Mathematics assessment criteria: Year 1

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 1, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. select appropriate mathematics when solving simple problems in
1–2 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving more complex problems
3–4 in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
5–6 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
7–8 both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

Mathematics guide
 Mathematics assessment criteria: Year 1

Criterion B: Investigating patterns

Maximum: 8
At the end of year 1, students should be able to:

i. apply mathematical problem-solving techniques to recognize patterns

ii. describe patterns as relationships or general rules consistent with correct findings
iii. verify whether the pattern works for other examples.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques
1–2
to recognize simple patterns
ii. state predictions consistent with simple patterns.

The student is able to:

3–4 i. apply mathematical problem-solving techniques to recognize patterns
ii. suggest how these patterns work.

The student is able to:

i. apply mathematical problem-solving techniques to recognize patterns
5–6 ii. suggest relationships or general rules consistent with findings
iii. verify whether patterns work for another example.

The student is able to:

i. select and apply mathematical problem-solving techniques to recognize
correct patterns
7–8
ii. describe patterns as relationships or general rules consistent with
correct findings
iii. verify whether patterns work for other examples.

Note: A task that does not allow students to select a problem-solving technique is too guided and should
result in students earning a maximum achievement level of 6 (for years 1 and 2).

Mathematics guide
Mathematics assessment criteria: Year 1

Criterion C: Communicating
Maximum: 8
At the end of year 1, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and
written statements
ii. use different forms of mathematical representation to present information
iii. communicate coherent mathematical lines of reasoning
iv. organize information using a logical structure.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. use limited mathematical language
1–2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to understand.

The student is able to:

i. use some appropriate mathematical language
ii. use different forms of mathematical representation to
3–4 present information adequately
iii. communicate through lines of reasoning that are able to be
understood, although these are not always coherent
iv. adequately organize information using a logical structure.

The student is able to:

i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present
5–6
information correctly
iii. communicate through lines of reasoning that are usually coherent
iv. present work that is usually organized using a logical structure.

The student is able to:

i. consistently use appropriate mathematical language
ii. consistently use different forms of mathematical representation to
7–8
present information correctly
iii. communicate clearly through coherent lines of reasoning
iv. present work that is consistently organized using a logical structure.

Mathematics guide
 Mathematics assessment criteria: Year 1

Criterion D: Applying mathematics in real-life contexts

Maximum: 8
At the end of year 1, students should be able to:

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. describe whether a solution makes sense in the context of the authentic real-life situation.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. identify some of the elements of the authentic real-life situation
1–2
ii. apply mathematical strategies to find a solution to the authentic real-
life situation, with limited success.

The student is able to:

i. identify the relevant elements of the authentic real-life situation

3–4 ii. apply mathematical strategies to reach a solution to the authentic

real- life situation
iii. state, but not always correctly, whether the solution makes sense in the
context of the authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life
situation
5–6 iii. apply the selected mathematical strategies to reach a valid solution
to the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. state correctly whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life
situation
7–8 iii. apply the selected mathematical strategies to reach a correct solution
to the authentic real-life situation
iv. explain the degree of accuracy of the solution
v. describe correctly whether the solution makes sense in the context of
the authentic real-life situation.

Mathematics guide
Mathematics assessment criteria: Year 3

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 3, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. select appropriate mathematics when solving simple problems in
1–2 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving more complex problems
3–4 in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
5–6 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
7–8 both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

Mathematics guide
 Mathematics assessment criteria: Year 3

Criterion B: Investigating patterns

Maximum: 8
At the end of year 3, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as relationships and/or general rules consistent with findings
iii. verify and justify relationships and/or general rules.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques
1–2
to discover simple patterns
ii. state predictions consistent with patterns.

The student is able to:

i. apply mathematical problem-solving techniques to discover simple
3–4
patterns
ii. suggest relationships and/or general rules consistent with findings.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
complex patterns
5–6
ii. describe patterns as relationships and/or general rules consistent with
findings
iii. verify these relationships and/or general rules.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
complex patterns
7–8
ii. describe patterns as relationships and/or general rules consistent with
correct findings
iii. verify and justify these relationships and/or general rules.

Note: A task that does not allow students to select a problem-solving technique is too guided and should
result in students earning a maximum achievement level of 4 (year 3 and higher). However, teachers should
give enough direction to ensure that all students can begin the investigation.

For year 3 and higher, a student who describes a general rule consistent with incorrect findings will be able to
achieve a maximum achievement level of 6, provided that the rule is of an equivalent level of complexity.

Mathematics guide
 Mathematics assessment criteria: Year 3

Criterion C: Communicating
Maximum: 8
At the end of year 3, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and
written explanations
ii. use different forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete and coherent mathematical lines of reasoning
v. organize information using a logical structure.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. use limited mathematical language
1–2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.

The student is able to:

i. use some appropriate mathematical language
ii. use different forms of mathematical representation to
3–4 present information adequately
iii. communicate through lines of reasoning that are able to be
understood, although these are not always clear
iv. adequately organize information using a logical structure.

The student is able to:

i. usually use appropriate mathematical language
ii. usually use different forms of mathematical representation to present
information correctly
5–6 iii. move between different forms of mathematical representation with
some success
iv. communicate through lines of reasoning that are clear although
not always coherent or complete
v. present work that is usually organized using a logical structure.

The student is able to:

i. consistently use appropriate mathematical language
ii. use different forms of mathematical representation to consistently
present information correctly
7–8
iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete and coherent
v. present work that is consistently organized using a logical structure.

Mathematics guide
 Mathematics assessment criteria: Year 3

Criterion D: Applying mathematics in real-life contexts

Maximum: 8
At the end of year 3, students should be able to:

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. explain the degree of accuracy of a solution
v. explain whether a solution makes sense in the context of the authentic real-life situation.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. identify some of the elements of the authentic real-life situation
1–2
ii. apply mathematical strategies to find a solution to the authentic real-
life situation, with limited success.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies to
model the authentic real-life situation
3–4
iii. apply mathematical strategies to reach a solution to the authentic
real- life situation
iv. describe whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-life
situation
5–6 iii. apply the selected mathematical strategies to reach a valid solution
to the authentic real-life situation
iv. describe the degree of accuracy of the solution
v. discuss whether the solution makes sense in the context of the authentic
real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select appropriate mathematical strategies to model the authentic real-
life situation
7–8
iii. apply the selected mathematical strategies to reach a correct solution
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the authentic
real-life situation.

Mathematics guide
Mathematics assessment criteria: Year 5

Criterion A: Knowing and understanding

Maximum: 8
At the end of year 5, students should be able to:

i. select appropriate mathematics when solving problems in both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving problems
iii. solve problems correctly in a variety of contexts.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. select appropriate mathematics when solving simple problems in
1–2 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving more complex problems
3–4 in familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
5–6 familiar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

The student is able to:

i. select appropriate mathematics when solving challenging problems in
7–8 both familiar and unfamiliar situations
ii. apply the selected mathematics successfully when solving these problems
iii. generally solve these problems correctly in a variety of contexts.

Mathematics guide
 Mathematics assessment criteria: Year 5

Criterion B: Investigating patterns

Maximum: 8
At the end of year 5, students should be able to:

i. select and apply mathematical problem-solving techniques to discover complex patterns

ii. describe patterns as general rules consistent with findings
iii. prove, or verify and justify, general rules.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. apply, with teacher support, mathematical problem-solving techniques
1–2
to discover simple patterns
ii. state predictions consistent with patterns.

The student is able to:

i. apply mathematical problem-solving techniques to discover simple
3–4
patterns
ii. suggest general rules consistent with findings.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
5–6 complex patterns
ii. describe patterns as general rules consistent with findings
iii. verify the validity of these general rules.

The student is able to:

i. select and apply mathematical problem-solving techniques to discover
7–8 complex patterns
ii. describe patterns as general rules consistent with correct findings
iii. prove, or verify and justify, these general rules.

Note: A task that does not allow students to select a problem-solving technique is too guided and should
result in students earning a maximum achievement level of 4 in year 5. However, teachers should give enough
direction to ensure that all students can begin the investigation.

For year 5, a student who describes a general rule consistent with incorrect findings will be able to achieve a
maximum achievement level of 6, provided that the rule is of an equivalent level of complexity.

Mathematics guide
 Mathematics assessment criteria: Year 5

Criterion C: Communicating
Maximum: 8
At the end of year 5, students should be able to:

i. use appropriate mathematical language (notation, symbols and terminology) in both oral and
written explanations
ii. use appropriate forms of mathematical representation to present information
iii. move between different forms of mathematical representation
iv. communicate complete, coherent and concise mathematical lines of reasoning
v. organize information using a logical structure.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. use limited mathematical language
1–2
ii. use limited forms of mathematical representation to present information
iii. communicate through lines of reasoning that are difficult to interpret.

The student is able to:

i. use some appropriate mathematical language
ii. use appropriate forms of mathematical representation to
3–4
present information adequately
iii. communicate through lines of reasoning that are complete
iv. adequately organize information using a logical structure.

The student is able to:

i. usually use appropriate mathematical language
ii. usually use appropriate forms of mathematical representation to
present information correctly
5–6
iii. usually move between different forms of mathematical representation
iv. communicate through lines of reasoning that are complete
and coherent
v. present work that is usually organized using a logical structure.

The student is able to:

i. consistently use appropriate mathematical language
ii. use appropriate forms of mathematical representation to consistently
present information correctly
7–8 iii. move effectively between different forms of mathematical
representation
iv. communicate through lines of reasoning that are complete,
coherent and concise
v. present work that is consistently organized using a logical structure.
 Mathematics assessment criteria: Year 5

Criterion D: Applying mathematics in real-life contexts

Maximum: 8
At the end of year 5, students should be able to:

i. identify relevant elements of authentic real-life situations

ii. select appropriate mathematical strategies when solving authentic real-life situations
iii. apply the selected mathematical strategies successfully to reach a solution
iv. justify the degree of accuracy of a solution
v. justify whether a solution makes sense in the context of the authentic real-life situation.

Achievement level Level descriptor

The student does not reach a standard described by any of the

0
descriptors below.

The student is able to:

i. identify some of the elements of the authentic real-life situation
1–2
ii. apply mathematical strategies to find a solution to the
authentic real-life situation, with limited success.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select, with some success, adequate mathematical strategies
to model the authentic real-life situation
3–4
iii. apply mathematical strategies to reach a solution to the
authentic real-life situation
iv. discuss whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select adequate mathematical strategies to model the authentic real-
life situation
5–6 iii. apply the selected mathematical strategies to reach a valid solution
to the authentic real-life situation
iv. explain the degree of accuracy of the solution
v. explain whether the solution makes sense in the context of the
authentic real-life situation.

The student is able to:

i. identify the relevant elements of the authentic real-life situation
ii. select appropriate mathematical strategies to model the authentic
real-life situation
7–8 iii. apply the selected mathematical strategies to reach a correct solution
to the authentic real-life situation
iv. justify the degree of accuracy of the solution
v. justify whether the solution makes sense in the context of the
authentic real-life situation.