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.