Teacher guidance
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Internal Assessment Activity meets all of the requirements of the Achievement Standard. It may be used unchanged, or can be adapted by the teacher. If adaptations are made, teachers need to ensure that all achievement levels can be met in the activity and are reflected in the Assessment Schedule. Assessor judgements need to align with the Achievement Standard.
This Assessment Activity specifically uses Tākaro-ā-ringa Pūkana. Kaiako may use another game for this Assessment Activity but must consider the nature of the game and resulting investigations that could be completed by ākonga. They should ensure that any alternative game reflects the level of probability, with at least two stages, found in the Learning Matrix of Mathematics and Statistics.
Kaiako should allow ākonga opportunities to trial the game as part of brainstorming. Ākonga are not required to play the game themselves, but must participate in the data collection process.
Data collection can be completed by any number of ākonga and shared with other members of the class or group, noting the requirement to participate in the process. Care should be taken to ensure that the data collection process does not impede ākonga in the completion of this Assessment Activity.
Kaiako will need to ensure that they formally approve or supply the investigative question or statement before ākonga begin independent work. They should ensure that the wording used is appropriate. Not all ākonga completing this Assessment Activity are required to work with the same investigative question or statement. Creating an investigative question is not assessed in this Standard.
Kaiako should check the Conditions of Assessment for details about appropriate feedback.
Examples of investigative questions or statements:
- Investigative statement: I am going to investigate the probabilities of the first and the last moves of a Tākaro-ā-ringa Pūkana game.
- Investigative statement: I am going to investigate whether there are any patterns to greatest number of pūkana moves in a row in games of Tākaro-ā-ringa Pūkana based on the number of people playing the game.
- Investigative question: I wonder, is it possible to create a distribution, based on a random number of players, that could be used to predict how a game of Tākaro-ā-ringa Pūkana will end?
As part of Step 1, ākonga would add further detail to these questions or statements.
At all levels of achievement, ākonga must participate in the data collection process (Explanatory Note 1 and 2). This can be observed and recorded in a tick list by kaiako.
This Assessment Activity specifically uses Tākaro-ā-ringa Pūkana. Kaiako may use another game for this Assessment Activity but must consider the nature of the game and resulting investigations that could be completed by ākonga. They should ensure that any alternative game reflects the level of probability, with at least two stages, found in the Learning Matrix of Mathematics and Statistics.
Kaiako should allow ākonga opportunities to trial the game as part of brainstorming. Ākonga are not required to play the game themselves, but must participate in the data collection process.
Data collection can be completed by any number of ākonga and shared with other members of the class or group, noting the requirement to participate in the process. Care should be taken to ensure that the data collection process does not impede ākonga in the completion of this Assessment Activity.
Kaiako will need to ensure that they formally approve or supply the investigative question or statement before ākonga begin independent work. They should ensure that the wording used is appropriate. Not all ākonga completing this Assessment Activity are required to work with the same investigative question or statement. Creating an investigative question is not assessed in this Standard.
Kaiako should check the Conditions of Assessment for details about appropriate feedback.
Examples of investigative questions or statements:
- Investigative statement: I am going to investigate the probabilities of the first and the last moves of a Tākaro-ā-ringa Pūkana game.
- Investigative statement: I am going to investigate whether there are any patterns to greatest number of pūkana moves in a row in games of Tākaro-ā-ringa Pūkana based on the number of people playing the game.
- Investigative question: I wonder, is it possible to create a distribution, based on a random number of players, that could be used to predict how a game of Tākaro-ā-ringa Pūkana will end?
As part of Step 1, ākonga would add further detail to these questions or statements.
At all levels of achievement, ākonga must participate in the data collection process (Explanatory Note 1 and 2). This can be observed and recorded in a tick list by kaiako.
Assessment schedule
[ File Resource ]
- Title: MS 1.1a Assessment Schedule
- Description: Mathematics and Statistics 1.1a Assessment Schedule
- File URL: https://ncea-live-3-storagestack-53q-assetstorages3bucket-2o21xte0r81u.s3.amazonaws.com/s3fs-public/2025-01/MS%201.1a%20Assessment%20Schedule.docx?VersionId=vycgo.JnJsG0Wms2g1CFBRmZigtVSWw5
- File Extension: docx
- File Size: 54KB
- MS 1.1a Assessment Schedule.docx
- Description: Mathematics and Statistics 1.1a Assessment Schedule
MS 1.1a Assessment Schedule
Assessment Activity thumbnail image from “Circle of Shadows” by John Morgan is licensed under CC BY 2.0
Assessment Activity thumbnail image from “Circle of Shadows” by John Morgan is licensed under CC BY 2.0