Year 1 Assessment
Numeracy Checkpoints — June
Post office
Calculating and estimating
Using fractions, decimals, percentages, ratios and rates

Contents

Purpose

June assessment focus

Before implementing

Suggested times

Suggested teaching and learning

Catering for diversity

Teacher preparation

Resources

Implementing

Making judgments

Using data to inform future directions

Appendix A: Numeracy class checklist — Year 1

Appendix B: Letterbox number line

Appendix C: Postie Pam’s week

Appendix D: Postie Pam’s letter cut-outs

Appendix E: Postie Pam’s parcel cut-outs

Appendix F: Stamp cut-outs

Purpose

The assessments within the checkpoints have been designed to be implemented within everyday classroom practice. They provide opportunities for children to demonstrate the targeted indicators within learning areas.

Assessment of young children is an integral part of the learning–teaching process and is not a separate activity.

Assessment involves the purposeful, systematic and ongoing monitoring of children’s learning. The information gathered is used for future planning and to make judgments about a child’s learning.

June assessment focus

June is the second monitoring point in the Year 1 Assessment: Literacy and Numeracy Checkpoints.

There are four numeracy assessments for June. This assessment and the indicators it targets are indicated in bold text in the table below.

June assessments / Targeted numeracy indicators
Post office —
Calculating and estimating (CE)
Using fractions, decimals, percentages, ratios and rates (FDPR) / CE 1 iii
CE 1 iv
CE1 vi
CE 1vii
CE1 x / FDPR 1 i
Post office —
Using measurement (M)
Using spatial reasoning (SR) / SR 1 ii / M 1 i
M 1 iii
M 1 iv
Round the ridges —
Using spatial reasoning (SR) / SR 1 i
Patterns in songs and games —
Recognising and using patterns and relationships (PR) / PR 1 i

Before implementing

Suggested times

Section / Suggested times
1 / 3 minutes — children working individually
2 / 5–10 minutes — children working in small groups (3–4 children)
3 / 10 minutes — children working in small groups
4 / 5minutes — children working individually
5 / 5 minutes
6, 7 / 8 minutes — children working individually
8 / 5 minutes — children working in small groups
+1 minute per individual interview

Suggested teaching and learning

Children need multiple opportunities to engage with all aspects of the indicators before this assessment.

Suggested teaching and learning before implementing
  • Visit the local post office to post a letter.
  • Set up a class post office. Ask the children to use “mind pictures” to:
estimate how many parcels will fill display spaces
arrange letterboxes into a given space.
  • Explore the function and operations of a post office.
The post office — resources
  • The Journey of a Letter (DVD and PDF) is available from the Australia Post website: <
  • The Australia Post education website <
    activates children’s prior knowledge and provides background experiences, such as:
buying stamps
posting letters
sorting mail according to house numbers
bundling letters.
  • Australia Post — Postie Kate’s activities website:
  • Teacher and children create a class post office. Children collaboratively explore and develop measurement concepts whileengaging in real-life, purposeful play.

Target numeracy indicator / Suggested teaching and learning
CE1 iii
Order and position whole numbers using 0, 50, and 100 as key reference points / Teachers:
  • write numbers from 0 to 100 on labels, then order and position the number labels and apply them to the letterboxes. (Ensure you place a zero in the sequence)
Children:
  • position and order the letters on the letter boxes according to the numbers on the letters
  • deliver the mail by placing the mail bundles on the labelled letterboxes that correspond to the numbers on the letters

CE1 iv
Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of10) / Children:
  • sort all the mail from the class letterbox by making bundles of letters with the same number
  • practise bundling letters in groups of 10. Combine bundles of letters, identify the number of letters in combination and record the amount
  • collaboratively compare combinations of letter bundle quantities
Teachers:
  • model identifying and comparing whole numbers using standard partitions (10), e.g. This bundle of 30 is greater than this bundle of 20 because there is 10 less, or one group less, in the bundle of 20

CE 1 vi
Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by:
  • counting on
  • counting back
  • partitioning, including place value, and rearranging parts
/ Children:
  • solve addition and subtraction problems with materials and problem situations from the post office and describe their mental strategies and how they worked out basic facts, focusing on counting on, counting back and partitioning
  • collaboratively explore opportunities to work out basic facts and mental strategies to combine, add, take away or find the difference required within the post office and explain the processes used
  • represent the strategies explored using materials and drawings, e.g. grouping objects together using circles,writing numerals when counting on, and crossing out when counting back

CE 1 vii
Create, solve and sort problems and visual images of problems involving:
  • addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions
  • inverse relationship between addition and subtraction
  • arrays, groups and rows represented using materials and drawings for single- and two-digit numbers, e.g. 2 groups of 3 lily pads is equal to 6 lily pads, 6 lily pads can be shared by the pond life into groups of 2 or 3
/ Children:
  • create problem situations using materials from the post office. Collaboratively explore and identify solutions using the language associated with the indicator
  • investigate everyday problem situations. Identify whether combining, adding, taking away, finding the difference, making arrays or groups is required
  • roleplay creating addition and subtraction stories that represent number expressions
  • roleplay postal activities to create stories using arrays, groups and rows, e.g. sorting letters into street allocations, house allocations
  • draw the stories they have enacted

CE 1 x
Describe and order Australian coins and notes according to their value / Children:
  • exchange coins for stamps during play, discussing the features of the coins and the stamps
  • set up a cash register and arrange the money according to their value

FDPR1 i
Identify and describe a half as either of the two equal parts of collections or lengths / Children:
  • make envelopes for the letters by folding paper in half and sticking two sides down. Focus the child’s attention on half as being either of the two equal parts
  • explore the concept of half within a range of collections and objects. Encourage children to identify and describe how they know that it is half. Introduce the term “equal parts”. Use the terms “one half”, “two halves” and refer to either of the two equal parts

Catering for diversity

Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments to the delivery or mode of assessment, without changing the way the assessment is judged or marked.

A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth).

Specific adjustments in Post office — Calculating and estimating may include:

  • opportunities to exploreand play with materials before the assessment
  • altered resources, e.g. larger, more visual
  • repeated opportunities to respond.

Teacher preparation

This assessment should be completed by the end of June, although some children may be ready to be assessed earlier than June.

Familiarise yourself with the assessment by:

  • reading the entire document
  • noting the highlighted aspect of each indicator that is the focus of the assessment
  • noting the specific evidence that you will be looking for within each section.

Plan for implementation by preparing the necessary resources, and considering the following questions:

  • How will I implement this assessment within my regular teaching program?
  • What additional support will I require?

Resources

Teachers will need the following resources when implementing this assessment:

Section / Resources
1–8 (inclusive) /
  • the implementation plan to follow when undertaking the assessment
  • A3 copy— Appendix A: Numeracy class checklist — Year 1 to record each child’s responses

 /
  • Appendix B: Letterbox number line
    Enlarge to A3 size and make two copies.
Cut out strips of letterboxes (there are 10 per row) and arrange them in rows of tento resemble a hundred board. Leave a blank space before letterbox 1 and write “0” as a reference point in this space. Write 50 and 100 on letter boxes and position them on the number line
  • Appendix D: Postie Pam’s letter cut-outs
    Photocopy onto card and cut out individual letters. Write the numbers of your choice on the blank envelopes, including several between 11 and 20 and between 31 and 40.

2 /
  • at least forty (old), small envelopes for counting
  • pegs, rubber bands, or string for bundling

3 /
  • Appendix C: Postie Pam’s week
  • Appendix D: Postie Pam’s letter cut-outs
  • Appendix E: Postie Pam’s parcel cut-outs
  • blocks, pencil and paper (optional)

4 /
  • Appendix D: Postie Pam’s letter cut-outs
  • Appendix E: Postie Pam’s parcel cut-outs
  • Appendix F: Stamp cut-outs
  • blocks, pencil and paper (optional)

5 /
  • Appendix B: Letterbox number line and numbered letters
  • AppendixD: Postie Pam’s letter cut-outs

6 /
  • Appendix F: Stamp cut-outs

7 /
  • Appendix F: Stamp cut-outs
  • Play or real money of Australian coins and notes

8 /
  • A4 pieces of paper for folding to form envelopes
  • bundle of letters string/rubber bands

Queensland Studies AuthorityJanuary 2012 | 1

Implementing

Record all evidence onthe checklist provided as Appendix A.

Section 1. Posting letters

CE 1 iii / Suggested implementation / Source of evidence
Order and position whole numbers using 0, 50 and 100 as key reference points / 1.Show the child the number line of letterboxes.
2.Give the child at least four numbered letters, in random order,including two between 11 and 20 and two between 31 and 40.
3.Ask the child to order and position the numbers, showing where each numbered letter should be posted by placing it on the corresponding letterbox on the number line. / Children:
  • order and position envelopes using the key reference points of 0,50 and 100 to determine where each numbered envelope should be positioned

Resource
  • Appendix B: Letterbox number line (see Resources list)
  • Appendix D: Postie Pam’s letter cut-outs (see Resources list)

Suggested time
3 minutes working individually

Section 2. Bundling envelopes

CE1 iv / Suggested implementation / Source of evidence
Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10) / Provide the child with a quantity of envelopes (less than 100 but more
than 20) and pegs, rubber bands or string to bundle the envelopes.
Ask the child to:
1.identify the quantity by counting out the envelopes to find out how many there are, bundling groups of ten as they count
2.arrange the envelopes so they are easy to count.
Prompt:
“You might like to bundle them as you go to help you keep count/make them easier to count.”
Ask the child to make two bundles of envelopes and compare the quantities of envelopes.
Ask:
Is this bundle greater than this one? How do you know?Is there another way you can describe that? / Children:
  • identify the correct number of envelopes by bundling envelopes into groups of tens and ones
  • compare the quantity of the bundles

Resources
  • at least 40 envelopes (less than 100 but more than 20)
  • pegs, rubber bands or string

Suggested time
5–10 minutes working in small groups

Section 3. Postie Pam

CE 1 vi / Suggested implementation / Source of evidence
Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by:
  • counting on
  • counting back
  • partitioning, including place value, and rearranging parts
/ 1.Read Postie Pam’s week to the child (Appendix C).
Say:
“You are going to solve the addition and subtraction problems for Postie Pam”
“You can work out the answers by drawing or using materials”.
2.Provide the child with materials and a blank piece of paper, e.g. cut-out letter cards (Appendix D), cut-out parcel cards (Appendix E), blocks or pencil and paper.
3.Use (Appendix C) asking them to explain, draw or demonstrate with the materials how they would solve each of Postie Pam’s problems. / Children:
  • identify strategies for combining, adding taking away or finding the difference (i.e. can be understoodby others) solve the problems by selecting a suitable operation

Resources
  • Appendix C: Postie Pam’s week
  • Appendix D: Postie Pam’s letter cut-outs
  • Appendix E: Postie Pam’s parcel cut-outs
  • blocks, pencil and paper (optional)

Suggested time
10 minutes working in small groups

Section 4.Basic facts and problem solving

CE 1 vi / Suggested implementation / Source of evidence
Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by:
  • counting on
  • counting back
  • partitioning, including place value, and rearranging parts
/ Ask:
“I have six letters and two parcels to post. How many items do I have to post altogether?”
“How did you work out the answer?”
Ask the child to create and solve their own problems by:
1.Adding different bundles of letters (Appendix D) and parcels (Appendix E) to solve problems and explain what they have done and found out using single-digit basic facts.
2.Combiningbundles to work out how many stamps are required (Appendix F). / Children:
  • solve the single-digit basic facts problems using their own logical solutions and mentalstrategies and explain how they worked out the solution

Resources
  • Appendix D: Postie Pam’s letter cut-outs
  • Appendix E: Postie Pam’s parcel cut-outs
  • Appendix F: Stamp cut-outs (see Resources)
  • blocks, pencil and paper (optional)

Suggested time
5 minutes working individually

Section 5: Creating number stories

CE 1 vii / Suggested implementation / Source of evidence
Create, solve and sort problems and visual images of problems involving:
  • addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions
  • inverse relationship between addition and subtraction
  • arrays, groups and rows represented using materials and drawings for single- and two-digit numbers, e.g. 2 groups of 3 lily pads is equal to 6 lily pads, 6 lily pads can be shared by the pond life into groups of 2 or 3
/ Ask the child to draw or act out some post office adding and taking away stories with the letters and letterboxes
Prompt:
“Thepostie had 5 letters and posted 1 in the letterbox, now there are
4 letters left.”
If needed, give the child examples of number expressions,
e.g. 5 – 1 = 4. / Children:
  • Create addition and subtraction stories of interest and identify the inverse relationship

Resources
  • Appendix B: Letterbox number line
  • Appendix D: Postie Pam’s letter cut-outs

Suggested time
5 minutes working individually

Section 6.Creating arrays

CE 1 vii / Suggested implementation / Source of evidence
Create, solve and sort problems and visual images of problems involving:
  • addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps makes 5 actions
  • inverse relationship between addition and subtraction
  • arrays, groups and rows represented using materials and drawings for single- and two-digit numbers, e.g. 2 groups of 3 lily pads is equal to 6 lily pads, 6 lily pads can be shared by the pond life into groups of 2 or 3
/ Show the child one array of stamps at a time.
Ask the child to count the stamps shown in each array.
Note: 10 stamps per array maximum. / Children:
  • skip count and/or subitise to determine the number of stamps in arrays

Resource
  • Appendix F: Stamp cut-outsResources

Suggested time
3 minutes

Section 7.Paying for stamps

CE 1 x / Suggested implementation / Source of evidence
Describe and order Australian coins and notes according to their value / Give the child stamps that are the same value as the Australian coins and notes. Give the child Australian coins and notes.
Ask the child to place the coins and notes in order according to their value
Ask:Can you match the stamps with a coin or note of the same value?
Note: If the 20 cent coin proves too difficult, try the 5 and 10 cents progressively.
Ask: Which coins and notes values are missing from the stamps? / Children:
  • describe the coin that matches the stamp
  • place the coins and notes in order of their value
  • describe the coins and notes that cannot be matched to stamps according to their value

Resources
  • Appendix F:Stamp cut-outs
  • play or real money of Australian coins and notes

Suggested time
5 minutesworking in small groups

Section 8.Making half

FDPR 1 i / Suggested implementation / Source of evidence
Identify and describe a half as either of the two equal parts of collections or lengths / Say:We are going to make an envelope. Can you start by folding the paper in half?
1.Ask the child how they know it is half and if they can identify the two equal halves that make up the whole piece of paper. (Continue to fold down the top to make an envelope).
2.Give the child an even-numbered bundle of letters and ask them to give you half of the bundle of letters and to keep the other half for themselves.
3.Ask the child to explain how they know they have half. / Children:
  • fold paper in half to make an envelope showing two equal parts (lengths) and describe how two halves make a whole
  • sort an even number of letters into two equal groups (collections) and describe how they know they have half of the letters

Resources
  • A4 pieces of paper for folding into envelopes
  • bundle of letters, string/rubber bands

Suggested time
5 minutes working in small groups
+ 1 minute per individual interview

Queensland Studies AuthorityJanuary 2012 | 1