ASSESSMENT CRITERIA Number & Alegbra Listen to students count in 1’s, 2’s, 5’s and 10’s from any given number. Students recognise and describe halving. Use Maths Observation Use Maths Observation Checklist (Number and Algebra) and Number and Checklist (Number and Algebra) and Number and Place Value rubric as Place Value rubric as required. required. Students solve simple addition problems . Use Maths Observation Students recognise, describe and order Australian coins. Use Maths Checklist (Number and Algebra) and Number and Place Value rubric as Observation Checklist (Number and Algebra) and Number and Place required. Value rubric as required. Content Descriptor Very High High Sound Developing Support Required Develop confidence with Count 0-100 from any Count forward and Count forward in number Count forward in number Unable to in familiar number sequences to and starting point on demand backwards in number sequences less than 100. sequences less than 100 number sequences to from 100 by ones from any forwards and backwards sequences to and from with assistance. 100. starting point. accurately. 100 in 1s from familiar (ACMNA012) starting points. Represent and solve Mentally compute Use the on and back Manipulate concrete With prompting, Unable manipulate simple addition and simple addition and strategies to solve materials to solve addition manipulate concrete concrete materials to subtraction problems subtraction problems addition and subtraction and subtraction problems materials to solve solve addition and using a range of strategies with two numbers. Able problems with two with two numbers. addition and subtraction subtraction problems including counting on, to justify their reasoning numbers. problems with two with two numbers. partitioning and using a number line numbers. rearranging parts model (ACMNA015) Recognise and describe Accurately use Accurately use the Accurately use the With prompting, use the Unable to use the one-half as one of two partitioning language to language to describe language to describe language to describe language to describe the equal parts of a whole. describe sharing a group sharing a group into two halves as two part of a halves and wholes relationship of half to (ACMNA016) into more than two equal parts verbalizing whole whole equal parts verbalizing the strategies used. the strategies used.
ASSESSMENT CRITERIA Number & Alegbra Listen to students count in 1’s, 2’s, 5’s and 10’s from any given number. Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required. Students solve simple addition problems . Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required. Students recognise and describe halving. Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required. Students recognise, describe and order Australian coins. Use Maths Observation Checklist (Number and Algebra) and Number and Place Value rubric as required. Content Descriptor Very High High Sound Developing Support Required Develop confidence with number sequences to and from 100 by ones from any starting point. (ACMNA012) Count 0-100 from any starting point on demand forwards and backwards accurately. Count forward and backwards in number sequences to and from 100 in 1s from familiar starting points. Count forward in number sequences less than 100. Count forward in number sequences less than 100 with assistance. Unable to in familiar number sequences to 100. Represent and solve simple addition and subtraction problems using a range of strategies including counting on, partitioning and rearranging parts (ACMNA015) Mentally compute simple addition and subtraction problems with two numbers. Able to justify their reasoning using a number line model Use the on and back strategies to solve addition and subtraction problems with two numbers. Manipulate concrete materials to solve addition and subtraction problems with two numbers. With prompting, manipulate concrete materials to solve addition and subtraction problems with two numbers. Unable manipulate concrete materials to solve addition and subtraction problems with two numbers. Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016) Accurately use partitioning language to describe sharing a group into more than two equal parts verbalizing the strategies used. Accurately use the language to describe sharing a group into two equal parts verbalizing the strategies used. Accurately use the language to describe halves as two part of a whole With prompting, use the language to describe halves and wholes Unable to use the language to describe the relationship of half to whole
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