Student: Date: ____________________________

Year 1 Achievement Standard – Highlight parts of standard being assessed.

By the end of Year 1, students describe number sequences resulting from skip counting by 2s, 5s and 10s. They identify
representations of one half. They recognise Australian coins according to their value. Students explain time durations.
They describe two-dimensional shapes and three-dimensional objects. Students describe data displays.

Students count to and from 100 and locate numbers on a number line. They carry out simple additions and subtractions
using counting strategies. They partition numbers using place value. They continue simple patterns involving numbers
and objects. Students order objects based on lengths and capacities using informal units. They tell time to the half-hour.
They use the language of direction to move from place to place. Students classify outcomes of simple familiar events.
They collect data by asking questions, draw simple data displays and make simple inferences.

Summary of Task
After a teaching sequence students will be given a task board to complete. Students choose a number
depending on confidence and ability. They then represent their chosen number in various ways using place
value.
 Picture (draw 1 group of ten flowers and 1 flower)
 Materials (MAB, paddle pop sticks, ten frames)
 Words (1 tens 1 one)
 More and less (1, 10, 100 more and less)
To allow for students to achieve an A and B grade they will explain how they added 1, 10, 100 more/less by
using place value language.
Circle level of support given
Independent Some support given by teacher High level of support given
teacher/tutor/SESA

Teacher Confirming Group Confirming

Judgment Comments: include specific information that Judgment Comments: include specific information that
determined judgment determined judgment

Reflection and Feedback from the confirming team:

Include suggestion for next step or areas of improvement (to inform programming, planning and Professional
Development).
 A B C D E
Partitions numbers using Partitions numbers using Partitions numbers using Identifies one-digit numbers Arranges collections into
place value and justifies their place value and justifies their place value eg. 16 has one ten are ones or units. groups of ten.
answers using place value answers using place value and six ones. Justifies their
language with expanded language, eg. Ten more is answers using basic counting
knowledge of 100 more/less. twenty six because I added 1 on language, eg. Ten more is
eg. 100 more is 116. more ten into the tens twenty six because I counted
column. on in ones.

Teacher comment:

Self-assessment
 Materials
Use place value materials, MAB
blocks or paddle pop sticks, to
show your number
Draw pictures to show your number

Written
Draw it

_________

_________
Tens

Ones
______________
10 more
______________
1 less
______________
1 more
More and Less