Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, click Number and Algebra Strand Money and financial Sub-strand Number and place value Patterns and algebra mathematics Respond to objects being Respond to situations where Respond to groups of Respond to situations where Respond to the removal and React to practical situations React to everyday financial Respond to the identification Respond to repeated routines counted and distributed counting is involved personally relevant objects the comparison of two addition of familiar items and of sharing situations involving money of objects in everyday events collections or objects is objects in practical situations Content involved Descriptions Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Achievement Unit Semester/Year CD CD CD CD CD CD CD CD CD standard # standard # standard # standard # standard # standard # standard # standard # standard # Level B Achievement Standard Level A Achievement Standard Separated by line. Number in brackets, E.g. (3), is used as an identifier in various parts of the template. Number and Algebra Number and Algebra Students observe the use of number within their daily life. (1) Students participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. They begin to respond to numbers in everyday experiences. (2) Students can rote count to three. Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. (3) Students identify ‘one’ and ‘lots’ of objects and show an understanding of ‘more’ in familiar situations. They experience and respond to ‘one for you, one for me’, ‘gone’, ‘no more left’ and ‘give me more’. (4) They manipulate objects and build a tall tower by using ‘more’ blocks and take blocks away from a tower to make the tower ‘less’ tall. Students participate in making piles, groups or bundles of familiar everyday objects and respond to objects being put together and taken apart.(5) See next page for Measurement and Geometry and Statistics and Probability Strands and Assessments section Strand Measurement and Geometry Statistics and Probability Location and Sub-strand Using units of measurement Shape Data representation and interpretation transformation
Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessments’ table. For detailed notes regarding the purpose of this template and further instructions for completion, click Number and Algebra Strand Sub-strand Number and place value Money and financial mathematics Patterns and algebra Content Descriptions Respond to objects being counted and distributed Respond to situations where counting is involved Respond to groups of personally relevant objects Respond to situations where the comparison of two collections or objects is involved Respond to the removal and addition of familiar items and objects in practical situations React to practical situations of sharing React to everyday financial situations involving money Respond to the identification of objects Respond to repeated routines in everyday events Unit Semester/Year CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # CD Achievement standard # Level A Achievement Standard Separated by line. Number in brackets, E.g. (3), is used as an identifier in various parts of the template. Level B Achievement Standard Number and Algebra Students observe the use of number within their daily life. (1) They begin to respond to numbers in everyday experiences. (2) Students demonstrate awareness of counting by responding to number rhymes, songs, stories and finger games. (3) They experience and respond to ‘one for you, one for me’, ‘gone’, ‘no more left’ and ‘give me more’. (4) Students participate in making piles, groups or bundles of familiar everyday objects and respond to objects being put together and taken apart.(5) Number and Algebra Students participate in everyday activities that involve numbers and counting, comparing groups of objects, and pattern activities. Students can rote count to three. Students identify ‘one’ and ‘lots’ of objects and show an understanding of ‘more’ in familiar situations. They manipulate objects and build a tall tower by using ‘more’ blocks and take blocks away from a tower to make the tower ‘less’ tall. See next page for Measurement and Geometry and Statistics and Probability Strands and Assessments section Strand Measurement and Geometry Statistics and Probability Sub-strand Using units of measurement Shape Location and transformation Data representation and interpretation