Foundation Mathematics: Location and Transformation

Weeks 6 – 9, Term 3
Achievement Standard: Use appropriate language to describe location.

Assessment Standard 1: Position objects in described locations

High Mid Low

(Advanced) (Accomplished) (Developing/Emerging – Needs improvement)

Can position objects in described locations that involve
complex terminology, such as; through, amongst, to the left
of, above.
Can position objects in described locations that involve the
Requires support when positioning objects in described
standard terminology, such as; on top of, in, next to,
locations.
beneath, in front of and between.

Able to work successfully with Very specific direction to where Struggles to comprehend
Dave the term ‘amongst’
Harley an object was positioned
Tayla vocabulary such as ‘in front of’.

Struggles to comprehend
Works quickly and efficiently. vocabulary such as ‘in front of’.
Worked successfully with ‘in
Scarlett Worked successfully with Spencer front’.
Liam However, positioned object
‘beneath’ successfully using word
‘between’
Worked successfully with Understood ‘on’. Required
Worked successfully with
Milleah ‘inside’ making use of a Taila ‘under’
Michael assistance with ‘behind’ and
cupboard ‘through’
Struggles to comprehend
Worked successfully with ‘on Worked successfully with
Mia top’
Jemma ‘beside’
Jackson vocabulary such as ‘in front of’.
Required little support with ‘in’
Struggles comprehending
Matthew Brock words such as ‘in front of’.
Required little support.

Able to work successfully with

Maddison the term ‘through’
Avali Low attendance

Serenity
 Assessment Standard 2: Can explain where an object is

High Mid Low

(Advanced) (Accomplished) (Developing/Emerging – Needs improvement)

Uses descriptive and informative language to describe Require support and prompting in order to describe
Uses simple language to describe where an object is.
where an object is. where an object is.

Able to describe where an

Dave object is using the term Harley Brock Required prompting
‘amongst’
Required support (reading
Scarlett Detailed Jemma Jackson issues?)

“what is the word” Required prompting (Reading

Milleah Detailed description
Maddison Liam issues?)
Successfully uses locational
“what is the word” word in a sentence Required support (reading
Mia Detailed description
Matthew Tayla issues?)

Required support (reading

Serenity Taila issues?)

Verbally expressed “went

Spencer Michael through the tunnel”
 Assessment Standard 3: Can give directions using language of location

High Mid Low

(Advanced) (Accomplished) (Developing/Emerging – Needs improvement)

Uses descriptive and informative language when giving Uses simple language when giving directions. Uses Require support when giving language of location.
directions. Uses complex language of location. simple language of location. Struggled to use language of location.

Great use of vocabulary and needed promoting with his

Milleah describing words.
Brock words – “which cloud?”

Great range of words – on top

Great use of vocabulary and of, under, in, etc. needed
Mia describing words.
Harley prompting – “where in the
sky?”

needed prompting good use of

words – behind, right near, in,
Jackson on top of, inside, “On top of
where?”

Needed prompting “where in

Maddison the air?”

Needed prompting – “where

abouts in the sky?” could use
Jemma the words but needed a lot of
assistance describing the
object.

Used language of location –

Tayla simple sentences.
 Foundation Mathematics: Subtraction
Weeks 6 – 9, Term 3

Achievement Standard: Students count to and from 20 and order small collections

Assessment Standard 1: Represent practical situations to model subtraction

High Mid Low

(Accomplished) (Developing/Emerging) (Needs improvement)

The students listed below demonstrate they have a strong

Students listed below have struggled to grasp the concept of
Capable of working out subtraction problems understanding of number, with a basic understanding of the
subtraction. They are unable to complete subtraction problems
independently and can provide assistance to a peer. concept of subtraction. They require a small amount of assistance
independently and require one on one support and assistance.
from teacher or peers to prompt them in solving it successfully.
Started to undertake
Dave subtraction concepts equalling Jemma Avali
into minus numbers

Proficient understanding and Requires assistance, gets

Mia can complete quickly.
Serenity Liam distracted easily.

Milleah Jackson Michael

Pushes himself independently,

asks for more complex
Brock subtraction problems, chooses
Taila Tayla
to work with high numbers.

Matthew Harley Spencer

Maddison

Scarlett