Skill plan for the National Assessment Program – Literacy and Numeracy - Numeracy Year 7
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Number
Rational numbers
Students represent, describe and order integers, common fractions and decimals. For example, students can generally:
Students represent, describe and order integers, common fractions and decimals. For example, students can generally:
order and locate integers, mixed numbers or common fractions on a suitably scaled number line
Integers
Fractions
order and locate integers, mixed numbers or common fractions on a suitably scaled number line
Integers
Fractions
recall decimal equivalence of common fractions
recall decimal equivalence of common fractions
recognise different representations of a common fraction
recognise different representations of a common fraction
Calculating
Students use mental and written methods with addition, subtraction, multiplication and division. For example, students can generally:
Students use mental and written methods with addition, subtraction, multiplication and division. For example, students can generally:
solve simple problems in familiar contexts involving addition or subtraction of integers
Addition and subtraction
Word problems
solve simple problems in familiar contexts involving addition or subtraction of integers
Addition and subtraction
Word problems
use knowledge of place value to multiply and divide decimals by 10 and 100
use knowledge of place value to multiply and divide decimals by 10 and 100
perform calculations involving key percentages or addition and subtraction of decimal numbers with the same number of decimal places
Understand percents
Percent problems
Decimals
perform calculations involving key percentages or addition and subtraction of decimal numbers with the same number of decimal places
Understand percents
Percent problems
Decimals
Applying number
Students form estimates and make approximations. They interpret and solve practical problems using appropriate operations. For example, students can generally:
Students form estimates and make approximations. They interpret and solve practical problems using appropriate operations. For example, students can generally:
round 7-digit numbers to the nearest thousand
round 7-digit numbers to the nearest thousand
solve simple rate problems involving time and distance
solve simple rate problems involving time and distance
select an appropriate approximation to a calculation involving money
select an appropriate approximation to a calculation involving money
interpret and solve practical problems involving division, with access to a calculator
Whole numbers
Decimals
Proportions
interpret and solve practical problems involving division, with access to a calculator
Whole numbers
Decimals
Proportions
Space
Classification and properties of shapes
Students identify, describe and classify 2D shapes and 3D objects. For example, students can generally:
Students identify, describe and classify 2D shapes and 3D objects. For example, students can generally:
identify common 2D shapes that have specific properties
Triangles
Quadrilaterals
identify common 2D shapes that have specific properties
Triangles
Quadrilaterals
Transformations
Students recognise symmetry and congruence in 2D shapes. They visualise simple translations of objects in space. For example, students can generally:
Students recognise symmetry and congruence in 2D shapes. They visualise simple translations of objects in space. For example, students can generally:
identify an increase or a decrease of a shape or object
identify an increase or a decrease of a shape or object
identify lines of symmetry in regular and irregular shapes
identify lines of symmetry in regular and irregular shapes
visualise possible results of joining objects made from cubes
visualise possible results of joining objects made from cubes
Location and movement
Students interpret maps and plans using compass points and directions. For example, students can generally:
Students interpret maps and plans using compass points and directions. For example, students can generally:
locate and describe positions on maps or plans using the major compass points
locate and describe positions on maps or plans using the major compass points
interpret whole-number scales to estimate real distance between objects
interpret whole-number scales to estimate real distance between objects
follow directions on informal and formal maps using compass points (including NE NW SE SW)
follow directions on informal and formal maps using compass points (including NE NW SE SW)
Algebra, function and pattern
Relationships
Students recognise simple relationships presented visually as models or numerically in tables. For example, students can generally:
Students recognise simple relationships presented visually as models or numerically in tables. For example, students can generally:
recognise and extend a linear relationship in a practical context
recognise and extend a linear relationship in a practical context
construct and interpret tables and graphs of simple functions
construct and interpret tables and graphs of simple functions
use the links between the 4 operations in familiar contexts
use the links between the 4 operations in familiar contexts
Equivalence
Students solve simple-worded problems and number sentences. They can recognise and complete equivalences modelled visually. Students begin to identify inequalities involving the use of minimum (at least) or maximum (at most). For example, students can generally:
Students solve simple-worded problems and number sentences. They can recognise and complete equivalences modelled visually. Students begin to identify inequalities involving the use of minimum (at least) or maximum (at most). For example, students can generally:
find the smallest number which satisfies a simple-worded problem in a familiar context
find the smallest number which satisfies a simple-worded problem in a familiar context
create and solve number sentences with access to a calculator
Models and diagrams
Solve equations
create and solve number sentences with access to a calculator
Models and diagrams
Solve equations
Patterns
Students recognise and continue linear and simple non-linear patterns presented as models or in tables. For example, students can generally:
Students recognise and continue linear and simple non-linear patterns presented as models or in tables. For example, students can generally:
find the next term in a simple non-linear pattern presented visually or in a table or as a sequence
find the next term in a simple non-linear pattern presented visually or in a table or as a sequence
recognise and extend simple number patterns to make predictions or to find subsequent terms
recognise and extend simple number patterns to make predictions or to find subsequent terms
Measurement, chance and data
Measures
Students measure and compare lengths, areas, volumes and angles. They read calibrated scales, and make conversions between metric units. For example, students can generally:
Students measure and compare lengths, areas, volumes and angles. They read calibrated scales, and make conversions between metric units. For example, students can generally:
read time on analogue and digital clocks using 12- and 24-hour time
read time on analogue and digital clocks using 12- and 24-hour time
Chance and data
Students identify more/less/equally likely events and calculate probabilities in simple familiar contexts. They use and interpret a range of graphs and tables. For example, students can generally:
Students identify more/less/equally likely events and calculate probabilities in simple familiar contexts. They use and interpret a range of graphs and tables. For example, students can generally:
link different representations of the same data
Represent data in different ways
Interpret data
link different representations of the same data
Represent data in different ways
Interpret data
read and interpret data in a 2-way table
read and interpret data in a 2-way table
Working mathematically
Students recall known number facts, concepts and procedures. For example, students can generally:
Students recall known number facts, concepts and procedures. For example, students can generally:
recall properties of whole numbers, fractions, decimals and common 2D shapes
Whole numbers
Fractions and decimals
Two-dimensional shapes
recall properties of whole numbers, fractions, decimals and common 2D shapes
Whole numbers
Fractions and decimals
Two-dimensional shapes
recognise equivalent forms of common fractions and number sentences
recognise equivalent forms of common fractions and number sentences
calculate with whole numbers, decimals and key percentages using written methods
Whole numbers
Decimals
Percents
calculate with whole numbers, decimals and key percentages using written methods
Whole numbers
Decimals
Percents
read and interpret information from tables, lists, pictographs and a range of graphs
Fractions
Data and graphs
read and interpret information from tables, lists, pictographs and a range of graphs
Fractions
Data and graphs
group shapes, objects or numbers according to a common property
group shapes, objects or numbers according to a common property
Students' ability to apply known problem-solving strategies and procedures to solve routine problems is essential for the students' progress. For example, students can generally:
Students' ability to apply known problem-solving strategies and procedures to solve routine problems is essential for the students' progress. For example, students can generally:
select the correct set of operations or relationships for a given situation
Order of operations
Number sentences
Consumer maths
Problem solving and estimation
select the correct set of operations or relationships for a given situation
Order of operations
Number sentences
Consumer maths
Problem solving and estimation
represent situations using tables, graphs, informal number sentences, etc.
Graph points from a table
Data and graphs
represent situations using tables, graphs, informal number sentences, etc.
Graph points from a table
Data and graphs
construct number sentences involving at least 2 operations for a situation
construct number sentences involving at least 2 operations for a situation
follow a sequence of mathematics operations, instructions and procedures
Numerical expressions
Properties of expressions
Problem solving
follow a sequence of mathematics operations, instructions and procedures
Numerical expressions
Properties of expressions
Problem solving
recognise and extend number patterns
recognise and extend number patterns
solve routine problems involving the 4 operations, with or without access to a calculator
Whole numbers
Decimals
Fractions
Percents
Money
solve routine problems involving the 4 operations, with or without access to a calculator
Whole numbers
Decimals
Fractions
Percents
Money
This document includes IXL skill alignments to the National Assessment Program – Literacy and Numeracy. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are not affiliated with, sponsored by, or endorsed by National Assessment Program. IXL and IXL Learning are registered trademarks of IXL Learning, Inc. All other trademarks and registered trademarks and copyrights are the property of their respective owners.