Diagnostic Assessment: Boris's Comprehension Of Number Placement, And Values

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Part B
Diagnostic Assessment
During the diagnostic assessment which focused on grade three student, Boris’s comprehension of number placement and value, Boris did well in most areas, with minimal exceptions. Boris took a great deal of time, when requested to partition the double digit the number. Though they progressed to partitioning the larger numbers in a standard and acceptable non-standard manner, they answered the two digit partitioning question with various multiplication equations. Boris stated that they “did partitioning at school on the computer but, they only had to give one answer like that one (points to example) (Jones, 2016.).” Boris indicated that as the first partitioning number scenario was that the most obvious Standard Partitioning answer had been utilized in the example. Boris mentioned that they were used to providing the standard kind of partitioning, they actually called it “the split up kind (Jones, 2016.).” There was a visible lack of confidence prior to them rallying and using the non-standard partitioning of relevant time’s tables equations. By doing this, Boris drew on knowledge from what Lev Vygotsky
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Boris is confident in their 2’s, 3’s, 4’s and 5’s skip counting, however they are not experienced in anything above 5’s. The butterflies were different colours and not standard dots or squares, they were also misarranged, which caused some hesitation until I showed Boris how to mentally and physically (with a finger on each, or imagining groups of) reposition them or to regroup. Pony calls and Partitioning of numbers was another lesson firmly grounded in fun. Racing against a timer to complete partitioning of two digit and three digit numbers with five partitions each, race calling commentary of was enthusiastic and cheeky with some of their non-standard partitioning, offering some incredibly well broken down answers as a joke (all

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