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Financial identity assessment for

maths and statistics

Formative assessment is an ongoing process throughout teaching and learning. The assessment rubric can be downloaded, and learning outcomes highlighted or hyperlinked to evidence.

Level 4

Formative assessment: Financial capability learning progressions

Assess: Where am I? What am I doing? What do I do next?

Refer to the assessment guide to see the types of learning outcomes that can be gathered as evidence of learning.

Assessments

Where am I?

What am I doing?

What do I do next?

Prestructural

Unistructural

Multistructural

Need it/Know it

Relational

Think it/Link it

Extended Abstract

Extend it/Defend it

Manage money and income

 

Money

 

 

I cannot list different ways of paying and receiving payments for goods without support.

I can list one relevant way of paying and receiving payment for goods.

I can list several relevant ways of paying and receiving payment for goods.

I can compare different ways of paying and receiving payment for goods, e.g. debit cards and credit cards.

I can explain the differences.

I can compare different ways of paying and receiving payment for goods, e.g. debit cards and credit cards.

I can explain the differences and can make judgments about what is the best option for me.

Manage money and income

 

Spending

 

 

 

 

 

I need support to describe different ways to get value for money when spending.

I can discuss one way to get value for money when spending.

I can describe several relevant ways to get value for money when spending.

I can describe several relevant ways to get value for money when spending and apply this to my own spending choices.

I can describe several relevant ways to get value for money when spending and apply this to my own spending choices.

I can reflect on my spending and look for ways to improve.

I need support to discuss external factors that can affect people’s financial choices.

I can discuss one relevant external factors that can affect people’s financial choices.

I can discuss several relevant external factors that can affect people’s financial choices.

I can discuss several relevant external factors that can affect people’s financial choices, and I can explain what influences me.

I can discuss several relevant external factors that can affect people’s financial choices and I can explain what influences me.

I can reflect on what external factors motivate me, and change my behaviours.

Manage money and income

 

Credit and debt

I need support to understand debt .

I can list one relevant idea about debt .

I can list several relevant ideas about debt .

I can discuss differences between “good” and “bad” debt .

I can discuss differences between “good” and “bad” debt and I can evaluate why one is good to have and the other is not.

Manage money and income

 

Saving and investing

 

I can list one relevant idea about saving choices for individuals, whānau or groups with support.

I can list one relevant idea about saving choices for individuals, whānau or groups.

I can list several relevant ideas about saving choices for individuals, whānau or groups.

I can compare differences

in saving choices and outcomes between individuals, whānau or groups and explain these differences.

I can compare differences in saving choices and outcomes between individuals, whānau or groups and explain these differences.

I can evaluate which is the best option for different situations.

Financial management

 

Budgeting is a financial tool.

 

I can identify a financial commitment with support.

I can identify one regular financial commitment individuals, whānau or groups have to make.

I can identify several regular financial commitments individuals, whānau or groups have to make.

I can identify regular financial commitments individuals, whānau or groups have to make and can explain the positive and negative impacts of these.

I can identify regular financial commitments individuals, whānau or groups have to make, and can explain the positive and negative impacts of these.

I can make a generalisation about the impact these outgoings have on my potential savings .

I can read a simple bank statement with support.

 

I can read one part of a statement to monitor a given budget.

I can read several parts of a bank statement to monitor a given budget.

 

I can use money management tools, including bank statements, to monitor a given budget.

I can use money management tools, including bank statements, to monitor a given budget.

I can respond to impacts and adjust when necessary.

I cannot start a budget without support.

I can plan a budget with limited elements.

I can plan a budget using several relevant elements.

I can plan relevant short-term, medium-term and long-term aspects within a proposed financial plan and can explain why these are relevant.

I can plan relevant short-term, medium-term and long-term aspects within a proposed financial plan and can explain why these are relevant.

I can create a budget for a specific activity and time frame that is relevant to me.

Objectives

Learners will use their mathematical knowledge and toolbox of strategies to solve problems. Problem-solving involves finding out what works and what doesn’t, and clearly communicating the strategy and skills used to solve the problem.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to use a range of multiplicative strategies when operating on whole numbers.

I can:

  • Estimate the solution to a problem by rounding whole numbers to an appropriate level of accuracy
  • Use order of operations (BEMA)
  • Apply number strategies to solve calculations with whole numbers
  • Consider the impact of rounding on a solution for a estimation problem
  • State the limits of accuracy for a given rounded whole number.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to understand addition and subtraction of fractions, decimals and integers.

I can:

  • Add and subtract integers
  • Identify the relative size and place value of integers
  • Identify the place value of digits in decimals
  • Add and subtract simple decimals
  • Use order of operations (BEMA) with fractions, decimals and integers
  • Add and subtract decimals to any place value.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to find fractions, decimals and percentages of amounts expressed as whole numbers, simple fractions and decimals.

I can:

  • Simplify fractions
  • Add and subtract fractions with different denominators
  • Add and subtract fractions with related denominators
  • Divide whole numbers by unit fractions
  • Divide fractions
  • Multiply fractions
  • Identify a fraction of quantity
  • Convert between commonly used fractions, decimals and percentages.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to apply simple linear proportions, including ordering fractions.

I can:

  • write simple ratios
  • find equivalent ratios by simple multiplication or division
  • identify equivalent rates by simple multiplication or division
  • write ratios in their simplest form.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know the equivalent decimal and percentage forms for everyday fractions.

I can:

  • recall the equivalent decimals and percentages of everyday fractions
  • identify simple percentages of amounts
  • increase or decrease by a simple percentage
  • convert between simple fractions, decimals, and percentages.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know the relative size and place value structure of positive and negative integers and decimals to three places.

I can:

  • round decimals to the nearest tenth and hundredth.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to form and solve simple linear equations.

I can:

  • identify variables and constants in algebraic expressions and equations
  • identify the symbol of the equal sign as balance between the left and the right
  • construct and solve simple linear expressions or equations
  • solve expressions or equations given values for variables.

Level 5

Formative assessment: Financial capability learning progressions

Assess: Where am I? What am I doing? What do I do next?

Refer to the assessment guide to see the types of learning outcomes that can be gathered as evidence of learning.

Assessments

 

Where am I?

What am I doing?

What do I do next?

 Prestructural

 Unistructural

Multistructural 

 Relational

 Extended

 

Spending

 

Compare spending choices and priorities of individuals/whānau in relation to age and circumstance.

 

Financial capability contexts include:

Buying insurance /inihua.

 

 

 

 

I can only relate priorities and spending choices to my own situation.

 

 

 

 

I can list spending choices and priorities of individuals and whānau in relation to age and circumstance, but they are not always relevant.

 

 

 

 

I can compare spending choices and priorities of individuals/whānau in relation to age and circumstance at different stages of life, and describe what these are.

 

 

 

 

I can compare spending choices and priorities individual/whānau in relation to age and circumstance, and can analyse these choices.

 

 

 

 

I can compare spending choices and priorities of individuals/whānau in relation to age and circumstance, and can justify these choices.

 

Credit   and Debt  

Different investment   /whakangao product as a way of saving.

Financial capability contexts include:

KiwiSaver  and the different fund options
Bonds  
Property
Shares  

 

 

 

 

I need help to understand that investment   /whakangao is a means of saving. 

 

 

 

 

I can list several different investment   /whakangao products.

 

 

 

 

I can describe different investment   /whakangao products as a way of saving.

 

 

 

 

I can describe different investment   /whakangao products as a way of saving and can explain how they work.

 

 

 

 

 

I can describe different investment   /whakangao products as a way of saving and can explain how they work.

I can justify what investment   /whakangao would be best at different stages of life.

Identifying and managing risk  

Describe ways of managing risk   involved in different investments/whakangao.

Financial capability contexts include:

KiwiSaver  and the different fund options
Shares  
Bonds  
Property.

 

 

 

 

I need help to identify possible investment   /whakangao risks or can identify a risk   for one type of investment   /whakangao.

 

 

 

 

I can identify risks but cannot discuss ways to manage these risks across different investments/whakangao.

 

 

 

 

I can describe several relevant ways of managing risk   involved in different investments/whakangao.

 

 

 

 

I can describe investment   /whakangao risks and explain how they can be managed to minimise potential loss over the time of an investment   /whakangao. 

 

 

 

 

I can describe the risks of investments/whakangao and explain how they can be managed to minimise potential loss on an investment   /whakangao
I can reflect on potential risks of an investment   /whakangao and can apply my knowledge to a given scenario. 

Objectives

Learners will use their mathematical knowledge and toolbox of strategies to solve problems. Problem-solving involves finding out what works and what doesn’t, and clearly communicating the strategy and skills they used to solve the problem.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to reason with linear proportions.

 

I am able to:

  • Express any number as a decimal, fraction, or percent
  • Compare the size of two percents
  • Compare the size of two fractions
  • Compare the size of two decimals
  • Compare and contrast any number as a decimal, fraction or percent
  • Calculate fractions with different denominators
  • Use limits of accuracy in problems.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to understand operations on fractions, decimals, percentages and integers.

I am able to:

  • Perform operations on decimal numbers
  • Perform operations on fractions
  • Perform operations on percentages
  • Perform operations on integers
  • Identify percentages of amounts
  • Increase and decrease quantities by a given percentage
  • Perform calculations with percentages
  • Perform calculations with GST
  • Calculate the original amount after a percentage increase or decrease
  • Calculate simple interest
  • Use limits of accuracy in problems.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know commonly used fraction, decimal and percentage conversions.

I am able to:

  • Identify common fractions (½, ⅓, ¼, ⅕) in decimal and percentage form
  • Convert between commonly used fractions, decimals and percentages
  • Rearrange percentage calculations
  • Use limits of accuracy in problems.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to use rates and ratios.

I am able to:

  • Identify equivalent rates
  • Identify currency rates
  • Calculate amounts using currency rates
  • Use equivalent rates to compare given rates (e.g. currency)
  • Compare given ratios by expressing ratios as equivalent fractions
  • Use limits of accuracy in problems.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to know and apply standard form, significant figures, rounding and decimal place value.

 

I am able to:

  • Round decimals sensibly
  • Round decimals to a specified accuracy
  • Estimate the solution to a problem by rounding decimals to an appropriate level of accuracy and by taking into account the operations being performed
  • Investigate the effect of rounding when performing different operations with decimals
  • Use limits of accuracy in problems.

In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to form and solve linear and simple quadratic equations.

I am able to:

  • Solve equations in more than one step
  • Create a new subject from an original formula.

 

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Equipping young people for their financial future, embedding good money habits early on.

Hāpaitia te ara tika, pūmau ai te rangatiratanga mo ngā uri whakatipu.

English
Medium Education

Written in English with resources aligned to the New Zealand Curriculum.

Māori
Medium Education

Written in te reo Māori with resources aligned to Te Marautanga o Te Aho Matua and Te Marautanga o Aotearoa.

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