# Junior Assessment of Mathematics (JAM)

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1 Junior Assessment of Mathematics (JAM) Student Response record sheet Child s Name: Room: Date of birth: Module One: Number (Additive Strategies) Pre Level Early Level At Level 1 Early 5 - Early Level 2 1A Please get nine counters for me. Here is one more counter. How many counters do you have now? Learn to count objects Apply counting-all strategies Apply counting-on, counting-back, skip- Apply basic addition facts and knowledge of place counting and simple value and symmetry to 1B You have four counters and three counters. How many counters do you have altogether? grouping strategies combine or partition whole numbers 1C There are eight counters under this card and seven counters under this card. How many counters do I have altogether? (Show page 1 of student book). 1D There are 14 counters under this card. I have taken away five counters. How many counters are left under the card? (Show page 1 of student book). 1E There are 42 sheep in one paddock and 30 sheep in the other paddock. How many sheep are there altogether? (Show page 2 of student book). Module TWO: Number (MULTIPLICATIVE Strategies) Pre Level Early Level At Level 1 Early 5 - Early Level 2 2A There are eight monkeys. If each monkey eats two bananas for lunch, how many bananas will have been eaten? (Show page 3 of student book). Learn to count objects Apply counting-all strategies Apply counting-on, counting-back, skipcounting and simple Apply basic addition facts and knowledge of place value and symmetry to: 2B How many pieces are there in this circle? Do you know what the coloured piece is called? If you have 12 beans to spread evenly on the circle, how many beans would be on each piece of the circle? (Show page 4 of student book and 12 beans). grouping strategies Use equal sharing and symmetry to find fractions of sets - combine or partition whole numbers - find fractions of sets and quantities 2C In this box of tennis balls, there are six rows. Each row has five tennis balls. How many tennis balls are there altogether? (Show page 5 of student book). 1

2 Module THREE: Number (NUMERAL IDENTIFICATION) Pre Level Early Level At Level 1 Early 5 - Early Level 2 3A What is this number? Is learning to read numerals in the range Reads most numbers in the range 0-20 Reads numbers in the range Reads numbers in the range What is this number? Reads numerals in the range Reads numbers in the range 0-20 What is this number? Module FOUR: Number (FORWARD SEQUENCES) Pre Level Early Level At Level 1 Early 5 - Early Level 2 4A Start counting for me like this: 1, 2, 3.. I will tell you when to stop. (Stop the student at 32 or when they are unable to continue the correct sequence). Start counting for me like this: 86, 87, 88,... I will tell you when to stop (Stop at 112). 0 - Is learning to count forwards from Counts forward from Says forward sequences range Says forward sequences Says forward sequences range Says forward sequences range range 0-20 I will show you some numbers. For each number I show you, you say the number after it: that is, the number that is one more Skip-count for me in 2s, starting at 8. I will tell you when to stop. (Stop at 34). 2

3 Module FIVE: Number (BACKWARD SEQUENCES) Pre Level Early Level At Level 1 Early 5 - Early Level 2 5A Start counting backwards for me from 10, like this: 10, 9, 8... I will tell you when to stop. 0 - Is learning to count backwards from Says backward sequences and the number Says backward sequences and the number before in Says backward sequences and the number before in Start counting backwards for me from 23, like this: 23, 22, 21, 20, I will tell you when to stop (Stop at 9). 1 - Counts backwards from 10-0 before in the range Says backward sequences and the number the range the range before in the range 0-20 Start counting backwards for me from 103, like this: 103, 102, 101, 100, I will tell you when to stop (Stop at 89). I will show you some numbers. For each number I show you, you say the number before it; that is, the number that is one less Start skip-counting backwards in 2s from 28, like this: 28, 26, 24,... I will tell you when to stop. (Stop at 6). Module SIX: Number (FRACTION KNOWLEDGE) Pre Level Early Level At Level 1 Early 5 - Early Level 2 6A What fraction of the shape is coloured in? (Show one shape at a time from page 6 of the student book). Learning to identify 1/2 Recognises and names halves and quarters of shapes Identifies symbols for halves, quarters, thirds and fifths of sets Identify the symbols for the most common unit fractions, including halves, 6B Say these fractions for me (1/4, 1/2, 1/3, 1/5, 1/10). quarters, thirds, fifths and If the student names the symbols: Place the cards on the correct shape. (Page 6 of the student book) tenths 3

4 Module SEVEN: Number (GROUPING AND PLACE VALUE KNOWLEDGE) Pre Level Early Level At Level 1 Early 5 - Early Level 2 7A How many dots do you see? (Show subitising cardware one at a time for 1 second). Is learning to recognise patterns to 5 Knows groupings within 5, with 5 and within 10 Knows groupings with 10 and the pattern of teens Knows groupings within 100 and multiples of 5 Recognises patterns and Knows groupings within 20 Knows groupings of 10 in a 7B Here are five dots. Here are ten more dots. How many dots are there now? (Keep adding ten-strips one at a time) How many dots are there now? doubles to 10 Knows the number of tens in decades three-digit number 7C How many groups of ten can you make with 70 sticks? 7D A DVD player costs \$240. How many \$10 notes do you need to pay for it? How did you work that out? (Show page 7 of the student book). Module EIGHT: Number (BASIC FACTS KNOWLEDGE) Pre Level Early Level At Level 1 Early 5 - Early Level 2 8A What is...? (Allow 3 seconds but stop if they use a strategy) Is learning to recognise patterns to Recalls facts to 5 and facts with 5 Recalls facts to 10, doubles to 20 and corresponding Recalls addition facts to 20 and subtraction facts to Recalls doubles to 10, and groupings within 10 halves and teen facts ? =

5 Module NINE: ALGEBRA (PATTERNS) Pre Level 1 Early Level 1 At Level 1 Early Level 2 9A Teacher to copy the pattern below onto the table in front of the student. Provide blocks. Learn to recognise sequential patterns Continue sequential patterns Create and continue sequential patterns by Create and continue sequential patterns with identifying the unit of repeat one or two variables by red blue red blue red blue identifying the unit of repeat Put the next block on the end of this pattern. How did you know which block to use? Continue this pattern until you run out of blocks. 9B Make me a pattern using these blocks. Describe your pattern. 9C Teacher to copy the pattern below onto the table in front of the student. Provide blocks. yellow blue yellow green yellow blue yellow green yellow Put the next block on the end of this pattern. How did you know which block to use? What would the twelfth block be? How do you know? Module TEN: GEOMETRY (SHAPE) Pre Level Early Level At Level 1 Early 5 - Early Level 2 10A Teacher to give students a set of attribute blocks (at least 25 blocks). All these blocks are jumbled up. Can you sort them into groups? Be able to name features of a given object, using everyday language Sort objects and shapes by a single feature and describe the feature, using Sort objects and shapes by different features and describe the features, using Sort objects and two- and three-dimensional shapes by their features, identifying Tell me about your groups and the way you have sorted your blocks. everyday language mathematical language categories within categories Tell me about this group here. (Point to a group that has different categories within a group). Show me another way you could sort your blocks. 5

6 Module ELEVEN: MEASUREMENT (LENGTH) Pre Level 1 Early Level 1 At Level 1 Early Level 2 11A Which of these strips is longer? (Place the red and yellow strips down randomly). Learn to compare objects Compares the lengths of objects directly Compare the lengths of objects, using self-chosen Measure the lengths of objects, using linear, whole- units of measurement number scales and applying 11B How would you measure the length of this desk? How would you measure the length of your pencil? Show me how you would measure these items. basic addition facts to standard units 11C Measure the blue strip for me. Here are two strips (Green and Yellow). You have to work out which strip is longer, but you cannot put them side by side. You can use the blocks and the ruler to help you if you want to. (which strip is longer? How do you know? How much longer than the other strip is it? 6

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