Year 1 Assessment
Numeracy Checkpoints ─ June
Round the ridges
Using spatial reasoning
Contents
Purpose .......................................................................................... 3
June assessment focus ...................................................................................... 3
Before implementing ..................................................................... 3
Suggested times................................................................................................. 3
Suggested teaching and learning ....................................................................... 3
Catering for diversity .......................................................................................... 4
Teacher preparation ........................................................................................... 5
Implementing ................................................................................. 7
Making judgments ......................................................................... 9
Using data to inform future directions ......................................... 9
Appendix A: Numeracy class checklist — Year 1 ..................... 10
Appendix B: Properties of shapes ............................................. 11
Purpose
The assessments within the checkpoints have been designed to be implemented within
everyday classroom practice. They provide opportunities for children to demonstrate the
indicators within learning areas.
Assessment of young children is an integral part of the learning–teaching process and is
not a separate activity.
Assessment involves the purposeful, systematic and ongoing monitoring of children’s
learning. The information gathered is used for future planning and to make judgments
about a child’s learning.
June assessment focus
June is the second monitoring point in the Year 1 Assessment: Literacy and Numeracy
Checkpoints.
There are four numeracy assessments for June. This assessment and the indicators it
targets are indicated in bold text in the table below.
June assessments
Post office —
Calculating and estimating (CE)
Using fractions, decimals,
percentages, ratios and rates
(FDPR)
Targeted numeracy indicators
CE 1 iii
CE 1 iv
CE1 vi
CE 1vii
CE1 x
FDPR 1 i
Post office —
Using measurement (M)
Using spatial reasoning (SR)
SR 1 ii
Round the ridges —
Using spatial reasoning (SR)
SR 1 i
Patterns in songs and games —
Recognising and using patterns and
relationships (PR)
M1i
M 1 iii
M 1 iv
PR 1 i
Before implementing
Suggested times
Section
Suggested times
1
5 minutes — children working individually in small groups
2
5 minutes — children working individually
Suggested teaching and learning
Children need multiple opportunities to engage with all aspects of the indicators before this
assessment.
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Target numeracy indicator
Suggested teaching and learning
SR 1 i
Classify 3-D objects
(pyramids, prisms) using
geometric properties,
e.g. number of faces, vertices
(corners) and edges. Classify
2-D shapes embedded in
everyday environments using
geometric properties
Teachers:
 provide opportunities for children to describe observed
shapes using:
 rolled playdough shapes
 biscuit or playdough cutters that are regular shapes
 straws with playdough or blu tack as corner
connectors for the construction of 3D shapes
 building constructions with blocks of different shapes,
pattern blocks or tangram shapes
 a magnetic drawing board with shapes
 everyday objects and shapes for printing
 a geoboard with rubber bands
 string loops of various lengths
 blank paper and suitable drawing instruments
 collaboratively construct an observed environment using
selected box collage and signs. Select materials that
mirror how the features of shapes suit their purpose, e.g.
paving uses shapes with straight sides and matches
sides of the same length to avoid gaps. Identify the
common 3-D shapes used in the construction and the
non-typical representations of triangles and rectangles,
including squares
 use digital cameras to collect images of shapes in the
environment, including non-typical representations of
triangles, circles and rectangles, including squares
 investigate websites using the interactive whiteboard to
explore shapes
 build knowledge of 3-D and 2-D shapes (typical and
non-typical representations) by locating and identifying
them in:
 the classroom, e.g. shapes of furniture, equipment,
materials, room construction
 the environment, e.g. paving on pathways, shapes of
windows, doors, shapes in play equipment
 constructions, e.g. with boxes, blocks, equipment that
can be manipulated
 packages, e.g. small and large boxes, cans, plastic
containers and their matching lids
 investigate shape activities in Education Queensland’s
eLearning environment (The Learning Place:
<http://education.qld.gov.au/learningplace>)
 investigate the features of shapes and expand their
knowledge by:
 making prints of 3-D shapes and describing the
features of the 2-D faces
 counting the number of sides on 3-D shapes
 create class shape posters with cut-outs from magazines
 list the shapes’ characteristics, e.g. number of faces/sides
and corners/edges
Catering for diversity
Inclusive strategies enable a learner with disabilities to participate in learning experiences
on the same basis as a learner without disabilities. This is achieved by making adjustments
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Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Round the ridges
to the delivery or mode of assessment, without changing the way the assessment is judged
or marked.
A teacher makes required adjustments to teaching, learning and assessment to enable a
student with disabilities to demonstrate knowledge, skills or competencies (Disability
Discrimination Act 1992 and Disability Standards for Education 2005 Cwlth).
Specific adjustments in Round the ridges may include:
 opportunities to explore and play with materials before the assessment
 altered resources, e.g. larger, more visual
 repeated opportunities to respond
 specific instructions to guide the child’s focus on the shapes in the environment and
categories for sorting.
Teacher preparation
This assessment should be completed by the end of June, although some children may be
ready to be assessed earlier than June.
Familiarise yourself with the assessment by:
 reading the entire document
 noting the highlighted aspect of each indicator that is the focus of the assessment
 noting the specific evidence that you will be looking for within each section.
Plan for implementation by preparing the necessary resources and considering the
following questions:
 How will I implement this assessment within my regular teaching program?
 What additional support will I require?
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Resources
Teachers will need the following resources when implementing this assessment:
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Section
Resources
1, 2
 the implementation plan to follow when undertaking the assessment
 A3 copy of “Appendix A: Numeracy class checklist — Year 1” to record
each child’s responses
1
 multiple copies of everyday images that represent cubes, spheres,
cylinders, cones, triangles, rectangles (including squares),
e.g. school buildings, playgrounds at school and the local park,
bridges, buildings of interest, local shopping centre, pavements and
pathways, access points for services underground, safety materials
and signals. Images may be downloaded, found in magazines or
digitally photographed by children/teachers
 everyday objects and construction materials typically available in the
classroom, e.g. die, matchsticks, chopsticks, tissue boxes, buttons of
various shapes, traditional ice-cream cones, small balls such as pingpong balls, containers and matching lids
 string and string loops of various lengths for children to make shapes
 blank paper and suitable drawing instruments
2
 pattern, wooden and construction blocks — with faces of various
shapes
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Round the ridges
Implementing
Record all evidence in Appendix A: Numeracy class checklist — Year 1.
Section 1. Identifying shapes and their properties
SR 1 i
Suggested implementation
Source of evidence
Classify 3-D objects
(pyramids, prisms)
using geometric
properties, e.g.
number of faces,
vertices (corners)
and edges. Classify
2-D shapes
embedded in
everyday
environments using
geometric properties
Part A: Shapes in the environment
Say:
1. “Look at these photographs (images/pictures). There are shapes we have
talked about before. Can you point to them and tell me their name?”
2. “With your finger or pencil trace over the shape you have found.”
3. “Can you find another triangle or rectangle that is different from the one/s
you have shown me?”
Children:
 identify (point to) and describe
common 2-D and 3-D shapes by
name and the number of faces,
corners and edges
 classify 2-D shapes using their
properties and draw the groups
Part B: Using everyday objects or pictures
1. Point to a 2-D shape and say:
“Describe this shape by telling me about the number of corners it has.”
Prompt children to use the term “corners” if necessary as they describe how
they know it is that shape.
Point to a 3-D shape and say:
“Describe this shape by telling me about the number of faces, edges and
vertices (corners) it has.”
Prompt: “Can you find any more shapes? Tell me how you know it is that
shape? Why isn’t this a …?”
Note: Continue until all shapes have been identified or the child is not
responding to prompts.
2. Sort 2-D shapes into groups using the geometric properties
Resources
 images to identify shapes in everyday
environments
 everyday objects and construction
materials
 blocks with faces of various shapes
 string to create shapes
 blank paper and suitable drawing
instruments
Suggested time
5 minutes
Part C: Optional if evidence not yet demonstrated
Say: “Draw the (shape name) you just found on this piece of paper.”
Or “Choose some materials (construction materials) and make that shape.”
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Section 2. Matching shapes
SR 1 i
Suggested implementation
Source of evidence
Classify 3-D objects
(pyramids, prisms)
using geometric
properties, e.g.
number of faces,
vertices (corners) and
edges. Classify 2-D
shapes embedded in
everyday
environments using
geometric properties
Say:
“Choose some blocks that match shapes that you found in the photographs.”
or
“Choose some blocks that are the same as the ones you just named (referring to
the objects).”
Prompt the child to talk about the properties, such as faces (if 3-D), sides and
corners.
Say:
“Describe the blocks chosen and name the 3-D shape.”
Prompt if necessary.
Children:
 identify and select up to 10 blocks
(prisms and pyramids) that match the
shapes identified in Section 1
(Part B) and describe their properties
(faces, corners and sides)
Resources
 pattern blocks
 construction blocks
Suggested time
5 minutes
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Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Round the ridges
Making judgments
Teachers make judgments by matching evidence in each child’s response to the indicators
being assessed. The indicator is either demonstrated or not demonstrated.
Teachers record judgments using Appendix A: Numeracy class checklist — Year 1.
An annotated work sample of a child’s achievement of the targeted indicators is available
on the QSA website <www.qsa.qld.edu.au/11740.html>.
Teachers tick the indicator on the Data analysis assessment record (DAAR) only when the
targeted indicator has been achieved.
Using data to inform future directions
Teachers use the class data recorded on the DAAR and individual children’s profiles to
inform future directions for teaching and learning.
When using the DAAR, teachers identify indicators that need further teaching for:
 the whole class
 small groups of children
 individual children.
The Future Directions resource (available on the QSA website at
<www.qsa.qld.edu.au/11740.html>) provides suggested additional teaching and learning to
develop children’s understanding of the targeted indicators.
Children who have not achieved the highlighted aspects of the targeted indicators in the
June assessments should be given opportunities to be explicitly taught the indicators not
yet achieved. Children who have achieved the expectations of the targeted indicators in the
June assessments should be given opportunities to extend and strengthen their learning by
engaging with the indicators at the next level.
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Appendix A: Numeracy class checklist — Year 1
Names:
(write in initials)
Section 1. Identifying shapes and their properties
SR 1 i
Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes
embedded in everyday environments using geometric properties
Identifies 3-D objects by name
Identifies the number of faces, vertices
(corners) and edges of 3-D shapes
Classifies 2-D shapes using properties
Identifies the number of corners and sides
of 2-D shapes
Section 2. Matching shapes
SR 1 i
Classify 3-D objects (pyramids, prisms) using geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes
embedded in everyday environments using geometric properties
Selects up to 10 blocks that match the
shapes identified in Section 1 (Part B)
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Appendix B: Properties of shapes
2-D shapes
Sides
Corners
Square
4 sides
4 corners
Rectangle
4 sides
4 corners
Circle
1 edge
no corners
Triangle
3 sides
3 corners
3-D shapes
Faces
Vertices
Edges
Pyramid (square based)
5 faces
5 vertices
8 edges
Cube
6 faces
8 vertices
(corners)
12 edges
Rectangular prism
6 faces
8 vertices
(corners)
12 edges
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Queensland Studies Authority
154 Melbourne Street, South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au