Activity 2
Achievement Standard
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Mathematics
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Mathematics
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What students do
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Students connect fractions, decimals and percentages as different representations of the same number
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Students calculate a simple fraction of a quantity
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A
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connects fractions, decimals and percentages as different representations of the same number and effectively explains these various representations of the same amount
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uses a range of efficient strategies to correctly calculate a fraction of a quantity
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B
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connects fractions, decimals and percentages as different representations of the same number and explains these various representations of the same amount
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efficiently calculates a fraction of a quantity
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C
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connects fractions, decimals and percentages as different representations of the same number
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calculates a simple fraction of a quantity
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D
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with support, connects fractions, decimals and percentages as different representations of the same number
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with support, calculates a simple fraction of a quantity
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E
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with direction, connects fractions, decimals and percentages as different representations of the same number
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with direction, calculates a simple fraction of a quantity
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Activity 4
Achievement Standard
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Mathematics
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What students do
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Students solve problems involving all four operations with whole numbers
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A
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correctly solves problems involving all four operations using a range of efficient strategies and explains and justifies strategies used
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B
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correctly solves problems involving all four operations using a range of efficient strategies and explains strategies used
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C
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solves simple problems involving all four operations using a range of strategies
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D
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with support, solves simple problems involving all four operations using one or more strategy
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E
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solves simple problems using strategies as directed
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Activity 5
Achievement Standard
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HASS
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What students do
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Students use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others
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A
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uses a range of criteria and weighs up the advantages and disadvantages of different tax models to propose and justify the most appropriate model to use on different items
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B
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uses criteria and weighs up the advantages and disadvantages of different tax models to propose and justify an appropriate model to use on different items
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C
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identifies the advantages and disadvantages of different tax models and uses criteria to propose and justify models to use on different items
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D
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with support, identifies some advantages and disadvantages of different tax models and proposes and partially justifies models to use on different items
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E
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with direction, identifies some advantages and disadvantages of different tax models and proposes and partially justifies models to use on different items
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* Denotes that observations for student performance may be required
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