Opening line/ Effort - K - 3 | Top Teacher
Transcript of Opening line/ Effort - K - 3 | Top Teacher
Opening line/ Effort
# has a consistent and positive attitude towards Mathematics.
# shows interest and enthusiasm during Numeracy lessons.
# has displayed an enthusiastic attitude towards Mathematics this Semester.
# is eager to learn new Mathematic concepts and use them when problem solving.
# always strives to achieve his/her best in Mathematics.
# has demonstrated improved confidence and is making significant progress in all areas of Numeracy
# is making pleasing progress in Numeracy
# is making steady progress in Numeracy
# is working to full capacity
#’s interest and application to Numeracy varies, but overall she/he works hard to improve.
# has made limited progress in Numeracy this year/semester
# is hesitant during Numeracy lessons.
# is inconsistent in his/her efforts towards Mathematics.
# is not making as much progress as expected due to attendance.
A/B
* has an excellent understanding of numbers; He/She can read, write and count numbers into the thousands with
competence. * has an excellent understanding of place value and uses this knowledge to add and subtract large
numbers using a range of strategies. # can make connections between the four basic operations and is able to use
this understanding for problem solving tasks. # can count forwards and backwards and skip count in multiples of
two, five and ten to make counting and calculating more efficient. * understands the elements of chance and can
predict the outcome in familiar events. # can plan, collect, and organise data into graphs and tables and then use
the data to draw basic conclusions. * effectively uses mathematical thinking processes and skills when
interpreting and solving everyday mathematic related problems. # enjoys challenging herself to persevere with
more complicated problems. # has a particular strength in the area of…….# needs to work on improving/
developing his/her understanding of (time, money, fractions, length, area, place value, problem solving, skip
counting, number patterns, addition, subtraction, multiplication, division, capacity, shape, graphing).
C
* has a solid understanding of numbers; He/She can read, write and count numbers into the thousands/hundreds
with competence. # can count forwards and backwards and skip count in multiples of two, five and ten to make
counting and calculating more efficient. * is developing a good understanding of place value and uses this
knowledge to add and subtract double-digit numbers using known strategies. # can make/is beginning to make
connections between the four basic operations and is able to use this understanding for basic problem solving
tasks. # can read and interpret simple data displays. * sometimes uses mathematical thinking processes and skills
when interpreting and solving everyday mathematic problems. # has a particular strength in…..# needs to work
on improving/developing his/her understanding of (time, length, area, place value, problem solving, money,
fractions, skip counting, number patterns, addition, subtraction, multiplication, division, capacity, shape,
graphing)
D/E
* is developing his/her knowledge and understanding of Numeracy strategies and vocabulary introduced this
year. # has proven that he/she requires time to grasp and consolidate new concepts, relying heavily on teacher
assistance during Numeracy lessons. * mental recall of number facts is improving. # is able to visualise number
stories relying on the use of concrete materials to solve number problems. # is confident when solving basic
addition and subtraction problems, needing assistance to understand the connections between these two
operations. # competently reads and counts numbers to 100/into the decades using the 1-9 number sequence. # is
learning how to read and interpret simple data displays. # struggles with/is beginning to develop the confidence
to count backwards/skip count in 2’s, 5’s and 10’s. # needs to work on improving/developing his/her
understanding of (time, length, area, place value, money, fractions, problem solving, skip counting, number
patterns, addition, subtraction, multiplication, division, capacity, shape, graphing) * is beginning to use
mathematical thinking processes and skills when interpreting and solving everyday mathematic related
problems OR * has difficulty applying mathematical processes and skills when problem-solving or dealing
with mathematical and non-mathematical situations.
Group Contributions
# confidently contributes to all numeracy discussions and group tasks.
# contributes to most numeracy discussions and is a willing participant in group tasks.
# contributes to some numeracy discussions and is a willing participant in group tasks.
# is developing the confidence to contribute to numeracy discussions and join in group tasks.
# is learning to cooperate during group tasks.
*** has strengthened her/his skills in _____________.
(money, multiplication, division, time, measurement, addition, subtraction, word problems, shape, graphing)
# result is very pleasing.
ADDITIONAL MATHS COMMENTS
# enjoys mathematical games and activities and he will often challenge himself/herself when working on
investigations and problems.
# mathematics vocabulary is improving extensively.
# needs to work on developing his/her understanding of (time, length, capacity, ordinal numbers, place value,
making reasonable estimates)
# needs extra practise in…
# will need to revise …..
# has the tendency to reverse the numbers….
# enjoys participating in group math tasks and contributes to (some, most) numeracy discussions
# relies heavily on concrete objects
# needs to strengthen her/his skills in ……
# is challenging herself/himself to persevere with more complicated problems.
# mental recall pf number facts is outstanding/improving.
# perseveres with problem solving activities and can discuss strategies she/he has used.
# enjoys mathematical games and activities.
# confidence is improving and he/she is developing skills to solve story problems.
However there are times when # needs to show more perseverance and remember to ask for help if she/he
doesn't understand the task.
# is confident with basic addition and subtraction and is able to select the appropriate operation to solve word
problems.
# needs to begin to use his doubles and near doubles number facts to help solve subtraction equations
mentally.
# is able compare lengths and capacities of two different objects competently.
# correctly uses non-standard units to measure length.
# is able to successfully use a range of strategies, such as counting on, doubles and near doubles when
mentally calculating.
# is able compare the lengths and capacities of two different objects competently.
# is able to complete simple addition and subtraction problems but at times, has difficulty in selecting the
appropriate operation to solve word problems.
# is able to mentally recall doubles facts and is developing an understanding of near doubles number facts.
Number
1. - is able to calculate addition and subtraction facts confidently and accurately.
2. - is becoming more able to calculate addition and subtraction facts confidently and accurately.
3. - requires more time and practice in calculating addition and subtraction facts.
- needs to put much more effort into learning to calculate addition and subtraction facts.
1. - is able to skip count forward and backward by two’s, five’s and ten’s to complete short patterns.
2. - is learning to skip count forward and backward by two’s, five’s and ten’s to complete short patterns.
3. - needs practice with skip counting forward and backward by two’s, five’s and ten’s to complete short
patterns.
- needs considerable practice with skip counting forward and backward by two’s, five’s and ten’s to complete
short patterns.
1. - is able to demonstrate place value concepts to give meaning to numbers 0 to 100, identifying one’s and
ten’s.
2. - is developing an understanding of place value concepts to give meaning to numbers 0 to 100, identifying
one’s and ten’s.
3. - requires more time and practice to demonstrate place value concepts to give meaning to numbers 0 to 100,
identifying one’s and ten’s.
- demonstrates a limited understanding of place value concepts for numbers 0 to 100 and has difficulty
identifying one’s and ten’s.
HIGH
____ has produced excellent results in the Number strand of the Mathematics Learning Area this semester. He
consistently produces neat and accurate work and is beginning to proof-check his work before submitting it.
____ can recognise all two-digit and some three-digit numbers. He can count forwards and backwards from
any given two-digit number. ____ can generate his own number stories and solve simple addition problems
through mental computation, doubling, counting on and using counters. He can also use mathematical
language to compare and contrast objects when measuring. Congratulations on a great start to Mathematics in
Year One ____!
MIDDLE
____ has made very good progress in the Mathematics Learning Area this semester. He can identify all two-
digit numbers and generally writes numbers neatly, however reverses the numbers two, three and seven. ____
can count forwards from any given two-digit number, but finds it difficult to count backwards from numbers
over twenty. He can generate his own number stories and solve simple addition problems. ____ can also use
mathematical language to compare and contrast objects when measuring. Congratulations on a great start to
Mathematics in Year One ____.
LOW
____ does not show confidence to work independently during numeracy activities. He can recognise most
single and two-digit numbers, however doubts his answer before he gives it and will become distracted as it is
easier than doing the set task. ____ can count forwards, using the zero to nine pattern in the decades to assist
with his counting, however lacks the understanding of number to identify the next decade. For example 49,
then 50. ____ can generate his own number stories and calculate simple addition problems.
High Achiever
________ is an active participant in all lessons and completes activities confidently and accurately.
______ has a sound understanding of number patterns and concepts. He/she can confidently read, write and
count whole numbers. He/she is able to write addition and subtraction number sentences independently.
_______ is developing a good understanding of number patterns and concepts. He/she is able to read, write
and count most whole numbers. __________ He/she can write addition and subtraction number sentences to
solve problems.
_______ displays a good understanding of everyday comparative language associated with length.
______ takes part in practical opportunities to measure with non standard units.
Mid Achiever
________ participates in all lessons with enthusiasm and can stay on task in both oral and written activities.
OR
________ takes part in all lessons and tries to stay on task during oral and written activities.
_______ is developing a good understanding of number patterns and concepts. He/she is able to read, write
and count most whole numbers. __________ He/she can write addition and subtraction number sentences to
solve problems.
________ is developing an understanding of everyday comparative language associated with length.
_____ takes part in practical opportunities to measure with non standard units.
Low Achiever
_________ needs encouragement to participate during lessons and finds it difficult to stay focused during
activities.
________ needs more experience to develop understanding of number patterns and concepts. He/she is not
always confident reading, writing or saying whole numbers. He/she can use concrete materials to help write
addition and subtraction sentences.
_________ needs more experience using everyday comparative language associated with length.
_______ takes part in practical opportunities to measure with non standard units.
# can skip count forwards and backwards by 10’s to 100, and 2’s to 20, and applies this knowledge when
counting collections of objects. He has developed a small range of mental strategies (including counting on
from the largest number) which he utilises when solving simple addition problems. When working with
money # can identify all coin values and is beginning to combine coins when making specific amounts. In
Measurement # can identify all four attributes (time, capacity, time and length) and suggests ways to measure
and compare objects.
# is a confident participant in all Mathematics lessons. He has a sound understanding of the number system,
and can move flexibly between the hundreds, tens and ones. Throughout the year # has enjoyed using the
Mathletics program, with great success! When working with money # knows the value of all coins and uses
this knowledge when making specific amounts of money. # can confidently measure and order a variety of
objects according to their length, mass or capacity.
# has developed a small range of mental strategies (including counting on from the largest number) which he
utilises when solving simple addition and subtraction problems. When working with money # can identify all
coin values and is beginning to combine coins when making specific amounts. # has enjoyed participating in
hands on Measurement lessons. He correctly orders objects according to their length, and uses comparative
language (such as ‘long, longer, and longest’) to describe their position.
# can count by 10’s to 100, however he is unable to count by 1’s to 100 without assistance; this will need to
be an ongoing focus for him. # can recognise small collections without counting and uses this knowledge
when playing dice games. He is beginning to accurately use objects and drawings to solve simple addition
problems, and with continued practise of basic facts to 10, his reliance on materials will decrease. # can order
objects according to their length or weight, and has enjoyed participating in hands on Measurement lessons.
# knows her 10 times tables and her knowledge of the 2 and 5 times tables are steadily developing. She is able
to solve addition and subtraction story problems, and correctly uses the symbols when writing the number
sentence to match. When working with money # knows the value of all coins and uses this knowledge when
creating specific amounts of money. In Measurement # can identify all four attributes (time, capacity, time
and length) and suggests ways to measure and compare objects.
# can skip count forwards and backwards by 10’s to 100, and 2’s to 20, and applies this knowledge when
counting collections of objects. She has developed a small range of mental strategies (including counting on
from the largest number) which she utilises when solving simple addition problems. Throughout the year #
has enjoyed using the Mathletics program, with great success! In Measurement # is beginning to identify all
four attributes (time, capacity, time and length) and uses informal units (such as pop sticks) to measure and
compare the length of objects.
When solving simple addition problems # is beginning to count on from the largest number, and this has
improved his speed and accuracy. # can identify all coin values, and is beginning to combine coins when
making specific amounts. # has enjoyed participating in hands on Measurement lessons. He correctly orders
objects according to their length, and uses comparative language (such as ‘long, longer, and longest’) to
describe their position. # now needs to focus on accurately measuring length, capacity and mass using non-
standard units (e.g. pop sticks, blocks).
# can skip count forwards and backwards by 10’s to 100, and 2’s to 20, and applies this knowledge when
counting collections of objects. He has developed a small range of mental strategies (including counting on
from the largest number) which he utilises when solving simple addition and subtraction problems.
Throughout the year # has enjoyed using the Mathletics program, with great success! # enjoys participating in
hands on Measurement lessons, and is beginning to identify all four attributes (time, mass, capacity and
length).
# is a confident participant in all Mathematics lessons. He has a sound understanding of the number system,
and can move flexibly between the hundreds, tens and ones. When working with money # knows the value of
all coins and uses this knowledge when creating specific amounts of money. He is able to solve addition,
subtraction and sharing story problems, and correctly uses the symbols when writing the number sentence to
match. # enjoys participating in hands on Measurement lessons and can identify all four attributes (time,
mass, capacity and length).
# can write and say numbers correctly into the hundreds. He knows her 10 times tables and his knowledge of
the 2 and 5 times tables are steadily developing. When working with money Jake knows the value of all coins
and uses this knowledge when making specific amounts of money. When measuring # can identify all four
attributes (time, mass, capacity and length) and is beginning to make reasonable estimates when comparing
objects.
# is confident when working with small numbers and uses a range of mental strategies, including counting on
from the largest number, to quickly and accurately solve addition and subtraction problems. She knows the
value of all coins and uses this knowledge when creating specific amounts of money. # enjoys participating in
hands on Measurement lessons, and is beginning to identify all four attributes (time, mass, capacity and length)
and suggests ways to measure and compare objects.
When solving simple addition problems # is beginning to count on from the largest number, and this has
improved his speed and accuracy. When working with money # can identify all coin values and is beginning to
combine coins when making specific amounts. # enjoys participating in hands on Measurement lessons and is
beginning to identify all four attributes (time, mass, capacity and length).He correctly orders objects according
to their length, and uses comparative language (such as ‘long, longer, and longest’) to describe their position.
# can write and say numbers correctly into the hundreds. She knows her 10 times tables and her knowledge of
the 2 and 5 times tables are steadily developing. # still struggles with completing number stories, and is often
unsure of which sign to use when writing the matching number sentence. When measuring # is able to identify
the four key attributes (time, length, capacity and mass) and can order items according to these attributes.
# is able to solve addition and subtraction story problems, and correctly uses the symbols when writing the
number sentence to match. When working with money # can identify all coin values and is beginning to
combine coins when making specific amounts. # enjoys participating in hands on Measurement lessons and can
identify all four attributes (time, mass, capacity and length) and is beginning to make reasonable estimates when
comparing objects.
#’s knowledge of basic number facts has developed throughout this semester, and this has enabled her to solve
addition and subtraction sums with improved speed and accuracy. When completing number stories # is often
unsure of which sign to use when writing the matching number sentence. # has made steady progress in
Measurement. When measuring the mass of objects # understands that she needs to measure the objects by
hefting or using scales, as small containers can weigh more than large ones.
# is a confident participant in all Mathematics lessons. She is developing a sound understanding of the number
system, and can move flexibly between the hundreds, tens and ones. # can solve addition, subtraction and
sharing story problems, and correctly uses the symbols when writing the number sentence to match. When
working with money # knows the value of all coins and uses this knowledge when creating specific amounts of
money. When measuring # can identify all four attributes (time, mass, capacity and length) and is beginning to
make reasonable estimates when comparing objects.
#is confident when working with small numbers and uses a range of mental strategies, including counting on
from the largest number, to quickly and accurately solve addition and subtraction sums. She is able to solve
addition and subtraction story problems, and correctly uses the symbols when writing the number sentence to
match. # enjoys participating in hands on Measurement lessons, and is beginning to identify all four attributes
(time, mass, capacity and length) and can suggest ways to measure and compare objects.
# is confident when working with numbers under 100. He uses a range of mental strategies, including counting
on from the largest number, to quickly and accurately solve addition and subtraction problems. He is able to
answer addition, subtraction and sharing story problems, and correctly uses the symbols when writing the
number sentence to match. # knows the value of all coins, and uses this knowledge when creating specific
amounts of money. In Measurement # can identify all four attributes (time, capacity, time and length) and
suggests ways to measure and compare objects.
has a sound understanding of number patterns and concepts. He/she can confidently read, write and count
whole numbers. ________ has a good grasp of money and the value of coins. He/she is able to write addition
and subtraction number sentences independently and can use a calculator to solve problems.
is developing a good understanding of number patterns and concepts. He/she is able to read, write and count
most whole numbers. __________ is gaining more confidence working with money to complete shopping
activities. He/she can write addition and subtraction number sentences to solve problems and can use a
calculator to count, add and subtract.
needs more experience to develop understanding of number patterns and concepts. He/she is not always
confident reading, writing or saying whole numbers. _________ needs more practice working with coins to
assist in the understanding of money. He/she can use concrete materials to help write addition and subtraction
sentences. ____ is able to use a calculator to count.
displays a good understanding of everyday comparative language associated with length, mass, capacity, area
and time. She/he is able to compare and order objects according to different attributes and takes part in
practical opportunities to measure with non standard units.
is developing an understanding of everyday comparative language associated with length, mass, capacity, area
and time. She/he can compare and order objects according to different attributes and takes part in practical
opportunities to measure with non standard units.
needs more experience using everyday comparative language associated with length, mass, capacity, area and
time. She/he is showing improvement in comparing and ordering objects according to different attributes
----- reads, writes and says whole numbers accurately, using them to say how many there are, makes
collections of a given size and describes order.
uses counting and other strategies to solve questions involving small numbers.
------ is making --------- progress in the Mathematics Learning Area.
is an active participant in all lessons and completes activities confidently and accurately.
participates in all lessons with enthusiasm and can stay on task in both oral and written activities.
takes part in all lessons and tries to stay on task during oral and written activities.
needs encouragement to participate during lessons and finds it difficult to stay focused during activities.
# is able to read and write numbers to 100 and is able to distinguish bigger and smaller numbers. She is able to
solve simple addition and subtraction sums using pictures and number lines and write the corresponding
number sentence. # is able to say the days of the week in order and can attribute activities to each day.
# has developed a good range of strategies that she uses to solve addition and subtraction number problems.
She is able to count by 2’s and 5’s and decide on an appropriate time to do this. # has an awareness of
Calendars and is able to order the days of the week and attribute events to particular dates.
# enjoys the hands on activities during Mathematics, when working at his desk he requires one on one
support to complete set tasks. # is able to write numbers into the 30’s and can count into the 100’s. He
identifies the symbols of addition and subtraction however is working on been able to solve simple number
problems. # is able to recall the days of the week in order and attribute activities to each day.
# has developed a sound understanding of number patterns this semester. She is able to skip count and is
beginning to apply this knowledge when encountering a collection. # has developed a good range of maths
strategies which she utilises when solving addition and subtraction number problems. She is able to
recognise the value of all Australian coins and is continuing to work on adding coins to see if she has enough
to buy something. # has an awareness of the use of calendars and is able to name the days of the week in
order.
#’s Mathematics skills still require some consolidation for speed, but she demonstrates satisfactory
understanding of most concepts. She is able to write and say numbers to 100. # is able to continue patterns
and can count by 2’s, 5’s and 10’s. She is beginning to use ‘hands on’ materials and number lines more
accurately to solve addition and subtraction sums. # is able to recognise the value of all Australian coins and
is continuing to work on adding coins to see if she has enough to buy something.
This semester # has demonstrated a satisfactory understanding of numbers; he is writing, reading and
counting numbers to 100. # identifies the symbols for addition and subtraction; using these symbols
correctly when solving number problems. # has a developing understanding of time; naming the days of the
week and months in the year.
# understands that addition and subtraction means to combine and separate numbers and is able to solve
mathematical problems in everyday activities. She has developed a firm understanding of skip counting by
2’s and 5’s and is able to apply this knowledge when counting organised collections. # is able to recognise
the values of all Australian coins and is becoming more confident when adding coins to determine if she has
enough to buy something. # has an awareness of the use of calendars and is able to attribute events to
particular days and times.
# really enjoys Mathematics and has a very good understanding of the different concepts in Number. He uses
these skills to assist in problem solving and often calculates mental problems with speed and accuracy. # is
able to write number sentences to match addition and subtraction problems, and is able to use both pictures
and number lines to solve problems. He has an awareness of the use of calendars and is able to order the
days of the week and name events occurring on each day.
# works methodically and with care when solving number problems. He has demonstrated the ability to
identify and use the addition and subtraction symbols, using strategies such as counting objects to solve
these problems. I would like to see him use a wider range of strategies such as use of number lines and
number bond knowledge. He is able to read, write and count numbers to 100. # is able to identify all
Australian coins and organise them according or size, shape and colour.
# has made positive progress in Mathematics this semester. He is able to read, write and count numbers up to
one hundred. Next semester # will need to further develop his understanding of the continuing one to nine
number pattern beyond one hundred. # has demonstrated an understanding of addition and subtraction and is
able to use his fingers to solve simple sums. In order for him to be more efficient at solving number
problems he will need to use more mature strategies such as counting on and compensating. # is able to
recognise the values of all Australian coins and is working on adding coins to determine if he has enough to
buy something.
# is continuing to develop an understanding of whole numbers when counting. She still needs assistance to
count to 100 independently, which also affects her ability to write to 100. # is able to solve simple addition
and subtraction number stories and sums using concrete materials. With teacher assistance he can complete
sharing and grouping problems. # is able to recognise the values of all Australian coins and is working on
adding coins to determine if she has enough to buy something.
# has developed a sound understanding of number patterns this semester. She is able to skip count by 2’s, 5’s
and 10’s and apply this to real situations. # has developed a range of math strategies which she utilises when
solving addition and subtraction number problems. She is able to recognise the value of all Australian coins
and is continuing to work on adding coins to see if she has enough to buy something. # has an awareness of
the use of calendars and is able to attribute events to particular days and dates.
# has made some improvements writing and reading numbers; however still needs assistance starting each
new decade. # is able to solve simple addition and subtraction number stories and sums. When combining
groups in addition sums # needs to remember to count on from the biggest number. # is able to name all days
of the week in the correct order and identify different events occurring on these days.
This semester # has demonstrated a satisfactory understanding of numbers; he is writing, reading and
counting numbers into the hundreds. # identifies the symbols for addition and subtraction; using these
symbols correctly when solving single number problems. # has a developing understanding of time; naming
the days of the week and months in the year.
# is able to read and write numbers into the hundreds. She is also able to distinguish a number bigger or
smaller than into the hundreds. # is able to solve simple addition and subtraction sums using pictures and
number lines and write the number sentence to match.# is able to recognise the value of all Australian coins
and is continuing to work on adding coins to see if she has enough to buy something.
# is continuing to develop an understanding of whole numbers when counting. She still needs assistance to
count to 100 independently, which also affects her ability to write to 100. #is able to solve simple addition
and subtraction number stories and sums with some support. She is able to recognise and describe Australian
coins and is continuing to work on the addition of coins to see if she has enough to buy something. # is able
to state the days of the week and months of the year in order.
# has developed a good range of mental maths strategies which he utilises when solving addition and
subtraction number problems. He is able to count by 2’s, 5’s and 10’s and decide on a an appropriate time to
do this. # has an awareness of the use of calendars and is starting to read the position of the hands of the
clock to the nearest hour and half past.
#’s Mathematics skills still require some consolidation for speed, but she demonstrates satisfactory
understanding of most concepts. She is able to write and say numbers beyond 100. # is able to continue
patterns and can count by 2’s to beyond 20. She is beginning to use pictures more accurately to solve
addition and subtraction sums. # needs to work on ensuring her numbers are written around the correct way.
# is able to read and write numbers into the hundreds. She is also able to distinguish a number bigger or
smaller than into the hundreds.# is able to solve simple addition and subtraction sums using pictures and
blocks and write the number sentence to match. She is also able to use drawing to solve simple sharing and
grouping problems. In Measurement # is able to read the time on a clock to the nearest hour.
# has developed a good range of mental maths strategies which he utilises when solving addition and
subtraction number problems. He is able to count by 2’s and 5’s and decide on a an appropriate time to do
this. # has an awareness of the use of calendars and is starting to read the position of the hands of the clock to
the nearest hour and half past.
In Mathematics # is able to write and count beyond 100 independently. He is able to count backwards from
20; however needs to develop his skills to decide which number comes before and after a given number. # is
able to solve simple addition and subtraction sums using drawings, however still need assistance to solve
grouping and sharing problems. He is aware that the clock tells the time and is able say which is the minute
and hour hand though is still working on reading the time.
# understands that addition and subtraction means to combine and separate numbers and is able to solve
mathematical problems in everyday activities. She has developed a firm understanding of skip counting by
2’s and can use this to continue a pattern. # has an awareness of the use of calendars and is starting to read the
position of the hands on the clock to the nearest hour.
# has worked hard to improve his understanding of the mathematical concepts taught; however needs to
develop more confidence in his ability to solve addition and subtraction number problems and stories. He
needs to remember to use counting on and ‘hands on’ materials to help solve problems. #is now able to write
numbers to 100 and count how many is in a collection up to 20. He is able to recognise small collections at a
glance without counting, and understands and uses ordinal numbers to indicate position in a sequence.
# is able to solve simple addition and subtraction number stories and sums. With teacher assistance she can
complete sharing and grouping problems. When combining groups in addition sums # needs to remember to
count on from the biggest number. # has an awareness of the use of calendars and is starting to read the
position of the hands on the clock to the nearest hour.
# has developed a firm understanding of skip counting this semester. She is now beginning to apply this
knowledge to complete patterns with missing numbers. # is able to draw, write number stories, and number
sentences for different problems in addition and subtraction activities. She is also able to use pictures to solve
simple sharing and grouping number stories. A goal for # is to practise writing the number sentence to match
these stories. # is able to read and make times on a clock to the nearest hour and half past.
#’s results reflect a high level of understanding of Mathematical concepts. He easily links problems to number
operations and symbols. # can calculate mental problems with speed and accuracy. He is beginning to develop
an understanding of whole numbers when partitioning into tens and ones. He has developed a good awareness
of the use of calendars and is able to read the position of the hands of the clock to the nearest hour and half
past.
# has worked hard to improve his understanding of the mathematical concepts taught; however needs to
develop more confidence in his ability to solve addition and subtraction number problems and stories. He
needs to remember to use counting on and ‘hands on’ materials to help solve problems. # is now able to write
numbers to 109 and count how many is in a collection up to 20. He is able to recognise small collections at a
glance without counting, and understands and uses ordinal numbers to indicate position in a sequence.
# has developed a firm understanding of whole numbers this semester and is able to identify which number is
bigger and smaller under 100. He is able to solve simple addition and subtraction number stories and sums
though needs support when creating his own. With teacher assistance he can complete sharing and grouping
problems. When combining groups in addition sums # needs to remember to count on from the biggest
number.
# is aware that different activities happen at different times and that a clock is used to tell the time. She is
able to accurately create a clock and represent o’clock times. When measuring she is able to accurately
count informal units to see how many fit to the nearest whole number and use this measurement to
determine which is the longest or tallest. # is developing her understanding of place value and with
support is able to apply this knowledge to read, write and represent numbers beyond 100. # is able to solve
addition and subtraction problems using counting on, pictures and her fingers. She requires some support
determining whether word problems are addition or subtraction.
Student has developed a clear working knowledge of numbers, she knows the number sequence from 1 to 100 and can count back and forth independently from any number up to 100. Student uses several different strategies to answer mathematical questions and can sometimes explain why an answer is correct. She recognises the names of 2D and some 3D shapes, including circle, triangle, rectangle and square, and cube, cone, and cylinder. Student understands and can use mathematical terms to compare and contrast the measurement of length and time, and is working towards an understanding in half hours. Student has made good progress with his basic number work, he can count and write numbers up to and back from 100, occasionally reversing the number 7. He understands there is a difference between dollars and cents and can decide if he has enough money to buy something. Student uses everyday language such as flat, straight, curved, side, round and corner. He can use words such as 'today', 'yesterday' and 'tomorrow' when describing events, and is beginning to show an understanding of hour times. Student relies on his peers to assist him and needs to show more initiative in order to work independently. Student has needed much encouragement and support in order to develop skills and understanding in this area and relies heavily on adult assistance to begin activities. He can count orally from 1 to 39 and write the numbers in order from 1 to 13. Student recognises some coins but has not linked these to comparable values. He shows a reasonable understanding measuring length and time and is developing an understanding of hour times. Student can recognise and name some simple 2D shapes, and makes an attempt to describe them using everyday language. Student can count and write numbers from 1 to 100 in order and back from 10 to 0. She understands that addition is
used in situations that involve combining and recognises the symbols used for addition and subtraction. Student can
sometimes explain why an answer is correct and is starting to use pictures to show this. Student uses everyday
language such as “sides”, “corners”, “straight” and “curved” when describing shapes and displays a good
understanding of the descriptive terms used to compare objects according to their length, recognises hours and is
working towards understanding half hours.
Student reads, writes, says and counts with whole numbers to 100 and uses numbers to compare collection sizes and describe order. She has a good understanding of coins and knows when she has enough to buy an item. She can confidently compare and contrast measurements in length, and has a solid understanding of hour and half hours. Student uses everyday language to describe, using some detail, different 2D shapes, and can recognise them in a 3D solid. She uses different strategies to answer mathematical questions and recognises the “+”,”-” and “=” symbols uses them correctly in a number sentence. Student can say and write the numbers 1 to 30 and back in order, although she reverses the digits 7 and 9. She is developing the ability to manipulate concrete materials to represent number stories, but does not yet recognise the correct use of the “+”, “-” or “=” signs. Student is able to directly compare the properties of various shapes, and is developing her use of language to describe these differences. Due to frequent absences Student has missed key teaching and learning in the area of measurement and has shown a limited understanding in this area. Student reads, writes, says and counts with whole numbers to 100 and uses numbers to compare collection sizes
occasionally reversing the digit 3 and the order in two digit numbers, such as: 45 as 54. He recognises the names of
Australian coins, but does not yet understand values e.g. $2 worth more than 50c. Student is starting to show some
self-correcting behaviour when solving problems and can use everyday language to describe different 2D/3D
shapes using some detail. He uses everyday language to describe the measurement of length and can tell time to
the half hour.
Student knows the number sequence from 1 to 100 and can read, write, and say the number back and forth independently from any number up to 100. He uses a variety of strategies to partition quantities into two equal shares and name each share “one half”. Student uses several different strategies to answer mathematical questions and recognises the “+”,”-” and “=” symbols and the correct way to use them in a number sentence. He is beginning to use detail to describe different 2D/ 3D shapes, can describe the processes of measurement in length, and can tell time to the hour. Student reads, writes, says and counts with whole numbers to beyond 100 and uses numbers to compare collection sizes and describe order. He can decide whether he has enough money to buy something when using Australian coins and understands the value of Australian coins. Student uses everyday language for the position of things, their movements and paths between them and can describe, using some detail, different 2D/ 3D shapes. He uses several different strategies to answer mathematical questions, has a good understanding of length and can tell time to the half hour. Student reads, writes, says and counts with whole numbers from 1 to 100 and can count back from 20. He uses counting and other strategies to solve mentally self-generated or orally-presented questions involving small numbers and can explain how he solved the number problem. Student uses everyday language such as “flat”, “straight”, “side”, “round” and “corner” when describing 2D shapes and can recognise them in a 3D solid. He understands how to read the time up to half hour, but needs more practise writing digital o'clock times e.g. 10.00 not 10.12. Student reads, writes, says and counts the number sequence from 1 to 100 and can count back and forth from any number up to 100. She uses numbers to compare collection sizes and describe order, and can add and subtract small numbers. Student represents a story realistically using pretend and role plays to answer questions involving counting, moving or placing a small numbers of things. She pays attention to shape in making or drawing things and uses everyday language such as “flat”, “side”, “round” and “corner”. Eve can visually tell the time to the hour, but needs work on writing digital time. Student has made good progress in her basic number work, she can count and write numbers up to and back from 100. She understands there is a difference between dollars and cents and is beginning to understand the value of Australian coins. Student uses everyday language such as flat, straight, curved, side, round and corner to describe 2D/3D shapes, understands length and can tell time to the half hour. She is developing confidence when representing things mentioned in a problem with materials and can manipulate the materials to find a solution. Student reads, writes, says and counts with whole numbers from 1 to 100, with some reversals to the 7 and 6 digits, and is able to use numbers to describe position. She can discriminate between shapes that are alike and is developing the ability to distinguish between a 3D object and its 2D representations. Student uses several different strategies to answer mathematical questions and is developing an understanding of the “+”, “-” and “=” symbols. She can confidently compare and contrast measurements in length, and understands time to the half hour. Student can say and write the numbers 1 to 30 and back from 10 to 1. He is developing the ability to manipulate
concrete materials to represent number stories, but does not yet recognise the correct use of the “+”, “-” or “=” signs.
Student is able to directly compare the properties of various shapes, and is developing his use of language to
describe these differences. He represents things mentioned in a problem with materials and manipulates the
materials to find a solution. With assistance Bill is beginning to show an awareness of measuring length and time to
the hour.
Student reads, writes and says whole numbers to 100 and uses numbers to compare collection sizes and describe order although she occasionally reverses the digits 6 and 9. She understands there is a difference between dollars and cents and is beginning to understand the value of Australian coins. Student uses everyday language such as flat, straight, curved, side, round and corner to describe 2D/3D shapes. She understands the language of length and time to the hour and is beginning to develop an awareness of half hour times. Student can read, write and say whole numbers from 1 to 100, with some reversals of the 5 digit and the number
place in the decades e.g. 20 written as 02. She understands there is a difference between dollars and cents and is
beginning to understand the value of Australian coins. Student uses everyday language such as flat, straight, round
and corner to describe 2D/3D shapes. She shows a reasonable understanding of the processes of measurement in
length, and time to the hour, and is beginning to show an awareness of half hour.
- is a bright student who has maintained a very high standard of performance throughout this semester. She has a
great awareness of number facts and is able to count, order, read and write numbers beyond one hundred. -
understands the patterns made when skip counting and is able to skip count by twos, fives and tens. She is able to
solve simple addition and subtraction problems to twenty using mental strategies and concrete materials. -
understands the concept of measurement and is able to sort objects based on size. In measurement, she can measure
and compare lengths using a variety of informal units of measure. - is able to correctly order the days of the week
and months of the year, however, is still working on his understanding of time duration. She recognises that
information can be obtained from graphs and is able to confidently interpret information on a basic picture graph.
Her knowledge of shapes is excellent and - shows the ability to identify and draw basic two dimensional shapes. She
can successfully name and describe three dimensional objects. - demonstrates good observation skills and can
recognise three dimensional objects in pictures and in the school environment.
- grasps concepts in numeracy promptly and displays a confident approach to his work. He has a great awareness of
number facts and is able to count, order, read and write numbers beyond one hundred. - understands the patterns
made when skip counting and is able to skip count by twos, fives and tens. He is able to solve simple addition and
subtraction problems to twenty using mental strategies and concrete materials. - understands the concept of
measurement and is able to sort objects based on size. In measurement, he can measure and compare lengths using a
variety of informal units of measure. - is able to correctly order the days of the week and months of the year,
however, is still working on his understanding of time duration. He recognises that information can be obtained
from graphs and is able to confidently interpret information on a basic picture graph. His knowledge of shapes is
excellent and - shows the ability to identify and draw basic two dimensional shapes. He can successfully name and
describe three dimensional objects. - demonstrates good observation skills and can recognise three dimensional
objects in pictures and in the school environment.
- has a sound working knowledge of the skills required to achieve in all areas of numeracy. She has been successful
in achieving the outcomes outlined throughout her Group Education Plan, demonstrating a sound ability to read,
write and say number to one hundred. - is beginning to use his understanding of the one to nine number pattern to
extend her abilities. - is developing her ability to skip count by twos, fives and tens. She is attempting to add and
subtract numbers up to twenty using her hands or concrete materials to assist her,however, needs to apply her
knowledge of mental strategies. - enjoys measurement activities and is able to successfully measure and compare the
length of objects. She has developed the skills to use everyday language to describe simple measurement ideas of
longer than and shorter than to describe the attribute of length. - works well with shapes and demonstrates the ability
to identify and draw basic two dimensional shapes. She is learning to name and describe three dimensional objects.
- demonstrates a limited level of understanding in Mathematics, but he displays interest and perseverance in
developing his skills. He has been working towards achieving the outcomes outlined within his Individual Education
Plan. - needs to make a greater effort in order to count, order, read and write numbers up to thirty. He relies heavily
on teacher assistance to skip count by twos, fives and tens. He is developing his skills in adding and subtracting
numbers up to ten using his fingers and concrete materials to assist him. - is improving his ability to measure and
compare the length of objects. With help, he is beginning to describe simple measurement ideas of longer than and
shorter than, to describe the attribute of length. - has a sound knowledge of basic two dimensional shapes and is
developing the language used to describe them. - is learning to name three dimensional objects, however, needs
more time to progress in his ability.
- has applied herself well in Mathematics this semester. She particularly enjoys working with numbers and knows
how to count, order, read and write numbers beyond one hundred. - is beginning to use her understanding of the one
to nine number pattern to extend her abilities. She is developing her ability to skip count by twos, fives and tens.- is
attempting to add and subtract numbers up to twenty using her hands and concrete materials to assist her, however,
needs to apply her knowledge of mental strategies. She recognises and use terms associated with addition and
subtraction.In measurement, - is able to successfully measure and compare the length of objects. She has developed
the skills to use everyday language to describe simple measurement ideas of longer than and shorter than to describe
the attribute of length. - works well with shapes and demonstrates the ability to identify and draw basic two
dimensional shapes. She is learning to name and describe three dimensional objects.