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Maths Test Bank Year 4

$22.95

ISBN 9781760323271

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 doesn’t work
  • provides evidence of a student’s level of achievement in every content strand of mathematics (assessment of learning), but also provides teachers with verification of a student’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 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
  • 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

Additional information

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Maths Test Bank Year 3

$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
  • 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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Maths Test Bank Year 3

$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
  • 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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Maths Test Bank Year 6

$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
    • Grading Guide
    • Curriculum Overview
    • Assessment of and for Learning: The Tests
    • Number and Algebra
      • 1A Place value
      • 1B Number properties
      • 1C Mental strategies for addition and subtraction
      • 1D Written strategies for addition and subtraction
      • 1E Mental strategies for multiplication and division
      • 1F Written strategies for multiplication and division
      • 1G Integers
      • 2A Fractions
      • 2B Addition and subtraction of common fractions
      • 2C Decimal fractions
      • 2D Addition and subtraction of decimals
      • 2E Multiplication and division of decimals
      • 2F Decimals and powers of ten
      • 2G Percentage, fractions and decimals
      • 3A Geometric patterns
      • 3B Number patterns
      • 3C Order of operations and equations
    • Measurement and Geometry
      • 4A Length
      • 4B Area
      • 4C Volume and capacity
      • 4D Mass
      • 4E Timetables
      • 5A Angles
      • 5B 2D shapes and 3D objects
      • 6A Transformations
      • Statistics and Probability
        • 7A Representing data
      • 6B Cartesian coordinate systems
      • 7B Interpreting data
      • 7C Data in the media
      • 7D Probability
      • 7E Chance experiments and simulations
    • From Assessment to Instruction: Teacher Support
    • Answers
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Maths Test Bank Year 6

$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
    • Grading Guide
    • Curriculum Overview
    • Assessment of and for Learning: The Tests
    • Number and Algebra
      • 1A Place value
      • 1B Number properties
      • 1C Mental strategies for addition and subtraction
      • 1D Written strategies for addition and subtraction
      • 1E Mental strategies for multiplication and division
      • 1F Written strategies for multiplication and division
      • 1G Integers
      • 2A Fractions
      • 2B Addition and subtraction of common fractions
      • 2C Decimal fractions
      • 2D Addition and subtraction of decimals
      • 2E Multiplication and division of decimals
      • 2F Decimals and powers of ten
      • 2G Percentage, fractions and decimals
      • 3A Geometric patterns
      • 3B Number patterns
      • 3C Order of operations and equations
    • Measurement and Geometry
      • 4A Length
      • 4B Area
      • 4C Volume and capacity
      • 4D Mass
      • 4E Timetables
      • 5A Angles
      • 5B 2D shapes and 3D objects
      • 6A Transformations
      • Statistics and Probability
        • 7A Representing data
      • 6B Cartesian coordinate systems
      • 7B Interpreting data
      • 7C Data in the media
      • 7D Probability
      • 7E Chance experiments and simulations
    • From Assessment to Instruction: Teacher Support
    • Answers
Add to cartView cart
Quick View
Add to Wishlist
CompareCompare
Add to cartView cart

Maths Test Bank Year 5

$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.
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Add to Wishlist

Maths Test Bank Year 5

$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.
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