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reSolve: Assessing reasoning – Year 3 exemplars
This series of two exemplar tasks is designed to provoke students' mathematical reasoning and to assist teachers engage in formative assessment of students' abilities to analyse, generalise and justify. Each exemplar is aimed at Year 3, with adaptability to other years. Students analyse the task situation, form or test conjectures, and explain their thinking to others. Lesson materials include task information with suggested reasoning prompts and further activities, along with multiple annotated work samples illustrating the assessment rubric. These exemplar tasks are part of the special topic 'Assessing Mathematical Reasoning'.
Additional details |
|
| Year level(s) | Year 3 |
|---|---|
| Audience | Teacher |
| Purpose | Teaching resource, Assessment task, Assessment advice |
| Format | Downloadable resources |
| Teaching strategies and pedagogical approaches | Mathematics investigation |
| Keywords | assessment, addition, reasoning, professional learning, explicit teaching |
Curriculum alignment |
|
| Curriculum connections | Numeracy |
| Strand and focus | Number, Build understanding, Apply understanding |
| Topics | Addition and subtraction |
| AC: Mathematics (V9.0) content descriptions |
AC9M3N03
Add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator
AC9M3A01
Recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences
AC9M3A02
Extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator |
| Numeracy progression |
Additive strategies (P8)
Number and place value (P5) Number patterns and algebraic thinking (P3) |
Copyright details |
|
| Organisation | reSolve Maths by Inquiry |
| Copyright | © Australian Government Department of Education, Skills and Employment 2021. Creative Commons BY-NC-SA 4.0. |
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