numeracy2010


 * [[file:JACOB.pdf]]



3D Shape Assessment - Grade 4


 * The Task:** Students completed a Pre Test before learning about 3D Shapes, to find out what they already knew. They wrote What they Knew about both 2D and 3D Shapes and using this, set goals by deciding What they Wanted to Know. After undertaking guided and independent hands on, interactive and structured activities during Numeracy sessions, students then completed the same test at the end of the unit to see what they had learned.

=2D & **3D Shape pre and post tests location rubic.**=

=**What I knowb about 3D shapes division rubic.**=

Addition & Subtraction Assessment - Grade 4
 * The Task:** Students completed a Pre Test before learning about Addition and Subtraction, to find out what they already knew. They wrote What they Knew about Addition and Subtraction and using this, set goals by deciding What they Wanted to Know. After undertaking guided and independent hands on, interactive and structured activities during Numeracy sessions, students then completed the same test at the end of the unit to see what they had learned. Students completed the What they had Learnt column in their KWL charts.

**Addition & Subtraction Pre test and Post test**

What I Know/What I Want to Know/What I have Learnt about Subtraction



 * Teacher Assessment:**

//– Use of strategies such as 'near doubles', 'adding 9', 'build to the next 10' to solve addition and subtraction problems.// //Use of whole numbers for Addition and Subtraction of numbers to 2 decimal places// ||
 * **Addition & Subtraction Assessment Rubric – Term 2 2010** ||
 * **2.25 (Mid Grade 3 -** Addition and Subtraction using facts to 20 ||
 * //2.5 (End Grade 3)//
 * **2.75 (Mid Grade 4)** – Use algorithms for addtion and subtraction of numbers to 2 decimal places ||
 * **3.0 (End Grade 4)** – Whole number problems of addition and subtraction involving numbers up to 999 ||
 * **3.0+ (Beyond Grade 4)** – Solve problems involving addition and subtraction of whole numbers to 10,000 ||

Fractions Assessment - Grade 4


 * The Task:** Students completed a Pre Test before learning about Fractions, to find out what they already knew. They used their Pre Test to determine what they already knew and set goals by deciding What they Wanted to Know. After undertaking guided and independent hands on, interactive and structured activities during Numeracy sessions, students will complete the same test at the end of the unit to see what they had learned.

**Fractions and Decimals Goals**



 * Teacher Assessment:**

//– Add and subtract simple common fractions with the assistance of physical models.// //Write equivalent fractions and decimals, eg. 1/10 = 0.1// || //– State the place value of numbers to 3 decimal places.// //Mentally add and subtract like fractions.// || Jacob is still working through this unit during class. At the end of the unit, Jacob will be assessed, as well as adding his pre and post test on fractions to show what he has learnt.
 * **Fractions Assessment Rubric – Term 2 2010** ||
 * **2.25 (Mid Grade 3) -** Use of fractions with numerators other than one; for example, 3/4 of a block of chocolate. ||
 * **2.5 (End Grade 3)** – Development and use of fraction notation and recognition of equivalent fractions such as 1/2 = 4/8, including the ordering of fractions using physical models. ||
 * //2.75 (Mid Grade 4)//
 * **3.0 (End Grade 4)** – Use of place value to determine the size and order of decimals to hundredths. ||
 * 3.0+ (Beyond Grade 4)

mass, volume, capascity mass, volume, capascity rubic division- term4 division rubic-term4

Tearm4-time

Addition and subtraction

working mathematicdlly