowledge of correctly
identifying C as 100, X as 10 and L as 50 but misinterpreted the order of

operation in identifying IX as 9 and XL as 40 in question 13 week 35 and

question 17 week 36 respectively. Further explicit teaching of orders of
operation would be beneficial.
2D Shapes
Further explicit teaching will be need on students conception of different shapes
and the ability to associate classes of shapes and properties as the student was
unable to name a quadrilateral shape.

Mapping and coordinates

The 2 word problems focused on direction of currents with the student answering
question 6 week 35 correctly and question 19 week 36 incorrectly. Further
investigation is needed here to determine what misconception may exist.

Learning Priorities
Based on the results from the maths mental sample of work and assessed
against the Australian Curriculum the students has exhibited some
mathematical fluency and conceptual knowledge of the Australian
Curriculum mathematic areas , halving, doubling, basic addition,
subtraction and multiplication, number ordering. This is the students
foundation of mathematical knowledge to build future connections from; it
should be the basis of student development in the development of new
mathematical connections. Further explicit teaching will need to occur in
providing an alternative conception of student misconception in Decimals,
fractions, rounding, place value, basic division, conversion of units, class
and properties of shapes, money and order of operations in Roman
numerals. The students errors in this test are the focal point of future
teaching and learning. Ryan and McCrae describe it as an opportunity
Knowledge of the common mathematical errors and misconceptions of
children can provide teachers with an insight into student thinking and a
focus for teaching and learning (as cited in Bell et al, 1985).
In regards to the students misspelling and comprehension of word
problems it would be beneficial to test the students literacy ability to see
if it is limiting their mathematical development as described by VileniusTuohimaa, Aunola & Nurmi, 2008 as Mathematics performance and
reading skills have been shown to be closely related. For example, Light
and DeFries (1995) showed that difficulties in arithmetic were associated
with reading ability development.

Strategies for learning and teaching

Classroom planning

setting achievable goals for student

group cooperative work
scaffolding
consider seating arrangements and partner cooperation

Pedagogy Changes

Negotiated learning plan

Portfolio assessment beneficial to students attitude and
perception/attitude of success
Resources, develop real-world concepts, IT resources

Classroom Assistance

Use of SSO
Assistance from parents/ caregivers to help and model
Explicit teacher direction and scaffolding

Reflection
Smith and Goodwin, 1997(as cited in Brady, p11) state Student centred
assessment involves being in constant conversation with the children
about the sense they are making of the world, what it is that they are
learning and doing and for me developing relationships with students is a
powerful predictor for success and fulfilment.
I connected with the purpose and principles for reporting being a parent of
3 school age children, as stated by Brady and Kennedy (2012. P, 100)
The ultimate purpose of reporting is to enhance student learning
Investigation Questions
What assessment tools does the mentor teacher utilize for different
curriculum areas?
How does assessment practice inform the teaching and learning cycle and
what impact has it has on reporting.

References
ACARA Australian Curriculum, Assessment and Reporting Authority. (n.d.).
The Australian curriculum: Mathematics. Retrieved on 13th April 2014
from http://www.australiancurriculum.edu.au/mathematics/Curriculum/F10#level4

Brady, L., & KENNEDY, K. (2012). Celebrating student achievement:

Assessment and reporting.
Ryan, J. and McCrae, B., n.d. Subject Matter Knowledge: Mathematical
Errors and Misconceptions of Beginning Pre-Service Teachers.
Vilenius-Tuohimaa, P., Aunola, K., & Nurmi, J. (2008). The association
between mathematical word problems and reading comprehension.
Educational Psychology, 28(4), 409--426.