Uses at least one Uses at least one Uses a range of Uses a range of strategies Implements a variety of strategy such as strategy such as strategies such as such as counting on, mental and written strategies counting on, counting on, counting on, partitioning, and and explains how an answer partitioning, and partitioning, and partitioning, and rearranging parts was obtained rearranging parts with rearranging parts rearranging parts teacher assistance Multiplication and Division 1 Outcomes Content Limited Basic Sound High Outstanding descriptor Uses a Skip count Rhythmic and skip Rhythmic and skip Skip counts by twos, Skip counts by twos, Skip counts by twos, range of by twos, counts by twos, fives counts by twos, fives fives and tens fives and tens from any fives and tens from any mental fives and and tens from any and tens from any number number and applies this strategies tens starting number with concrete number with concrete to solve problems and from zero and visual aids and and visual aids concrete teacher assistance materials for and division MA1-6NA Model and Recognises and forms Uses equal groupings to Uses equal groupings to Uses equal groupings to Uses equal groupings, use equal equal groupings and model multiplication and model multiplication and model and solve arrays, columns and groups of with teacher assistance, division problems with division problems multiplication and rows to model and solve objects as a and models teacher assistance division problems multiplication and strategy for multiplication and division problems division problems with concrete materials Recognise and represent division as grouping into equal sets
Uses at least one strategy such as counting on, partitioning, and rearranging parts with teacher assistance Uses at least one strategy such as counting on, partitioning, and rearranging parts Uses a range of strategies such as counting on, partitioning, and rearranging parts Uses a range of strategies such as counting on, partitioning, and rearranging parts Implements a variety of mental and written strategies and explains how an answer was obtained Multiplication and Division 1 Outcomes Content descriptor Limited Basic Sound High Outstanding Uses a range of mental strategies and concrete materials for and division MA1-6NA Skip count by twos, fives and tens starting from zero Rhythmic and skip counts by twos, fives and tens from any number with concrete and visual aids and teacher assistance Rhythmic and skip counts by twos, fives and tens from any number with concrete and visual aids Skip counts by twos, fives and tens Skip counts by twos, fives and tens from any number Skip counts by twos, fives and tens from any number and applies this to solve problems Model and use equal groups of objects as a strategy for Recognise and represent division as grouping into equal sets Recognises and forms equal groupings and with teacher assistance, and models multiplication and division problems with concrete materials Uses equal groupings to model multiplication and division problems with teacher assistance Uses equal groupings to model multiplication and division problems Uses equal groupings to model and solve multiplication and division problems Uses equal groupings, arrays, columns and rows to model and solve multiplication and division problems