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Students possesses the skills necessary to add and subtract fractions in problem solving questions. 

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Students possesses the skills necessary to add and subtract fractions in problem solving questions. 

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Knowledge Gaps - Determine the components of a fraction and value of numbers. 

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Knowledge Gaps - Determine the components of a fraction and value of numbers. 

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Students will need to revisit fractions. Students will need a comprehensive understanding of numerators and denominators and the importance of the value that each of these represents in a part number.

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Knowledge Gaps - The Difference Between Part and Whole Numbers

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Knowledge Gaps - The Difference Between Part and Whole Numbers

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Students needs to be able to identify that these are PART number, part of a whole number. Students need to understand the difference between three quarters of a whole number (fractions) rather than three over four (a division operation).

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Was the students able to read the numbers as three fourths (rather than three over four) or three quarters.

Question 10
The students is able to explain that the fraction depicts part of a whole number. Student is able to identify the numerator is the part of the number that is present and the denominator is the value of the whole number.

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Skill Building - Identify Appropriate Operations. 

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Skill Building - Identify Appropriate Operations. 

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Students will need to be able to orders sums in the correct way when determining answers from word problems. Students may need extra support in how to correctly order sums and which number represents which concept in word problems.

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Knowledge Gaps and Skill Building - Identify Mathematical Language in Real World Context. 

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Knowledge Gaps and Skill Building - Identify Mathematical Language in Real World Context. 

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Students who are unable to determine language in a word problem will need to practice identifying addition and subtractions and their variants.

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Was the student able to identify the mathematical language in the word problem?

Question 8
Was the students able to identify the correct operation? As well as orderly write the sum necessary to determine the answer? Were they able to explain their choices using language like "Adding, making bigger, more, few, less, making smaller?

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Knowledge Gaps - Using Number-lines and Plotting Numbers

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Knowledge Gaps - Using Number-lines and Plotting Numbers

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Students need to be able to use number lines as this skill will be key in providing them a visualisation of plotting and adding part numbers as well as decimal points. If students can not plot numbers or demonstrate how numbers move along a number line when adding or subtracting then more time is needed to develop their ability and skill.

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Number-lines are a crucial strategy in understanding the link between part numbers and whole numbers. Students will need to have experience with number-lines to achieve the identified curriculum strand.

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Was the students able to identify the number-line and explain its use?

Question 4, 5 and 6.
Was the students able to plot numbers and represent how a number moves up and down the number line when added to (to become bigger or smaller).

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Student will need to build skills and strategies in Subtraction. Focus on strategies like using tools to represent numbers (drawing circles or using fingers), counting down from a starting point (5, 4, 3 etc), grouping numbers to enhance instant recall.

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Student will need to build skills and strategies in addition. Focus on strategies like using tools to represent numbers (drawing circles or using fingers), counting up from a starting point (3, 4, 5 etc), grouping numbers to enhance instant recall.

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Knowledge Gaps - Reading mathematical symbols and determining meaning.

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Knowledge Gaps - Reading mathematical symbols and determining meaning.

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Students will need to revisit language used in mathematics. Structure lessons focusing on the names of mathematical symbols, their meanings and the structure of simple addition and subtraction sums.

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Was the student able to successfully use strategies to solve the addition sums

Was the students able to successfully use strategies to solve the subtraction sums?

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Did the student successfully label each of the symbols in the sums? (Two, plus/add, five, equals etc)

YES