Rational Number Assessment

[Ellen Zambon]
Australian Catholic University
Teacher report on your students Rational Number Knowledge and any
misconceptions
Ava demonstrates that she can use appropriate and meaningful language to
communicate her thinking about rational numbers. She shows that rational numbers
can be expressed using fractions, decimals and percentages, and also represented
using models. Through observation, it has been noticed that Ava has a possible
preference for the use of a rectangular area model to represent fractions. She
demonstrates an understanding of rational numbers and their constructs appropriately
in the form of fractions, however evidence shows that Ava is challenged when
needing to think flexibly about rational number in the form of decimals and
percentages.
Ava demonstrates an understanding of the meaning attached to each part of a fraction
as she can clearly communicate her thinking about the meaning of the numerator and
denominator. However, through observation, a possible misconception about how this
relationship impacts the size of a fraction compared to another is evident, particularly
when comparing fractions with the same numerator. Ava also demonstrates an
understanding of the value of rational numbers in fractional form on the number line
by identifying that fractions represent a quantity, however there is evidence that
suggests Ava experiences a possible misconception of how to accurately interpret
rational numbers on the number line in decimal form, particularly when needing to
consider specified intervals. For example, there was no evidence of Ava
demonstrating equivalence of decimals.
As mentioned, Ava demonstrates some understanding of the constructs of rational
number, however there is evidence of a possible misconception about the
interrelationship between these. She demonstrates a possible misconception in regards
to viewing fractions as a division as there is no evidence to suggest her understanding
of the significance of the size of the divisor in determining the size of the quotient.

Additionally, evidence of a lack of understanding about the relationship between

fractional, decimal, and percentile forms of rational number and understanding how to
convert flexibly between these has been observed, however more evidence is needed
to inform this. For example, Ava has been observed showing difficulty in flexibly
moving appropriately from fractions to decimals to represent the same quantity,
however more insight is needed to identify the reason for this lack of understanding.
Evidence also shows that Ava holds a potential misconception in her understanding of
the density of rational numbers, as she is unable to fluently identify that an infinite
amount of rational numbers exist between any two rational numbers. Ava also appears
to show a possible misconception of the more decimal places, the smaller the number
with limited consideration for the numbers expressed in each place, however more
evidence is needed to confirm this.