QuN8
Producing number names to at least 1000 counts forwards and backwards by 100s to 1000 (100, 200 … 1000) counts forwards and backwards by tens off the decade to 100 (2, 12, 22, …) Numeral recognition and identification of place value recognises …
QuN8 | Quantifying numbers | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
OwP2
Find percentage as a part of a whole uses fraction benchmarks to find percentages of quantities (to find 75% of 160, I know that 50% (half) of 160 is 80, and 25% (quarter) is 40 so 75% is 120) finds a percentage of a quantity (10%, 20%, 25%, 50%, …
OwP2 | Operating with percentages | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
PKW6
Phonic knowledge reads words with taught vowel digraphs (ee, oo, ay, ai, ea, oa, ow) and applies when reading decodable texts reads two-syllable compound words with taught grapheme-phoneme correspondences (desktop, shellfish, carpark, farmyard) and …
PKW6 | Phonic knowledge and word recognition | Reading and viewing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
AdS7
Flexible strategies with two-digit numbers applies knowledge of 10 as a unit to add and subtract 2 two-digit numbers (jump strategy, split strategy or compensation) manipulates tens and ones flexibly for addition and subtraction (to add 45 and 37, …
AdS7 | Additive strategies | Number sense and algebra | National Numeracy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources
Measurement and geometry: Dimensions of a 3D object – WS5
Students were asked to determine the dimensions of a box given the length of ribbon of 1.2 metres needed to wrap around the parcel.
Measurement and geometry: Dimensions of a 3D object – WS5 | Samples | Mathematics proficiencies | Resources
Digital project: Bee-Bot - ABOVE
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - ABOVE | Samples | Work samples | Resources
Digital project: Bee-Bot - AT
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - AT | Samples | Work samples | Resources
When I grow up – AT
Students learnt about careers and the vocabulary and grammar to be able to talk about what they may want to be in the future. A guest speaker was invited to the class to talk about her work and the tools she uses. Students participated in a range of oral …
When I grow up – AT | Samples | Work samples | Resources
Anzac Day invitation – ABOVE
Students explored the important symbols associated with the commemoration of Anzac Day (25 April). The teacher and teacher-librarian provided students with pictorial sources and real or replica artefacts using a ‘memorial box’ borrowed from the Australian …
Anzac Day invitation – ABOVE | Samples | Work samples | Resources
Anzac Day invitation – AT
Students explored the important symbols associated with the commemoration of Anzac Day (25 April). The teacher and teacher-librarian provided students with pictorial sources and real or replica artefacts using a ‘memorial box’ borrowed from the Australian …
Anzac Day invitation – AT | Samples | Work samples | Resources
Written instructions: Environmental games - AT
As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …
Written instructions: Environmental games - AT | Samples | Work samples | Resources
Written instructions – Environmental games - BELOW
As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …
Written instructions – Environmental games - BELOW | Samples | Work samples | Resources
Written instructions: Environmental games - ABOVE
As part of a History unit, ‘Children 100 years ago’, students learnt that there was limited money and toys for children in Australia. Students were asked to create or adapt a game, using only natural resources. Students used a template to help develop …
Written instructions: Environmental games - ABOVE | Samples | Work samples | Resources
Digital project: Bee-Bot - BELOW
Students explored the concept of sequencing steps and decisions using Bee-Bots. They worked in groups to solve progressively more complex routes using grids on paper. Students then programmed the Bee-Bots to navigate grids created on the floor using masking …
Digital project: Bee-Bot - BELOW | Samples | Work samples | Resources
Bouncing balls – AT
Students were asked to design an investigation that determines the relationship between the drop height of a ball and its bounce back height. This task was part of a teaching and learning unit on transformation of energy where students explored how energy …
Bouncing balls – AT | Samples | Work samples | Resources
Bouncing balls – ABOVE
Students were asked to design an investigation that determines the relationship between the drop height of a ball and its bounce back height. This task was part of a teaching and learning unit on transformation of energy where students explored how energy …
Bouncing balls – ABOVE | Samples | Work samples | Resources
Number and algebra: Who are we? - WS1
The learning intention of the task was to identify given numbers which occur before and after a given number on a hundreds number chart.
Number and algebra: Who are we? - WS1 | Samples | Mathematics proficiencies | Resources
My future career – AT
Students learnt the Korean terms for work and occupations, learnt simple sentence structures to ask about their future career aspirations and answered questions appropriately using modelled sentences and set phrases. In this task, students were asked …
My future career – AT | Samples | Work samples | Resources
Digital project: Organising ideas - BELOW
Students generated a digital mind map as a way to display pictorial data. They collected data about known places around the school in the form of digital photos taken using a tablet computer. They used an app to create a mind map to represent these data. …
Digital project: Organising ideas - BELOW | Samples | Work samples | Resources
Digital project: The beach - ABOVE
Students collected data about what they found on the beach and presented the data as an information product.
Digital project: The beach - ABOVE | Samples | Work samples | Resources