Luke's math assessment

A friend of mine from NKU did a diagnostic math assessment with Luke a couple of weeks ago - here are her notes:


Heather,

Hi, I finally got a chance to review the recording with Luke. Also, I converted it to a format that I hope you can play. Here are the links to download the video:

https://rcpt.yousendit.com/770929332/0577d26092f7985d8b6d2e6c869eefb9
https://rcpt.yousendit.com/770929390/ef2429d8ca59f0daae40a2d61c10ce48
https://rcpt.yousendit.com/770929460/8525321a3c340cc12fddca769bd63e2a


He is, as I’m sure you know, doing great and well above grade level.

I assessed his forward counting to 112. He was able to start anywhere and give the number word after in the entire range. There were only slight pauses or self corrections and he clearly knew forward counting in this range.

I assessed his backward counting in the range 1 to 100. He was confident to 30. Above 30, he had occasional pauses and skipped 30 when counting from 38 to 27. But he was able to count back from 72 and give the number before in the range to 100. He is very close to having facility in the range 1 to 100.

I assessed his numeral identification. He was amazing with this. For example, he could read 90,380 and 247,641. The only one he had trouble with was 700,090 – which is difficult because of all of the zeros. He read it as “seven thousand-ninety”. I suspect if I had pushed a bit he could have gotten that one as well. I was impressed!

I assessed his addition and subtraction strategies. For addition, he comfortably counts on and occasionally uses known or related facts. For subtraction, he tries to count down, but is often off by a count. For example, for 16-4, he counted back “16, 15, 14, 13” and got that the answer was 13. There were situation where he correctly used a known or related fact to solve subtraction. For example, he was able to solve 15+3 then use it to solve 18-3. So he has the idea of subtraction and can relate it to addition, but is off on the details.

I assessed his structuring (part-whole knowledge of whole numbers). He solidly knows how to combine and partition 5. He either knows or is very close to knowing how to combine and partition numbers up to 10. It was interesting to me what he did with the questions involving teens. He used the 10+ structure to solve some problems but not others. In one task, I said “I have 10, I wish I had 18, how many do I need”. He immediately said 8. A few tasks later, I asked “Tell me two numbers that make 17” and he said 5&7. My guess is that it’s not quite clear that teens are building from 10. In other words, I think he knows 18 is something important plus 8, but not necessarily knows that is a ten plus 8.

I enjoyed working with Luke. He has great number sense!

If you want full a copy of the written assessment I gave him with my notes, I can scan them and email them to you. Let me know.

Cindy