Assessment standards

We know this when the learner:

• Counts to at least 10 everyday objects reliably.
• Says and uses number names in familiar contexts.
• Knows the number names and symbols for 1 to 10.
• Orders and compares collections of objects using the words ‘more’, ‘less’ and ‘equal’.
• Solves and explains solutions to practical problems that involve equal sharing and grouping with whole numbers of at least 10 and with solutions that include remainders.
• Solves verbally-stated additions and subtraction problems with single-digit numbers and with solutions to at least 10.
• Uses the following techniques:
  • building up and breaking down numbers to at least 10;
  • doubling and halving to at least 10;
  • using concrete apparatus (e.g. counters).
• Explains own solutions to problems.

Assessment standards

We know this when the learner:

• Copies and extends simple patterns using physical objects and drawings (e.g. using colours and shapes).
• Creates own patterns.

Assessment standards

We know this when the learner:

• Recognises, identifies and names three-dimensional objects in the classroom and in pictures, including:
  • boxes (prisms);
  • balls (spheres).
• Describes, sorts and compares physical three-dimensional objects according to:
  • size;
  • objects that roll;
  • objects that slide.
• Builds three-dimensional objects using concrete materials (e.g. building blocks).
• Recognises symmetry in self and own environment (with focus on front and back).
• Describes one three-dimensional object in relation to another (e.g. ‘in front of’ or ‘behind’).
• Follows directions (alone and/or as a member of a group or team) to move or place self within the classroom (e.g. ‘at the front’or ‘at the back’).

Assessment standards

We know this when the learner:

• Describes the time of day in terms of day or night.
• Orders recurring events in own daily life.
• Sequences events within one day.
• Works concretely comparing and ordering objects using appropriate vocabulary to describe:
  • mass (e.g. light, heavy, heavier);
  • capacity (e.g. empty, full, less than, more than);
  • length (e.g. longer, shorter, wider, tall, short).

Assessment standards

We know this when the learner:

• Collects physical objects (alone and/or as a member of a group or team) in the environment according to stated features (e.g. collects 10 dead flowers).
• Sorts physical objects according to one attribute (property) (e.g. red shapes).
• Draws a picture as a record of collected objects.
• Answers questions (e.g. ‘Which has the most...?’) based on own picture or own sorted objects.