Mathematics Stage 2 - education.nsw.gov.au

1 NSW Department of EducationJune 2018 Learning and teaching directorate Primary educationMathematics Stage 2 Diagnostic tasksKey Ideas from the Mathematics K-10 Syllabus NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2012 Place of Publication: Darlinghurst, Sydney Publisher: NSW Department of Education, Learning and Teaching Directorate, State Office Date first published: June 2018 ISBN 978 07313874 89 SCIS 1750 8 43 Mathematics Stage 2 diagnostic tasks State of New South Wales (Department of Education), NSW, students in Stage 2 work towards the achievement of outcomes from the NSW Mathematics K 10 Syllabus.

2 Mathematics Stage 2 Diagnostic Tasks can be used by teachers to generate a snapshot of student learning aligned to syllabus expectations at Stage 2. This information may assist teachers in tailoring teaching and learning experiences to more effectively meet students this resourceTasks in this resource have been designed for flexible use. Each question focuses on key ideas from substrands of the syllabus. A substrand section could form a pre-assessment task. Alternatively, teachers may decide to use particular questions to gather evidence about a student s or group of students knowledge, skills and understanding of key ideas in mathematically components have been included for some questions.

3 This facilitates examination of students working out , thereby assisting teachers to assess the efficiency of strategies used by students as they apply their knowledge and skills of mathematical concepts. This resource is not intended to provide a comprehensive assessment. Additional evidence should be drawn from other sources such as teacher observations, interviews, student work samples and/or anecdotal records. Together, these sources of evidence support teachers in making professional judgements about students progress towards achievement of Stage 2 syllabus studentsAdjustments can be made for students with individual learning needs. These may include the use of large print papers, extra time, rest breaks, small group or individual supervision, use of a reader or writer and the use of computer/assistive support should also be provided to students who are learning English as an additional possible, Web Content Accessibility Guidelines (WCAG) requirements have been considerationsTo support teachers ease of use, the following considerations should be noted.

4 A hand icon identifies practical tasks. A ruler icon identifies tasks requiring use of a ruler. Do not scale worksheets. Print at 100% on A4 Stage 2 diagnostic tasks2 Table of contents1 Introduc tion ..12 Table of content s ..23 Whole numbers ..34 Addition and subtrac tion ..85 Multiplication and division ..206 Frac tions and decimals ..297 Pat terns and algebra ..358 Length ..4 09 Area ..5110 Volume and capacit y ..5511 Mass ..6212 Time ..6513 Three - dimensional space ..7314 Two - dimensional space ..7815 Angles ..8 416 Position ..8917 Data ..9318 Chance ..10119 : Class: Date: Stage 2 Stage 2 Stage 2 Whole numbersName: Class: Date: Stage 2 Whole numbersQuestion 1 reading, writing and ordering numbersWrite the number before and after the following ) 159 b) 799 c) 1263 d) 13 400 Count forwards by 10 each time starting at:e) 321 f) 1280 Count forwards by 100 each time starting at:g) 765 Count backwards by 10 each time starting at:h) 478 i) 2026 Count backwards by 100 each time starting at.

5 J) 2588 Key ideasRead, write and order numbers of up to five-digitsCount forwards and backwards by tens and hundreds from any starting pointMathematics Stage 2 diagnostic tasks4 Name: Class: Date: Stage 2 Name: Class: Date: Stage 2 Whole numbersQuestion 2 relationship between numbersUse the greater than > or less than < symbol to make these statements true. a) 636 889b) 985 410c) 1009 10 009d) 808 880e) Rearrange the digits in 6795 to make the largest number. f) Rearrange the digits in 8937 to make the smallest number. g) Write three thousand and fifty-four in ) Write 9208 in ideasRead, write and order numbers of up to : Class: Date: Stage 2 Name: Class: Date: Stage 2 Whole numbersQuestion 3 understanding place valuea) Partition 3540 into its place value = + + + b) Partition 3540 in another =c) Partition 16 907 into its place value 907 = + + + + What is the place value of the 4 in the following numbers?

6 D) 59 647 e) 3004 f) 450 g) 4013 Key ideasRecord numbers of up to five-digits using expanded notationRelated key idea addition and subtractionUse and record a range of mental strategies for addition and subtraction of two-, three-, four- and five-digit numbersMathematics Stage 2 diagnostic tasks6 Name: Class: Date: Stage 2 Name: Class: Date: Stage 2 Whole numbersQuestion 4 ordering and rounding numbersa) Arrange the following numbers in ascending order: 409, 94, 904, 4049, 4009 b) Arrange the following numbers in descending order: 72, 782, 827, 8072, 7208 c) Round 56 to the nearest ) Round 245 to the nearest ) Round 4368 to the nearest ) Round 34 679 to the nearest ten ) Round 5756 to the nearest ideasRead, write and order numbers of up to four-digitsState the place value of digits in numbers of up to : Class: Date: Stage 2 QuestionName: Class: Date: Stage 2 Whole numbersQuestion 5 extending understanding of numbersa) Rearrange the digits in 38 127 to make the largest 5 digit number.

7 B) Rearrange the digits in 26 795 to make the largest 5 digit number. c) Rearrange the digits in 81 937 to make the smallest 5 digit number. d) Rearrange the digits in 97 201 to make the smallest 5 digit number. e) Rearrange the digits in 97 201 to make the second smallest number. Key ideasState the place value of digits in numbers of up to five-digitsRead, write and order numbers of up to five-digitsMathematics Stage 2 diagnostic tasks8 Name: Class: Date: Stage 2 Stage 2 QuestionStage 2 Addition and subtractionName: Class: Date: Stage 2 Addition and subtractionQuestion 1 additionComplete the following questions using 2 different strategies.

8 Show your working ) 46 + 23 =Strategy 1 working out:Strategy 2 working out:b) 16 + 8 + 4 =Strategy 1 working out:Strategy 2 working out:Key ideasUse and record a range of mental strategies for addition and subtraction of two-, three-, four- and five-digit : Class: Date: Stage 2 Name: Class: Date: Stage 2 Addition and subtractionc) 347 + 58 =Strategy 1 working out:Strategy 2 working out:d) 12 600 + 5670 =Strategy 1 working out:Strategy 2 working out:Key ideasUse and record a range of mental strategies for addition and subtraction of two-, three-, four- and five-digit numbersMathematics Stage 2 diagnostic tasks10 Name: Class: Date: Stage 2 QuestionName: Class: Date: Stage 2 Addition and subtractionQuestion 2 problem solving with addition and subtractionSolve the following problems.

9 Show and explain your ) What is the total cost of the following amounts: $ , $ and $ Show your strategy:Explain your strategy:b) I purchased a book for $ How much change will I get from $20? Show your strategy:Explain your strategy:Key ideasUse and record a range of mental strategies for addition and subtraction of two-, three-, four- and five-digit numbersPerform calculations with money, including calculating equivalent amounts using different denominationsSolve word problems, including those involving : Class: Date: Stage 2 Name: Class: Date: Stage 2 Addition and subtractionc) I walked 1265m on the first day, 979m on the second day and 2013m on the third day.

10 How far did I walk in total? Show your strategy:Explain your strategy:d) Erica is buying an icecream that costs $ Show 3 different combinations of the coins she might have. Show your strategy:Explain your strategy:Key ideasRelated key idea lengthRecord lengths using the abbreviations m, cm and mmUse and record a range of mental strategies for addition and subtraction of two-, three-, four- and five-digit numbersPerform calculations with money, including calculating equivalent amounts using different denominationsSolve word problems, including those involving moneyMathematics Stage 2 diagnostic tasks12 Name: Class: Date: Stage 2 QuestionName: Class: Date.