• #### Topic 5 Savings and superannuation (Year 6)

Activity 2 and 4

Achievement Standard

Mathematics

HASS

What students do

Students solve problems involving all four operations with whole numbers

Students recognise why choices about the allocation of resources involve trade- offs

A

correctly solves problems using a range of efficient strategies, and explains and justifies strategies used

provides an insightful explanation of scarcity and why choices about the allocation of resources involve trade- offs

B

correctly solves problems using a range of efficient strategies and explains strategies used

provides an explanation of why choices about the allocation of resources involve trade-offs

C

solves simple problems using a range of strategies

D

with support, solves simple problems using one or more strategy

E

solves simple problems using strategies as directed

with direction, partially recognises why choices about the allocation of resources involve trade-offs

Activity 3

Achievement Standard

Mathematics

What students do

Students write correct number sentences using brackets and order of operations

A

efficiently writes correct number sentences that involve multiple operations using brackets and the order of operations

B

writes correct number sentences that involve several operations using brackets and the order of operations

C

writes correct number sentences using brackets and the order of operations

D

writes simple number sentences using brackets and the order of operations

E

with support, writes simple number sentences using brackets and the order of operations

Activity 4

Achievement Standard

Mathematics

What students do

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

A

connects fractions, decimals and percentages as different representations of the same number and applies these different representations to various calculations

B

connects fractions, decimals and percentages as different representations of the same number and applies these different representations to various calculations

C

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

D

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

E

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

Activity 6

Achievement Standard

English

HASS

What students do

Students make considered vocabulary choices to enhance cohesion and structure in their writing

Students explain why it is important to be informed when making financial decisions

A

purposefully makes highly considered and effective vocabulary choices to enhance cohesion and structure in their writing

provides a considered explanation of why it is important to be informed when making long-term financial decisions such as superannuation

B

makes considered and effective vocabulary choices to enhance cohesion and structure in their writing

provides an effective explanation of why it is important to be informed when making long-term financial decisions such as superannuation

C

makes considered vocabulary choices to enhance cohesion and structure in their writing

explains why it is important to be informed when making long-term financial decisions such as superannuation

D

makes vocabulary choices to achieve some cohesion and structure in their writing

explains in limited detail why it is important to be informed when making long-term financial decisions such as superannuation

E

with direction, makes vocabulary choices to achieve some cohesion and structure in their writing

explains in very limited detail why it is important to be informed when making long-term financial decisions such as superannuation

Activity 7

Achievement Standard

English

What students do

Students make presentations using a variety of strategies for effect

A

makes engaging and effective presentations using a variety of strategies for effect

B

makes effective presentations using a variety of strategies for effect

C

makes presentations using a variety of strategies for effect

D

makes presentations which include some strategies for effect

E

with support, makes presentations using a limited number of strategies for effect

* Denotes that observations for student performance may be required