Educators' Guide for Pedagogy and Assessment
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Learning Area: Mathematics
Mathematics > LEVEL 6
Learning Area Outcome: I understand the structure of the number system and the relationship between numbers.
Subject Focus: Number - The number system
1] I can read, write and order whole numbers to one milion in figures and words.
WRITING
2] I can recognise, read and position numbers on a number line.
COGNITIVE LEARNING
3] I can recognise the place value of any digit in a whole number up to one million.
4] I can compare and order whole numbers up to one million and include symbols such as <, > or =.
5] I can identify odd and even numbers.
6] I can count forward and backwards in 1s, 2s, 10s and 100s starting from any whole number.
WRITING
7] I can count forward and backwards in steps of 3, 4, or 5 to and from any whole number.
WRITING
8] I can count forward/backwards in steps of 25 (to/from any multiple of 25) and 50 (to/from any multiple of 50).
WRITING
9] I can recall the first ten multiples of the following numbers: 7 & 9.
10] I can list the first five multiples of any whole numbers up to and including 100.
11] I can identify common multiples of two numbers.
12] I can identify the least common multiple (LCM) of two numbers.
13] I can identify factors of any two-digit number.
14] I can generate, and recall the first ten square numbers.
COGNITIVE LEARNING
WRITING
15] I can generate and recall the first five cube numbers.
COGNITIVE LEARNING
WRITING
16] I can use decimal notation for tenths and hundredths and know what each digit represents.
17] From a one-digit number I can count forward and backwards in steps of 0.1, 0.2, 0.25 and 0.5.
18] I can recognise and extend number sequences and predict the next few terms.
COGNITIVE LEARNING
WRITING
19] I can associate 0.25 with one quarter and 0.75 with three quarters.
COGNITIVE LEARNING
20] I can associate 0.1 with one tenth and 0.01 with one hundredth.
COGNITIVE LEARNING
21] I can read and use the terms ‘simple fraction’, ‘numerator’ and ‘denominator’.
22] I can recognise mixed numbers which include a whole number and a fraction and can use the term 'mixed numbers'.
23] I can recognise, use and generate equivalent fractions.
COGNITIVE LEARNING
24] I can compare and order simple fractions, mixed numbers and decimals, & position them on a number line.
COGNITIVE LEARNING
25] I can relate simple fractions which have a denominator which is a factor of 100 to decimals.
26] I can recognise the relationship between fractions and decimals.
27] I can state one number lying between two given decimal numbers.
WRITING2] I can recognise, read and position numbers on a number line.
COGNITIVE LEARNING3] I can recognise the place value of any digit in a whole number up to one million.
4] I can compare and order whole numbers up to one million and include symbols such as <, > or =.
5] I can identify odd and even numbers.
6] I can count forward and backwards in 1s, 2s, 10s and 100s starting from any whole number.
WRITING7] I can count forward and backwards in steps of 3, 4, or 5 to and from any whole number.
WRITING8] I can count forward/backwards in steps of 25 (to/from any multiple of 25) and 50 (to/from any multiple of 50).
WRITING9] I can recall the first ten multiples of the following numbers: 7 & 9.
10] I can list the first five multiples of any whole numbers up to and including 100.
11] I can identify common multiples of two numbers.
12] I can identify the least common multiple (LCM) of two numbers.
13] I can identify factors of any two-digit number.
14] I can generate, and recall the first ten square numbers.
COGNITIVE LEARNING WRITING15] I can generate and recall the first five cube numbers.
COGNITIVE LEARNING WRITING16] I can use decimal notation for tenths and hundredths and know what each digit represents.
17] From a one-digit number I can count forward and backwards in steps of 0.1, 0.2, 0.25 and 0.5.
18] I can recognise and extend number sequences and predict the next few terms.
COGNITIVE LEARNING WRITING19] I can associate 0.25 with one quarter and 0.75 with three quarters.
COGNITIVE LEARNING20] I can associate 0.1 with one tenth and 0.01 with one hundredth.
COGNITIVE LEARNING21] I can read and use the terms ‘simple fraction’, ‘numerator’ and ‘denominator’.
22] I can recognise mixed numbers which include a whole number and a fraction and can use the term 'mixed numbers'.
23] I can recognise, use and generate equivalent fractions.
COGNITIVE LEARNING24] I can compare and order simple fractions, mixed numbers and decimals, & position them on a number line.
COGNITIVE LEARNING25] I can relate simple fractions which have a denominator which is a factor of 100 to decimals.
26] I can recognise the relationship between fractions and decimals.
27] I can state one number lying between two given decimal numbers.
Learning Area Outcome: I understand the structure of the number system and the relationship between numbers.
Subject Focus: Number - The number system (Assistive Technology & Other Resources)
1] I can use assistive technology (e.g. tablets and computers) and other learning resources (e.g. Cuisenaire rods, Unifix cubes, base 10 blocks, fraction wall) to learn about numbers and their properties.
Learning Area Outcome: I can calculate mentally and using pencil and paper and assistive technology. I can calculate to the most appropriate level of accuracy. I can check the reasonableness of the answers obtained in calculations by rounding numbers and making rough approximations.
Subject Focus: Number - Numerical calculations (Whole Numbers, Decimal Numbers & Fraction Numbers - The Four Operations)
1] I can add or subtract by using the nearest multiple of 10, 100 or 1000 then adjusting e.g. 14 + 8 = 14 + 10 − 2.
COGNITIVE LEARNING
2] I can use column addition and subtraction with up to four-digit numbers.
COGNITIVE LEARNING
3] I can work through situations involving addition and subtraction with three-digit numbers.
COGNITIVE LEARNING
4] I recognise that division is the inverse of multiplication. I can also state and write a division statement corresponding to a given multiplication statement (6, 7, 8, and 9 multiplication facts), and vice versa.
COGNITIVE LEARNING
5] I can multiply and divide any integer by 10, 100, or 1000.
6] I recognise unit fractions, (one fifth, one eighth, one tenth, one hundredth) and use them to find fractions of shapes, numbers and quantities. I can associate fractions (one fifth, one eighth, one tenth, one hundredth) and division.
e.g. How much is 1/8 of 32? Therefore, how much is 5/8 of 32?
7] I can find remainders after division and express the remainder as a fraction.
COGNITIVE LEARNING
8] I can work through simple two-step situations using addition, subtration, multiplication and/or division.
I can also give a rough estimate of the answer of such situations and I can check the reasonableness of the answer.
9] I can round any whole number to the nearest ten, hundred and thousand.
10] I can round remainders to the nearest whole number depending on the context.
11] I can write tenths and hundredths in decimal form and vice versa.
COGNITIVE LEARNING
12] I can add and subtract whole and decimal numbers up to two decimal places using informal methods.
13] I can use column addition or subtraction methods using decimal numbers up to two decimal places.
COGNITIVE LEARNING
14] I can derive quickly decimals that total 1 or 10.
15] I can use written methods for ThHTU x U ; HTU x TU ; U.t x U ; TU.t x U ; U.th x U
16] I can use written methods for TU ÷ U ; HTU ÷ U ; HTU ÷ TU ;
U.t ÷ U ; U.th ÷ U
17] I can use written method for multiplication and division by 10 and 100 including decimals.
18] I can derive doubles and halves of whole and decimal numbers.
COGNITIVE LEARNING
19] I can use brackets to order operations on positive numbers.
20] I can round a decimal number with two decimal places to the nearest tenth or to the nearest whole number.
21] I can find fractions of whole numbers.
COGNITIVE LEARNING
22] I can use simple fractions and mixed numbers.
COGNITIVE LEARNING
23] I can reduce a fraction to its simplest form.
COGNITIVE LEARNING
24] I can change an improper fraction into a mixed number and vice versa.
COGNITIVE LEARNING
25] I can read and interpret scales involving whole numbers.
READING AND UNDERSTANDING
COGNITIVE LEARNING2] I can use column addition and subtraction with up to four-digit numbers.
COGNITIVE LEARNING3] I can work through situations involving addition and subtraction with three-digit numbers.
COGNITIVE LEARNING4] I recognise that division is the inverse of multiplication. I can also state and write a division statement corresponding to a given multiplication statement (6, 7, 8, and 9 multiplication facts), and vice versa.
COGNITIVE LEARNING5] I can multiply and divide any integer by 10, 100, or 1000.
6] I recognise unit fractions, (one fifth, one eighth, one tenth, one hundredth) and use them to find fractions of shapes, numbers and quantities. I can associate fractions (one fifth, one eighth, one tenth, one hundredth) and division.
e.g. How much is 1/8 of 32? Therefore, how much is 5/8 of 32?
7] I can find remainders after division and express the remainder as a fraction.
COGNITIVE LEARNING8] I can work through simple two-step situations using addition, subtration, multiplication and/or division.
I can also give a rough estimate of the answer of such situations and I can check the reasonableness of the answer.
9] I can round any whole number to the nearest ten, hundred and thousand.
10] I can round remainders to the nearest whole number depending on the context.
11] I can write tenths and hundredths in decimal form and vice versa.
COGNITIVE LEARNING12] I can add and subtract whole and decimal numbers up to two decimal places using informal methods.
13] I can use column addition or subtraction methods using decimal numbers up to two decimal places.
COGNITIVE LEARNING14] I can derive quickly decimals that total 1 or 10.
15] I can use written methods for ThHTU x U ; HTU x TU ; U.t x U ; TU.t x U ; U.th x U
16] I can use written methods for TU ÷ U ; HTU ÷ U ; HTU ÷ TU ;
U.t ÷ U ; U.th ÷ U
17] I can use written method for multiplication and division by 10 and 100 including decimals.
18] I can derive doubles and halves of whole and decimal numbers.
COGNITIVE LEARNING19] I can use brackets to order operations on positive numbers.
20] I can round a decimal number with two decimal places to the nearest tenth or to the nearest whole number.
21] I can find fractions of whole numbers.
COGNITIVE LEARNING22] I can use simple fractions and mixed numbers.
COGNITIVE LEARNING23] I can reduce a fraction to its simplest form.
COGNITIVE LEARNING24] I can change an improper fraction into a mixed number and vice versa.
COGNITIVE LEARNING25] I can read and interpret scales involving whole numbers.
READING AND UNDERSTANDINGLearning Area Outcome: I can calculate mentally and using pencil and paper and assistive technology. I can calculate to the most appropriate level of accuracy. I can check the reasonableness of the answers obtained in calculations by rounding numbers and making rough approximations.
Subject Focus: Number - Numerical calculations (Money & Consumer Mathematics)
1] I can convert euro to cent and vice versa.
2] I can work out totals of up to ten thousand euro and give the correct change.
3] I can calculate, compare and discuss special offers.
MANAGING LEARNING
2] I can work out totals of up to ten thousand euro and give the correct change.
3] I can calculate, compare and discuss special offers.
MANAGING LEARNINGLearning Area Outcome: I can calculate mentally and using pencil and paper and assistive technology. I can calculate to the most appropriate level of accuracy. I can check the reasonableness of the answers obtained in calculations by rounding numbers and making rough approximations.
Subject Focus: Number - Numerical calculations (Ratio & Proportion)
1] I can use simple proportion (using equivalent fractions), to solve simple problems e.g. What is the value of □ in 1/3 = □/6
2] I can work through simple situations that involve direct proportion when unknown quantities are simple multiples of known quantities (e.g. A cup cakes recipe uses 2 eggs to make 10 cupcakes. How many eggs will be needed to make 25 cupcakes?
2] I can work through simple situations that involve direct proportion when unknown quantities are simple multiples of known quantities (e.g. A cup cakes recipe uses 2 eggs to make 10 cupcakes. How many eggs will be needed to make 25 cupcakes?
Learning Area Outcome: I can calculate mentally and using pencil and paper and assistive technology. I can calculate to the most appropriate level of accuracy. I can check the reasonableness of the answers obtained in calculations by rounding numbers and making rough approximations.
Subject Focus: Number - Numerical calculations (Assistive Technology & Other Resources)
1] I can use assistive technology (e.g. tablets and computers) and other resources (e.g. Cuisenaire rods, Unifix cubes, base 10 blocks, fraction wall, euro coins and notes), appropriate to this level to calculate and to learn about numerical calculations.
Learning Area Outcome: I can recognise and describe patterns and relationships in various mathematical ways and can use algebraic manipulations.
Subject Focus: Algebra – Fundamentals of Algebra
1] I can recognise and extend pictorial patterns and square number sequences.
2] I can work through an equation where there are pictures instead of numbers.
COGNITIVE LEARNING
3] I can locate position on a grid with labelled rows and columns.
2] I can work through an equation where there are pictures instead of numbers.
COGNITIVE LEARNING3] I can locate position on a grid with labelled rows and columns.
Learning Area Outcome: I can recognise and describe patterns and relationships in various mathematical ways and can use algebraic manipulations.
Subject Focus: Algebra – Fundamentals of Algebra (Assistive Technology & Other Resources)
1] I can use assistive technology, (e.g. tablets and computers) and other resources, (e.g. equation balance) appropriate to this level to learn about the fundamentals of algebra.
Learning Area Outcome: I understand and can use forms of measurement and can make reasonable estimations.
Subject Focus: Shape, space and measures – Measures (Angles)
1] I can show and label the eight compass points.
COGNITIVE LEARNING
2] I can recognise and illustrate that a whole turn is the same as 4 right angles and half a whole turn is the same as 2 right angles.
COGNITIVE LEARNING
3] I can define and illustrate that an angle is a measure of turn and can describe it.
COGNITIVE LEARNING
4] I can estimate, sort, measure and draw angles up to 180° with a protractor (margin of error: +/- 5°).
5] I can identify and distinguish between acute and obtuse angles.
COGNITIVE LEARNING2] I can recognise and illustrate that a whole turn is the same as 4 right angles and half a whole turn is the same as 2 right angles.
COGNITIVE LEARNING3] I can define and illustrate that an angle is a measure of turn and can describe it.
COGNITIVE LEARNING4] I can estimate, sort, measure and draw angles up to 180° with a protractor (margin of error: +/- 5°).
5] I can identify and distinguish between acute and obtuse angles.
Learning Area Outcome: I understand and can use forms of measurement and can make reasonable estimations.
Subject Focus: Shape, space and measures – Measures (Length, Area, Volume, Mass & Capacity)
1] I can define area as the measure of the amount of surface of a flat shape.
2] I can read and write the vocabulary related to area.
WRITING
3] I know the standard metric units of area (square kilometres, square metres, square centimetres and square millimetres). I also know the abbreviation of these standard units and recognise the relationships between different units of the same measure.
COGNITIVE LEARNING
4] I can estimate, measure and compare areas.
COGNITIVE LEARNING
5] I can use the decimal notation to express metric measures of area.
6] I can define perimeter as the edge of a shape.
COGNITIVE LEARNING
7] I can identify the perimeters of regular and irregular polygons and can measure and calculate their lengths.
8] I can work out the areas of squares and rectangles by counting squares on a grid.
COGNITIVE LEARNING
9] I can work out the area of squares and rectangles by using the fomula: length x breadth.
COGNITIVE LEARNING
10] I can work out the area of a right-angled triangle by considering it as half a rectangle.
11] I can work out the area of compound shapes that are made up of squares and rectangles.
2] I can read and write the vocabulary related to area.
WRITING3] I know the standard metric units of area (square kilometres, square metres, square centimetres and square millimetres). I also know the abbreviation of these standard units and recognise the relationships between different units of the same measure.
COGNITIVE LEARNING4] I can estimate, measure and compare areas.
COGNITIVE LEARNING5] I can use the decimal notation to express metric measures of area.
6] I can define perimeter as the edge of a shape.
COGNITIVE LEARNING7] I can identify the perimeters of regular and irregular polygons and can measure and calculate their lengths.
8] I can work out the areas of squares and rectangles by counting squares on a grid.
COGNITIVE LEARNING9] I can work out the area of squares and rectangles by using the fomula: length x breadth.
COGNITIVE LEARNING10] I can work out the area of a right-angled triangle by considering it as half a rectangle.
11] I can work out the area of compound shapes that are made up of squares and rectangles.
Learning Area Outcome: I understand and can use forms of measurement and can make reasonable estimations.
Subject Focus: Shape, space and measures – Measures (Time)
1] I can convert and use larger to smaller standard units of time (hours, minutes and seconds) and vice versa.
2] I can read and write time to the hour/half hour/quarter hour using terms 'o'clock', 'half past', 'quarter past'
and 'quarter to'.
3] I can read, write and use the 12-hour clock (analogue and digital) to one minute also using terms 'past' and 'to'.
4] I can read and use the 24-hour clock (analogue and digital).
5] I can read and use a timetable and a timeline.
READING AND UNDERSTANDING
6] I can work out the duration of a time interval, the starting time and the finishing time.
7] I can estimate and measure time using seconds, minutes and hours. COGNITIVE LEARNING
8] I can solve word problems involving addition and subtraction of time given in hours and minutes.
2] I can read and write time to the hour/half hour/quarter hour using terms 'o'clock', 'half past', 'quarter past'
and 'quarter to'.
3] I can read, write and use the 12-hour clock (analogue and digital) to one minute also using terms 'past' and 'to'.
4] I can read and use the 24-hour clock (analogue and digital).
5] I can read and use a timetable and a timeline.
READING AND UNDERSTANDING6] I can work out the duration of a time interval, the starting time and the finishing time.
7] I can estimate and measure time using seconds, minutes and hours.
COGNITIVE LEARNING8] I can solve word problems involving addition and subtraction of time given in hours and minutes.
Learning Area Outcome: I understand and can use forms of measurement and can make reasonable estimations.
Subject Focus: Shape, space and measures – Measures (Assistive Technology & Other Resources)
1] I can use assistive technology (e.g. tablets and computers) and other resources (e.g. plastic money, cardboard clocks, 2D and 3D plastic shapes, measuring instruments) appropriate to this level to learn about measures.
Learning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (Lines & Lines Segments)
1] I can recognise and draw examples of horizontal and vertical lines.
COGNITIVE LEARNING
2] I can recognise and draw examples of parallel and perpendicular lines. I can draw such lines on a square grid.
COGNITIVE LEARNING2] I can recognise and draw examples of parallel and perpendicular lines. I can draw such lines on a square grid.
Learning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (Angles)
1] I can deduce that the angles on a straight line add up to 180°. I can also work out the size of missing angles in diagrams showing angles on a straight line.
COGNITIVE LEARNING
2] I can deduce that the angles around a point add up to 360°. I can also work out the size of missing angles in diagrams showing angles at a point.
COGNITIVE LEARNING
COGNITIVE LEARNING2] I can deduce that the angles around a point add up to 360°. I can also work out the size of missing angles in diagrams showing angles at a point.
COGNITIVE LEARNINGLearning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (Triangles)
1] I can classify triangles according to the length of their sides and the size of their angles (scalene, isosceles, equilateral and right-angled triangles).
COGNITIVE LEARNING
2] I can deduce that the sum of the angles of a triangle is 180°. I can also work out the size of missing angles in triangles.
COGNITIVE LEARNING
COGNITIVE LEARNING2] I can deduce that the sum of the angles of a triangle is 180°. I can also work out the size of missing angles in triangles.
COGNITIVE LEARNINGLearning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (Quadrilaterals)
1] I can draw squares and rectangles given the lengths of the sides.
COGNITIVE LEARNING
COGNITIVE LEARNINGLearning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (Polygons)
1] I can sort, name and classify polygons using properties such as the number of sides and the size of the interior angles.
COGNITIVE LEARNING
2] I can identify 'regular' and 'irregular polygons'.
READING AND UNDERSTANDING
COGNITIVE LEARNING2] I can identify 'regular' and 'irregular polygons'.
READING AND UNDERSTANDINGLearning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (3D Shapes)
1] I can recognise and name the simple 3D shapes: the cylinder, cone, triangular prism and square-based pyramid.
COGNITIVE LEARNING
2] I can visualise the simple 3D shapes from 2D drawings.
COGNITIVE LEARNING
3] I can identify and count faces, vertices and edges of simple 3D shapes.
4] I can identify possible and impossible nets for a closed and an open cube.
COGNITIVE LEARNING
COGNITIVE LEARNING2] I can visualise the simple 3D shapes from 2D drawings.
COGNITIVE LEARNING3] I can identify and count faces, vertices and edges of simple 3D shapes.
4] I can identify possible and impossible nets for a closed and an open cube.
COGNITIVE LEARNINGLearning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (Circles)
1] I can recognise, name and draw the simple 2D shape: the circle.
COGNITIVE LEARNING
COGNITIVE LEARNINGLearning Area Outcome: I can recognise and describe the properties of shapes. I can use these properties to construct shapes using appropriate mathematical instruments and to prove given geometric statements.
Subject Focus: Shape, space and measures – Euclidean geometry (Assistive Technology & Other Resources)
1] I can use assistive technology (e.g. tablets and computers) and other resources (e.g. 2D and 3D plastic shapes) appropriate to this level to learn about properties of shapes.
Learning Area Outcome: I can describe position and movement of shapes in a plane.
Subject Focus: Shape, space and measures – Transformation geometry (Reflections)
1] I can recognise reflective symmetry in regular polygons.
COGNITIVE LEARNING
2] I can identify and draw lines of symmetry in triangles and quadrilaterals.
3] I can classify triangles using reflective symmetry.
4] I can complete symmetrical patterns given one and two lines of symmetry at right angles.
COGNITIVE LEARNING
COGNITIVE LEARNING2] I can identify and draw lines of symmetry in triangles and quadrilaterals.
3] I can classify triangles using reflective symmetry.
4] I can complete symmetrical patterns given one and two lines of symmetry at right angles.
COGNITIVE LEARNINGLearning Area Outcome: I can describe position and movement of shapes in a plane.
Subject Focus: Shape, space and measures – Transformation geometry (Rotations)
1] I can describe half-right angle rotations.
2] I can describe 90° and 180° rotations both clockwise and anticlockwise. I can also describe 45°, 135°, 225°, 270° and 315° rotations both clockwise and anticlockwise.
COGNITIVE LEARNING
2] I can describe 90° and 180° rotations both clockwise and anticlockwise. I can also describe 45°, 135°, 225°, 270° and 315° rotations both clockwise and anticlockwise.
COGNITIVE LEARNINGLearning Area Outcome: I can describe position and movement of shapes in a plane.
Subject Focus: Shape, space and measures – Transformation geometry (Assistive Technology & Other Resources)
1] I can use assistive technology (e.g. tablets and computers) and other resources (e.g. 2D and 3D plastic shapes) appropriate to this level to learn about transformation geometry.
Learning Area Outcome: I can collect, analyse, interpret and communicate statistical information.
Subject Focus: Data handling and chance – Statistics
1] I can construct a frequency table using a tally column.
2] I can read and interpret a bar chart and a bar-line graph.
COGNITIVE LEARNING
3] I can construct a bar chart and a bar-line graph.
PRACTICAL
4] I can work through a situation by representing and interpreting data in tables, graphs, charts and diagrams.
COGNITIVE LEARNING
5] I can read and interpret a pictograph where the symbol represents a number of units.
COGNITIVE LEARNING
6] I can draw a pictograph where the symbol represents a number of units.
PRACTICAL
7] I can complete a given Carroll diagram.
PRACTICAL
8] I can interpret the mean as the total amount divided by the number of items. I can work out the mean (number or quantity) and can work out the total amount given the mean and the number of items.
2] I can read and interpret a bar chart and a bar-line graph.
COGNITIVE LEARNING3] I can construct a bar chart and a bar-line graph.
PRACTICAL4] I can work through a situation by representing and interpreting data in tables, graphs, charts and diagrams.
COGNITIVE LEARNING5] I can read and interpret a pictograph where the symbol represents a number of units.
COGNITIVE LEARNING6] I can draw a pictograph where the symbol represents a number of units.
PRACTICAL7] I can complete a given Carroll diagram.
PRACTICAL8] I can interpret the mean as the total amount divided by the number of items. I can work out the mean (number or quantity) and can work out the total amount given the mean and the number of items.
Learning Area Outcome: I can collect, analyse, interpret and communicate statistical information.
Subject Focus: Data handling and chance – Statistics (Assistive Technology & Other Resources)
1] I can use assistive technology (e.g. tablets and computers) and other learning resources to learn about statistics.
