Year 1 Assessment - Numeracy Checkpoint 2: Round the Ridges - Using Spatial Reasoning
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Year 1 Assessment Numeracy Checkpoints ─ June
Round the ridges Using spatial reasoning Contents Purpose The assessments within the checkpoints have been designed to be implemented within everyday classroom practice. They provide opportunities for children to demonstrate the indicators within learning areas. Assessment of young children is an integral part of the learning–teaching process and is not a separate activity. Assessment involves the purposeful, systematic and ongoing monitoring of children’s learning. The information gathered is used for future planning and to make judgments about a child’s learning. June assessment focus June is the second monitoring point in the Year 1 Assessment: Literacy and Numeracy Checkpoints. There are four numeracy assessments for June. This assessment and the indicators it targets are indicated in bold text in the table below.
June assessments Targeted numeracy indicators Post office — CE 1 iii FDPR 1 Calculating and estimating (CE) CE 1 iv i Using fractions, decimals, CE1 vi percentages, ratios and rates CE 1vii (FDPR) CE1 x Post office — SR 1 ii M 1 i Using measurement (M) M 1 iii Using spatial reasoning (SR) M 1 iv Round the ridges — SR 1 i Using spatial reasoning (SR) Patterns in songs and games — PR 1 i Recognising and using patterns and relationships (PR)
Before implementing
Suggested times
Section Suggested times 1 5 minutes — children working individually in small groups 2 5 minutes — children working individually
Suggested teaching and learning Children need multiple opportunities to engage with all aspects of the indicators before this assessment.
Queensland Studies Authority January 2012 | 3 Target numeracy indicator Suggested teaching and learning SR 1 i Teachers: Classify 3-D objects provide opportunities for children to describe observed (pyramids, prisms) using shapes using: geometric properties, rolled playdough shapes e.g. number of faces, vertices biscuit or playdough cutters that are regular shapes (corners) and edges. Classify straws with playdough or blu tack as corner connectors 2-D shapes embedded in for the construction of 3D shapes everyday environments using building constructions with blocks of different shapes, geometric properties pattern blocks or tangram shapes a magnetic drawing board with shapes everyday objects and shapes for printing a geoboard with rubber bands string loops of various lengths blank paper and suitable drawing instruments collaboratively construct an observed environment using selected box collage and signs. Select materials that mirror how the features of shapes suit their purpose, e.g. paving uses shapes with straight sides and matches sides of the same length to avoid gaps. Identify the common 3-D shapes used in the construction and the non-typical representations of triangles and rectangles, including squares use digital cameras to collect images of shapes in the environment, including non-typical representations of triangles, circles and rectangles, including squares investigate websites using the interactive whiteboard to explore shapes build knowledge of 3-D and 2-D shapes (typical and non- typical representations) by locating and identifying them in: the classroom, e.g. shapes of furniture, equipment, materials, room construction the environment, e.g. paving on pathways, shapes of windows, doors, shapes in play equipment constructions, e.g. with boxes, blocks, equipment that can be manipulated packages, e.g. small and large boxes, cans, plastic containers and their matching lids investigate shape activities in Education Queensland’s eLearning environment (The Learning Place:
Catering for diversity Inclusive strategies enable a learner with disabilities to participate in learning experiences on the same basis as a learner without disabilities. This is achieved by making adjustments
4 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Round the ridges to the delivery or mode of assessment, without changing the way the assessment is judged or marked. A teacher makes required adjustments to teaching, learning and assessment to enable a student with disabilities to demonstrate knowledge, skills or competencies (Disability Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth). Specific adjustments in Round the ridges may include: opportunities to explore and play with materials before the assessment altered resources, e.g. larger, more visual repeated opportunities to respond specific instructions to guide the child’s focus on the shapes in the environment and categories for sorting.
Teacher preparation This assessment should be completed by the end of June, although some children may be ready to be assessed earlier than June. Familiarise yourself with the assessment by: reading the entire document noting the highlighted aspect of each indicator that is the focus of the assessment noting the specific evidence that you will be looking for within each section. Plan for implementation by preparing the necessary resources and considering the following questions: How will I implement this assessment within my regular teaching program? What additional support will I require?
Queensland Studies Authority January 2012 | 5 Resources Teachers will need the following resources when implementing this assessment:
Section Resources 1, 2 the implementation plan to follow when undertaking the assessment A3 copy of “Appendix A: Numeracy class checklist — Year 1” to record each child’s responses 1 multiple copies of everyday images that represent cubes, spheres, cylinders, cones, triangles, rectangles (including squares), e.g. school buildings, playgrounds at school and the local park, bridges, buildings of interest, local shopping centre, pavements and pathways, access points for services underground, safety materials and signals. Images may be downloaded, found in magazines or digitally photographed by children/teachers everyday objects and construction materials typically available in the classroom, e.g. die, matchsticks, chopsticks, tissue boxes, buttons of various shapes, traditional ice-cream cones, small balls such as ping-pong balls, containers and matching lids string and string loops of various lengths for children to make shapes blank paper and suitable drawing instruments 2 pattern, wooden and construction blocks — with faces of various shapes
1.
6 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Round the ridges Implementing
Record all evidence in Appendix A: Numeracy class checklist — Year 1.
Section 1. Identifying shapes and their properties
SR 1 i Suggested implementation Source of evidence Classify 3-D objects Part A: Shapes in the environment Children: (pyramids, prisms) Say: identify (point to) and describe common using geometric 1. “Look at these photographs (images/pictures). There are shapes we have 2-D and 3-D shapes by name and the properties, e.g. talked about before. Can you point to them and tell me their name?” number of faces, corners and edges number of faces, 2. “With your finger or pencil trace over the shape you have found.” classify 2-D shapes using their vertices (corners) properties and draw the groups and edges. Classify 3. “Can you find another triangle or rectangle that is different from the one/s 2-D shapes you have shown me?” Resources embedded in Part B: Using everyday objects or pictures everyday 1. Point to a 2-D shape and say: images to identify shapes in everyday environments using environments geometric properties “Describe this shape by telling me about the number of corners it has.” Prompt children to use the term “corners” if necessary as they describe how everyday objects and construction they know it is that shape. materials Point to a 3-D shape and say: blocks with faces of various shapes “Describe this shape by telling me about the number of faces, edges and string to create shapes vertices (corners) it has.” blank paper and suitable drawing Prompt: “Can you find any more shapes? Tell me how you know it is that instruments shape? Why isn’t this a …?” Suggested time Note: Continue until all shapes have been identified or the child is not responding to prompts. 5 minutes 2. Sort 2-D shapes into groups using the geometric properties Part C: Optional if evidence not yet demonstrated Say: “Draw the (shape name) you just found on this piece of paper.” Or “Choose some materials (construction materials) and make that shape.”
Queensland Studies Authority January 2012 | 7 Section 2. Matching shapes
SR 1 i Suggested implementation Source of evidence Classify 3-D objects Say: Children: (pyramids, prisms) “Choose some blocks that match shapes that you found in the photographs.” identify and select up to 10 blocks using geometric or (prisms and pyramids) that match the properties, e.g. “Choose some blocks that are the same as the ones you just named (referring to shapes identified in Section 1 (Part B) number of faces, the objects).” and describe their properties (faces, vertices (corners) and corners and sides) edges. Classify 2-D Prompt the child to talk about the properties, such as faces (if 3-D), sides and shapes embedded in corners. Resources everyday Say: pattern blocks environments using “Describe the blocks chosen and name the 3-D shape.” construction blocks geometric properties Prompt if necessary. Suggested time 5 minutes
8 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Round the ridges Making judgments
Teachers make judgments by matching evidence in each child’s response to the indicators being assessed. The indicator is either demonstrated or not demonstrated. Teachers record judgments using Appendix A: Numeracy class checklist — Year 1. An annotated work sample of a child’s achievement of the targeted indicators is available on the QSA website
Using data to inform future directions
Teachers use the class data recorded on the DAAR and individual children’s profiles to inform future directions for teaching and learning. When using the DAAR, teachers identify indicators that need further teaching for: the whole class small groups of children individual children. The Future Directions resource (available on the QSA website at
Queensland Studies Authority January 2012 | 9 Appendix A: Numeracy class checklist — Year 1
Names: (write in initials)
Section 1. Identifying shapes and their properties SR 1 i Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties Identifies 3-D objects by name
Identifies the number of faces, vertices (corners) and edges of 3-D shapes Classifies 2-D shapes using properties
Identifies the number of corners and sides of 2-D shapes Section 2. Matching shapes SR 1 i Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties Selects up to 10 blocks that match the shapes identified in Section 1 (Part B)
Queensland Studies Authority January 2012 | 10 Appendix B: Properties of shapes
2-D shapes Sides Corners
Square 4 sides 4 corners
Rectangle 4 sides 4 corners
Circle 1 edge no corners
Triangle 3 sides 3 corners
3-D shapes Faces Vertices Edges
Pyramid (square based) 5 faces 5 vertices 8 edges
Cube 6 faces 8 vertices 12 edges (corners)
Rectangular prism 6 faces 8 vertices 12 edges (corners)
Queensland Studies Authority January 2012 | 11 Queensland Studies Authority 154 Melbourne Street, South Brisbane PO Box 307 Spring Hill QLD 4004 Australia T +61 7 3864 0299 F +61 7 3221 2553 www.qsa.qld.edu.au