Count and record may include: count multiples aloud write number figures use objects or number line record multiples as Personal context may include: managing own money: 2 $50 notes make up $100 Practical / functional context counting items to be packed at work may include: Informative context may weeks in a year include: time of an appointment or meeting Co-operative context may counting: include: number of people in a group score in a game Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission. Critical aspects for Assessment must confirm the ability to: assessment and evidence use a limited range of strategies to identify and count required to demonstrate in multiples of 50 from 50 to 1000 competency in this unit use multiples of 50 from 50 to 1000 in a range of familiar contexts. Assessment should take into account the integration of contexts where this is relevant to the needs of the learner, for example identifying money amounts may apply to both the personal and practical / functional or group context.
Count and record may include: count multiples aloud write number figures use objects or number line record multiples as Personal context may include: managing own money: 2 $50 notes make up $100 Practical / functional context may include: counting items to be packed at work Informative context may include: weeks in a year time of an appointment or meeting Co-operative context may include: counting: number of people in a group score in a game Evidence Guide The evidence guide provides advice on assessment and must be read in conjunction with the Elements, Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment section in Section B of the Accreditation Submission. Critical aspects for assessment and evidence required to demonstrate competency in this unit Assessment must confirm the ability to: use a limited range of strategies to identify and count in multiples of 50 from 50 to 1000 use multiples of 50 from 50 to 1000 in a range of familiar contexts. Assessment should take into account the integration of contexts where this is relevant to the needs of the learner, for example identifying money amounts may apply to both the personal and practical / functional or group context.