Chris has demonstrated thorough knowledge and understanding of the relationships between fractions, decimals and percentages. The number line plotting is accurate and mathematical terminology has been used. Chris has demonstrated the ability to link ideas and concepts, but the explanation provided lacks a ‘real’ link to the number line and merely reaffirms knowledge of fractions and equivalence. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard at the end of Stage 2.
Grade BThe student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
Foundation Statement strands
The following strands are covered in this activity:
- Working Mathematically
Students ask questions and use appropriate mental or written strategies, and technology, to solve problems. They use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain reasoning.
Students count, order, read and record numbers up to 9999 and use mental and written strategies, including the formal written algorithm, to solve addition and subtraction problems involving numbers of up to four digits. They use mental strategies to recall multiplication facts up to 10 x 10 and related division facts and use informal written strategies for multiplication and division of two-digit numbers by one-digit numbers. Students model, compare and represent simple fractions and recognise percentages in everyday situations and they model, compare, represent, add and subtract decimals to two decimal places. Students perform simple calculations with money and conduct simple chance experiments.