• #### Topic 3 Collecting tax fairly (Year 5)

Activity 2

Achievement Standard

Mathematics

What students do

Students order decimals and unit fractions and locate them on number lines

A

correctly represents, orders and compares decimals and unit fractions, locates them on number lines and uses mathematical language to justify conclusions about relative fairness of tax contributions

B

correctly represents, orders and compares unit fractions, locates them on number lines and compares numbers to draw conclusions about the relative fairness of tax contributions

C

represents and orders decimals and unit fractions and locates them on a number line

D

with support, represents and orders decimals and unit fractions and locates them on a number line

E

with direction, represents and orders decimals and unit fractions and locates them on a number line

Activity 4

Achievement Standard

Mathematics

What students do

Students solve simple problems involving the four operations using a range of strategies

A

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

B

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

C

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

D

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

E

solves simple problems using strategies as directed

Activity 5

Achievement Standard

HASS

What students do

Students reflect on their learning to independently propose action, describing the possible effects of their proposed action

Students suggest conclusions based on evidence

A

uses criteria and evidence to propose appropriate tax models for different items in a hypothetical situation and effectively justifies these choices in detail and with evidence

B

uses criteria and evidence to propose appropriate tax models for different items in a hypothetical situation and justifies these choices with evidence

C

uses evidence to propose tax models for different items in a hypothetical situation and justifies these choices

D

with support, uses evidence to propose tax models for different items in a hypothetical situation and partially justifies these choices

E

with direction, uses evidence to propose tax models for different items in a hypothetical situation and provides fragmented justifications for these choices