Year 1 Assessment
Numeracy Checkpoints — June
Post office
Calculating and estimating
Using fractions, decimals, percentages, ratios and rates
Contents
Purpose .......................................................................................... 3
June assessment focus ...................................................................................... 3
Before implementing ..................................................................... 3
Suggested times................................................................................................. 3
Suggested teaching and learning ....................................................................... 4
Catering for diversity .......................................................................................... 6
Teacher preparation ........................................................................................... 6
Resources .......................................................................................................... 6
Implementing ................................................................................. 8
Making judgments ....................................................................... 16
Using data to inform future directions ....................................... 16
Appendix A: Numeracy class checklist — Year 1 ..................... 18
Appendix B: Letterbox number line ........................................... 21
Appendix C: Postie Pam’s week................................................. 22
Appendix D: Postie Pam’s letter cut-outs .................................. 23
Appendix E: Postie Pam’s parcel cut-outs .................................. 25
Appendix F: Stamp cut-outs ....................................................... 26
Purpose
The assessments within the checkpoints have been designed to be implemented within
everyday classroom practice. They provide opportunities for children to demonstrate the
targeted 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
CE 1 vi
CE 1vii
CE 1 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
3 minutes — children working individually
2
5–10 minutes — children working in small groups (3–4 children)
3
10 minutes — children working in small groups
4
5 minutes — children working individually
5
5 minutes
6, 7
8 minutes — children working individually
8
5 minutes — children working in small groups
+ 1 minute per individual interview
Queensland Studies Authority January 2012 | 3
Suggested teaching and learning
Children need multiple opportunities to engage with all aspects of the indicators before this
assessment.
Suggested teaching and learning before implementing
 Visit the local post office to post a letter.
 Set up a class post office. Ask the children to use “mind pictures” to:
 estimate how many parcels will fill display spaces
 arrange letterboxes into a given space.
 Explore the function and operations of a post office.
The post office — resources
 The Journey of a Letter (DVD and PDF) is available from the Australia Post website:
<http://auspost.com.au/education/teacher-journey-of-a-letter.html>.
 The Australia Post education website <http://auspost.com.au/education/index.html>
activates children’s prior knowledge and provides background experiences, such as:
 buying stamps
 posting letters
 sorting mail according to house numbers
 bundling letters.
 Australia Post — Postie Kate’s activities website:
<www.kidsmedia.com.au/Interactives/postie-kate.html>
 Teacher and children create a class post office. Children collaboratively explore and develop
measurement concepts while engaging in real-life, purposeful play.
Target numeracy indicator
Suggested teaching and learning
CE1 iii
Order and position whole numbers using
0, 50, and 100 as key reference points
Teachers:
 write numbers from 0 to 100 on labels, then
order and position the number labels and apply
them to the letterboxes. (Ensure you place a
zero in the sequence)
Children:
 position and order the letters on the letter boxes
according to the numbers on the letters
 deliver the mail by placing the mail bundles on
the labelled letterboxes that correspond to the
numbers on the letters
CE 1 iv
Identify and compare the quantity of
whole numbers to at least 100,
partitioning using place value (groups
of 10)
Children:
 sort all the mail from the class letterbox by
making bundles of letters with the same number
 practise bundling letters in groups of 10.
Combine bundles of letters, identify the number
of letters in combination and record the amount
 collaboratively compare combinations of letter
bundle quantities
Teachers:
 model identifying and comparing whole numbers
using standard partitions (10), e.g. This bundle
of 30 is greater than this bundle of 20 because
there is 10 less, or one group less, in the bundle
of 20
4 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Target numeracy indicator
Suggested teaching and learning
CE 1 vi
Work out basic facts and explain the
mental strategies and processes used to
combine, add, take away and find the
difference in everyday situations by:
 counting on
 counting back
 partitioning, including place value, and
rearranging parts
Children:
 solve addition and subtraction problems with
materials and problem situations from the post
office and describe their mental strategies and
how they worked out basic facts, focusing on
counting on, counting back and partitioning
 collaboratively explore opportunities to work out
basic facts and mental strategies to combine,
add, take away or find the difference required
within the post office and explain the processes
used
 represent the strategies explored using
materials and drawings, e.g. grouping objects
together using circles, writing numerals when
counting on, and crossing out when counting
back
CE 1 vii
Create, solve and sort problems and
visual images of problems involving:
 addition and subtraction using singledigit whole numbers in number
expressions represented as drawings
or actions, e.g. 2 jumps and 3 claps
makes 5 actions
 inverse relationship between addition
and subtraction
 arrays, groups and rows represented
using materials and drawings for
single- and two-digit numbers, e.g. 2
groups of 3 lily pads is equal to 6 lily
pads, 6 lily pads can be shared by the
pond life into groups of 2 or 3
Children:
 create problem situations using materials from
the post office. Collaboratively explore and
identify solutions using the language associated
with the indicator
 investigate everyday problem situations. Identify
whether combining, adding, taking away, finding
the difference, making arrays or groups is
required
 roleplay creating addition and subtraction stories
that represent number expressions
 roleplay postal activities to create stories using
arrays, groups and rows, e.g. sorting letters into
street allocations, house allocations
 draw the stories they have enacted
CE 1 x
Describe and order Australian coins and
notes according to their value
Children:
 exchange coins for stamps during play,
discussing the features of the coins and the
stamps
 set up a cash register and arrange the money
according to their value
FDPR 1 i
Identify and describe a half as either of
the two equal parts of collections or
lengths
Children:
 make envelopes for the letters by folding paper
in half and sticking two sides down. Focus the
child’s attention on half as being either of the
two equal parts
 explore the concept of half within a range of
collections and objects. Encourage children to
identify and describe how they know that it is
half. Introduce the term “equal parts”. Use the
terms “one half”, “two halves” and refer to either
of the two equal parts
Queensland Studies Authority January 2012 | 5
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
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 Post office — Calculating and estimating may include:
 opportunities to explore and play with materials before the assessment
 altered resources, e.g. larger, more visual
 repeated opportunities to respond.
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?
Resources
Teachers will need the following resources when implementing this assessment:
Section
Resources
1–8 (inclusive)
 the implementation plan to follow when undertaking the assessment
 A3 copy— Appendix A: Numeracy class checklist — Year 1 to record
each child’s responses

 Appendix B: Letterbox number line
Enlarge to A3 size and make two copies.
Cut out strips of letterboxes (there are 10 per row) and arrange them
in rows of ten to resemble a hundred board. Leave a blank space
before letterbox 1 and write “0” as a reference point in this space.
Write 50 and 100 on letter boxes and position them on the number
line
 Appendix D: Postie Pam’s letter cut-outs
Photocopy on to card and cut out individual letters. Write the
numbers of your choice on the blank envelopes, including several
between 11 and 20 and between 31 and 40.
6 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
2
 at least forty (old), small envelopes for counting
 pegs, rubber bands, or string for bundling
3




Appendix C: Postie Pam’s week
Appendix D: Postie Pam’s letter cut-outs
Appendix E: Postie Pam’s parcel cut-outs
blocks, pencil and paper (optional)
4




Appendix D: Postie Pam’s letter cut-outs
Appendix E: Postie Pam’s parcel cut-outs
Appendix F: Stamp cut-outs
blocks, pencil and paper (optional)
5
 Appendix B: Letterbox number line and numbered letters
 Appendix D: Postie Pam’s letter cut-outs
6
 Appendix F: Stamp cut-outs
7
 Appendix F: Stamp cut-outs
 Play or real money of Australian coins and notes
8
 A4 pieces of paper for folding to form envelopes
 bundle of letters string/rubber bands
Queensland Studies Authority January 2012 | 7
Implementing
Record all evidence on the checklist provided as Appendix A.
Section 1. Posting letters
CE 1 iii
Suggested implementation
Source of evidence
Order and position
whole numbers using
0, 50 and 100 as key
reference points
1. Show the child the number line of letterboxes.
2. Give the child at least four numbered letters, in random order, including two
between 11 and 20 and two between 31 and 40.
3. Ask the child to order and position the numbers, showing where each
numbered letter should be posted by placing it on the corresponding letterbox
on the number line.
Children:
 order and position envelopes using
the key reference points of 0, 50 and
100 to determine where each
numbered envelope should be
positioned
Resource
 Appendix B: Letterbox number line
(see Resources list)
 Appendix D: Postie Pam’s letter cutouts (see Resources list)
Suggested time
3 minutes working individually
8
|
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Section 2. Bundling envelopes
CE 1 iv
Suggested implementation
Source of evidence
Identify and compare
the quantity of whole
numbers to at least
100, partitioning
using place value
(groups of 10)
Provide the child with a quantity of envelopes (less than 100 but more
than 20) and pegs, rubber bands or string to bundle the envelopes.
Ask the child to:
1. identify the quantity by counting out the envelopes to find out how many there
are, bundling groups of ten as they count
2. arrange the envelopes so they are easy to count.
Prompt:
“You might like to bundle them as you go to help you keep count/make them
easier to count.”
Ask the child to make two bundles of envelopes and compare the quantities of
envelopes.
Ask:
Is this bundle greater than this one? How do you know? Is there another way
you can describe that?
Children:
 identify the correct number of
envelopes by bundling envelopes into
groups of tens and ones
 compare the quantity of the bundles
Resources
 at least 40 envelopes (less than 100
but more than 20)
 pegs, rubber bands or string
Suggested time
5–10 minutes working in small groups
Queensland Studies Authority January 2012
|
9
Section 3. Postie Pam
CE 1 vi
Suggested implementation
Source of evidence
Work out basic facts and
explain the mental strategies
and processes used to
combine, add, take away
and find the difference in
everyday situations by:
 counting on
 counting back
 partitioning, including
place value, and
rearranging parts
1. Read Postie Pam’s week to the child (Appendix C).
Say:
“You are going to solve the addition and subtraction problems for Postie Pam”
“You can work out the answers by drawing or using materials”.
2. Provide the child with materials and a blank piece of paper, e.g. cut-out letter
cards (Appendix D), cut-out parcel cards (Appendix E), blocks or pencil and
paper.
3. Use (Appendix C) asking them to explain, draw or demonstrate with the materials
how they would solve each of Postie Pam’s problems.
Children:
 identify strategies for
combining, adding taking
away or finding the
difference (i.e. can be
understood by others)
solve the problems by
selecting a suitable
operation
Resources
 Appendix C: Postie Pam’s
week
 Appendix D: Postie Pam’s
letter cut-outs
 Appendix E: Postie Pam’s
parcel cut-outs
 blocks, pencil and paper
(optional)
Suggested time
10 minutes working in small
groups
10 |
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Section 4. Basic facts and problem solving
CE 1 vi
Suggested implementation
Source of evidence
Work out basic facts and
explain the mental strategies
and processes used to
combine, add, take away and
find the difference in
everyday situations by:
 counting on
 counting back
 partitioning, including
place value, and
rearranging parts
Ask:
“I have six letters and two parcels to post. How many items do I have to post
altogether?”
“How did you work out the answer?”
Ask the child to create and solve their own problems by:
1. Adding different bundles of letters (Appendix D) and parcels (Appendix E) to
solve problems and explain what they have done and found out using single-digit
basic facts.
2. Combining bundles to work out how many stamps are required (Appendix F).
Children:
 solve the single-digit
basic facts problems
using their own logical
solutions and mental
strategies and explain
how they worked out the
solution
Resources
 Appendix D: Postie Pam’s
letter cut-outs
 Appendix E: Postie Pam’s
parcel cut-outs
 Appendix F: Stamp cutouts (see Resources)
 blocks, pencil and paper
(optional)
Suggested time
5 minutes working
individually
Queensland Studies Authority January 2012
|
11
Section 5: Creating number stories
12 |
CE 1 vii
Suggested implementation
Source of evidence
Create, solve and sort
problems and visual images of
problems involving:
 addition and subtraction
using single-digit whole
numbers in number
expressions represented as
drawings or actions, e.g. 2
jumps and 3 claps makes 5
actions
 inverse relationship
between addition and
subtraction
 arrays, groups and rows
represented using materials
and drawings for single- and
two-digit numbers, e.g. 2
groups of 3 lily pads is equal
to 6 lily pads, 6 lily pads can
be shared by the pond life
into groups of 2 or 3
Ask the child to draw or act out some post office adding and taking
away stories with the letters and letterboxes
Prompt:
“The postie had 5 letters and posted 1 in the letterbox, now there are
4 letters left.”
If needed, give the child examples of number expressions,
e.g. 5 – 1 = 4.
Children:
 Create addition and subtraction
stories of interest and identify the
inverse relationship
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Resources
 Appendix B: Letterbox number line
 Appendix D: Postie Pam’s letter cutouts
Suggested time
5 minutes working individually
Section 6. Creating arrays
CE 1 vii
Suggested implementation
Source of evidence
Create, solve and sort problems
and visual images of problems
involving:
 addition and subtraction
using single-digit whole
numbers in number
expressions represented as
drawings or actions, e.g. 2
jumps and 3 claps makes 5
actions
 inverse relationship between
addition and subtraction
 arrays, groups and rows
represented using materials
and drawings for single- and
two-digit numbers, e.g. 2
groups of 3 lily pads is equal
to 6 lily pads, 6 lily pads can
be shared by the pond life
into groups of 2 or 3
Show the child one array of stamps at a time.
Ask the child to count the stamps shown in each array.
Note: 10 stamps per array maximum.
Children:
 skip count and/or subitise to
determine the number of stamps in
arrays
Resource
 Appendix F: Stamp cut-outs
Resources
Suggested time
3 minutes
Queensland Studies Authority January 2012
|
13
Section 7. Paying for stamps
CE 1 x
Suggested implementation
Source of evidence
Describe and order
Australian coins and
notes according to
their value
Give the child stamps that are the same value as the Australian coins and notes.
Give the child Australian coins and notes.
Ask the child to place the coins and notes in order according to their value
Ask: Can you match the stamps with a coin or note of the same value?
Note: If the 20 cent coin proves too difficult, try the 5 and 10 cents progressively.
Ask: Which coins and notes values are missing from the stamps?
Children:
 describe the coin that matches the
stamp
 place the coins and notes in order of
their value
 describe the coins and notes that
cannot be matched to stamps
according to their value
Resources
 Appendix F: Stamp cut-outs
 play or real money of Australian coins
and notes
Suggested time
5 minutes working in small groups
14 |
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Section 8. Making half
FDPR 1 i
Suggested implementation
Source of evidence
Identify and describe a half
as either of the two equal
parts of collections or lengths
Say: We are going to make an envelope. Can you start by folding the
paper in half?
1. Ask the child how they know it is half and if they can identify the two
equal halves that make up the whole piece of paper. (Continue to fold
down the top to make an envelope).
2. Give the child an even-numbered bundle of letters and ask them to
give you half of the bundle of letters and to keep the other half for
themselves.
3. Ask the child to explain how they know they have half.
Children:
 fold paper in half to make an
envelope showing two equal parts
(lengths) and describe how two
halves make a whole
 sort an even number of letters into
two equal groups (collections) and
describe how they know they have
half of the letters
Resources
 A4 pieces of paper for folding into
envelopes
 bundle of letters, string/rubber bands
Suggested time
5 minutes working in small groups
+ 1 minute per individual interview
Queensland Studies Authority January 2012
|
15
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.
16 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Appendix A: Numeracy class checklist — Year 1
Names:
(write initials)
Section 1. Posting letters
CE 1 iii
Order and position whole numbers using 0, 50 and 100 as key reference points
Uses the key reference points of 0 and 50 on a letterbox
number line up to 100 to determine where a letter should be
posted (positioned)
Section 2. Bundling envelopes
CE 1 iv
Identify and compare the quantity of whole numbers to at least 100, partitioning using place value (groups of 10)
Identifies the correct number of envelopes by bundling
envelopes into groups of tens and ones.
Compares the quantity of the bundles
Section 3. Postie Pam
CE 1 vi
Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday
situations by:
 counting on
 counting back
 partitioning, including place value, and rearranging parts
Identifies strategies for combining, adding, taking away and
finding the difference (i.e. can be understood by others), and
solves the problems by selecting a suitable operation
18 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Names:
(write initials)
Section 4. Basic facts and problem solving
CE 1 vi
Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday
situations by:
 counting on
 counting back
 partitioning, including place value, and rearranging parts
Solves the basic facts problems using their own logical
solutions and mental strategies and explains how they worked
out the solution
Section 5. Creating number stories
CE 1 vii
Create, solve and sort problems and visual images of problems involving:
 addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps
makes 5 actions
 inverse relationship between addition and subtraction
 arrays, groups and rows represented using materials and drawings for single- and two-digit numbers, e.g. 2 groups of 3 lily pads is equal to 6 lily
pads, 6 lily pads can be shared by the pond life into groups of 2 or 3
Creates addition and subtraction stories of interest and
identifies the inverse relationship
Queensland Studies Authority January 2012 | 19
Names:
(write initials)
Section 6. Stamps
CE 1 vii
Create, solve and sort problems and visual images of problems involving:
 addition and subtraction using single-digit whole numbers in number expressions represented as drawings or actions, e.g. 2 jumps and 3 claps
makes 5 actions
 inverse relationship between addition and subtraction
 arrays, groups and rows represented using materials and drawings for single- and two-digit numbers, e.g. 2 groups of 3 lily pads is equal to 6 lily
pads, 6 lily pads can be shared by the pond life into groups of 2 or 3
Skip counts and/or subitises to determine the number of
stamps in arrays
Section 7. Paying for stamps
CE 1 x
Describe and order Australian coins and notes according to their value
Describes the coin or note that matches the stamp’s value, and
places the coins and notes in order of their value
Describes the coins and notes that cannot be matched to
stamps according to their value
Section 8. Making half
FDPR 1 i
Identify and describe a half as either of the two equal parts of collections or lengths
Folds paper in half to make an envelope showing two equal
parts (lengths) and describes how two halves make a whole
Sorts a given even number of letters into two equal groups
(collections) and describes how they know they have
calculated half of the letters
20 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Appendix B: Letterbox number line
Teachers will need to enlarge this sheet, making two copies and cut the 100 letter boxes into 10 strips before implementing the assessment.

Queensland Studies Authority January 2012 | 21
Appendix C: Postie Pam’s week
Postie Pam delivers lots of letters and parcels each week.
Monday
She had 5 parcels and 10 letters to
deliver.
Thursday
She had 5 more letters to deliver than
she had on Monday.
Tuesday
Wednesday
She had 10 parcels and 25 letters to
deliver.
She had only 20 letters but no parcels to
deliver.
Friday
She had 3 fewer parcels to deliver than
she had on Tuesday.
22 | Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Appendix D: Postie Pam’s letter cutouts
Teachers will need to print multiple sets and cut along the lines before implementing the
assessment.

Queensland Studies Authority January 2012
|
23
24 |
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Appendix E: Postie Pam’s parcel cutouts
Teachers will need to print multiple sets and cut out the parcels before implementing the
assessment.

Queensland Studies Authority January 2012
|
25
Appendix F: Stamp cut-outs
Teachers will need to cut out the arrays of stamps before implementing the assessment.
26 |
Year 1 Assessment: Literacy and Numeracy Checkpoints — June Numeracy: Post Office
Queensland Studies Authority January 2012
|
27
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