Curriculum of Australia Assignment
Added on - 15 Apr 2020
Running head:ASSESSMENT 2: MCK TEST AND PERSONAL NUMERACY PORTFOLIO1Assessment 2: MCK Test and Personal Numeracy Portfolio(Author’s name)(Institutional Affiliation)
ASSESSMENT 2: MCK TEST AND PERSONAL NUMERACY PORTFOLIO2IntroductionThe four major NAPLAN questions of style to assess and evaluate the mathematicalcontent of knowledge of decimals and fractions by students have been drafted in this portfolio.Each and every question in this assessment has been explained by the different aspects ofconceptions it evaluates, misconception points and how it is linked to the Curriculum ofAustralia(Australian Curriculum, Assessment and Reporting Authority, 2016).In addition tothat, a set of questions has also been provided, these are comprehensively reviewed interviewquestions that assess how students comprehend fractions. The questions also highlight how thisquestions are vital to designing teaching and learning experiences. To wrap up, the mathematicalthree key areas are thoroughly looked into, these areas are fractions, decimals and multiplicativethinking. The conceptions of different aspects will always explain the importance of learning,what should be learned and how is it to be learned, while identifying how this key areas arerelated.There is a deep exploration of the two content knowledge of both the elementary teachersand the primary teachers at different levels of experience. These content knowledge includes theMathematical and pedagogical(Turnuklu, 2007).The content knowledge and how it is linked tothe effective teaching skills would be improved by looking at the different contents ofmathematics from the various outlooks of the main ideas in mathematics especially the numbers.This will then enable the teachers to use the links and connections of the main ideas to explicitlyexplain these ideas to the young kids. Most of the teachers will always view that the content theyhave to offer especially in terms of what the documents about curriculum prescribes is always ofthat particular level of study of the students. This should not be the case since there need to be a
ASSESSMENT 2: MCK TEST AND PERSONAL NUMERACY PORTFOLIO3wider outlook of the content, out of the box, and a very powerful knowledge of how thisconceptions are constructed at different levels. There should also be a focus on the big ideas thatwill enable teachers to cope up with the demands of the different mathematical crowdedcurricula. This article looks at the big ideas of number, putting into look at the count,multiplicative thinking, place value, and the multiplicative partitioning and also investigates themicro content that aids in their enhancement and development.Multiple choice questionsQuestion one:Answer:ExplanationBy the sixth year the students should have a deep understanding of how torepresent the fractions in different ways. The questions will therefore involve only twoconceptions, the addition of the fraction and identifying the correct answer from the choicesprovided. The first step by a sixth year student will be to solve the above question by addingfractions with the similar denominator then the second step will rely on the ability of the studentto make a connection between equal fractions.
ASSESSMENT 2: MCK TEST AND PERSONAL NUMERACY PORTFOLIO4These students will always hold wrong ideas about the fractions whichincludes the addition and equivalent rules of different fractions(Cueto, 2016). Option two isprovided as a test to those students who have the notion that addition of fractions will alwaysinvolve the adding of the denominators and the numerators separately. There is also anotheroption three for those students who will always correctly add the numerators but will make anincorrect simplification of the correct fraction. Lastly, there is another option four where thestudents will always make a wrong multiplication of the numerators and are not able to see thehow the statements are not logical.Question two:If there are 72 marbles total, and Susie receivesof the marbles, how manymarbles does Susiereceive?Answer: 48ExplanationBy the sixth year of learning, a student should be able to correctly put intouse the different operations and also be able to calculate a simple fraction of a quantity where theresult is a whole number, with no digital technologies. Most students approach will likely bedifferent from the expected as they can either multiply the fraction by a whole number, multiplythe whole number by the fraction or divide the whole number by third and the add to obtain twothirds. Crossing over their methods may make the students obtain an incorrect answer and thuswaste a lot of time on the question than expected.24964836