Objectives

1. Create a number pattern including the number 60

2. Using multiplication or division, extend the number pattern
beyond 60
3. Propose a reason why the number pattern is true
Name:_____________________ Date:____________________

Year 4 Mathematics: Number & Algebra – Number and Place Value, Patterns and Algebra
ACMNA074 – Investigate number sequences involving multiples of 3,4,6,7,8 and 9
ACMNA075 – Recall multiplication facts up to 10 x 10 and related division facts
ACMNA081 – Explore and describe number patterns from performing multiplication

Excellent Very Good Progressing Beginning Attempting

Create a number Describes number pattern
sequence including the resulting from performing
number 60 multiplication to include
60 in it, stating the rule
and terms up to 60.
Using multiplication or Lists and applies
division, extend a multiplication facts and
number sequence shows related division
facts, extending the
pattern beyond 60 and
stating the place of the
proposed terms.
Reflect on reasoning Identifies and explains
involved in number reasoning with an efficient
sequence strategy, multiple
examples and correct
calculations to prove their
rule true.
The Olympic Podium
For the gold medal: Not only did you suggest numbers that would be beyond 60 and also fit the rule, you showed your working, stated the place in the sequence of the
number and then gave another reason to why it fits i.e. ‘the six times tables are all even’
Creates and describes Create a number pattern Describes simple number Creates a sequence of
number patterns resulting resulting from patterns resulting from numbers but does not
from multiplication that multiplication that lists the multiplication, including include the number 60.
includes the number 60. number 60 within it. the number 60.
States and applies Uses multiplication and Recalls some simple Recalls at least 1
multiplicative rules and division facts to extend multiplication facts and multiplication fact to
shows related division the number sequence over some related division facts extend a number
facts, extending the 60. that would extend the sequence.
pattern beyond 60. sequence.
Uses a strategy to find Conducts further Suggests why the rule is States that the rule is
quantities in number calculations that fit the correct with some correct but does not
sentences and states a rule and states that the justification. justify it or elaborate.
reason/reasons why it is rule is correct.
correct.

For the silver medal: Proposing why numbers would not be in that sequence shows a deep knowledge of the facts used to create and prove the sequence true.

For the bronze: You stated the rule for your number pattern and made sure it was consistent throughout your other working.

To qualify for the next round: Make sure you fully explain all your evidence: ‘6000 because 60 is in the 10th term in the 6 times tables…’
This is true and it shows that you know how to expand into the hundreds and thousands by 10, but tell me more like you did for 1332 and 1322.
 Designing strategies & providing effective feedback.

The task itself does not provide much detail as to what students are required to do,

however, it could be safe to assume that depending on how the teacher would assess

the task that they would breakdown the task with students before they complete it;

eluding to objectives and what they should be doing to achieve the best mark

possible.

To keep within the SCSA principle of assessment (2014) that assessments should be

fair and only assess the work completed on that task, it is a reasonable fit for this task

with just one question to focus on the quality and depth of answers given. Being a

mathematics task, it should also incorporate the proficiency strands, the most fitting

here being problem solving and reasoning. Creating the number sequence itself

would demonstrate their knowledge of numbers to ensure that it leads to or includes

the number 60, while extending the sequence using multiplication or division

practices (or both) provides an opportunity to show their skills or further applications

of their knowledge. Knowledge and skills only provide so much detail of a student’s

abilities, to ascertain their thoughts or attitudes involved in the process as well as

addressing reasoning, students should be proving or stating why their pattern and

numbers are consistently true.

To adequately assess this sample given the task completed, a rubric seemed the most

appropriate. Given that it was relatively open ended, what should be assessed is the

overall solution and how they get there as there would not be many specific aspects

of content and working that a checklist or scale would cover.

As for the feedback, it is structured similarly to the ‘2 stars and a wish’ method of

self and peer assessment. As the rubric is centred on quality of work, so is the

feedback. Using the analogy of an Olympic podium with medals, the comments

directly focus on the best aspects of their work in descending order; gold being the

most outstanding part to the bronze being something that they still did very well.

However, to ensure that it is not all praise and that there is something for the students

to improve on, they are also given a comment on how to ‘qualify for the next round’.

To best ensure that this is understood, a conversation would still need to be held

between the student and teacher. Moderating with SCSA standards (2014), this

student is actually at an A level regardless, however, a student that is at a C or even a

B would gain more from the comments being explained to them and adversely

inform subsequent planning if the student iterates what they did not understand in the

task or their working.