Opening the Top Drawer to Fractions Module 4

Assessment

Duration: 45 minutes

Year levels: 1, 1, 1, 1, 1, 10, 10, 10, 10, 10, 2, 2, 2, 2, 2, 3, 3, 3, 3, 3, 4, 4, 4, 4, 4, 5, 5, 5, 5, 5, 6, 6, 6, 6, 6, 7, 7, 7, 7, 7, 8, 8, 8, 8, 8, 9, 9, 9, 9, 9, Foundation, Foundation, Foundation, Foundation, Foundation

Category: Number, Number, Number, Number, Number, Number Operations, Number Operations, Number Operations, Number Operations, Number Operations, Proportions, Proportions, Proportions, Proportions, Proportions, Real Numbers, Real Numbers, Real Numbers, Real Numbers, Real Numbers

Proficiency standards: Understanding, Understanding, Understanding, Understanding, Understanding

AITSL standards: 1.2 Understand how students learn, 1.2 Understand how students learn, 1.2 Understand how students learn, 1.2 Understand how students learn, 1.2 Understand how students learn, 2.3 Curriculum, assessment and reporting, 2.3 Curriculum, assessment and reporting, 2.3 Curriculum, assessment and reporting, 2.3 Curriculum, assessment and reporting, 2.3 Curriculum, assessment and reporting, 3.4 Select and use resources, 3.4 Select and use resources, 3.4 Select and use resources, 3.4 Select and use resources, 3.4 Select and use resources, 5.1 Assess student learning, 5.1 Assess student learning, 5.1 Assess student learning, 5.1 Assess student learning, 5.1 Assess student learning, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice, 6.2 Engage in professional learning and improve practice

Use: Groups of Teachers, Groups of Teachers, Groups of Teachers, Groups of Teachers, Groups of Teachers

Teaching practices: Assessment, Assessment, Assessment, Assessment, Assessment, Assessment Strategies, Assessment Strategies, Assessment Strategies, Assessment Strategies, Assessment Strategies, Attitudes, Attitudes, Attitudes, Attitudes, Attitudes, Curriculum, Curriculum, Curriculum, Curriculum, Curriculum, Differentiation, Differentiation, Differentiation, Differentiation, Differentiation, Engagement, Engagement, Engagement, Engagement, Engagement, Feedback & Reporting, Feedback & Reporting, Feedback & Reporting, Feedback & Reporting, Feedback & Reporting, Group Work, Group Work, Group Work, Group Work, Group Work, Planning, Planning, Planning, Planning, Planning, Sequencing, Sequencing, Sequencing, Sequencing, Sequencing, Student Learning, Student Learning, Student Learning, Student Learning, Student Learning, Using Data, Using Data, Using Data, Using Data, Using Data