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Assessment Resource Centre (ARC)

## Flag design - Bailey : Grade Commentary

### Other Work Samples for:

Bailey has demonstrated a sound understanding of fractions. Both flag designs reflect an understanding of eighths, but the second design, with just a minor change of pattern, does not reflect any knowledge of further equivalent fractions. The flags have been divided into 8 equal sections, but no attempt has been made to represent the second flag in a different way, eg triangles instead of squares. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of Stage 2.

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

## Foundation Statement strands

The following strands are covered in this activity:

• Working Mathematically
Students ask questions and use appropriate mental or written strategies, and technology, to solve problems. They use appropriate terminology to describe and link mathematical ideas, check statements for accuracy and explain reasoning.
• Number
Students count, order, read and record numbers up to 9999 and use mental and written strategies, including the formal written algorithm, to solve addition and subtraction problems involving numbers of up to four digits. They use mental strategies to recall multiplication facts up to 10 x 10 and related division facts and use informal written strategies for multiplication and division of two-digit numbers by one-digit numbers. Students model, compare and represent simple fractions and recognise percentages in everyday situations and they model, compare, represent, add and subtract decimals to two decimal places. Students perform simple calculations with money and conduct simple chance experiments.
• Measurement and Data
Students estimate, measure, compare and record length, area, volume, capacity and mass using some formal units. They read and record time in hours and minutes in digital and analogue notation and make comparisons between time units. Students gather and organise data to create and interpret tables and graphs.
• Space and Geometry
Students name, describe and sketch particular 3D objects and 2D shapes. They compare angles using informal means and describe a 'right angle'. Students use coordinates to describe position and compass points to give and follow directions.