maths+rubrics+k 6+finalised
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Use the term is the same as to describeequality of groups
Uses the term isthe same as to
describeequality of 2
simple groups
with teacher assistance
Uses the term isthe same as to
describeequality of 2groups with
teacher assistance
Uses the term isthe same as to
describeequality of 2
groups
Can make 2equal groupsand record.
Uses the = signto record the
equality ofnumber
relationships
Data key ideas Collect Data about students and their environment
Collects Dataabout students
and their
environment.Can sortobjects into
groupsaccording tovery easy to
seecharacteristics.
Collects Dataabout students
and their
environment.Can sortobjects into
groupsaccording to
characteristicswith teacher assistance.
Collects Dataabout students
and their
environment.Can sortobjects into
groupsaccording to
characteristics.
Gathers dataabout
concrete
materials andbegins to usetally marks to
represent them.
Gathers andrecords data
using tally
marks.
Organise actual objects or pictures of objects intodata displays
Organisesactual objectsor pictures ofobjects into
rows or columnswhen workingin groups with
teacher
assistance
Organisesactual objectsor pictures ofobjects into
rows or columnswith teacher
assistance
Organisesactual objectsor pictures ofobjects into
rows or columns
Organises rowsor columns
usinginformationfrom a tallysheet with
teacher assistance.
Organises rowsor columns
usinginformationfrom a tally
sheet.
DES1.1 Represents &interprets datadisplays made fromobjects & pictures.
Interpret data displays made from objects andpictures
Can not answer simple
questionsabout data
displays madefrom objectsand pictureswith teacher assistance.
Interprets datadisplays madefrom objectsand pictureswith teacher assistance.
Interprets datadisplays madefrom objectsand pictures.
Interprets bar graphs without
objects andpictures with
teacher assistance.
Interprets bar graphs without
objects andpictures.
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Measurement key ideasIdentify & describe the attribute oflength
Identifies & anobvious
difference oflength with
teacher assistance
Identifies &describes an
obviousdifference of
length
Identifies &describes
longer andshorter.
Identifies anddescribes thelength of anobject usingformal units
Identifies anddescribes thelength of anobject usingformal units
Compare lengths directly by placingobjects side by side and aligning ends
Compareslengths directly
by placingobjects side by
side andaligning ends ofobviouslydifferent
objects withteacher
assistance.
Compareslengths directly
by placingobjects side by
side andaligning ends ofobviouslydifferentobjects.
Compareslengths directly
by placingobjects side by
side andaligning ends
Compares andorders 2 or
more lengths or distances using
informal units ofmeasurement.
Compares andorders 2 lengths
or distancesusing formal
units ofmeasurement.
Length MES1.1 Describes length &distance usingeveryday language &compares lengthsusing directcomparison.
Record comparisons informally Recordscomparisonsinformally by
drawing,tracing or
cutting andpasting in small
groups withteacher
assistance.
Recordscomparisonsinformally by
drawing,tracing or
cutting andpasting with
teacher assistance.
Recordscomparisonsinformally by
drawing,tracing or
cutting andpasting.
Records lengthsand distancesusing informal
units ofmeasurement
Records lengthsand distances
using theabbreviation m
for metre.
Area MES1.2 Describes area usingeveryday language &compares areas usingdirect comparison.
Identify and describe the attribute ofarea
Can answer simple
questionsabout whicharea is bigger or smaller with
teacher assistance. With
obviouslydifferent sizes.
Can answer simple
questionsabout whicharea is bigger
or smaller. Withobviously
different sizes.
Identifies anddescribe theattribute of
area bycovering the
surfacecompletelywith smaller
shapes.
Compares thesurfaces of 2
areas andanswers
questions onwhich is bigger
or smaller.
Uses informalunits to
measure andrecord the area
of a surface.
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Estimate the larger of 2 areas &compare using direct comparison
Can order 2areas into
bigger andsmaller with
teacher
assistance.
Can order 2areas into
bigger andsmaller.
Estimates thelarger of 2
areas &compares using
direct
comparison .
Demonstratesunderstanding
by usingcomparativelanguage to
describe thedifferencebetween 2
areas.
Estimates,compares and
orders 2 or more areas
using informal
units ofmeasurement.
Record comparisons informally Recordscomparisonsinformally as
bigger or smaller with
teacher assistance.
Recordscomparisonsinformally as
bigger or smaller
Recordscomparisonsinformally assmall, bigger,
biggest.
Records areasinformally and
makes their own drawing or
cutting andpasting an areathat is bigger or
smaller.
Records thearea of a
surface byreferring to thenumber or type
of units usedEg the area ofthe surface is 20
tiles.Volume & CapacityMES1.3 Comparescapacities ofcontainers and thevolumes of objects or
substances usingdirect comparison.
Identify and describe the attributes ofvolume & capacity
Begins toidentify that V isthe amount of
space an
objectoccupies and
that C is theamount that an
object canhold withteacher
assistance andwhile workingwith concrete
materials
Can identifythat V is theamount ofspace an
objectoccupies and
that C is theamount that an
object canhold withteacher
assistance andwhile workingwith concrete
materials
Can identifythat V is theamount ofspace an
objectoccupies and
that C is theamount that an
object canhold . Uses
appropriatelanguage egfull, half full,
empty.
Estimates V or C using
appropriateinformal units.
Knows theformal units
that are usedfor V and C
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Compare the capacities of 2 containersusing direct comparison
Compares thecapacities of 2
containersusing directcomparison
and uses simplecomparativelanguage. Eglots, little with
teacher assistance.
Compares thecapacities of 2
containersusing directcomparison
and uses simplecomparativelanguage. Eg
lots, little
Compares thecapacities of 2
containersusing directcomparison
and usescomparative
language.
Compares thecapacities ofmore than 2containers
using direct
comparisonand uses
comparativelanguage
Uses informalunits to
measure andcompare the
capacities of 2
containers.
Compare the volumes of 2 objects usingdirect comparison
Compares thevolumes of 2containersusing directcomparison
and uses simplecomparativelanguage. Egbig, small with
teacher
assistance
Compares thevolumes of 2containers
using directcomparison
and uses simplecomparativelanguage. Eg
big, small
Compares thevolumes of 2objects using
directcomparison
and usescomparative
language.
Compares andorders the
volumes of 2 or more objectsby packing
and stacking.
Uses informalunits to
measure andcompare thevolume of 2containers.
Record comparisons informally Uses simpledrawings, to
compare V & Cwith teacher assistance.
Uses simpledrawings, to
compare V & C
Uses drawings,numbers and or
words tocompare V & C
Recordscomparisons of
2 or moreobjects using
simple informalunits.
Recordsmeasurements
of 2 or moreobjects by
referring to thetype and
number of
informal units.
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Identify and describe the attribute ofmass
Begins to useinformal
language suchas heavy, light.
Understandsand usesinformal
language suchas heavy, light.
Identifies anddescribe theattribute ofmass as theamount of
matter in anobject
Begins to useterms such askilo and gram
Uses terms suchas kilo and
gram
Compare the masses of 2 objects bypushing, pulling, or hefting or using anequal arm balance
Identifies simplemasses bypushing,
pulling, or hefting or using
an equal armbalance whileworking in
groups withteacher
assistance.
Identifies simplemasses bypushing,
pulling, or hefting or using
an equal armbalance
Compares themasses of 2objects by
pushing,pulling, or
hefting or usingan equal armbalance
Balances anequal armbalance.
Comparingand orderingmasses then
checking usinga balance.
Mass MES1.4Compares the massesof 2 objects anddescribes mass usingeveryday language.
Record comparisons informally Recordscomparisons
informally usingdrawings torecord masscomparisonsinformally ingroups with
teacher assistance.
Recordscomparisons
informally usingdrawings torecord masscomparisons
informally.
Recordscomparisons
informally usingdrawings and
words to recordmass
comparisonsinformally.
Begins to useformal units
such as kilo andgram.
Records massmeasurements
using formalunits such as
kilo and gram.
Describe the duration of events using
everyday language
Uses s terms to
describe day /night/
Uses simple
terms todescribe day /night/
Lunch / dinner
Describes the
duration ofevents usingeverydaylanguage
Estimates and
measures theduration of anevent
long timeShort time.
Uses informal
units tomeasure andcompare theduration of an
event.
Time MES1.5Sequences events &uses everydaylanguage to describethe duration ofactivities.
Sequence events in time Sequences 2events in time
DayNight withteacher
assistance
Sequences 2events in time
Daynight
Sequences 2events in time
Firstnext
Sequences 3events in time
FirstNext
After that
Uses a time lineto record 3
events in a day.
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Name days of the week and seasons Names, recallsand orders the
days of theweek with
teacher
assistance
Names, recallsand orders the
days of theweek
Names, recallsand orders the
days of theweek and
seasons
Names, recallsand orders the
days of theweek, seasons
and months
Names, recallsand orders the
days of theweek, seasonsand months.
Can identifyday and dateon a calendar
Tell time on the hour on digital & analogclocks
Tells o clock time on analog
clocks withteacher
assistance
Tells o clock time on analog
clocks
Tells o clock time on digital
& analogclocks
Tells o clock time on digital
& analogclocks and
begins to tell1/2 past
Tells andrecords o
clock and 1/2past time on
digital &analog clocks
Space & Geometry key ideasManipulate & sort 3D objects in theenvironment
Manipulates3D objects in
theenvironment
Manipulates &sorts 3D objects
in theenvironmentwith teacher
support
Manipulates &sorts 3D objects
in theenvironment
Manipulates,sorts andclassifies
familiar 3Dobjects in the
environment
Manipulates,sorts and
classifies 3Dobjects in theenvironment
Describe features of 3D objects usingeveryday language
Describes 1feature of a 3D
object usingeverydaylanguage
Describes 1-2features of a 3D
object usingeverydaylanguage
Describes 3features of 3Dobjects using
everydaylanguage
Describes 4features of 3Dobjects using
everydaylanguage
Describes 5features of 3Dobjects using
everydaylanguage
Three Dimensionalspace SGES1.1 Manipulates, sorts &represents 3D objects& describes themusing everydaylanguage.
Use informal names for 3D objects Yes/No
Two dimensionalspace SGES1.2 Manipulates, sortsdescribesrepresentations of 2Dshapes usingeveryday language.
Manipulate, sort & describe 2D shapes Manipulates 2Dshapes
Manipulatesand sorts 2D
shapes
Manipulates,sorts &
describes 2Dshapes
Manipulates,sorts, classifies &
describes 2Dshapes with
teacher support
Manipulates,sorts, classifies &
describes 2Dshapes
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Identify & name circles, squares,triangles and rectangles in pictures &the environment, & presented indifferent orientations
Identifies andnames one
shape inpictures and
the
environment
Identifies &names circles,
squares,triangles andrectangles in
pictures & theenvironment, &presented in
differentorientations
with teacher support
Identifies &names circles,
squares,triangles andrectangles in
pictures & theenvironment, &presented in
differentorientations
Identifies &names circles,
squares,triangles,
rectangles and
hexagons inpictures & theenvironment, &
presented indifferent
orientations
Identifies &names circles,
squares,triangles,
rectangles,
rhombuses andhexagons inpictures & the
environment, &presented in
differentorientations
Represent 2D shapes using a variety ofmaterials
Yes/No
Identify & draw straight and curved lines Yes/No
Give & follow simple directions Gives or followssimple
directions withsignificantteacher support
Gives or followssimple
directions withteacher support
Gives & followssimple
directions
Represent theposition ofobjects usingmodels or withsome teacher assistance
Represent theposition ofobjects usingmodels anddrawings withteacher assistance
Position SGES1.3 Useseveryday language todescribe position &give & follow simpledirections.
Use everyday language to describeposition
Yes/No
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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)Mid Stage 1 Number key ideas Limited Basic Sound High Outstanding
Count Forwards & backwards by ones,twos & fives
Count forwardsby ones, twosand fives 0-20
Count forwardsand backwardsby ones twosand fives 0-20
Count forwardsand backwardsby ones, twosand fivesbeyond 20using visualaides
Count forwardsand backwardsby ones, twosand fivesindependently
Count forwardsand backwardsby ones, twosand fives fromany givennumber to 100
Count forwards & backwards by tens,on and off the decade
Count forwardsby tens on thedecade
Count forwardsand backwardsby tens on the
decade usingvisual aides
Count forwardsand backwardsby tens, on and
off the decadeusing visualaides
Count forwardsand backwardsby tens, on and
off the decadeindependently
Count forwardsand backwardsby tens on and
off the decadefrom any givennumber to 100
Read, order & represent two & threedigit numbers
Read andrepresent twodigit numberswith teacher assistance
Read, order and representtwo digitnumbers
Read, order and representtwo and threedigit numberswith someteacher assistance
Read, order and representtwo and threedigit numbersindependently
Read andrepresent two,three and four digit numberswith someteacher assistance
Read & use the ordinal names to atleast thirty-first
Read and usethe ordinalnames to tenth
Read and usethe ordinalnames totwentieth withsome teacher assistance
Read and usethe ordinalnames to thirty-first withteacher assistance
Independentlyread and usethe ordinalnames to thirty-first
Read and usethe ordinalnames beyondthirty-first withteacher assistance
Whole Number NS1.1 Counts, orders reads &
represents 2 and 3digit numbers.
Sort, order & count money using face
value
Recognises
some coin andnotedenominations
Begins to sort,
order andcount moneyusing facevalue.Recognisessome coin andnotedenominations
Sort, order and
count moneyusing facevalue withteacher assistance.Recognisesmost coin andnotedenominations
Independently
sort, order andcount moneyusing facevalue.Recognises allcoin and notedenominations.
Sort, order and
count moneyusing facevalue.Determinewhether there isenough moneyto buy aparticular item
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Data key ideas Gather & record data using tally marks,words or symbols
Yes/No
Display the data using concrete
materials & pictorial representations
Display data
using concretematerials withteacher assistance
Display data
using concretematerials andpictorialrepresentationswith significantteacher assistance
Display data
using concretematerials andpictorialrepresentationswith someteacher assistance
Independently
display datausing concretematerials andpictorialrepresentations
Independently
display data inpictorial form
Use objects or pictures as symbols torepresent other objects, using one-to-one correspondence
Yes/No
DS1.1 Gathers &organizes data,displays data usingcolumns & picturegraphs, & interpretsthe results.
Interpret information presented inpicture graphs & column graphs
Interpretinformationpresented inpicture graphswith teacher assistance
Interpretinformationpresented inpicture graphs
Interpretinformationpresented inpicture graphsand columngraphs withsome teacher
assistance
Independentlyinterpretinformationpresented inpicture graphsand columngraphs
Independentlyinterpretinformationpresented incolumn graphs.Begin tointerpret data
presented in asimple table
Measurement key ideas Length MS1.1 Estimates, measures,compares & records
lengths & distancesusing informal units,metres & centimetres.
Use informal units to estimate & measurelength & distance by placing informalunits end-to-end without gaps or overlaps
Needs significantteacher assistanceto select
appropriateinformal units toestimate andmeasurelength/distanceand to place them for accuratemeasuring.
Sometimes selectsappropriateinformal units to
estimate andmeasure lengthand distance.Needs teacher assistance tocorrectly placeunits to measurelength anddistance
Consistently selectsappropriateinformal units to
estimate andmeasure lengthand distances.Needs someteacher assistanceto correctly placeunits to measurelength anddistanceaccurately
Consistently selectsappropriateinformal units to
estimate andmeasure lengthsand distances.Correctly placesunits to measurelength anddistanceAccurately.
Consistently givesreasonableestimates of
distance andlength.Consistently selectsappropriateinformal units tomeasure lengthand distance andcorrectly placesthem.
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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)
Recognise the need for metres ¢imeters, & use them to estimate &measure length & distance
Needs significantteacher assistance
to estimate andmeasure lengthand distance usingmetres and cm
Needs teacher assistance to
estimate andmeasure lengthand distance usingmetres and cm
Describes the needfor metres and cm.
Needs someteacher assistanceto accuratelyestimate andmeasure lengthand distance
Describes the needfor metres and cm.
Accuratelyuses metres andcm to estimate andmeasure lengthand distance
Describes the needfor metres and cm
and recognises theneed for a smaller unit.Accuratelymeasures distanceusing metres andcm
Record measurements by referring tothe number & type of informal or formal
units used
Yes/No
Mid Stage 1 Measurement key ideas continued Limited Basic Sound High OutstandingUse appropriate informal units toestimate & measure area
Yes/No
Compare & order two or more areas Compare thearea of 2 similar shapes withteacher assistance
Compare andorder the areaof 2 similar shapes withsome teacher assistance
Compare andorder the areaof 2-3 similar shapes withlittle teacher assistance
Independentlycompare andorder the areaof 2 or moresimilar shapes
Independentlycompare andorder the areaof a variety ofdifferentshapes
Area MS1.2 Estimates, measures,compares & recordsareas using informalunits.
Record measurements by referring tothe number & type of informal unitsused
Yes/No
Use appropriate informal units toestimate & measure volume & capacity
Yes/NoVolume & CapacityMS1.3 - Estimates,measures, compares& records volumes &capacities usinginformal units.
Compare & order the capacities of twoor more containers & the volumes oftwo or more models or objects
Compare thecapacities andvolumes of 2similar shapedcontainers
Compare andorder thecapacities andvolumes of 2similar shapedcontainers withsome teacher
assistance
Compare andorder thecapacities andvolumes of 2-3similar shapedcontainers withlittle teacher
assistance
Independentlycompare andorder thecapacities andvolumes of 2 or more similar shaped
containers
Independentlycompare andorder thecapacities andvolumes of avariety ofdifferent
shapedcontainers.
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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)
Record measurements by referring tothe number & type of informal unitsused
Yes/No
Estimate & measure the mass of anobject using an equal arm balance &appropriate informal units
Yes/No
Compare & order two or more objectsaccording to mass
Needssignificantteacher assistance tocompare themass of 2 similar sized objectswhere thedifference inmass is obvious.Uses the wordsheavier, lighter
Needs someteacher assistance tocompare themass of 2 similar sized objectswhere thedifference inmass is obvious.Uses the words
heavier, lighter
Compares andorders the massof 2-3 similar sized objectswhere thedifference inmass is obviouswith littleteacher assistance.Use the wordsheavier,heaviest,
lighter, lightest
Independentlycompares andorders the massof 2-3 objectswhere thedifference inmass is notobvious.Usesappropriateterminology
Independentlycompares andorders the massof more than 3objects whichmay vary in sizeand shape andwhere thedifference inmass is notobvious.Usesappropriate
terminology
Mass MS1.4 -Estimates, measures,compares & recordsthe masses of 2 ormore objects usinginformal units.
Record measurements by referring tothe number and type of informal unitsused
Yes/No
Time MS1.5 Compares theduration of eventsusing informalmethods & reads
clocks on the halfhour.
Use informal units to measure andcompare the duration of events
Describesfamiliar activities astaking a short
time or a longtime to becompletedEg- brushingteeth
Selectsappropriateinformalrepeated units
to estimate andmeasure theduration of anevent withteacher assistance
Estimates andmeasures theduration of anevent using
repeatedinformal unitswith littleteacher assistance
Independentlyuses repeatedinformal units tomeasure and
compare theduration ofevents
Independentlyuses repeatedinformal units tomeasure and
compare theduration ofevents.Recognises theneed for formalunits tomeasure time
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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)
Name and order the months andseasons of the year
Name some ofthe months andseasons of theyear withteacher assistance
Name most ofthe months andseasons withteacher assistance
Name andorder themonths andseasons of theyear withteacher assistance
Independentlyname andorder themonths andseasons of theyear.Recall thenumber of daysin each monthusing visualaides
Independentlyname andorder themonths andseasons.Name themonths of eachseason.Recall thenumber of daysin each month
Identify the day and date on acalendar
Yes/No
Tell time on the hour and half-hour ondigital and analog clocks
Tell time on thehour on ananalog clock
Tell time on thehour and halfhour on ananalog clock
Tell time on thehour andhalf-hour ondigital andanalog clock with some
teacher assistance.Use the termshour, minuteand second
Independentlytell time on thehour andhalf-hour ondigital andanalog clock.
Use the termshour, minuteand second
Independentlytell time on thehour and half-hour on digitaland analogclock.
Begin to discussrelationshipbetweenseconds,minutes andhours
Mid Stage 1 Space & Geometry key ideas Limited Basic Sound High OutstandingThree DimensionalSpace SGS1.1 Sorts,
describes & represents3D objects includingcones, cylinders,spheres & prisms, &recognizes them inpictures & in theenvironment.
Name, describe, sort & model cones,cubes, cylinders, spheres & prisms
Recognise 1-2 3Dshapes and use
everyday languageto describe them
Name and sorttwo 3D shapes with
teacher assistance.Use everydaylanguage todescribe 3D shapes
Name, sort andmodel at least
three 3D shapes.Use terms edges,faces and cornerswhen describing 3Dshapes
Independentlyname, sort and
model cones,spheres, prisms andcylinders.Use the termsedges, faces andcorners whendescribing 3Dshapes
Independentlyname, sort and
model cones,spheres, prisms,cylinders andpyramids.Describe 3D shapesusing terms- edges,faces and corners.Begin to identifygroups of 3Dshapes
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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)
Recognise 3D objects in pictures & theenvironment, & presented in differentorientations
Recognise 1-2 3Dobjects in pictures& the environmentwith teacher assistance
Recognises two 3Dobjects in pictures& the environment
Recognise at leastthree 3D objects inpictures & theenvironment &presented indifferentorientations withteacher assistance
Independentlyrecognize four 3Dobjects in pictures& the environment& presented indifferentorientations
Independentlyrecognize morethan four 3Dobjects in pictures& the environment& presented indifferentorientations.
Recognise that 3D objects look differentfrom different views
Yes/No
Identify, name, compare & representhexagons, rhombuses and trapeziumspresented in different orientations
Identify andname some 2Dshapes withteacher assistance
Identify andname some 2Dshapes
Identify, name,compare andrepresenthexagons,rhombuses andtrapeziums
Independentlyidentify, name,compare &representhexagons,rhombuses andtrapeziums indifferentorientations
Independentlyidentify, name,compare andrepresenthexagons,rhombuses andtrapeziums indifferentorientations.
Identify andnamepentagons andoctagons
Make tessellating designs using flips,slides & turns
Identifytessellatingshapes withteacher assistance
Identifytessellatingshapes
Maketessellatingshapes usingflips, slides andturns with someteacher assistance
Maketessellatingdesigns usingflips, slides andturns
Independentlymaketessellatingdesigns usingflips, slides andturns.Experiment withreflecting,translating or rotating shapesto maketessellatingdesigns.
Two DimensionalSpace SGS1.2 Manipulates, sorts,represents, describes& explores various 2 Dshapes.
Identify a line of symmetry Yes/No
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MathematicsMathematicsMathematicsMathematics MidMidMidMid Stage 1Stage 1Stage 1Stage 1 (Year 1)(Year 1)(Year 1)(Year 1)
Identify & name parallel, vertical &horizontal lines
Identify parallel,vertical or horizontal lineswith teacher assistance
Identify parallel,vertical or horizontal lines
Identify &name parallel,vertical &horizontal lineswith teacher assistance
Independentlyidentify & nameparallel, vertical& horizontallines
Identify corners as angles Yes/No
Compare angles by placing one angle
on top of another
Yes/No
Represent the position of objects usingmodels & drawings
Represent theposition ofobjects usingmodels or drawings withsignificantteacher assistance
Represent theposition ofobjects usingmodels or withsome teacher assistance
Represent theposition ofobjects usingmodels anddrawings withteacher assistance
Independentlyrepresent theposition ofobjects usingmodels anddrawings
Independentlyrepresent theposition ofobjects usingmodels anddrawings.Begin to usesimple mapsand grids torepresentposition withteacher assistance
Position SGS1.3Represents theposition of objectsusing models &drawings & describesusing everydaylanguage.
Describe the position of objects usingeveryday language, including left &
right
Yes/No
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MMMMathematicsathematicsathematicsathematics LaterLaterLaterLater Stage 1Stage 1Stage 1Stage 1 (Year 2)(Year 2)(Year 2)(Year 2)
Model addition and subtraction usingconcrete materials
Model additionand subtractionusing concretematerials withnumbers to 10.
Model additionand subtractionusing concretematerials withnumbers to 20.
Model additionand subtractionusing concretematerials withnumbersbeyond 20.
Model additionand subtractionusing concretematerials withnumbers to 100.
Model additionand subtractionwith trading,with numbers to100.
Develop a range of mental strategiesand informal recording methods for addition & subtraction
Uses onemental strategyand informalrecordingmethod for
addition &subtraction.
Uses a limitedrange ofmentalstrategies andinformal
recordingmethods for addition &subtraction.
Develops arange ofmentalstrategies andinformal
recordingmethods for addition &subtraction.
Develops anddescribes arange ofmentalstrategies and
informalrecordingmethods for addition &subtraction
Develops arange ofmentalstrategies andinformal
recordingmethods for addition &subtraction,and adaptsthem to other mathematicalareas. Eg,fractions.
Addition andSubtraction NS1.2 Uses a range ofmental strategies &informal recordingmethods for addition &subtraction involving 1and 2 digit numbers.
Record number sentences usingdrawings, numerals, symbols & words
Record number sentences usingdrawings,numerals andsymbols withteacher assistance.
Record number sentences usingdrawings,numerals andsymbolsindependently.
Record number sentences usingdrawings,numerals,symbols &wordsindependently.
Record number sentences andalgorithmsusing drawings,numerals,symbols &words withsome teacher
assistance.
Record number sentences andalgorithmsusing drawings,numerals,symbols &wordsindependently.
Multiplication &Division NS1.3 Uses arange of mentalstrategies & concretematerials formultiplication &division.
Rhythmic & skip count by ones, twos,fives & tens
Rhythmic & skipcount by ones,twos & tens.
Rhythmic & skipcount by ones,twos, fives &tens with someteacher assistance.
Rhythmic & skipcount by ones,twos, fives &tensindependently.
Rhythmic & skipcount by ones,twos, fives, tens& threesindependently.
Rhythmic & skipcount by ones,twos, fives, tensand threes, andapplies skipcounting tomultiplicationand additionproblems.
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MathematicsMathematicsMathematicsMathematics LaterLaterLaterLater Stage 1Stage 1Stage 1Stage 1 (Year 2)(Year 2)(Year 2)(Year 2)
Model & use strategies for multiplicationincluding arrays, equal groups &repeated addition
Model and useone of thefollowingstrategies for multiplicationincludingarrays, equalgroups &repeatedaddition.
Model & use alimited number of strategies for multiplicationincludingarrays, equalgroups &repeatedaddition.
Model & usestrategies for multiplicationincludingarrays, equalgroups &repeatedadditionindependently.
Begins to useinformal writtenand mentalstrategies for multiplicationof 2 digit by 1digit numbers.
Uses informalwritten andmentalstrategies for multiplicationof 2 digit by 1digit numbers.
Model & use strategies for division
including sharing, arrays & repeatedsubtraction
Model & use
one of thefollowingstrategies for divisionincludingsharing, arraysor repeatedsubtraction withteacher assistance.
Model & use a
limited number of strategies for divisionincludingsharing, arrays& repeatedsubtraction.
Model & use
strategies for divisionincludingsharing, arrays& repeatedsubtractionindependently.
Begins to use
informal writtenand mentalstrategies for division andmodels anduses sharing,arrays &repeatedsubtractionindependently.
Uses informal
written andmentalstrategies for division andmodels anduses sharing,arrays &repeatedsubtractionindependently.
Record using drawings, numerals,symbols & words
Record usingeither drawings,numerals,symbols or words withteacher assistance.
Record usingdrawings,numerals,symbols &words withteacher assistance.
Record usingdrawings,numerals,symbols &wordsindependently.
Record usingdrawings,numerals,symbols &words andformalalgorithm.
Record usingformalalgorithm.
Fractions & DecimalsNS1.4 Describes &models halves &quarters, of objects &collections, occurringin everyday situations.
Model & describe a half or a quarter ofa whole object Model &describe a halfor a quarter ofa whole objectusing concretematerialsand/or teacher assistance.
Model &describe a halfor a quarter ofa whole objectusing concretematerials.
Model &describe a halfor a quarter ofa whole objectindependently.
Model &describe a halfor, a quarter ofand eighths ofa whole objectwith someteacher assistance.
Model &describe a halfor, a quarter ofand eighths ofa whole objectindependently.
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MathematicsMathematicsMathematicsMathematics LaterLaterLaterLater Stage 1Stage 1Stage 1Stage 1 (Year 2)(Year 2)(Year 2)(Year 2)
Build number relationships by relatingaddition & subtraction facts to at least20
Build number relationships byrelatingaddition &subtractionfacts to at least10.
Build number relationships byrelatingaddition &subtractionfacts to at least20 with teacher assistance.
IndependentlyBuild number relationships byrelatingaddition &subtractionfacts to at least20.
Build number relationships byrelatingaddition &subtractionfacts to at least50.
Build number relationships byrelatingaddition &subtractionfacts to at least100.
Make generalizations about number relationships
Make somewhole number combinations
for individualnumbers to 10and begin tomakegeneralisations:Eg-adding zerodoesntchange thenumber withteacher assistance.
Make somewhole number combinations
for individualnumbers to 20and begin tomakegeneralisations:Eg-adding zerodoesntchange thenumber
Make somewhole number combinations
for individualnumbers to 20and makegeneralisations:Eg-adding zerodoesntchange thenumber
Independentlymake allpossible whole
number combinationsfor individualnumber to 50and makegeneralizations:Eg-adding zerodoesntchange thenumber
Independentlymake allpossible whole
number combinationsfor individualnumber to 100and makegeneralizations:Eg-adding zerodoesntchange thenumber
Use the equals sign to record equivalentnumber relationships
Yes/No
Data key ideas Gather & record data using tally marks Gathers data
using tallymarks with
teacher assistance.
Gathers andrecords datausing tally
marks withteacher assistance.
Independentlygathers andrecords data
using tallymarks.
Independentlygathers andrecords data
using tallymarks, andbegins toanalyse thedata.
Independentlygathers andrecords data
using tallymarks, analysesdata andtransfersinformation intograph form.
DS1.1 Gathers &organizes data,displays data usingcolumns & picture
graphs, & interpretsthe results.
Display the data using concretematerials & pictorial representations
Yes/No
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MathematicsMathematicsMathematicsMathematics LaterLaterLaterLater Stage 1Stage 1Stage 1Stage 1 (Year 2)(Year 2)(Year 2)(Year 2)
Use objects or pictures as symbols torepresent other objects, using one-to-one correspondence
Yes/No
Interpret information presented inpicture graphs & column graphs
Yes/No
Measurement key ideas Use informal units to estimate & measurelength & distance by placing informalunits end-to-end without gaps or overlaps
Yes/No `
Recognise the need for metres &
centimeters, & use them to estimate &measure length & distance
Uses cm or m
to estimate &measure length& distance withteacher assistance.
Independently
uses cm or m toestimate &measure length& distance.
Independently
uses cm and mto estimate &measure length& distance.
Independently
uses cm and mto estimate,measure andcomparelength &distance.
Independently
uses cm and mto estimate,measure, sort,order andcomparelength &distance.
Length MS1.1 Estimates, measures,compares & recordslengths & distancesusing informal units,metres & centimetres.
Record measurements by referring tothe number & type of informal or formalunits used
Yes/No
Later Stage 1 Measurement key ideas continued Limited Basic Sound High OutstandingUse appropriate informal units toestimate & measure area
Yes/No
Compare & order two or more areas Compares andorders twoareas withteacher assistance.
Compares andorders twoareas.
Independentlycompare andorder two or more areas.
Independentlycompare, order and sort two or more areas.
Independentlycompare, order and sort two or more areasusing formalunits.
Area MS1.2 Estimates, measures,compares & recordsareas using informalunits.
Record measurements by referring tothe number & type of informal unitsused
Yes/ No
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Use appropriate informal units toestimate & measure volume & capacity
Yes/ No
Compare & order the capacities of twoor more containers & the volumes of
two or more models or objects
Compare &order the
capacities oftwo containers& the volumesof two modelsor objects withteacher assistance.
Compare &order the
capacities oftwo containers& the volumesof two modelsor objects.
Independentlycompare &
order thecapacities ofthreecontainers &the volumes ofthree models or objects
Independentlycompare &
order thecapacities offour containers& the volumesof four modelsor objects
Independentlycompare &
order thecapacities offive containers& the volumesof five modelsor objects
Volume & CapacityMS1.3 - Estimates,measures, compares& records volumes &capacities usinginformal units.
Record measurements by referring tothe number & type of informal unitsused
Yes/No
Estimate & measure the mass of anobject using an equal arm balance &appropriate informal units
Yes/No
Compare & order two or more objectsaccording to mass
Compare &order twoobjectsaccording tomass withteacher assistance.
Compare &order twoobjectsaccording tomass
Compare &order threeobjectsaccording tomass
Compare &order four objectsaccording tomass
Compare &order fiveobjectsaccording tomass
Mass MS1.4 -Estimates, measures,compares & recordsthe masses of 2 ormore objects usinginformal units.
Record measurements by referring tothe number and type of informal unitsused
Yes/No
Use informal units to measure andcompare the duration of events
Yes/No
Name and order the months andseasons of the year
Yes/No
Identify the day and date on acalendar
Yes/No
Time MS1.5 Compares the
duration of eventsusing informalmethods & readsclocks on the halfhour.
Tell time on the hour and half-hour ondigital and analog clocks
Tell time on thehour on digitaland analogclocks withteacher assistance.
Tell time on thehour on digitaland analogclocks
Independentlytell time on thehour and half-hour on digitaland analogclocks
Tell time on thehour, half-hour,quarter to andquarter past ondigital andanalog clocks.
Tell time to theminute ondigital andanalog clocks.
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Later Stage 1 Space & Geometry key ideas Limited Basic Sound High OutstandingName, describe, sort & model cones,cubes, cylinders, spheres & prisms
Name, sort &model cones,cubes,cylinders,spheres &prisms withsignificantteacher assistance.
Independentlyname, sort &model cones,cubes,cylinders,spheres &prisms.
Independentlyname,describe, sort &model cones,cubes,cylinders,spheres &prisms.
Independentlyname,describe, sort,model & sketchcones, cubes,cylinders,spheres &prisms.
Independentlyname,describe, sort,sketch & modelcones, cubes,cylinders,spheres, prisms& pyramids.
Recognise 3D objects in pictures & the
environment, & presented in differentorientations
Yes/No
Three DimensionalSpace SGS1.1 Sorts,
describes & represents3D objects includingcones, cylinders,spheres & prisms, &recognizes them inpictures & in theenvironment.
Recognise that 3D objects look differentfrom different views
Yes/No
Identify, name, compare & representhexagons, rhombuses and trapeziumspresented in different orientations
Identify, name& comparehexagons,rhombuses andtrapeziumspresented indifferentorientationswith teacher assistance.
Identify, name& comparehexagons,rhombuses andtrapeziumspresented indifferentorientations
Independentlyidentify, name,compare &representhexagons,rhombuses andtrapeziumspresented indifferentorientations
Independentlyidentify, name,compare &representhexagons,rhombuses,trapeziums ¶llelogramspresented indifferentorientations
Independentlyidentify, name,compare &representhexagons,rhombuses,trapeziums,parallelograms,pentagons &octagonspresented in
differentorientations Make tessellating designs using flips,slides & turns
Yes/No
Identify a line of symmetry Yes/No
Two DimensionalSpace SGS1.2 Manipulates, sorts,represents, describes& explores various 2 Dshapes.
Identify & name parallel, vertical &horizontal lines
Yes/No
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Identify corners as angles Yes/No
Compare angles by placing one angleon top of another
Yes/No
Represent the position of objects usingmodels & drawings
Yes/NoPosition SGS1.3Represents theposition of objectsusing models &drawings & describesusing everydaylanguage.
Describe the position of objects usingeveryday language, including left &right
Yes/No
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Recognise percentages in everydaysituations. Relate a common percentage toa fraction or decimal
Recognisespercentages ineverydaysituations withteacher assistance
Recognisespercentages ineverydaysituations.Beginning torelate commonpercentages to afraction or decimal withteacher assistance.
Recognisespercentages ineverydaysituations. Relatesa commonpercentage to afraction or decimal withteacher assistance(recognises 25%means 25/100 or
0.25)
Recognisespercentages ineverydaysituations. Relatesa commonpercentage to afraction or decimalindependently(recognises 25%means 25/100 or 0.25)
Representscommonpercentages withdecimals andfractions
Perform calculations with money Performs simplecalculations ofmoney usingconcretematerials andteacher assistance
Limited + Usesa formal writtenalgorithm for addition &subtraction withmoney withsignificantteacher assistance
Uses a formalwritten algorithmfor addition &subtraction withmoney someteacher assistance
Uses a formalwritten algorithmfor addition &subtraction withmoneyindependently
Uses a formalwritten algorithmfor addition,subtraction &multiplication ofmoneyindependently
Explore all possible outcomes in a simplechance situation
YES / NO
Conduct simple chance experiments YES / NO
Chance NS2.5 Describes & compareschance events in social& experimental contexts.
Collect data & compare likelihood of eventsin different contexts
Collects data &compares thelikelihood offamiliar eventswith significantteacher assistance.
Collects data &compares thelikelihood offamiliar events.Begins todistinguishbetween certainand uncertainwith teacher assistance.
Collects data &compares thelikelihood offamiliar events.Distinguishesbetween certainand uncertain.
Collects data &comparelikelihood ofevents indifferent contextsindependently.
Collects data &begin to order the likelihood ofevents indifferent contexts
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Patterns & Algebra key ideas Limited Basic Sound High OutstandingGenerate, describe & record number
patterns using a variety of strategies
Generates,
describes &records number patterns usingone strategy withteacher assistance
Generates,
describes &records number patterns usingminimal (2-3)strategies withteacher assistance
Generates,
describes &records number patterns using avariety ofstrategies withteacher assistance.
Generate,
describe &record number patterns using avariety ofstrategiesindependently.
Generates and
begins todescribe &record a patternin words. (It lookslike the threetimes table)
Build number relationships by relatingmultiplication & division facts to at least10 x 10
Builds number relationships byrelatingmultiplication &division facts for 0, 1, 2 timestables withsignificant teacher assistance
Builds number relationships byrelatingmultiplication &division facts for 0, 1, 2, 5, 10 timestables with someteacher assistance
Builds number relationships byrelatingmultiplication &division facts for 0, 1, 2, 3, 4 , 5, 6,10 times tableswith someteacher assistance.
Builds number relationships byrelatingmultiplication &division facts to10 x 10independently.(6x4=4x6) (6x4=24so 24: 4 = 6)
Begins to useabstractrelationships inmultiplication &division facts toat least 10 x 10
PAS2.1 Generates,
describes & recordsnumber patterns using avariety of strategies &completes simplenumber sentences bycalculating missingvalues.
Complete simple number sentences bycalculating the value of a missing number
Attempts number sentences involving oneoperation bycalculatingmissing valuese.g.5+ =13 withsignificantteacher support.
Completesnumber sentencesinvolving oneoperation bycalculatingmissing valuese.g.5+ =13 withsignificantteacher support.
Completesnumber sentencesinvolving oneoperation bycalculatingmissing valuese.g.5+ =13
Completessimple number sentencesinvolving one totwo operationsby calculatingthe value of amissing number independently.
Completesnumber sentences thatinvolve morethan twooperations.5+ =12-4
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Data key ideas Conduct surveys, classify & organize datausing tables
Conducts surveyswith teacher assistance.
Conduct surveysand attempts toorganize datausing tables with
teacher assistance.
Conduct surveys,classify & beginto organize datausing tables with
some teacher assistance.
Conduct surveys,classify &organize datausing tables
independently.
Construct vertical & horizontal columngraphs & picture graphs
Constructs onetype of graphwith significantteacher assistance.
Constructs onetype of graphwith teacher assistance.
Constructsvertical &horizontalcolumn graphs &picture graphswith someteacher
assistance.
Constructsvertical &horizontalcolumn graphs &picture graphsindependently.
Constructsvertical &horizontalcolumn graphs &picture graphsindependently.Begins to
construct basicline graphs.
DS2.1 Gathers &organsies data,displaysdata using tables &graphs, & interpretsresults.
Interpret data presented in tables, columngraphs & picture graphs
Interprets datapresented in atable or graphwith significantteacher assistance.
Interprets datapresented in atable or graphwith teacher assistance.
Interpret datapresented intables, columngraphs & picturegraphs with someteacher assistance.
Interpret datapresented intables, columngraphs & picturegraphsindependently.
Interpret datapresented intables, columngraphs, picturegraphs& beginsto interpret datain line graphs.
Measurement key ideasLength MS2.1 Estimates, measures,compares & recordslengths, distance &perimeters in metre,centimetres andmillimetres.
Estimate, measure, compare & recordlengths & distances using metres,centimeters and/or millimetres
Attempts toestimate &measure lengths& distances usingmetres and/or centimetres withsignificantteacher support.
Begins toestimate,measure &record lengths &distances usingmetres ¢imetres withteacher support.
Begins toestimate,measure,compare &record lengths &distances usingmetres ¢imetresand/or
millimetres withsome teacher assistance.
Estimates,measures,compares &records lengths &distances usingmetres,centimetresand/or millimetres
independently.
Estimates,measurescompares &records lengths &distances usingmetres,centimetres,millimetres andrecognizes that a
unit larger than ametre is needed.
Convert between metres & centimetres, & Convert Convert Convert Convert Convert
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centimetres & millimetres between metres& centimeterswith significantteacher assistance.
between metres& centimeterswith someteacher assistance.
between metres& centimetres, ¢imetres &millimetres withsome teacher assistance.
between metres& centimetres, ¢imetres &millimetresindependently.
between metres& centimetres, ¢imetres &millimetres andbeginning toconvert betweenmetres &kilometres.
Estimate & measure the perimeter of 2Dshapes
Attempts toestimate &measure theperimeter of 2Dshapes withsignificantteacher assistance.
Attempts toestimate &measure theperimeter of 2Dshapes with someteacher assistance.
Estimate &measure theperimeter of 2Dshapes withteacher assistance.
Estimate &measure theperimeter of 2Dshapesindependently.
Estimate &measure theperimeter of 2Dshapes andbegins tomeasure larger areas (schoolgrounds)
Record lengths & distances using decimalnotation of two places
Record lengths &distances usingwhole numbers
with someteacher assistance.
Record lengths &distances usingdecimal notation
of one place withsome teacher assistance.
Record lengths &distances usingdecimal notation
of one-twoplaces withteacher assistance.
Record lengths &distances usingdecimal notation
of two placesindependently.
Record lengths &distances usingdecimal notation
of more than twoplacesindependently.
Early Stage 2 Measurement key ideas continued Limited Basic Sound High Outstanding
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Recognise the need for square centimetres& square metres to measure area YES / NO
Area MS2.2 - Estimates,measures, compares &records the areas ofsurfaces in squarecentimetres and squaremetres.
Estimate, measure, compare & record areasin square cm & square metres
Estimates,measures andrecords areas insquare cm &square metreswith significantteacher support
Estimates,measures andrecords areas insquare cm &square metreswith someteacher support
Estimates,measures,records andbegins tocompare areasin square cm &square metres
Estimate,measure,compare &record areas insquare cm &square metresindependently
Beginning to usedecimal notationin recordingarea. Useskilometre units.
Recognise the need for a formal unit tomeasure volume & capacity
YES / NO
Estimate, measure, compare & recordvolumes and capacities using litres & milliltres
Estimates,measures andrecords volumesand capacities inlitres withsignificantteacher support
Estimates,measures andrecords volumesand capacities inlitres with someteacher support
Estimates,measures,records andbegins tocomparevolumes andcapacities in litresand millilitres
Estimates,measures,compares andrecords volumesand capacities inlitres and millilitresindependently
Beginning to usedecimal notationin recordingvolume andcapacity
Measure the volume of models in cubiccentimetres
YES / NO
Volume & Capacity MS2.3Estimates, measures,compares & recordsvolumes and capacitiesusing litres, millilitres andcubic centimetres.
Convert between litres and millilitres YES / NO
Recognise the need for a formal unit tomeasure mass
YES / NOMass MS2.4 Estimates,measures, compares &records masses usingkilograms and grams. Estimate, measure, compare & record
masses using kilograms & gramsEstimates,measures andrecords masses inkilograms withsignificantteacher support
Estimates,measures andrecords masses inkilograms withsome teacher support
Estimates,measures,records andbegins tocompare massesin kilograms andgrams
Estimates,measures,compares andrecords masses inkilograms andgramsindependently
Beginning to usedecimal notationin recording mass
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Early Stage 2 Space & Geometry key ideasi d
Limited Basic Sound High Outstanding
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continuedIdentify & name pentagons, octagons ¶llelograms presented in differentorientations
Identifiespentagons andoctagons in oneorientation only
with teacher assistance
Begins to identifyand namepentagons &octagons
presented indifferentorientations withsignificantteacher assistance
Identifies andnamespentagons &octagons and
begins to identifyparallelogramspresented indifferentorientations withsome teacher assistance
Identifies andnamespentagons,octagons &
parallelogramspresented indifferentorientationsindependently
Identifies andnamespentagons,octagons &
parallelogramspresented indifferentorientations.Identifies andnames trianglesindependently
Compare & describe special groups ofquadrilaterals
YES / NO
Make tessellating designs by reflecting,translating & rotating
YES / NO
Two Dimensional SpaceSGS2.2a Manipulates,compares, sketches &names 2 dimensionalshapes & describes theirfeatures.
Find all lines of symmetry for a 2D shape Finds one line ofsymmetry for a2D shape withteacher assistance
Finds only oneline of symmetryfor a 2D shape
Finds two lines ofsymmetry for a2D shape plusmore withteacher assistance
Finds all lines ofsymmetry for a2D shapeindependently
Recognise openings, slopes & turns as angles YES / NO
Describe angles using everyday language &the term right
YES / NO
SGS2.2b Identifies,
compares & describesangles in practicalsituations.
Compare angles using informal means Can onlycompare anglesby placing oneangle on top ofthe other
Begins tocompare anglesusing informalmeans (simpleangle tester) with
significantteacher assistance
Begins tocompare anglesusing informalmeans (simpleangle tester) with
some teacher assistance
Compares anglesusing informalmeansindependently
High + beginsto recognize theneed for a formalunit to measureangles
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Use simple maps & grids to represent position& follow routes
Uses simple maps& grids to followroutes with
significantteacher assistance
Uses simple maps& grids to followroutes with some
teacher assistance
Uses simple maps& grids to followroutes and
representsposition withsome assistance
Uses simple maps& grids torepresent position
& follow routesindependently
Representsposition & followsroutes using more
complicatedmaps e.g. streetdirectory
Determine the directions N, S, E & W; NE, NW,SE & SW, given one of the directions
Recognises thedirections N, S, E& W on a map
Recognises thedirections N,S,E &W, NE,NW,SE &SW on a map.Determines thedirections N,S,E &W, given one ofthe directions,with teacher assistance
Determines thedirections N,S,E &W independentlygiven one of thedirections andNE,NW,SE &SWwith teacher assistance
Determines thedirections N,S,E &W, NE,NW,SE &SWindependently,given one of thedirections
High + candetermine morecomplicateddirections e.g.NNW, ESE etc.
Position SGS2.3 Usessimple maps & grids torepresent position & followroutes.
Describe the location of an object on asimple map using coordinates or directions
Describes thelocation of anobject usingsimple directionswith teacher assistance
Describes thelocation of anobject usingsimple directionsonlyindependently
Describes thelocation of anobject usingdirectionsindependentlyand coordinates
with someassistance
Describes thelocation of anobject on asimple map usingcoordinates or directions
independently
Uses directionsand coordinatesto describe thelocation ofobjects on morecomplex maps
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Recognise percentages in everydaysituations Relate a common percentage to
Recognisepercentages in
Recognisepercentages in
Recognisepercentages in
Representscommon
Represents andcalculates
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a fraction or decimal everydaysituations,beginning torelate commonpercentages to afraction or decimal withteacher assistance.
everydaysituations. Relatea commonpercentage to afraction or decimal withteacher assistance.(recognise 25%means 25/100 or 0.25)
everydaysituations. Relatea commonpercentage to afraction or decimalindependently.(recognise 25%means 25/100 or 0.25)
percentages withdecimals andfractions.
commonpercentages withdecimals andfractions.
Perform calculations with money Use a formalwritten algorithmfor addition &
subtraction withmoney withsignificantteacher assistance.
Use a formalwritten algorithmfor addition &
subtraction withmoney withteacher assistance.
Use a formalwritten algorithmfor addition &
subtraction withmoneyindependently.
Use a formalwritten algorithmfor addition,
subtraction &multiplication.
Use a formalwritten algorithmfor addition &
subtraction,multiplicationand simpledivision.
Later Stage 2 Number key ideas continued Limited Basic Sound High OutstandingExplore all possible outcomes in a simple Yes/NoChance NS2.5
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p p pchance situationConduct simple chance experiments Yes/NO
Describes & compareschance events in social& experimental contexts.
Collect data & compare likelihood ofevents in different contexts
Collect data &compares thelikelihood offamiliar events.Begins todistinguishbetweencertain anduncertain withteacher
assistance.
Collect data &compares thelikelihood offamiliar events.Begins todistinguishbetweencertain anduncertain.
Collect data &comparelikelihood ofevents indifferentcontextsindependently.
Collect data &begin to order the likelihood ofevents indifferentcontexts
Collect data &begin to order the likelihood ofevents indifferentcontexts onnumber linefrom zero toone.
Patterns & Algebra key ideas PAS2.1 Generates,describes & recordsnumber patterns using avariety of strategies &completes simplenumber sentences bycalculating missingvalues.
Generate, describe & record number patterns using a variety of strategies
Generate,describe &record number patterns using avariety ofstrategies withsignificantteacher assistance.
Generate,describe &record number patterns using avariety ofstrategies withteacher assistance.
Generate,describe &record number patterns using avariety ofstrategiesindependently.
Generates andbegins todescribe &record apattern inwords. (It lookslike the threetimes table)
Generates,describes &recordspatterns inwords morethan way.
Build number relationships by relatingmultiplication & division facts to at least
Build number relationships by
Build number relationships by
Build number relationships by
Begins to useabstract
Uses abstractrelationships in
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10 x 10 relatingmultiplication &division facts toat least0,1,2,5,10xtables withsignificantteacher assistance.
relatingmultiplication &division facts toat least1,2,3,4,5,6,10xwith someteacher assistance.
relatingmultiplication &division facts to10 x 10independently.(6x4=4x6)(6x4=24 so 24: 4= 6)
relationships inmultiplication &division facts toat least 10 x 10
multiplication &division facts toat least 10x10.
Complete simple number sentences bycalculating the value of a missingnumber
Begin tocompletenumber
sentencesinvolving oneoperation bycalculatingmissing valueswith significantteacher assistance.
Completenumber sentences
involving oneoperation bycalculatingmissing valueswith someteacher assistance.5+ =13
Completesimple number sentences
involving one totwo operationsby calculatingthe value of amissing number independently.
Completenumber sentences that
involve morethan twooperations.5+ =12-4
Complete andconstructnumber
sentences thatinvolve morethan two -threeoperations.Begin to check solutions bysubstituting thesolution into thequestion.
Data key ideas Conduct surveys, classify & organize Conduct Conduct ConductDS2.1 Gathers &
g i d t di l
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data using tables surveys, beginto classify andorganize datausing tableswith someteacher assistance.
surveys, classify& begin toorganize datausing tableswith someteacher assistance.
surveys, classify& organizedata usingtablesindependently.
Construct vertical & horizontal columngraphs & picture graphs
Begins toconstruct vertical& horizontalcolumn graphs &picture graphswith significant
teacher assistance.
Construct vertical& horizontalcolumn graphs &picture graphswith someteacher
assistance.
Construct vertical& horizontalcolumn graphs &picture graphsindependently.
Construct vertical& horizontalcolumn graphs &picture graphsindependently.Begin to
construct basicline graphs.
Construct vertical& horizontalcolumn graphs &picture graphsindependently.Begin to
construct basicline graphs anddivided bar graphs (pie).
organsies data,displaysdata using tables &graphs, & interpretsresults.
Interpret data presented in tables,column graphs & picture graphs
Begins tointerpret datapresented intables, columngraphs & picture
graphs withsignificantteacher assistance.
Interpret datapresented intables, columngraphs & picturegraphs with some
teacher assistance.
Interpret datapresented intables, columngraphs & picturegraphs
independently.
Interpret datapresented intables, columngraphs, picturegraphs& begins
to interpret datain line graphs.
Interpret datapresented intables, columngraphs, picturegraphs & line
graphsindependently
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Measurement key ideasEstimate, measure, compare & recordlengths & distances using metres,centimeters and/or millimetres
Begins toestimate,measure,
compare &record lengths &distances usingmetres ¢imetres withsignificantteacher assistance.
Begins toestimate,measure,
compare &record lengths &distances usingmetres,¢imetresand/or millimetres withsome teacher assistance.
Estimate,measure,compare &
record lengths &distances usingmetres,centimetersand/or millimetersindependently.
Estimate,measure,compare &
record lengths &distances usingmetres,centimetres,millimetres andrecognize that aunit larger than ametre is needed.
Estimate,measure,compare &
record lengths &distances usingmetres,centimetres,millimetres andkilometres.
Convert between metres & centimetres,& centimetres & millimetres Begins to convertbetween metres& centimetres, ¢imetres &millimetres withsignificantteacher assistance.
Convertbetween metres& centimetres, ¢imetres &millimetres withsome teacher assistance.
Convertbetween metres& centimetres, ¢imetres &millimetresindependently.
Convertbetween metres& centimetres, ¢imetres &millimetres andbeginning toconvert betweenmetres &kilometres.
Convertbetween metres& centimetres, ¢imetres &millimetres andmetres &kilometres.
Estimate & measure the perimeter of 2Dshapes
Begins toestimate &measure theperimeter of 2Dshapes withsignificantteacher assistance.
Estimate &measure theperimeter of 2Dshapes withsome teacher assistance.
Estimate &measure theperimeter of 2Dshapesindependently.
Estimate &measure theperimeter of 2Dshapes andbegins tomeasure larger areas (schoolgrounds)
Estimate &measure theperimeter of 2Dshapes andlarger areasBegins tocompareperimeters.
Length MS2.1 Estimates, measures,compares & records
lengths, distance &perimeters in metre,centimetres andmillimetres.
Record lengths & distances using
decimal notation of two places
Record lengths
& distancesusing decimalnotation of oneplace withteacher assistance.
Record lengths
& distancesusing decimalnotation ofone-two placeswith someteacher assistance.
Record lengths
& distancesusing decimalnotation of twoplacesindependently.
Record lengths
& distancesusing decimalnotation of twoto three placesindependently.
Record lengths
& distancesusing decimalnotation ofthree placesindependently.
Later Stage 2 Measurement key ideas continued Limited Basic Sound High Outstanding
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g y g gRecognise the need for squarecentimetres & square metres tomeasure area
Yes/NoArea MS2.2 - Estimates,measures, compares &records the areas ofsurfaces in squarecentimetres and squaremetres. Estimate, measure, compare & recordareas in square cm & square metres
Estimate,measure &record areas insquare cm &square metreswith teacher assistance.
Estimate,measure, recordand begins tocompare areasin square cm &square metres
Estimate,measure,compare &record areas insquare cm &square metresindependently.
Beginning to usedecimal notationin recordingareas. Useskilometre units.
Beginning to usedecimal notationin recordingareas. Useskilometre andhectare units.
Recognise the need for a formal unit tomeasure volume & capacity
Yes/No
Estimate, measure, compare & recordvolumes and capacities using litres &milliltres
Estimate,measure, &record volumesand capacitiesusing litres withteacher assistance.
Estimate,measure, record& begin tocomparevolumes andcapacities usinglitres & milliltres
Estimate,measure,compare &record volumesand capacitiesusing litres &milliltresindependently.
Estimate,measure,compare &record volumesand capacitiesusing litres &milliltres andbegins to recordusing decimal
notation inrecording.
Estimate,measure,compare &record volumesand capacitiesusing litres &milliltres and isable to usedecimal notation
in recording.
Measure the volume of models in cubiccentimetres
Yes/No
Volume & Capacity MS2.3Estimates, measures,compares & records
volumes and capacitiesusing litres, millilitres andcubic centimetres.
Convert between litres and millilitres Yes/No
Mass MS2.4 Estimates,measures, compares &records masses usingkilograms and grams
Recognise the need for a formal unit tomeasure mass
Yes/No
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kilograms and grams.
Estimate, measure, compare & recordmasses using kilograms & grams
Estimate,measure,
record massesusing kilograms& grams withsignificantteacher assistance.
Estimate,measure,
record massesusing kilograms& grams. Beginsto comparetwo masseswith limitedteacher assistance.
Estimate,measure,
compare &record massesusing kilograms& gramsindependently.
Estimate,measure,
compare &record massesusing kilograms& gramsindependently.Begins toconvertbetween gramsand kilograms.
Estimate,measure,
compare &record massesusing kilograms& gramsindependently.Begins toconvertbetween gramsand kilograms
and betweenkilograms andtones.
Time MS2.5 Reads andrecords time in 1 minuteintervals and makescomparisons betweentime units.
Recognise the coordinated movementsof the hands on a clock
Yes/No
Read & record time using digital &analog notation
Reads timeusing digitaland analogue
Reads andrecords timeusing digital
Reads andrecords timeusing digital
Reads andrecords timeusing digital
Reads andrecords timeusing digital and
l
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notationindependentlyin 30 minute
intervals andcompares timeunit withteacher assistance.
and analoguenotation in 15min intervals
(past and tothe hour) andmakescomparisonsbetween timeunits with someteacher assistance.
and analoguenotationindependently
in 5 minintervals (pastthe hour) andmakescomparisonsbetween timeunits.
and analoguenotationindependently
in 1min intervals(past and tothe hour) andmakescomparisonsbetween timeunits.
analoguenotationindependently in1min intervals
(past and to thehour) and makescomparisonsbetween timeunits.Begins to convertbetween am/pmnotation and 24hour time.
Read & interpret simple timetables,timelines & calendars
Read & beginto interpretsimple timelines& calendarswith significantteacher assistance.
Read & beginto interpretsimple timelines& calendarswith limitedteacher assistance.
Read &interpret simpletimetables,timelines &calendarsindependently.
Read &interpret simpletimetables,timelines &calendarsincluding thoseinvolving 24hr time.
Read &interpret simpletimetables,timelines &calendarsincluding thoseinvolving 24hr time. Begin todetermine a
suitable scalefor drawingandinterpreting atimeline.
Space & Geometry key ideasName, describe, sort, make & sketchprisms, pyramids, cylinders, cones &
Name,describe & sort
Name,describe, sort,
Name,describe, sort,
Begins to nameprisms &
Begins to nameprisms &
Three Dimensional SpaceSGS2.1 Makes,compares describes &
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spheres prisms,pyramids,cylinders, cones
& spheres withsignificantteacher assistance.
make &attempts tosketch prisms,
pyramids,cylinders, cones& spheres withlimited teacher assistance.
make & sketchprisms,pyramids,
cylinders, cones& spheresindependently
pyramidsaccording totheir base.
pyramidsaccording totheir base.
Begins tovisualize, sketch& construct 3Dshapes fromdifferent views.
Create nets from everyday packages Yes/No
compares, describes &names 3 dimensionalobjects includingpyramids, & representsthem in drawing.
Describe cross-sections of 3D objects Describes the
cross-section ofshapes of awider range of3D objects withteacher assistance.
Describes the
cross-section ofshapes of awider range of3D objects &recognizes thatthe cross-sections ofprisms have auniform shapeand size whenparallel tobase.
Describes the
cross-section ofshapes of a wider range of 3Dobjects &recognises thatthe cross-sectionsof prisms have auniform shapeand size whenparallel to base&that pyramids,cones andspheres do nothave a uniformcross-section
Describes the
cross-sectionsof 3D shapesthat are notparallel to thebase.
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Later Stage 2 Space & Geometry key ideascontinued
Limited Basic Sound High Outstanding
Identify & name pentagons, octagons &
parallelograms presented in differentorientations
Begins to
identify & namepentagons &octagonspresented indifferentorientationswith significantteacher assistance.
Identify &
namepentagons &octagons andbegins toidentifyparallelogramspresented indifferentorientationswith someteacher assistance
Identify &
namepentagons,octagons ¶llelogramspresented indifferentorientationsindependently.
Identify &
namepentagons,octagons ¶llelogramspresented indifferentorientations.Begins toidentify andname trianglesindependently.
Identify &
namepentagons,octagons ¶llelogramspresented indifferentorientations.Identifies andnames trianglesindependently.
Compare & describe special groups ofquadrilaterals
Yes/No
Make tessellating designs by reflecting,translating & rotating
Yes/No
Two Dimensional Space
SGS2.2a Manipulates,compares, sketches &names 2 dimensionalshapes & describes theirfeatures.
Find all lines of symmetry for a 2D shape Yes/No
Recognise openings, slopes & turns asangles
Yes/No
Describe angles using everydaylanguage & the term right
Yes/No
SGS2.2b Identifies,compares & describesangles in practicalsituations.
Compare angles using informal means Begins tocompare
angles usinginformal means(simple angletester) withsignificantteacher assistance.
Compareangles using
informal means(simple angletester) withlimited teacher assistance.
Compareangles using
informal meansindependently.
Compareangles using
informal meansindependently.Begins torecognise theneed for aformal unit tomeasureangles.
Begins toestimate and
measure anglesin degrees.
Use simple maps & grids to representposition & follow routes
Use simplemaps & grids torepresent
Use simplemaps & grids torepresent
Use simplemaps & grids torepresent
Begins to use agiven map toplan or find a
Begins to use agiven map toplan or find a
Position SGS2.3 Usessimple maps & grids torepresent position & followroutes.
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position &follow routeswith significant
teacher assistance.
position &follow routeswith limited
teacher assistance.
position &follow routesindependently.
route. route and isable to locatea place on a
map given itscoordinates.
Determine the directions N, S, E & W; NE,NW, SE & SW, given one of the directions
Determine thedirections N, S,E & W; givenone of thedirections withsignificantteacher assistance.
Determine thedirections N, S,E & W; NE, & SE,given one ofthe directionswith limitedteacher assistance.
Determine thedirections N, S,E & W; NE, NW,SE & SW, givenone of thedirectionsindependently.
routes.
Describe the location of an object on asimple map using coordinates or directions
Begins todescribe thelocation of anobject on asimple map using1-2 descriptors.Begins to use co-ordinates tolocate on objectson a map withsignificantteacher assistance.
Describe thelocation of anobject on asimple map using1-2 descriptors or directions. Beginsto use co-ordinates tolocate on objectson a map withteacher assistance.
Describe thelocation of anobject on asimple map using1-2 descriptor or directions. Usesco-ordinates tolocate on objectson a map.
Begins todescribe thelocation of aplace on a mapwhich is a givendirection from alandmark. (Southfrom the station).
Begins todescribe thelocation of aplace on a mapwhich is a givendirection from alandmark. (Southfrom the station).Begins to drawand label a gridon a map.
MathematicsMathematicsMathematicsMathematics Early Stage 3 (Year 5)Early Stage 3 (Year 5)Early Stage 3 (Year 5)Early Stage 3 (Year 5)
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Early Stage 3 Number key ideas Limited Basic Sound High OutstandingIdentify differences between Roman &Hindu-Arabic counting systems
Can operateonly up to ten
Converts romannumerals up to20.
Can convertHindu Arabicnumerals toroman numeralsup to 50.
Can convertHindu Arabicnumerals toroman numeralsup to 100.
Can convertHindu Arabicnumerals toroman numeralsup to 500.
Read, write & order numbers of any sizeusing place value
Can only readand writenumbers up to 3digits
Reads writes andorders 4 digitnumbers needsT/A for 5 places
Reads, writes andunderstands fivedigit numbers innumerals and
words.Applies anunderstanding ofplace value infive place digits.Orders inascending anddescendingorder.
Reads and writessix digit numbersin numerals andwords. Orders
and understandsto 6 digits
Reads, ordersand writes up toseven digitnumbers in
numerals andwords.Can use placevalue to buildseven digitnumbers.
Record numbers in expanded notation Expands numbersless than 10 000
Uses expandednotation up to 10000
Can useexpandednotation up to100 000s
Can useexpandednotation up to1 000 000
Can useexpandednotation up to10 000 000
Recognise the location of negativenumbers in relation to zero
YES / NO
Whole Number N3.1Orders, reads and writesnumbers of any size.
Money concepts are developed further in Fractions & Decimals
Addition and SubtractionNS3.2 Selects and appliesappropriate strategies foraddition & subtractionwith counting numbers ofany size.
Select & apply appropriate mental,written or calculator strategies for addition & subtraction with countingnumbers of any size
Can complete 1digit additionand subtractionwith teacher assistance
Can complete 1-3 digit additions& subtractionswith or withoutconcretematerials.
Can completeany addition or subtractionalgorithm andproblem with asound level ofaccuracy.
High degree ofaccuracy withmixedsubtraction andadditionalgorithms andproblems.
High degree ofaccuracy withverycomplicatedmixedsubtraction andadditionalgorithms andproblems.
Select & apply appropriate mental,written or calculator strategies for multiplication & division
Can complete 1 x1 digitmultiplication &division with
Can complete 1-3 x 1 digitmultiplication &division with or
Can complete 2 x 2 digitmultiplication &division algorithm
High degree ofaccuracy withmixedmultiplication &
High degree ofaccuracy withverycomplicated
Multiplication & DivisionNS3.3 Selects and appliesappropriate strategies formultiplication & division.
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division withteacher assistance
division with or without concretematerials.(Noassistance)
division algorithmand problemwith a soundlevel ofaccuracy.
multiplication &divisionalgorithms andproblems.
complicatedmixedsubtraction andadditionalgorithms andproblems.
Explore prime and composite numbers Can identifyprime numberswhen teacher assistance givenfor the rule
Can recogniseprime numbers toten
Can determinewhether a
number is primeor composite to
30 byfinding thenumber of
factors.
Can explore andrecognise primeand compositenumbers to 50
Can explore andrecognise primeand compositenumbers to 100
Use formal written algorithms for multiplication (limit operators to two-digit numbers) & division (limit operatorsto single digits)
Multiplies anddivides 2 digit by1 digit withteacher assistance.
Independentlymultiplies anddivides 2 digit by1 digit.
Multiplies 2 digitby 2 digitnumbersDividing 3 digit bya 1 digit number.
Multiplies 3 digitby 2 digitnumbersDividing 4 digit bya 1 digit number.
Multiplies 4+ digitby 3 digitnumbers &Divides 5+ digitby a 1 digitnumber.
Assign numerical values to the likelihood
of simple events occurring?? ??
Expresseslikelihood in termsof fractions.(Eg. 1 in 10chance)
Expresseslikelihood in termsof fractions &simple decimalsandpercentages.
Expresseslikelihood in termsof fractions &more complexdecimals andpercentages.
Chance NS3.5 Orders thelikelihood of simple eventson a number line fromzero to one.
Order the likelihood of simple events ona number line from 0 to 1
Can uselanguage todescribe aknown event
e.g., likely,certain. Candistinguishbetween possibleand impossible
Beginning toorder events andrepresent on anumber line 0-9
Use a number line 0-1 to order likelihood of anevent.
Matches thepossibility of anevent occurringon a number line
between 0-1.Can place anumber 0-1 to anevent that theyhave made up.
Expresses theprobability of anevent as afraction, decimal
or percentagebetween 0-1
Early Stage 3 Number key ideas continued Limited Basic Sound High OutstandingModel, compare & represent commonlyused fractions (those with denominators 2, 3,4 5 6 8 10 12 and 100)
Can model anddescribefractions with a
Can model andrepresent any 4of the commonly
Model, compare& represent allcommonly used
Shows evidenceof beginning tomodel or
Demonstrateequivalencebetween
Fractions & DecimalsNS3.4 Compares, orders& calculates with
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4, 5, 6, 8, 10, 12, and 100) fractions with adenom. of 2,10 &100 only.
of the commonlyused fractions.
commonly usedfractions (thosewithdenominators 2,3, 4, 5, 6, 8, 10, 12,and 100)
model or attempt tocompare morecomplexfractions that areunrelated. 1/3and 1/4
betweenfractions,decimals andpercentages.
Find equivalence between thirds, sixths &twelfths
Only understandsthat 2/4 = 1/2when shown withconcretematerials andteacher
guidance.
Can only work with simpleequivalence (Eg.1/2=2/4)
Can representrelatedequivalentfractions e.g. 1/3,2/6. 4/12.Can place thirds,
sixths andtwelfths on anumber line
Develops amental strategyfor findingequivalentfractions bymultiplying or
dividing thenumerator by thesame number.
Express a mixed numeral as an improper fraction & vice versa
YES / NO
Add & subtract simple fractions where onedenominator is a multiple of the other
YES / NO
Multiply simple fractions by whole numbers.Calculate unit fractions of a number
YES / NO
Add & subtract decimals to three decimalplaces
Can add &subtractdecimals to 1decimal placewith teacher assistance.
Can add decimals withthe same number of decimal places (to 2decimal places). Cansubtract decimals withthe same number of decimal place (to 2decimal places) withassistance.
Can add andsubtract numberswith the samenumber ofdecimal places(to 3 decimalplaces).
Can add andsubtract numbersto more than 3decimal places.
Can add andsubtract a set ofnumbers morethan 3 decimalplaces and withvarying