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Assessment Resource Centre (ARC)

Work Sample : Sam

Activity : What's the problem?

    What's the problem? - Sam : Grade Commentary

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Other Work Samples for:

Sam has used a variety of creative questions, including word problems and number sentences based on money, time and fractions. The four operations have been used in the questions, and multi-step problems have been included. Fractions have been applied to real-life problems and mathematical terminology has been used appropriately. Sam has demonstrated the ability to link ideas and concepts. This work sample demonstrates characteristics of work typically produced by a student performing at grade A standard at the end of Stage 3.

Grade A

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

Full list of grade descriptions

Foundation Statement strands

The following strands are covered in this activity:

  • Working Mathematically
    Students ask questions and undertake investigations, selecting appropriate technological applications and problem-solving strategies. They use mathematical terminology and some conventions and they give valid reasons when comparing and selecting from possible solutions, making connections with existing knowledge and understanding.
  • Number
    Students read, write and order numbers of any size, selecting and applying appropriate mental, written or calculator strategies for the four operations. They compare, order and perform calculations with simple fractions, decimals and simple percentages and apply the four operations to money in real-life situations. Students place the likelihood of simple events in order on a number line from 0 to 1.
  • Patterns and Algebra
    Students record and describe geometric and number patterns using tables and words. They construct, verify and complete number sentences involving the four operations.
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