These assessment pointers are for judging standards of student performance in Year 2 Mathematics.
They are examples of what students may demonstrate rather than being a checklist of everything
they should do. For reporting, they are used to make on-balance judgements about achievement,
based on what has been taught and assessed during the reporting period. They can also be used to
guide the pitch of assessment tasks, develop marking keys and inform assessment feedback.
JUDGING STANDARDS IN YEAR 2 MATHEMATICS
Reporting against the Achievement Standard
YEAR 2 MATHEMATICS ACHIEVEMENT STANDARD
By the end of Year 2, students recognise increasing and decreasing number sequences involving 2s, 3s and 5s. They represent multiplication and division by grouping into sets.
They associate collections of Australian coins with their value. Students identify the missing element in a number sequence. Students recognise the features of
three-dimensional objects. They interpret simple maps of familiar locations. They explain the effects of one-step transformations. Students make sense of collected
information.
Students count to and from 1000. They perform simple addition and subtraction calculations using a range of strategies. They divide collections and shapes into halves,
quarters and eighths. Students order shapes and objects using informal units. They tell time to the quarter hour and use a calendar to identify the date and the months
included in seasons. They draw two-dimensional shapes. They describe outcomes for everyday events. Students collect data from relevant questions to create lists, tables and
picture graphs.
YEAR 2 MATHEMATICS ASSESSMENT POINTERS
A
Number and Algebra
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level.
The student demonstrates
high achievement of what
is expected for this year level.
The student demonstrates
satisfactory achievement of what
is expected for this year level.
The student demonstrates
limited achievement of what
is expected for this year level.
The student demonstrates
very low achievement of what
is expected for this year level.
Counts, orders and represents
numbers to and from 1000,
using partitioning and
rearranging.
Creates, represents and
describes a variety of number
sequences involving 2s, 3s, 5s
and 10s. Creates a rule for
number sequences involving 2s,
3s, 5s and 10s.
Counts and represents numbers
to and from 1000.
Identifies increasing and
decreasing number sequences
involving 2s, 3s, 5s and 10s.
Identifies the rule and
completes a number sequence
involving 2s, 3s, 5s and 10s.
Counts to and from 1000.
Identifies increasing and
decreasing number sequences
involving 2s, 3s and 5s. Identifies
the missing element in a
number sequence.
Counts to 1000. Identifies
increasing number sequences
involving 2s and 5s. Completes
number sequences up to 1000.
Counts to 100. Identifies a
number sequence involving 2s.
Completes number sequences
up to 100.
2013/37221v7 [PDF: 2013/37666] Published: 20 July, 2015
A
Number and Algebra
Measurement and
Geometry
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level.
The student demonstrates
high achievement of what
is expected for this year level.
The student demonstrates
satisfactory achievement of what
is expected for this year level.
The student demonstrates
limited achievement of what
is expected for this year level.
The student demonstrates
very low achievement of what
is expected for this year level.
Applies suitable strategies to
solve multi-step problems
involving addition and
subtraction. Uses repeated
addition to solve simple
multiplication problems and
sorts collections into equal-sized
groups to solve simple division
problems.
Identifies addition and/or
subtraction as the operation
required to solve a problem.
Solves simple multiplication and
division problems by sorting
collections into equal-sized
groups.
Solves simple addition and
subtraction problems using a
range of strategies, e.g.
partitioning, arrays, ten-frames
and number lines. Arranges
collections into equal-sized
groups to represent
multiplication and division.
Solves simple addition and
subtraction problems using the
‘+’ or ‘–’ symbols, e.g. ‘7 balls in
a box, take out 5, how many are
left?’ is the same as 7 – 5 = ?
Represents simple addition and
subtraction number stories
using materials or drawings, e.g.
modelling with counters.
Converts between fractional
values of halves, quarters and
eighths, e.g. calculates the
number of eighths from given
quarters.
Partitions collections and shapes
in a variety of ways to divide
them into halves, quarters and
eighths.
Divides collections and shapes
into halves, quarters and
eighths.
Identifies half of a small
collection and half of a shape.
Identifies half of a shape.
Counts Australian notes and
coins to make up a specific
value, e.g. to pay for shopping
items.
Orders Australian notes and
coins according to their value.
Identifies different combinations
of notes and coins with the
same value.
Counts and orders small
collections of Australian coins
according to their value.
Identifies the denominations of
Australian coins.
Identifies the denomination of
some Australian coins.
Selects an appropriate uniform
informal unit to compare shapes
and objects for length, area,
volume, capacity and mass.
Orders different objects by mass
from lightest to heaviest.
Explains the outcome if the
informal units are not uniform,
e.g. hands come in different
sizes.
Orders shapes and objects by
their length, area, volume and
capacity, and compares mass on
balance scales using uniform
informal units. Determines
whether the mass of one object
is greater, less or about the
same as that of another.
Orders shapes and objects by
their length, area, volume and
capacity using uniform informal
units such as pop sticks, paper
clips, hands and blocks.
Uses direct comparison to order
shapes and objects by length.
Uses direct comparison to order
two objects by length, e.g. the
pencil is longer than the pen.
A
Measurement and
Geometry
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level.
The student demonstrates
high achievement of what
is expected for this year level.
The student demonstrates
satisfactory achievement of what
is expected for this year level.
The student demonstrates
limited achievement of what
is expected for this year level.
The student demonstrates
very low achievement of what
is expected for this year level.
Accurately positions hands on
an analogue clock face to show
passing of time, e.g. identifies
the hour hand also moves as the
minute hand moves. Reads a
clock face to the quarter-hour
and predicts an event, e.g. that
recess is in 15 minutes.
Interprets calendars and applies
knowledge of months to identify
the dates before and after a
given month.
Compares analogue and digital
times to the quarter-hour.
Names and orders the months
and seasons. Uses a calendar to
identify dates of events.
Tells the time to the
quarter-hour. Uses a calendar to
identify the date and the
months included in seasons.
Tells the time to the half-hour.
Names the months and seasons.
Tells the time to the hour on an
analogue clock. Matches
seasons to pictures.
Draws and describes
two-dimensional shapes,
identifying key features of
squares, rectangles, kites,
rhombuses and circles.
Compares three-dimensional
objects based on their
geometric features.
Draws two-dimensional shapes
and identifies the
two-dimensional shapes in
three-dimensional objects.
Identifies three-dimensional
objects in two-dimensional
representations, e.g. drawings
where lines or shading indicates
depth.
Draws two-dimensional shapes
and identifies features of threedimensional objects.
Identifies two-dimensional
shapes in the environment, e.g.
doorframes as rectangular.
Names some common
three-dimensional objects.
Matches two-dimensional
shapes to their names.
Interprets simple maps and uses
directional terms to follow or to
give directions to a specific
location, e.g. describes the route
from the car park to the library.
Interprets simple maps of
familiar locations to describe the
relative position of key features,
e.g. identifies the oval is closer
to the car park than the library.
Interprets simple maps of
familiar locations, e.g. locates a
specific classroom on the map of
the school.
Finds major features on simple
maps of familiar locations, e.g.
identifies the school buildings,
oval and car park on a map of
the school.
Finds a location within a familiar
context, e.g. the teacher’s desk
on a map of the classroom.
Predicts and reproduces a
pattern of one-step
transformations on a shape.
Identifies half and quarter turns
of shapes. Visualises one-step
transformations of flips, slides
and turns, to predict and
illustrate an outcome.
Explains the effects of one-step
transformations of shapes, e.g.
flips and slides.
Follows directions to flip or slide
regular shapes.
Arranges shapes to match a
picture.
A
Statistics and Probability
B
C
D
E
The student demonstrates
excellent achievement of what
is expected for this year level.
The student demonstrates
high achievement of what
is expected for this year level.
The student demonstrates
satisfactory achievement of what
is expected for this year level.
The student demonstrates
limited achievement of what
is expected for this year level.
The student demonstrates
very low achievement of what
is expected for this year level.
Describes the outcomes for
everyday events and practical
activities that involve chance
and explains why these are
likely, unlikely, certain or
impossible.
Describes the outcomes for
everyday events and practical
activities that involve chance as
being likely, unlikely, certain or
impossible, e.g. rolling a nine on
a normal six-sided dice is
impossible.
Describes the outcomes for
everyday events as being likely,
unlikely, certain or impossible,
e.g. the kettle has boiled so the
water is likely to be hot; it is
certain to be dark at midnight.
Classifies the outcomes for
everyday events as will happen,
might happen or won’t happen.
Distinguishes between the
chance that something will
happen or won’t happen.
Generates questions based on
one categorical variable and
collects data efficiently. Creates,
interprets and comments on the
usefulness of data displays.
Identifies relevant questions to
collect data efficiently. Creates
and interprets data displays that
reflect collected data.
Collects data from relevant
questions to create simple data
displays such as lists, tables and
pictographs. Makes sense of
collected information, e.g.
identifies that more people liked
apples than bananas.
Collects and records data on
prepared simple data displays.
Answers simple questions
about the display, e.g. identifies
that three people liked apples.
Records given data on prepared
simple data displays.