Assessment rubric This rubric aligns with Year 4 Australian Curriculum: Mathematics, which is the focus of this unit. Teachers may wish to expand to include other learning areas. This rubric is intended as a guide only. It can be modified to suit teachers' needs and to be integrated into existing assessment systems. Teachers may also wish to collect the worksheets as work samples for individual student folios. Student's name: Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can perform simple addition and subtraction calculations with money. Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies (ACMNA080) Activities 1, 5 and 7 Worksheets 1, 5 and 6 The student selects and applies an appropriate mental and/or written strategy to add and subtract money amounts without error. The student uses a mental and/or written strategy to add and subtract amounts. Occasional errors are corrected with little or no assistance. The student adds and/or subtracts amounts with substantial errors. Teacher guidance is required to use an appropriate written and/or mental strategy. The student can round prices to the nearest 5 cents. See ACMNA080 Activity 4 Worksheet 4 The student applies the rules for rounding to the nearest 5 cents without error. The student applies the for rounding to the nearest 5 cents and occasional errors are corrected with little or no assistance. The student relies on a number line and/or play money to model and apply the rules for rounding to the nearest 5 cents. Teacher guidance may be required. The student can calculate change from $2 and $10. See ACMNA080 above. Activities 4 and 7 Worksheets 4 and 6 The student selects and applies an appropriate mental and/or written strategy to correctly calculate change. The student uses a mental and/or written strategy to calculate change and occasional errors are corrected with little or no assistance. The student relies on a number line and/or play money to model 'counting on' in order to give change. Teacher guidance may be required.
The student can determine the fractional part each coin represents of a whole. Investigate equivalent fractions used in contexts (ACMNA077) Activities 2 and 3 Worksheets 2 and 3 The student understands the role of the denominator in describing the number of parts required to make the whole and completes both fraction walls accurately and without error. The student colours the fraction wall correctly but makes one or two errors, or is inaccurate, in completing the second fraction wall. The student requires little or no assistance to make corrections. The student requires teacher guidance and/or relies on concrete materials to complete the first fraction wall. The student can use equivalent fractions with amounts. See ACMNA077 above. Activities 2 and 3 Worksheets 2 and 3 The student recognises equivalent fractions represented by equal parts on the fraction wall and can write equivalent fractions without a visual aid. The student determines equivalent fractions by using the fraction wall. The student requires teacher guidance in understanding and determining equivalent fractions using a visual aid. The student can describe different amounts of money in relation to the place value of each digit. Recognise that the place value system can be extended to tenths and hundredths. Make connections between fractions and decimal notation (ACMNA079) Activity 1 Worksheet 1 The student rewrites all money amounts without error. The student makes one or two errors, which are corrected with little or no assistance. The student requires teacher guidance to place value in describing money amounts. The student can order money from smallest to largest amounts. See ACMNA079 above. Activity 1 Worksheet 1 The student correctly orders money amounts from smallest to largest. The student makes one or two errors in ordering, which are corrected with little or no assistance. The student requires teacher guidance to order money amounts from smallest to largest.