Year 5 & 6 Maths Results

SCOR
E OUT
OF 24
Ali
9
Brenda
24
Carrie
11
Dylan
21
Eddie
4
Fatma
19
Gus
15
Harriet
17
Iris
17
Jill
17
Kris
17
Liam
16
Marina
16
Nat
23
Oscar
16
Pete
16
Quenti
19
n
Russel
20
l
Sam
12
Thea
24
Ursula
15
Vera
5
Will
5
Xavier
16
Stude
nt

Perce
ntile
1
4
1
4
1
4
2
3
3
3
3
3
3
4
3
3
4
4
1
4
2
1
1
3

Q
1

Q
2

Q
3

Q
4

Q
5

Q
6

Q1
3

Q1
4

Q1
5

Q1
6

Q1
7

1
1
1

1
1
1
1
1
1

1
1
1
1
1
1

1
1
1

1
1
1

1
1

1
1

1
1

1
1
1
1
1
1

1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

Q1
2

1
1
1
1
1
1
1
1
1
1
1

Q1
1

1
1
1
1
1
1
1
1
1
1
1

Q1
0

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

Q
9

1
1
1
1
1
1
1
1
1
1
1

1
1
1

Q
8

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1

Q
7

1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1

Q1
8

Q1
9

Q2
0

Q2
1

Q2
2

1
1
1
1

1
1
1
1

1
1
1
1

1
1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1
1
1
1
1
1
1
1
1

1
1
1

1
1
1

1
1
1

1
1
1

1
1

Q2
3

Q2
4

1
1
1
1
1
1
1

Figure 1

Figure 2

Figure 3

Figure 4

Figure 5

Figure 6

Questi
on
1
2
3
4
5
6
7
8
9
10
11

Leve
l
6
6
5
7
4
6
7
5
7
7
6

12

13

14

15

4
6

16

17

4
6

18

19

20

21

22

23
24

7
6
7

Strand - Code
Numbers & Algebra (VCMNA220).
Numbers & Algebra (VCMNA215).
Numbers & Algebra (VCMNA186).
Numbers & Algebra (VCMNA244).
Numbers & Algebra (VCMNA160).
Numbers & Algebra (VCMNA217).
Numbers & Algebra (VCMNA244).
Numbers & Algebra (VCMNA187).
Numbers & Algebra (VCMNA248).
Numbers & Algebra (VCMNA248).
Measurement & Geometry
(VCMMG222).
Measurement & Geometry
(VCMMG196).
Measurement & Geometry
(VCMMG196).
Measurement & Geometry
(VCMMG223).
Measurement & Geometry
(VCMMG168). Measurement &
Geometry (VCMMG1224).
Measurement & Geometry
(VCMMG202).
Measurement & Geometry
(VCMMG172). Measurement &
Geometry (VCMMG223).
Measurement & Geometry
(VCMNA209)
Statistics & Probability
(VCMSP232).
Measurement & Geometry
(VCMMG232).
Statistics & Probability
(VCMSP207).
Measurement & Geometry
(VCMMG229).
Numbers & Algebra (VCMNA240).
Numbers & Algebra (VCMNA219).
Numbers & Algebra (VCMNA252).

Figure 7

Analysis
Figure 2 shows the results of each student from the possible 24 marks. When
transferred into a box and whiskers graph, as in Figure 3, we can observe
that the medium was 16 marks out of 24 with 75% of students gaining above
14. From this information, it can be deduced that the class performed well on
the test. By verifying the information gained from Figure 3 and relating it to
Figure 2, it is possible to identify the students who were in the bottom
percentile as Ali, Carrie, Eddie, Sam, Vera and Will. As shown in Figure 2, it
can also be noted the three students, Eddie, Vera and Will performed
particularly poorly. From this result, it would be necessary to investigate
whether this result was due to lack of knowledge or caused by external
influences that impacted on test performance on this particular day. This can
be achieved through looking at previous work completed by these students
to judge competence in these topics and reflective feedback from students
about their own performance.
It should also be noted that four students, Brenda, Dylan, Nat and Thea
scored over 20, with Brenda and Thea scoring a perfect 24.
By linking each question to its corresponding Victorian Curriculum standard,
and graphing the class results to each question such as in Figure 4, and
further graphing class results out of 100% for each strand; Number and
Algebra, Measurement and Geometry, and Statistics and Probability in Figure
5, it is obvious what topics and questions the class struggled with the most.
From this information, it can be noted that Number and Algebra had the most
questions and also was the topic that students had the most trouble with,
scoring under 50% correct as a class. The topic least represented in the test
was Statistics and Probability, and this was the topic student performed best
on with the class scoring close to 90% correct. From this, it can be theorised
that this was possibly the last topic covered prior to the test, as there are
only two questions and they correspond to level 6 strands of Statistics and
Probability.
By analysing Figure 6, displaying how each student performed in each
strand, it is noted the students who performed poorly, namely Eddie, Vera
and Will were the only students who did not answer Statistic and Probability
correctly, and with further verification from Figure 1, it can be noted that
Vera and Will received the same score for the same questions in the test. As
6

a teacher it would be beneficial to look at the individual test to check

answers and to inquire about seating in case some copying was involved.
By using Figure 4, planning of future classes can be undertaken as it shows
questions that the class performed poorly on, and using Figure 7 to verify
what Curriculum link the question was in relation to, and the topic can be
revisited in class. From Figure 4, it can be noted that questions 1, 4, 7, 9, 10,
18, 23 and 24 were questions that were answered poorly. Using Figure 7, it is
known the topics students struggled on were:

Exploring the use of brackets and order of operations to write number

sentences.

Multiply and divide fractions and decimals using efficient written

strategies and digital technologies.

Find percentages of quantities and express one quantity as a

percentage of another, with and without digital technologies.

Select and apply efficient mental and written strategies and

inappropriate digital technologies to solve problems involving all four
operations with whole numbers and make estimates for these
computations.

Continue and create sequences involving whole numbers, fractions and

decimals. Describe the rule used to create the sequence.

Create algebraic expressions and evaluate them by substituting a

given value for each variable.

It must be noted however that questions 4, 7, 9, 10, 23 and 24 related to

standards in level 7, and as the class tested was year 5 and 6, it should be
expected that not all students will be at this level.
The third column of Figure 1 marks that percentile that each student is in. By
using this column, the students can be placed in groups that with students of
similar ability and will allow for differentiated and personalised learning. The
class will be divided into 4 groups with random animal names instead of
numbers to avoid level association and judgement regarding group numbers
relating to ability. The first percentile forming one group, the fourth
percentile forming another, and the second and third percentile combining to
make the final two groups as the abilities of these two percentiles are similar
as shown in Figure 3.
7

Group

Members

Name
Catfish
Flatheads
Cods
Trouts

Ali, Carrie, Eddie, Sam, Vera & Will

Gus, Harriet, Iris, Jill & Kris
Liam, Marina, Oscar, Pete, Ursula, Xavier
Brenda, Dylan, Fatma, Nat, Quentin, Russell & Thea

The test questions chosen for the Number and Algebra section of the test
were heavily weighted in the Level 7 curriculum as shown in Figure 7, this
explains why students struggled more with this section than any other. No
other section, Measurement and Geometry or Statistics and Probability,
contained level 7 curriculum standards. This heavily favoured the fourth
percentile students as evident in the fact no student who was not in this
percentile got questions 4, 7,9 or 10 correct.

Learning Focus 1

Group

Learning Intention 1

Activities / Resources / Ongoing Timeframe

Success Criteria

Assessment Strategy

Perimeter and

Catfish
Ali

Be able to calculate the

Exploring perimeter and area using concrete objects in real

Calculate the perimeter of

Farm designs and perimeter

Area

Carrie

perimeter and area of basic

life. Measuring these objects, and representing them and

basic shapes and calculate

and area lists.

Time

Eddie

shapes.

their dimensions in their workbooks.

the area using the perimeter.

Planned journeys to 3

Sam

Be able to calculate and

Provide students with A3 gridded paper. Have them design

Determine what time

destinations.

Vera

express time intervals, and

a house, farm, city, etc. and list the perimeter and area of

scheduled events will occur.

determine when scheduled

the different structures that are placed on the farm.

Will

events will happen.

Work with clocks to investigate the movement of the hands

Level 5 Number and Algebra

with regard to intervals of minutes and hours.

(VCMMG196).

Using timetables of bus and train and plan journeys to 3

Level 4 Measurement and

destinations.

Learning Focus 1

Group

Geography (VCMMG168).
Learning Intention 1

Activities / Resources / Ongoing Timeframe

Success Criteria

Assessment Strategy

Order of

Flatheads
Gus

Know the order of operation.

Using NUMBER Math Songs (2015) Order of operation

Use the correct order of

Worksheet

Operation

Harriet

Apply order of operation with

song, learn about order of operation.

operation in problems.

Application of

Iris

problems involving the four

Activity using dress ups and discuss/investigate order of

strategies to

Jill

operations.

operation using dressing and order in which clothes get put

Kris

Level 6 Number and Algebra

on to explain order of operation.

(VCMNA220).

Go on to worksheet practicing rote learning.

solve realistic
problems

Level 6 Number and Algebra

(VCMNA209).

Learning Focus 1
Order of

Group Cods
Liam

Learning Intention 1
Know the order of operation.

Activities / Resources / Ongoing Timeframe

Using NUMBER Math Songs (2015) Order of operation

Success Criteria
Use the correct order of

Assessment Strategy
Worksheet

Operation

Marina

Apply order of operation with

song, learn about order of operation.

Application of

Oscar

problems involving the four

Activity using dress ups and discuss/investigate order of

strategies to

Pete

operations.

operation using dressing and order in which clothes get put

Ursula

Level 6 Number and Algebra

on to explain order of operation.

Xavier

(VCMNA220).

Go on to worksheet practicing rote learning.

solve realistic
problems

operation in problems.

Level 6 Number and Algebra

(VCMNA209).

Learning Focus 1
Multiplication

Group Trouts
Brenda

Learning Intention 1
Effectively multiply and divide

Activities / Resources / Ongoing Timeframe

As a group, self determined learning to investigate

Success Criteria
Answer multiplication and

Assessment Strategy
Answered questions an d

and division of

Dylan

decimals and fractions.

multiplication and division of decimals and fractions. Use

division of decimals and

explanation in book.

decimals and

Fatma

Calculate percentage of

technology and any other resources to answer questions

fractions, and explain how

Butchers paper representing

Nat

quantities and vice versa.

and explain the process in writing.

you attained those answers.

percentages.

Quentin

Level 7 (VCMNA244).

Using concrete materials (tokens, blocks, legos, etc.) to

Level 7 (VCMNA248).

represent percentages provided by a random number

Russell

generator. On butchers paper, make graphs of the students

Thea

own design to represent what they have created and the

fractions

Percentage of
quantities

percentage of the whole that it represents.

10

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