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1
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2
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3
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4
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Establish understanding
of the language and processes of counting by naming
numbers in sequences, initially to and from 20, moving
from any starting point (ACMNA001)
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Shows very limited
understanding of the underlying concepts needed to recognize
and count using ordinal numbers.
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Shows some understanding
of the mathematical concepts needed to count using ordinal
number terminology with prompting needed.
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Shows substantial understanding
of the mathematical concepts used to count to 15 using
ordinal number terminology with little prompting needed.
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Shows complete understanding
of the mathematical concepts used to count to 20 using
ordinal number terminology without prompting.
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Students are able
to show that they can match the order of an object to
its correct written ordinal number.
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Shows very limited
understanding of the underlying concepts needed to recognize
what the written from of an ordinal looks like and matching
it to the correct position.
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Shows some understanding
of the mathematical concepts needed to recognize what
the written from of an ordinal looks like and matching
it to the correct position.
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Shows substantial understanding
of the mathematical concepts needed to recognize what
the written from of an ordinal looks like and matching
it to the correct position.
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Shows complete understanding
of the mathematical concepts needed to recognize what
the written from of an ordinal looks like and matching
it to the correct position.
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Mathematical Reasoning
- Shows that they use different strategies to work out
the ordinal number of the position of objects.
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Little evidence of
mathematical reasoning the student uses no strategies
to work out the ordinal position of the object in the
collection.
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Some evidence of mathematical
reasoning is used where they are able to beginning counting
the objects to try to work out the ordinal number of
the position in the collection of objects
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Uses effective mathematical
reasoning such as pointing and counting the objects
to work out what their position is in the collection.
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Uses complex and refined
mathematical reasoning internally coming to the conclusion
without having to count out loud the numbers of items
in the line.
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Explanation is detailed
and clear of their reasoning behind their answers.
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When asked why they
have written or chosen the ordinal number they have
give no reason as to why they chosen it.
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When asked why they
have written or chosen the ordinal number they have
given the explanation is a little difficult to understand,
but includes critical components.
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When asked why they
have written or chosen the ordinal number they have
given the explanation is clear.
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When asked why they
have written or chosen the ordinal number they have
given the explanation is detailed and clear as to their
reasoning and problem solving to come to that answer.
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Mathematical Terminology
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There is little use,
or a lot of inappropriate use, of terminology and notation.
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Correct terminology
and notation are used, but it is sometimes not easy
to understand what was done.
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Correct terminology
and notation are usually used, making it fairly easy
to understand what was done.
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Correct terminology
and notation are always used, making it easy to understand
what was done.
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Total---->
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