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### Maths Test Bank Year 4

\$22.95
Part 1: Assessment of Learning The assessment of learning is designed to help the teacher (and the student) measure progress towards achievement standards. The aim of this assessment is to find out what a student has learned and to help answer questions such as:
• Where was the student?
• Where is the student now?
• Where does the student need to go to next?
Part 2: Assessment for Learning Assessment for learning differs from assessment of learning because its main focus is inquiry into the learning process. Teachers are able to look at the way students learn, rather than at their level of achievement. This analysis can then inform future teaching and learning requirements. This assessment focuses on students level of development in the proficiency strands of the mathematics curriculum (understanding, fluency, problem solving and reasoning) and their ability to reflect on, reason, explain, explore and adapt key mathematical concepts.

## Contents

• Assessment of and for Learning: Introduction
• Curriculum Overview
• Assessment of and for Learning: The Tests
• Number and Algebra
• 1A Place value
• 1B Mental strategies for addition
• 1C Mental strategies for subtraction
• 1D Written strategies for addition and subtraction
• 1E Skip counting
• 1F Multiplication and division facts
• 1G Strategies for multiplication and division
• 2A Equivalent fractions
• 2B Fractions on number lines
• 2C Decimal fractions
• 3A Money and calculations
• 4A Number patterns
• 4B Number stories
• Measurement and Geometry
• 5A Length
• 5B Area
• 5C Volume and capacity
• 5D Mass
• 5E Time
• 5F Temperature
• 6A 2D shapes
• 6B 3D objects
• 7A Angles
• 7B Symmetry
• 7C Scales and maps
• Statistics and Probability
• 8A Collecting data
• 8B Recording data
• 8C Displaying and interpreting data
• 8D Chance events
• 8E Chance experiments
• From Assessment to Instruction: Teacher Support

### Maths Test Bank Year 4

\$22.95
Part 1: Assessment of Learning The assessment of learning is designed to help the teacher (and the student) measure progress towards achievement standards. The aim of this assessment is to find out what a student has learned and to help answer questions such as:
• Where was the student?
• Where is the student now?
• Where does the student need to go to next?
Part 2: Assessment for Learning Assessment for learning differs from assessment of learning because its main focus is inquiry into the learning process. Teachers are able to look at the way students learn, rather than at their level of achievement. This analysis can then inform future teaching and learning requirements. This assessment focuses on students level of development in the proficiency strands of the mathematics curriculum (understanding, fluency, problem solving and reasoning) and their ability to reflect on, reason, explain, explore and adapt key mathematical concepts.

## Contents

• Assessment of and for Learning: Introduction
• Curriculum Overview
• Assessment of and for Learning: The Tests
• Number and Algebra
• 1A Place value
• 1B Mental strategies for addition
• 1C Mental strategies for subtraction
• 1D Written strategies for addition and subtraction
• 1E Skip counting
• 1F Multiplication and division facts
• 1G Strategies for multiplication and division
• 2A Equivalent fractions
• 2B Fractions on number lines
• 2C Decimal fractions
• 3A Money and calculations
• 4A Number patterns
• 4B Number stories
• Measurement and Geometry
• 5A Length
• 5B Area
• 5C Volume and capacity
• 5D Mass
• 5E Time
• 5F Temperature
• 6A 2D shapes
• 6B 3D objects
• 7A Angles
• 7B Symmetry
• 7C Scales and maps
• Statistics and Probability
• 8A Collecting data
• 8B Recording data
• 8C Displaying and interpreting data
• 8D Chance events
• 8E Chance experiments
• From Assessment to Instruction: Teacher Support
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