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In this learning overview are suggested assessment opportunities linked to the Assessment focuses within the Assessing Pupils’ Progress guidelines. As you plan your teaching for this Unit, draw on these suggestions and alternative methods to help you to gather evidence of attainment or to identify barriers to progress that will inform your planning to meet the needs of particular groups of pupils. When you make a periodic assessment of pupils’ learning, this accumulating evidence will help you to determine the level at which the pupils are working.
To gather evidence against the three Ma1 Assessment focuses (problem solving, reasoning and communicating) it is important that children are given space and time to develop their own approaches and strategies throughout the mathematics curriculum as well as through the application of skills across the curriculum.
In this Unit the illustrated Assessment focuses are:
Children continue to count in ones, twos, fives and tens. They use these skills to help them to tot up a mixed set of 10p, 5p, 2p and 1p coins . They learn to count up the 10p coins first, then the 5p coins, then the 2p coins and finally the 1p coins.
Assessment focus: Ma1, Problem solving
Look for evidence of children selecting the mathematics to use in some classroom activities. Look for children who represent a problem using objects such as coins, pictures and numbers so that they can understand the problem more clearly and decide how to solve it. Look for children independently making connections between similar situations, for example to find the total of five 2p coins, relating this to counting in twos, doubling five or the multiplication fact, 5 × 2.
Children use mental strategies to add or subtract one-digit numbers to or from two-digit numbers , bridging through a multiple of 10 where appropriate. They first practise adding on a number to reach the next multiple of 10; for example, they find the missing number in 47 + 
= 50. They use a 100-square to add or subtract a multiple of 10 to or from any two-digit number by counting on or back in tens. They begin to make use of number facts to partition the number being added or subtracted; for example, to add 7 to 56, they add on 4 to make 60, then another 3 to make 63. They transfer their calculation skills from the context of number and apply them to measures and money , and vice versa. They use their new skills to count on from zero in steps of 3 or 4.
Assessment focus: Ma2, Solving numerical problems
Look for evidence of children interpreting a range of oral and written language used to present problems and who can decide whether a problem involves addition or subtraction. In the context of money and measures, look for children solving problems involving counting in ones, twos, fives and/or tens, addition or subtraction, and where the problem is about taking away or finding a difference. Look for children making sense of their answers in the context of the problem. Look for children creating problems or stories to go with a given calculation.
Children undertake practical measurement activities, estimating first. For example, they use a balance to find how many pencils or counters weigh the same as a 100g weight. They use a measuring jug to measure a litre of water to find out how many yogurt pots could be filled from a litre of water. They add 10g weights to a balance scale, and see that 10 of the weights balance a 100g weight.
Children position numbers on a number line or scale numbered in 2s, 5s or 10s. They read a measurement to the nearest centimetre on a metre stick numbered in 10cm intervals or a ruler numbered in 5cm intervals, using the numbered divisions as reference points.
Assessment focus: Ma3, Measures
Look for children who suggestg appropriate tools to measure different lengths or heights, to weigh objects, to find how much a container holds or to find out how long an event lasts, for example how long it takes to run around the playground. Look for evidence of children’s developing knowledge of units of measurement. Look for children beginning to match appropriate units to a measurement. For example, look for children selecting which unit, from a list of centimetres, metres, seconds, years, grams and litres, they would use to measure how old a child is, how long the corridor is, how much the watering can holds etc.
Children become familiar with minutes and seconds . They estimate and time how long activities take. For example, they estimate how many times in 1 minute they can walk across the hall or jump on the spot, then use a minute timer to check. They count each second as a second hand moves round a clock, then use what they have learned to count how many seconds it takes a friend to write their name or put on their shoes. They count how many seconds it takes for the sand to run through a 1-minute timer to discover that 1 minute is the same as 60 seconds. They consolidate reading the time to the hour and half hour on a clock with hands.
Children follow and give instructions involving position and movement. For example, they give instructions for a partner to follow a maze drawn on squared paper or describe how to get to an object that is hidden in the classroom. They evaluate the accuracy of their instructions and adjust them accordingly.
Children apply their calculation skills to solving word problems involving money and measures . For example:
I have 72p in my purse. I add another 5p. How much do I have now?
Sam's shoe is 25 cm long. His father's shoe is 31cm long. How much longer is his father's shoe?
23 children are on the bus. 8 more children get on. How many children are on the bus now?
Mary buys a notebook for 37p. What coins could she use to pay for it?
Children decide on the calculation(s) needed to solve the problem, justify their decisions and check their answers.
| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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Solve these problems. What calculations are needed? How did you decide? Mina and Ben play a game. Mina scores 70 points. Ben scores 42 points. How many more points does Mina score than Ben? I think of a number then halve it. The answer is 9. What was my number? Rosie spent 48p. Suzy spent 36p more than Rosie. How much did Suzy spend? How much money is in the hand?
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Look at the number line. It shows the sum that Fred did.
Which of these sums did Fred do?
5 + 7 + 2 = 14
What is 34 Find the answer for each of these. Explain how you worked out your answers. 58 + 9 = 35 + 40 = 72 – 8 = Find the missing number.
1 + |
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[Point to 65 cm on a metre stick marked in centimetres and numbered in tens.] What measurement is this? [Point to half a litre on a 1 litre measuring jug.] What measurement is this? |
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Measure these two lines.
How much longer is line A than line B? Suggest things that:
are longer than 1 m Show me where the 2 metre mark is on the tape measure. And the 3 metre mark? How could you mark out 2 metres using a metre stick? How could you find out how much water this bucket will hold? If you have a half-kilogram weight, how could you use it to weigh out a kilogram of sand to go in this bucket? |
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What takes about 10 seconds? 1 minute? 1 hour? Look at these pictures of different events. [Point to a picture.] How long would this activity take? Use this seconds timer. Time me while I walk across the room and back again. How long did I take? How many minutes are there in 1 hour? It is half past 4. How many minutes have passed since 4 o'clock? What is the time on this clock?
What time was it 2 hours ago? |
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The tick is in square B5. Follow my instructions. Draw a cross in square D2. Draw a circle in square E4. Draw a triangle in square A5.
Now tell me where to put a cross, a circle and a triangle. |
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Listen while these children explain how they tackled a problem. What questions would you like to ask them? |
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Activities |
PDF 645KB |
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Activity 2 - Gob-stopper |
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Activity 15 - Jack and the beanstalk |
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Springboard unit |
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None currently available |
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Diagnostic focus |
Resource |
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Still counts in one to find how many there are in a collection of equal groups |
1 Y2 ×/÷ |
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8? What number facts might you use to help you work this out? What do
you need to add to 34 to get to the next multiple of 10? How might you
partition 8 to help you?
+ 5 = 35
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