Evidence of Learning, Reporting Resource: A–E Guide
Assessment Task Information
Title:
Number Properties
Year Level: 6/7
Strand/Sub-strand: Number & Algebra
Task Description: Students complete an activity sheet where they are asked to identify prime, composite, squares, factors, multiples and triangular numbers. Students are asked to
choose any of the numbers from the list on their activity sheet to complete the task. Students are asked to explain each number property and provide additional examples, identify where
each property is relevant to their learning of mathematics and identify where each property could be used in the real world.
Expected Outcomes: Yr 6 – Students recognise the properties of prime, composite, square and triangular numbers. Yr 7 – Students explore the relationships
between perfect squares and square roots.
Grade
Word Equivalent
A
Your child is
demonstrating
excellent
achievement of what
is expected at this
year level.
A–E indicators - In relation to the achievement
standard, the student has demonstrated
Evidence of Learning: Success Indicators – What will the students demonstrate at each level? What
higher order thinking skills will be displayed?

Thorough knowledge and understanding of the
content, key ideas and concepts

Completes the number properties table accurately, using mostly larger and complex numbers


Identifies all of the properties that each number chosen fits into
Very high level of competence in the skills and
processes
Uses these skills and processes in new contexts

Accurately provides multiple additional complex examples of number properties.

Describes each number property by creating a precise definition for each property and uses multiple complex examples

Provides varied real world and mathematical examples for each number property, identifying a specific example for each
Extensive knowledge and understanding of the
content, key ideas and concepts

Completes the number properties table accurately, using a range of numbers, including at least one larger and complex numbers

Identifies numbers and more than one category that they can be placed into

High level of competence in the skills and processes

Accurately provides multiple additional examples of number properties.

Uses the skills and processes in some new contexts

Describes each number property using mathematical terms, providing more than one example for each, using some larger or complex numbers

Provides multiple examples for mathematical and real world connections to number properties, with at least one specific example
Satisfactory knowledge and understanding of the
content, key ideas and concepts

Completes the number properties table accurately using more common and simple numbers to identify each type of property

May have one number property missing or incorrect, although most of the table completed accurately
Expected level of competence in the skills and
processes
Uses skills and processes in familiar contexts

Describes number properties using mathematical language that is logical and provides at least one example for each number property.

Identifies mathematical and real world connections, using mostly non-specific examples

Basic knowledge and understanding of the content,
key ideas and concepts

Task attempted, however student is unable to correctly identify and describe each number property.


Able to provide one example number of their own for number properties identified
Limited level of competence in the skills and
processes
Some ability to use skills and processes in familiar
contexts

Describes number properties, although contains misconceptions, and uses some mathematical thinking/language

Identifies vague mathematical and real world connections, using non-specific examples

Task attempted, however student is unable to correctly identify and describe any of the number properties.

Unable to provide their own example numbers.

Unable to describe number properties using mathematical thinking

Unable to provide mathematical or real world connections


B
C
D
E
Your child is
demonstrating good
achievement of what
is expected at this
year level.
Your child is
demonstrating
satisfactory
achievement of what
is expected at this
year level.
Your child is
demonstrating
partial achievement
of what is expected
at this year level.
Your child is
demonstrating
minimal
achievement of what
is expected at this
year level.





Very basic knowledge and understanding in a few
areas of the content, key ideas and concepts

Very limited competence in some of the skills and
processes
Beginning ability to use skills and processes in
familiar contexts

Additional Notes: A-E Consideration -
The task asks students to identify, describe and make connections. You may find student achievement is split over 2 grade levels, therefore take an average grade, using professional judgement. Further assessment
may also be required in this case to determine knowledge and understanding.