the longer the streamer, as a sense of students gain the relative duration of events. Source: Downton, Knight, Clarke, Lewis. 2006. Mathematics Assessment for learning. ACU: Fitzroy. p.111. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMSP024 Possible Language of The Daily Routine activity in Someone asked the • Early FISH Kit Identify outcomes outcomes of chance – tell Variations and Extensions teacher a question • Chance Flashards--‐will of familiar events chance events students could be used as an and she replied happen, might happen, will involving chance some assessment piece with “maybe”. What might not happen and describe them scenarios students drawing an • the question have Chance--‐pictures and using everyday and ask example of something they been? scenerioes (photos of 1.2.9 language such as them to would do, might do, and would Outcomes of ‘will happen’, choose the students) not do in a day. Observe events ‘won’t happen’ or flashcard students as they express their ‘might happen’. that best reasoning about the chance of describes events happening. the likelihood of the event happening. CONTENT STUDENT TOPIC KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION RESOURCES DESCRIPTOR JOURNAL ACMSP263 Justifying Gather The transition activity asking Conduct class surveys • Early FISH Kit birthday students questions about the using the topics such as • Choose simple Birthday cake for each month of data data – data could be used as an those suggested in Questions and enlarged to A3 Gather assessment piece with Variations and • Gather responses Birthday grid for graphing suggestions students describing the data Extensions. ACMSP262 1.2.10 enlarged to A3 of ideas for they can get from the three • Birthday Represent data Paper circles small gathering different modes – smarties on Data • with objects and the Counters the birthday cakes, table and information Drawings where graph. and how to One object or represent it. Drawing represents One data value.
the longer the streamer, as students gain a sense of the relative duration of events. Source: Downton, Knight, Clarke, Lewis. 2006. Mathematics Assessment for learning. ACU: Fitzroy. p.111. TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.2.9 Outcomes of events ACMSP024 Identify outcomes of familiar events involving chance and describe them using everyday language such as ‘will happen’, ‘won’t happen’ or ‘might happen’. Possible outcomes of chance events Language of chance – tell students some scenarios and ask them to choose the flashcard that best describes the likelihood of the event happening. The Daily Routine activity in Variations and Extensions could be used as an assessment piece with students drawing an example of something they would do, might do, and would not do in a day. Observe students as they express their reasoning about the chance of events happening. Someone asked the teacher a question and she replied “maybe”. What might the question have been? • Early FISH Kit • Chance Flashards--‐will happen, might happen, will not happen • Chance--‐pictures and scenerioes (photos of students) TOPIC CONTENT DESCRIPTOR KEY IDEA Pre-ASSESS ASSESSMENT INVESTIGATION STUDENT JOURNAL RESOURCES 1.2.10 Birthday Data ACMSP263 Choose simple Questions and Gather responses ACMSP262 Represent data with objects and Drawings where One object or Drawing represents One data value. Justifying of data Gather birthday data – Gather suggestions of ideas for gathering the information and how to represent it. The transition activity asking students questions about the data could be used as an assessment piece with students describing the data they can get from the three different modes – smarties on the birthday cakes, table and graph. Conduct class surveys using the topics such as those suggested in Variations and Extensions. • Early FISH Kit • Birthday cake for each month enlarged to A3 • Birthday grid for graphing enlarged to A3 • Paper circles small • Counters
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