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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 count on and back from any two-digit number in steps of 1, 2, 5 and 10. They notice patterns in the count, including those involving odd and even numbers. They find the number that is 1 or 10 more or less than any given number.
Children count a large set of objects efficiently, for example grouping them into twos, fives or tens. They understand that it is more reliable, and can be quicker, to group the objects rather than count them in ones. They solve problems involving counting such as:
How many 2p coins are needed to make 12p?
Count on in tens from the number 27. Will the number 85 be in the count? How do you know?
Children explain their reasoning and use equipment or images such as a 100-square to support their explanations.
Children read and write two-digit numbers, recognising the difference between, for example, 'fifty' and 'fifteen'. They know what each digit in a two-digit number represents. When shown numbers using the ITP 'Place value' they explain why, for example, the 5 in 25 has a different value from the 5 in 50. They discuss why it is necessary to write 0 in the units place for the number 40.
Children order numbers by discussing the value of their digits and by considering their relative positions on a number line. They know that when they order two-digit numbers the tens digit is more significant than the units digit. They use this to explain how to identify the larger or smaller of two numbers. They compare the size of two numbers and use the < and > symbols to record their comparison.
Assessment focus: Ma2, Numbers and the number system
Look for evidence of children using different models of the number system to represent and explain numbers. For example, look for children who know which numbers can be represented using just 10p coins or just rods of ten cubes and who relate this to counting in tens from 0 on a number line... As they order a set of two-digit numbers, notice if children need to refer to a line numbered from 0 to 100 to support their thinking or if they are beginning to use their knowledge of counting and saying number names in order to help them. Look for children considering the tens digit first, to put the numbers into order, and then considering the units digit if necessary.
Children partition two-digit numbers and use this to solve problems. For example, they show that 53 = 50 + 3 or 40 + 13 or 30 + 23, and so on. They establish, for example, how many different numbers can be made with the place value cards 20, 40, 3 and 5. They record their solutions in an organised way using pictures or symbols. Children know which two-digit numbers are multiples of 10. They recognise which two multiples of 10 any two-digit number lies between. They use this to place two-digit numbers on a number line and to round numbers to the nearest 10 by considering which of the two multiples of 10 is closer.
Assessment focus: Ma1, Communicating
Look for evidence of how children represent their work. Look for children who use objects or pictures and those children who are beginning to use number sentences or record their work.
Children add or subtract a one-digit number to or from any two-digit number by counting in ones, taking particular care when counting over a tens boundary. They begin to use their knowledge of number facts to 10 and partitioning to add and subtract numbers crossing the tens boundary, for example:
48 + 7 = 48 + 2 + 5 = 55
34 – 6 = 34 – 4 – 2 = 28
They demonstrate their calculations on a number line.
Assessment focus: Ma2, Mental methods
Look for the pairs of numbers that add to any number up to 10 that children know and can recall. Look for children using known facts and place value to add or subtract multiples of ten, e.g. using 2 + 5 = 7 to derive 20 + 50 = 70. Notice if children are beginning to use these addition facts when they add and subtract a one-digit number. For example, look for children knowing the distance from their start number to the appropriate tens boundary and then how many more to add or subtract.
They explore what happens when, for example, you add 7 to any number and then subtract 7. They understand that addition and subtraction are inverse operations, i.e. that subtraction 'undoes' an addition and vice versa. They record related addition and subtraction sentences such as:
48 + 7 = 55 55 – 7 = 48
62 – 6 = 56 56 + 6 = 62
Children solve word problems using notes, number lines and number grids to support and explain methods. For example, given that a purse contains 54p, they explain how much money is left inside when 10p is taken out. They solve number puzzles such as:
Put + or – in each circle to make these calculations correct:
27
8 = 35 62
They explain their methods and results using mathematical language, jottings and symbols.
| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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How did you solve the problem? |
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(Show number cards for 17 and 71.) Which of these numbers is seventeen? How do you know? What does the other one say? |
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Tell me how many counters are in this pile. Can you find a quicker way than counting in ones? |
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Look at these numbers: |
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Look at the counters in the pile/pencils in the pot. Estimate how
many counters/pencils there are. How did you make your estimate? What
information did you use? What helped you to decide? |
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What is 37 +
8? What number facts might you use to help you work this out? How many
do you need to add to 37 to get to the next multiple of 10? How might
you partition 8 to help you? How could you show that on a number line? |
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Look at this number sentence: 17 – 9 = 8 |
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Explain how you solved the problem. Does everyone understand how the problem was solved? Is there another way to explain? Would it help to use a diagram or use some practical equipment to show your solution? |
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Activities |
PDF 645KB |
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Activity 14 - Card sharp |
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Springboard unit |
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None currently available |
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Diagnostic focus |
Resource |
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Makes mistakes when counting using teen numbers and/or crossing boundaries |
1 Y2 |
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Counts up unreliably; still counting the smaller number to get one too many in the answer |
3 Y2 |
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Is insecure making links between addition and subtraction |
5 Y2 |
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