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Questions
/ instructions:
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%
responses 2005 ('01) |
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| Y4 |
Y8 |
|||||||||||
no
appropriate response |
34
(33) |
12
(14) |
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added
seven 9s together |
16
(15) |
13
(20) |
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added
nine 7s together |
18
(24) |
13
(21) |
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multiplied
10 by 7, got 70, subtracted one 7, got 63 |
8
(4) |
14
(7) |
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mulitplied
9 by 10, got 90, took away 9 by 3, got 63 |
2
(1) |
2
(1) |
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finger
process (explained adequately) |
7
(9) |
25
(19) |
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went
through times table, got to nearest response, then added or subtracted
7s as required |
3
(4) |
7
(7) |
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chanted
times table, hoped it jogged memory |
2
(2) |
2
(2) |
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tried
to remember it the other way around |
4
(3) |
3
(2) |
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any
other valid response |
6
(5) |
10
(7) |
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| Place
card 2 (19 x 7) in front of the student. Explain to me how you would figure out 19 x 7 if you didn’t have something like a calculator to help you. |
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no
appropriate response |
55
(53) |
30
(30) |
||||||||||
added
19 seven times |
12
(18) |
10
(16) |
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added
7 nineteen times |
10
(16) |
4
(8) |
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multiplied
20 by 7, got 140, subtracted one 7, got 133 |
5
(2) |
15
(6) |
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noted
that 9 x 7 is 63 added 10 x 7 is 70, got 133 |
14
(6) |
24
(20) |
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finger process (explained adequately) |
1
(0) |
0
(0) |
||||||||||
normal
multiplication algorithm (clearly explained) |
2
(3) |
15
(18) |
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any
other valid response |
2
(3) |
3
(2) |
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Total
score: |
6 |
6
(2) |
11
(5) |
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5
|
0
(1) |
3
(3) |
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4
|
11
(6) |
25
(18) |
||||||||||
3
|
8
(6) |
18
(16) |
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2
|
22
(33) |
18
(29) |
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1
|
24
(23) |
20
(20) |
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0
|
29
(29) |
6
(9) |
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104KB| Commentary:
Both year 4 and year 8 students in 2005 were more likely to employ effective approaches such as noticing patterns in numbers than the 2001 cohort. |
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