# Maths Test Bank Year 2

$22.95

**ISBN**Â 9781760323295

*Maths Test Bank* is a total maths assessment solution that provides both assessment of learning and assessment for learning. Linked explicitly to the Australian Curriculum and NSW Syllabus for the Australian Curriculum, *Maths Test Bank* blends seamlessly with any maths teaching resource or approach.

*Maths Test Bank:*

- is easy for students and parents to follow
- provides teachers with assessment content that shows basic understanding and fluency of a topic, and also provides students with content that enables them to:
- think about their understanding of a topic
- extend themselves by applying the concepts further or by comparing different ways of working
- show and explain the way they have solved a problem or why a method does or doesnÂ’t work

- provides evidence of a studentÂ’s level of achievement in every content strand of mathematics (assessment of learning), but also provides teachers with verification of a studentÂ’s proficiency level in the key areas of understanding, fluency, problem solving and reasoning (assessment for learning)
- includes a grading guide and suggestions for students who are achieving beyond or below the expected level of achievement.

**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 studentsÂ’ 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.

## Additional information

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**Part 1: Assessment**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:

*of*Learning- Where was the student?
- Where is the student now?
- Where does the student need to go to next?

**Part 2: Assessment**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 studentsÂ’ 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.

*for*Learning## Contents

- Assessment
*of*and*for*Learning: Introduction - Grading Guide
- 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 Fractions
- 2B Fractions on number lines
- 3A Money
- 4A Number patterns
- 4B Number stories

- Measurement and Geometry
- 5A Length and area
- 5B Capacity and volume
- 5C Mass
- 5D Time
- 6A 2D shapes
- 6B 3D objects
- 7A Angles
- 7B Symmetry
- 7C Grids 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
- Answers

### Maths Test Bank Year 3

**Part 1: Assessment**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:

*of*Learning- Where was the student?
- Where is the student now?
- Where does the student need to go to next?

**Part 2: Assessment**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 studentsÂ’ 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.

*for*Learning## Contents

- Assessment
*of*and*for*Learning: Introduction - Grading Guide
- 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 Fractions
- 2B Fractions on number lines
- 3A Money
- 4A Number patterns
- 4B Number stories

- Measurement and Geometry
- 5A Length and area
- 5B Capacity and volume
- 5C Mass
- 5D Time
- 6A 2D shapes
- 6B 3D objects
- 7A Angles
- 7B Symmetry
- 7C Grids 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
- Answers

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*of*Learning- Where was the student?
- Where is the student now?
- Where does the student need to go to next?

**Part 2: Assessment**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 studentsÂ’ 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.

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**Part 1: Assessment**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:

*of*Learning- Where was the student?
- Where is the student now?
- Where does the student need to go to next?

**Part 2: Assessment**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 studentsÂ’ 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.

*for*Learning### Maths Test Bank Year 4

**Part 1: Assessment**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:

*of*Learning- Where was the student?
- Where is the student now?
- Where does the student need to go to next?

**Part 2: Assessment**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 studentsÂ’ 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.

*for*Learning## Contents

- Assessment
*of*and*for*Learning: Introduction - Grading Guide
- 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
- Answers

### Maths Test Bank Year 4

**Part 1: Assessment**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:

*of*Learning- Where was the student?
- Where is the student now?
- Where does the student need to go to next?

**Part 2: Assessment**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 studentsÂ’ 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.

*for*Learning## Contents

- Assessment
*of*and*for*Learning: Introduction - Grading Guide
- 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
- Answers