Mathematics — numeracy (Year 3)
Example short assessment
In the Australian Curriculum, numeracy is one of the general capabilities embedded across all
learning areas.
Students become numerate as they develop the knowledge and skills to use mathematics
confidently across all learning areas at school and in their lives more broadly. They need to
recognise that mathematics is constantly used outside the mathematics classroom and that
numerate people apply mathematical skills in a wide range of familiar and unfamiliar situations.
“Numeracy involves students in recognising and understanding the role of mathematics in the
world and having the dispositions and capacities to use mathematical knowledge and skills
purposefully.” 1
Assessment format
Written: investigation
Targeted indicator
Using measurement
M3i
Select and use metric units (centimetre, metre, gram, kilogram, millilitre, litre) to measure,
compare and order length, capacity and mass
Context
This assessment uses a Mathematics context for students to demonstrate numeracy knowledge,
understanding and skills by measuring, ordering and comparing lengths of various parts of their
bodies.
This assessment could be linked to Australian Curriculum Mathematics content:
• Measurement and Geometry — Using units of measurement
- Measure, order and compare objects using familiar metrics units of length, mass and
capacity (ACMMG061).
Students should be provided with multiple opportunities to demonstrate numeracy knowledge,
understanding and skills.
Australian Curriculum v5.0, accessed 27 Jun 2013,
<www.australiancurriculum.edu.au/GeneralCapabilities/Numeracy/Introduction/Introduction>.
13491 R1
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Teacher information
This assessment is an example of one way that teachers may gather evidence of a student’s
ability to demonstrate the highlighted sections of the targeted indicator.
Students will work in pairs to measure various parts of their body. They select an appropriate
measuring instrument, demonstrate its correct usage and record their results. If there is adequate
access to computers, results could be recorded electronically.
Prior to completing this assessment, students should have explored the correct measuring
process, e.g. choosing a start and end point, aligning starting points with zero on the measuring
instrument and keeping the measuring instrument straight while measuring.
This assessment may be differentiated by making adjustments to teaching, learning and
assessment by:
• providing extra time for some students who are reluctant readers and need adjusted time
• scheduling the assessment at an appropriate time to maximise learning
• providing instructions using the student’s preferred communication style, e.g. spoken/signed,
written
• providing modelling and examples to scaffold the assessment
• providing measuring tools that can be easily used and read, e.g. rulers, tape measures,
lengths of string that can be measured against these
• allowing for individual ability levels in recording methods, e.g. use of decimals.
Implementation
Some key points regarding the implementation of this assessment are outlined in the table below.
Please adjust to cater for the unique needs of the students in your class.
The teacher
Students
• Reads the recording sheet Measuring my body
to the students.
• Listen as the teacher reads through the
recording sheet and ask questions to clarify
understanding.
• Explains and models to students how to record
their results.
• Work with a partner to complete the recording
sheet Measuring my body.
Resources
• Measuring tools for each pair of students, e.g. rulers, tape measures, string.
• One copy of the recording sheet Measuring my body per student.
Gathering evidence
Evidence of student demonstrations of the indicators can be recorded on the Monitoring Maps.
Teachers analyse the evidence to inform decisions about ongoing teaching and learning.
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Mathematics — numeracy (Year 3) Example short assessment
Recording sheet: Measuring my body
Name: ..................................................................
1.
Measure each of these body parts using centimetres and metres.
Length
2.
Date: .......................................
cm/m
Length
cm/m
Your height
Around your head
Your foot
Around your ankle
Your little finger
Around your wrist
Write down your measurements in order from smallest (1) to largest (6).
1. .....................................
2. .....................................
3. .....................................
4. .....................................
5. .....................................
6. .....................................
3.
Which of these six parts of your body has the longest length?
...................................................
4.
Which of these six parts of your body has the shortest length?
...................................................
5.
Complete the table below.
Compare your measurements with your partner.
Highlight the smallest measurement in each row.
Body part
My measurement
My partner’s measurement
Height
Foot
Little finger
Around head
Around ankle
Around wrist
Queensland Studies Authority September 2013
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