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In this learning overview are suggested assessment opportunities linked to the assessment focuses within the Assessing pupils’ progress (APP) 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 children. When you make a periodic assessment of children’s learning, this accumulating evidence will help you to determine the level at which they are working.
To gather evidence related to the three Ma1 Assessment focuses (problem solving, reasoning and communicating), it is important to give children 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 following assessment focuses are illustrated:
Children classify objects, numbers or shapes according to one criterion, progressing to two criteria, and display this on a Venn diagram. They understand that a Venn diagram uses two rings within a rectangle to show the relationship between two criteria, and that the objects which do not match either criterion are placed outside of the rings. For example, they enter the numbers 1 to 20 onto a Venn diagram and answer questions such as:
Which numbers are multiples of 5 but not even? Explain why the number 17 is not in either ring. |
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Children choose other properties to create their own Venn diagrams. They explain how they decide to place each item.
Assessment focus: Ma4, Processing and representing data
Look for evidence of children being able to sort and classify numbers, shapes and objects, using more than one criterion; for example, by placing numbers in the correct place on a Venn diagram.
Children pose a problem such as:
What is our favourite TV show, sport, comic, colour, ...?
What game shall we make to run at the school fair?
Do all cats eat the same food? (see links to science)
They discuss questions such as:
How can we find out?
What information should we collect, and how?
How shall we organise it?
Assessment focus: Ma1, Problem solving
Look out for children who are able to suggest systematic and appropriate approaches to collecting, organising and representing data in order to solve a given problem.
To answer the problem, they collect data quickly , for example by voting with a show of hands. They present this information in a frequency table. Children understand the term frequency as how many there are of something or the number of times that something happens. They discuss the outcomes and respond to questions such as:
How many more children chose ... than ...?
What are the three most popular choices?
How might the table change if everyone had two votes?
Children choose appropriate instruments and units to measure and record measurements such as their height, shoe size, length of foot and hand span, measuring where appropriate to the nearest half-centimetre. They discuss how to work together as a class so that every child's measurements are collected and recorded efficiently. They enter these measurements into a database and interrogate this to answer questions such as:
How many children have a shoe size bigger than 12?
How many children are shorter than 125 cm?
Children keep this database to use for comparison in the summer term.
They make and record predictions about the differences they expect to see in their measurements in the summer term.
Assessment focus: Ma3, Measures
Look for evidence of children considering where a length begins and ends to make their measurements and comparisons fair. For example, look for children suggesting that shoes are removed to measure heights fairly, or marking the start and end points for the measurement on the tracing of their hand spans. As they begin to use tape measures to find a chest or waist measurement, for example, look for children who understand how to position the tape and read the length. Look for children reading lengths to the nearest half-centimetre where appropriate.
Children investigate the lengths of feet which fit into shoes of the same size. They measure their feet to the nearest half-centimetre, recording this measurement in both cm and mm. They produce a simple class pictogram showing the shoe size of all children in the class by using a sticky note to represent each child. On the sticky note they put their name and foot length. They use the information to answer questions such as:
What length of foot will fit into a size 1 shoe?
Do all children with the same length of foot wear the same size of shoe?
They pose simple questions of their own for other children to answer from the graph.
| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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What question are you trying to answer? What information will you collect? Who will you ask? How will you find it? |
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A metre stick is how many cm long? |
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Show me where 24 1/2 cm would go on this tape measure/ruler. |
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You have to find out what sport your class prefers. Explain what you would do. How would you record the information? |
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Where would you place these numbers on the diagram? |
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You have to work as a group to measure each person's height, foot length and hand span. Start by deciding what each person will do. |
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Activities |
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Activity 36 - Treasure hunt |
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Springboard unit |
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None currently available |
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Diagnostic focus |
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