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  • Topic 3 Collecting tax fairly (Year 6)

      

    Activity 2

    Achievement Standard

    Mathematics

    Mathematics

    What students do

    Students connect fractions, decimals and percentages as different representations of the same number

    Students calculate a simple fraction of a quantity

    A

    connects fractions, decimals and percentages as different representations of the same number and effectively explains these various representations of the same amount

    uses a range of efficient strategies to correctly calculate a fraction of a quantity

    B

    connects fractions, decimals and percentages as different representations of the same number and explains these various representations of the same amount

    efficiently calculates a fraction of a quantity

    C

    connects fractions, decimals and percentages as different representations of the same number

    calculates a simple fraction of a quantity

    D

    with support, connects fractions, decimals and percentages as different representations of the same number

    with support, calculates a simple fraction of a quantity

    E

    with direction, connects fractions, decimals and percentages as different representations of the same number

    with direction, calculates a simple fraction of a quantity

      

    Activity 4

    Achievement Standard

    Mathematics

    What students do

    Students solve problems involving all four operations with whole numbers

    A

    correctly solves problems involving all four operations using a range of efficient strategies and explains and justifies strategies used

    B

    correctly solves problems involving all four operations using a range of efficient strategies and explains strategies used

    C

    solves simple problems involving all four operations using a range of strategies

    D

    with support, solves simple problems involving all four operations using one or more strategy

    E

    solves simple problems using strategies as directed

      

    Activity 5

    Achievement Standard

    HASS

    What students do

    Students use criteria to make decisions and identify the advantages and disadvantages of preferring one decision over others

    A

    uses a range of criteria and weighs up the advantages and disadvantages of different tax models to propose and justify the most appropriate model to use on different items

    B

    uses criteria and weighs up the advantages and disadvantages of different tax models to propose and justify an appropriate model to use on different items

    C

    identifies the advantages and disadvantages of different tax models and uses criteria to propose and justify models to use on different items

    D

    with support, identifies some advantages and disadvantages of different tax models and proposes and partially justifies models to use on different items

    E

    with direction, identifies some advantages and disadvantages of different tax models and proposes and partially justifies models to use on different items

    * Denotes that observations for student performance may be required

      

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    Last modified: 02 Jul 2020QC 61288