Mathematics Assessment Interview Record Sheet
Student Name: ___________________________________________________ Date of MAI: _________
Grade: ______ School: ______________________________________City/Town: __________________
Interviewer Name: ___________________________________
Date of Last MAI:_____________________ Previous Growth Point Profile: ______________________
Comments: Comment on relevant factors or observations (attitude, confidence, oral language, difficulties, integration/special needs)
| Section A – COUNTING Growth Point ____ | DETOUR (ALSO RECOMMENDED FOR BEGINNING OF FOUNDATION YEAR) |
| 1. Teddy task a. Estimate _______ b. Actual _______ Error sequence (if any) ____________________ c. How many teddies? _____ correct count d. How many now? _____ (one less / recounts) 2. Forwards/backwards/breaking sequence a. 1 32 ________________(error sequence) b. 53 62 _______________(error sequence) c. 84 113_______________(error sequence) d. 24 10 ________________(error sequence) e. 10 1 ________________(error sequence) 3. More and Less a. One more than 56 _____ b. One less than 56 _____ 4. Counting from 0 by 10s, 5s, 2s. a. 10s ___________________________(0-110) b. 5s ____________________________ (0-45) c. 2s ____________________________ (0-30) d. 5 more than 35 _____ • Known fact / 5more • Count on by ones • Skip count from 0 e. 10 less than 70 _____ • Known fact / 10 less • Count back by ones • Skip count up to 5. Counting from x by 10s, 5s a. 23-103 (10s) __________________________ b. 24-44 (5s) ____________________________ 6. Counting from x by y a. 11-35 (3s) _____________________________ b. 20-55 (7s) ____________________________ 7. Counting money Method_______________________________ a. Stated total ($2.85) $_______ b. Money needed for $5 ($2.15)____________ |
Growth Point 1 or GP 2 |
| F1) Simpler counting tasks/more or less/conservation a. Sort by one attribute (colour) b. Count a collection of 4 c .Identify one group out of two as ‘more ’ d. Make a set, cardinal number 5 e. Conserve number: (i) Teddies moved __ (ii) Hiding __ f. How many blue teddies (5+3) screened _____ g. How many blue teddies (5+3) not screened _____ F2) Location/pattern/ordinal number a. Follow directional language instruction beside behind in front of b. Name colour pattern c. Match pattern d. Continue pattern uses unit of repeat (e.g., GYBB)/ uses repeating elements, e.g., after G is Y, after Y is B etc/) / looks at start of sequence, then next & next, but not aware of repeat unit/ random-no ref to pattern/ repeats last element/ uses pattern elements but diff order/ pattern in reverse/ other e. Explain pattern ___________________ f. Ordinal number (i) 3rd ________ (ii) 5th ________ F3) Subitising/matching numerals to quantities/ ordering/one-to-one correspondence/part-part-whole a. Recognise quantities without counting (subitising) 2 __ 4 __0 __ 5 __ 3 __ 9 __ 4 __ 3 __ b. Match numerals to quantities 2 __ 4 __0 __ 5 __ 3 __ 9 __ 4 __ 3 __ c. Order numeral cards 1 –5 _________________________ d. Order numeral cards 1 –9 _________________________ e. Order numeral cards 0 –9 ________________________ f. Show 6 fingers _________________________________ another way? _______ another way? ________ g. Identify ‘more than ’numbers (i) 1 more 4 ___(ii) 1 more 10 ___ (iii) 1 more 15 __ h. Identify ‘less than’ numbers (i) 1 less 3 ___ (ii) 1 less 12 ___ (iii) 1 less 20 ____ i. One to one correspondence of straws and cups prediction _____ correct sharing _________ j. Order shortest to longest candles (with 3) k. Order shortest to longest candles (with 4) |
|
| Growth Point 6 | |
| GP 5 | |
| Growth Point 4 (with bold strategies) | |
| Growth Point 3 |
Page 1
| Section B – PLACE VALUE Growth Point ____ |
|
| 8. Reading numerals: 1- 4 digit numbers a. All 1st difficulty ________ b. Cards problem cards _________________ c. Interpreting 1-digit numbers 7 teddies d. How many now? _____ (one less / recounts) e. Quantities to 10: (circle strategy used) |
Growth Points s 1 2 3& 4 |
| 9a. All 9b. 1st 10. 1-di Inte 11. a. C • • • • • b. H • • • • • 12. Exp Int 13. Exp 14. 10 15. 10 l Int 16. 10 17. 100 |
Writing numerals (Calculator) 1st difficulty ____________ Reading numerals: 1-4+ digit numbers difficulty _________________________ Ordering tasks – 1- 4 digit numbers git 2-digit 3-digit 4-digit rpreting 2-digit numbers: Bundling (circle strategy used) orrect bundling 3 tens and 6 ones that’s 36 10, 20, 30, 31, 32, 33, 34, 35, 36 1, 2, 3 tens and 1-6 ones, that’s 10, 20, 30, 31-36 counts by ones other________________________ ow many now? _____ 26, that’s one less ten OR that’s 2 tens and 6 ones 10, 20, 21, 22, 23, 24, 25, 26 1, 2 tens and 1-6 ones, that’s 10, 20, 21-26 counts by ones other ______________________ 2-digit number line: Answer ______ (45-55) lanation ________________________ erpreting 3-digit numbers: 3-digit number line: Answer______ (130-170) lanation _________________________ Some more more than 592 ___________ (602) Some less ess than 408 ____________ (398) erpreting 4-digit numbers: Ten more more than 2791 ________ (2801) One hundred less less than 3027 ________ (2927) |
| G P 4 (+Q8-10) | |
| G P 3 (+ Q8 – Q1 | |
| 0) | |
| Growth Point 2 (with bold strategies) |
| 3 | 2 | 4 | 1 | 6 | 5 | 8 | 7 | 0 | 9 |
| ___ | ___ | ___ | ___ | ___ | ___ | ___ | ___ | ___ | ___ |
| sub | sub | sub | sub | sub | sub | sub | sub | sub | sub |
| count | count | count | count | count | count | count | count | count | count |
Extending and Applying Place Value Knowledge:
18. Capital cities
a. Reading Darwin’s population (127 532)
b. Reading Hobart’s population (214 705)
c. Reading Melbourne’s population (4 077 036)
d. Correct nomination of 4th largest (Perth)
Explanation using place value ______________
19. Number lines
a. Estimate on 0 –100 line (55 –75) ___________
b. Estimate on 0 –2000 line (400 –600) ________
c. Estimate on 39 –172 line (65 –95) __________
d. Estimate on 0 –1,000,000 line
(700,000 –800,000) ___________________
NOTES
Growth Point 5
2
| Section C – ADDITION & SUBTRACTION Growth Point ______ |
Growth Point 4 (All 23 correct & at least 3 bold strategies) | Gro wth Po i n t 3 (bold strategy in Q22 at least) | GP 1 | GP 1 or GP 2 |
| 20. Counting on a. Answer ________ (circle strategy used) • Count on (either 9,10,11,12,13 or 4,5,6,7, 8…,12,13) • Basic/Derived Strategy or Known fact • Count all (1,2,3,4,5,6,7,8,9,10,11,12,13) • Other __________________________________ b. Answer ________ •Count all (1,2,3,4,5,6,7,8,9,10,11,12,13) •Other __________________________________ 21. Count back/ modelling all (8 –3) a. Answer _______ (circle strategy used) • Basic/Derived Strategy (e.g., known fact 5+3=8) • Count back all, in head (7,6,5 or 8,7,6,5) • Count back all, with fingers only used to keep track (7,6,5 or 8,7,6,5) • Modelling all (shows 8 fingers, then takes away 3) • Other ____________________________________ b. Answer _______ • Modelling all (shows 8 fingers, then takes away 3) • Other ____________________________________ 22. Count down to/count up from (12 – 9) Answer ________ (circle strategy used) • Basic/Derived Strategy (e.g., known fact 9 + 3 =12) • Count down to (12, 11, 10 , 9) • Count up from (9, 10, 11, 12) • Fingers used during ‘count down to’ or ‘count up from’ only to keep track • Count back all (12, 11, 10, 9, 8, 7, 6, 5, 4, 3) • Modelling all (shows 12 ‘things ’ then takes away 9 ‘things,’ leaving 3) • Other __________________________________ 23. Basic strategies (circle strategy used) a. 4 +4 _______ • Doubles or known fact • Count on (4, 5, 6, 7, 8) • Other __________________________________ b. 2 +19 ______ • Commutativity and count on (19, 20, 21) • Known fact • Count on from 2 (2, 3, 4,… 21) • Other __________________________________ c. 4 +6 ________ • Tens fact or known fact • Count on (6, 7, 8, 9, 10 or 4, 5, 6, 7, 8, 9, 10) • Other __________________________________ d. 27 + 10________ • Add 10 (27, 37) • Build to next 10 (to 30 then 7 more) • Count on by 1s (27, 28, 29, 30,…37) • Other__________________________________ e. 10 –7 ________ • Known fact or fact family (eg., 7 +3 =10) • Count down to (10, 9, 8, 7 or 9, 8, 7) • Count up from (7, 8, 9, 10 or 8, 9, 10) • Count back (10, 9, 8, 7, 6, 5, 4, 3) with or without fingers to keep track only. • Modelling all with fingers (shows10 fingers, take away 7) • Other________________________________ |
24. Derived strategies (circle strategy used)
a. 12 – 6 ________
• Using doubles or known facts
• Count back (12, 11,…6)
• Other……….
b. 7 + 8 ________
• Near doubles or known fact
• Count on (7, 8, 9,… 15 or 8, 9, 10,…15)
• Other __________________________________
c. 19 – 15 ________
•Fact family or known fact
• Count down to (19, 18, 17, 16, 15)
• Count up from (15, 16, 17, 18, 19)
• Count back all (19, 18, 17,… 6, 5, 4)
• Other __________________________________
d. 16 + 5 ________
•Build to next ten (to 20 then 1 more)
•Known fact
• Add units, then plus 10 (11, 21)
• Other __________________________________
e. 36 + 9 ________
• Add 10 take 1 (36,46,45)
• Build to next ten (to 40 then 5 more)
• Known fact
• Count on
• Other __________________________________
Extending & Applying Strategies:
25. Multi-digit strategies
a. 68 + 32 ______________________________
b. 25 + 99 ______________________________
c. 100 – 68 ____________ _________________
d. Half of 30 __________ _________________
e. Double 26 ____________________________
26. How many digits? (circle strategy used)
a. 134 + 689 (less than 1000)
Explanation
• Focus on 100s digit
• Other _______________________________
b. 1246 –358 (less than 1000)
Explanation
• Focus on 100s digit
• Other _______________________________
27. Estimating and calculating addition
a. Estimate ______ (within range 800 –1000)
b. Mental answer:____
c. Written answer:_____
28. Estimating and calculating subtraction
a. Estimate _______ (within range 200 –300)
b. Mental answer:_____
c. Written answer:_____
Notes
3
| Growth Point 6 | Growth Point 5 (All 24 correct and at least 3 bold strategies) |
| Section D – MULTIPLICATION & DIVISION Growth Point ______ |
Growth Point 5 | Growth Point 4 (with bold strategies) | Growth Point 3 (with bold strategies) | GP 1 or GP2 (with bold strategies) |
| Modelling Multiplication & Division: 29. Teddy cars (circle strategy used) a. Answer_______ b. Alternate Strategy: •Skip count by_______ •Skip count by______ •Known fact _______ •Known fact _______ • Count all by 1s • Count all by 1s • Other____________ • Other____________ 30. Teddies on the Mats (circle strategy used) a. Estimate ______ b. Answer ________ • Uses groups • Trial & error (using groups) • Share by 1s • Other ____________________ Partial Modelling Multiplication & Division: 31. Unifix train (circle strategy used) a. Answer_______ b. Alternate Strategy: •Skip count by _____ •Skip count _______ •Known fact _______ •Known fact _______ • Count all by 1s • Count all by 1s • Other____________ • Other____________ 32. Tennis balls (circle strategy used) a. Answer_______ b. Alternate Strategy: •Skip count by _____ •Skip count _______ •Known fact _______ •Known fact _______ • Count all by 1s • Count all by 1s • Other____________ • Other____________ 33. Dots array (circle strategy used) a. Answer_______ b. Alternate Strategy: •Skip count by _____ •Skip count _______ •Known fact _______ •Known fact _______ • Count all by 1s • Count all by 1s • Other____________ • Other____________ Abstracting Multiplication & Division: 34. Biscuits on a tray (circle strategy used) Answer __________ • Repeated addition • Skip count • Known fact • Count all by 1s • Other _______________ 35. Number of legs (circle strategy used) a. Answer ________ b. Alternate Strategy: • Skip count by _____ • Skip count • Known fact ______ • Known fact ______ • Count all by 1s • Count all by 1s • Other ___________ • Other ___________ 36. At the movies (circle strategy used) Answer _________ • Uses groups • Known fact • Share by 1s • Other _________________________________ Multiplication Strategies: 37. Interpreting multiplication Read __________________ (e.g., 5 times 3) Correct drawing • Array • Number line • Groups • Other Explanation_____________________________ |
38. Multiplication problems
a. 3 x 10 ____ c. 10 x 7 ____ e. 4 x 30 ____
b. 2 x 7 _____ d. 3 x 50 ____ f. 5 x 7 ____
39. Cost of stickers (circle strategy used)
a. Answer _______ ($3)
• Known fact_____
• Building up from known facts (e.g., 3x$1) _________
• Skip count
• Other _______________________________
b. Stickers in 6 packets? Answer ________ (48)
• Known fact _____
• Building up from known facts (e.g., 5×8 + 8 or 4x6x2)
_________________________________
• Skip count
• Other _______________________________
Division Strategies:
40. Interpreting division
Read__________________ (e.g., 12 divided by 4)
Correct drawing
• Draws 12 and partitions into 4 groups of 3 (partitive)
• Draws 12 and partitions into 3 groups of 4 (quotitive)
Explanation _____________________________
41. Division problems
a. 16 ÷2 _____ c. 80 ÷4 ____ e. 35 ÷5 ____
b. 60 ÷10 ____ d. 24 ÷3 ____ f. 35 ÷7 ____
42. Washing windows (circle strategy used)
a. Mental answer ____
• Known fact (6 minutes)
• Building up from known facts (e.g., 24÷8×2)
___________________________
• Skip count
• Other strategy___________________________
b. Written answer ___
Strategy__________________________________
Extending & Applying Multiplication & Division:
43. Off to the circus (5 buses)
Answer _______ __________________________
44. Stamp collection (circle strategy used)
a. Mental answer______ (90 stamps)
• Building up from known facts (e.g., 10×5 +8×5)
____________________________
• Doubling/ halving (e.g., 9×10) __________________
• Skip counting (by 5s, by 18s)
• Vertical method (visualised mentally)
• Other strategy____________________________
b. Written answer_____
Strategy__________________________________
45. Trees in an orchard (circle strategy used)
a. Mental answer______ (7 rows)
• Building up from known facts
(e.g., 98÷14=70÷14+28÷14)_________________________
• Double/double; Halve/halve (e.g., 98÷14=49÷7)
_______________________________________
• Skip counting (by14)
• Other strategy____________________________
b. Written answer_________
• Strategy_________________________________
| Growth Point 7 (with bold strategies) | Growth Point 6 (with bold strategies) | Growth Point 5 (Con’d) with bold strategies |
4
SECTION E – TIME MEASUREMENT
Growth Point ______
46. My clock
Awareness: (at least) 1 feature (at least) 1 purpose:
47. Telling the time
a. 2:00 ______ b. 9:30 ______ c. 2:20 ______
48. The days and the months (circle those known)
a. All days Known days: S M T W T F S
b. All months Known months:
J F M A M J J A S O N D
c. Day before Friday
d. Month before April
49. Calendar
a. 18th of June
b. Day of week
c. Last day of June
d. Month after June
e. Day of July 1
50. Duration tasks
a. 13 minutes after 12:51
b. 13:04 changed to 1:04
51. TV guide
Movie length _______________________________
52. Linking digital and analogue
8 to 5: Analogue Digital
SECTION F – LENGTH MEASUREMENT
Growth Point ______
53. String and stick comparison
a. Prediction __________
b. Accurate comparison
c. Answer ____________
Some awareness of the concept of length
(as indicated by responses to whole question)
54. The straw and the paper clips
a. Correct use of non-standard units __________
b. Answer (including units) ______________
55. Using the ruler
a. Correct use of ruler
b. Correct answer including units ______________
56. Tearing the streamer
a. Student’s torn piece (range 75 cm to 125 cm)
b. Student’s stated measure of 93 cm piece _______
c. Stated difference _______
NOTES
SECTION G – MASS MEASUREMENT
Growth Point ______
57. What do you notice?
c-f. Accurate comparison
Some awareness of mass (e.g., ‘light’, ‘heavy’) as
| indicated by responses to whole question 58. Teddies and coins |
|
Estimate (if any) ________ Answer ________
Method ___________________________________
59. One kilogram
a. Prediction _______
b. Answer Method ________________________
60. Using formal units
Correct use of formal units Answer _________
61. Using kitchen scales
Correct use of scale
SECTION H – PROPERTIES OF SPACE
Growth Point ______
62. Sorting shapes (circle method used)
a. Can sort?
Sorting method:
• Square/rectangle/circle/all triangles
• Square/rectangle/circle/isosceles triangles/other triangles
• Other ________________________________________
b. Justification: ______________________________
c. Language:
| Square identified | ______________________ |
| Circle identified | ______________________ |
Rectangle identified ______________________
Word ‘triangle’ used ______________________
Number of triangles identified: (circle appropriate)
• All triangles
• Some triangles
• No triangles
63. Choosing triangles (1, 4, 6, 8, 9)
a. Circle those numbers identified as triangles:
1 2 3 4 5 6 7 8 9
b. Strategy: __________________________________
_________________________________________
c. Reasons concerning triangle 2 & triangle 3:
_________________________________________
_________________________________________
_________________________________________
5
SECTION I – VISUALISATION
Growth Point ______
64. Shapes in the environment
| Horizontal orientation |
Re-orientation (vertical or other) |
Object(s) correctly chosen: Object(s) correctly chosen
_______________________ _______________________
_______________________ _______________________
_______________________ _______________________
65. Peeking over (circle response)
• Visualises, names and draws more than 1 partially hidden
shape
• Visualises, names and draws 1 partially hidden shape
• Names and draws only the visible triangle
• Unable to name and draw any shape
• Other ________________________________________
66. Triads (circle responses)
| CARD1 Circle chosen two: |
||
| Visual Strategy | A & B similarities | B & C similarities |
| Dynamic | • C is stretched | |
| Re-orientated | •Same shape turned around OR both squares |
|
| Properties | • 4 sides and/or 4 corners |
• 4 sides and/or 4 corners |
| Prototype | • Like diamonds/ both diamonds |
|
| • Other _________ ______________ ______________ |
• Other _________ ______________ ______________ |
| CARD2 Circle chosen two: |
||
| Visual Strategy | A & B similarities | B & C similarities |
| Dynamic | • C is pushed in | |
| Re-orientated | • Same shape turned around upside down OR both triangles |
|
| Properties | • 3 sides and/or 3 corners |
• 3 sides and/or 3 corners |
| Prototype | • C looks like a triangle | |
| • Other _________ ______________ ______________ |
• Other _________ ______________ ______________ |
| CARD3 Circle chosen two: |
||
| Visual Strategy | A & B similarities | B & C similarities |
| Dynamic | • A’s sides pushed in/out |
• C is tipped over |
| Re-orientated | ||
| Properties | • 4 sides and/or 4 corners or points |
• 4 sides and/or 4 corners or points |
| Prototype | ||
| • Other _________ ______________ ______________ |
• Other _________ ______________ ______________ |
67. Puzzle
Tick the 3 selected
(if any):
• Successful fit immediately without assistance
• Successful fit after some adjustment without
assistance
• Unsuccessful
68. Design
Circle the selected piece (if any):
• None or
Justification _______________________________
69. Rearrange the square
Draw the outside of each shape traced by child:
Notes:
| A B C | |
| A B | B C |
| A B C |
|
| A B | B C |
| A B C | |
| A B | B C |
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