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Ricky has created a variety of simple number patterns for all four operations but has experienced some difficulty subtracting 3-digit numbers. Sound generalisations about number relationships have been made and higher terms have been predicted but inverse operations have not been fully understood. There is adequate use of mathematical terminology, diagrams and symbols to record and describe number patterns. This work sample demonstrates characteristics of work typically produced by a student performing at grade C standard at the end of Stage 2.
Grade C
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. - Patterns and Algebra
Students generate, describe and record number patterns and relate multiplication and division facts to at least 10 x 10.