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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 know addition and subtraction facts for each number up to 10 and are learning which pairs of numbers make 20. They consolidate and use these number facts to add or subtract quickly, for example using the fact that 7 – 3 = 4 to find 57 – 3. They understand that addition and subtraction are inverses, and apply this knowledge in a number of ways. For example, they recognise that if you add 5 to a number and then subtract 5 you end up where you started; they state the addition fact linked to any subtraction fact and vice versa; they use addition to check the answer to subtraction calculations and subtraction to check addition.
Assessment focus: Ma2, Mental methods
Look for children recalling pairs of numbers that add to 10. Notice children who use this to give pairs of multiples of 10 that add to 100. Look for children who, given a multiple of ten, begin to use the addition facts they know to say how many more to make 100.
Children know that addition can be done in any order. They begin to use efficient methods for addition and subtraction; for example, to work out 5 + 47 they start at 47 and count on 5. They count from zero in steps of 2, 5 or 10, describing patterns in the count. They identify even and odd numbers. They identify multiples of 5 and 10, appreciating that multiples of 5 end in 0 or 5 and multiples of 10 end in 0.
Children recall doubles of all numbers to 10. They recognise that if you double a number then halve the answer you get back to where you started, and use this to find halves of numbers to 20.
Children use the appropriate operation to model and solve a word problem, such as:
A mango costs 48p. A pineapple costs 36p more than a mango. How much is a pineapple?
For example, they use practical equipment, a 100-square or empty number line to help them to make decisions. They record calculations using the plus (+), minus (–) and equals (=) signs. They explain their answers and describe their methods, for example using an empty number line.
Children use patterns, relationships and properties to solve number puzzles, such as:
How many dominoes have a total number of spots that is odd?
On a 100-square, what is the biggest number with a digit sum of 9?
Assessment focus: Ma1, Reasoning
Look for evidence of children recognising and using patterns to solve problems. For example, given the support of group discussion with an adult to help understand the problem and how to make a start, look for children who use the pattern of numbers on dominoes in a ‘double three set’ to work out which of the 10 dominoes is missing.
Children explore properties of shapes. For example, they sort a set of 3-D solids according to whether or not each solid possesses a given property, such as whether or not it has a rectangular face. They use their knowledge of shape names and properties, for example to predict which 3-D shapes will roll and which will slide when placed on a slope. They recognise and name shapes in different positions and orientations, including in pictures.
Children extend their understanding of properties of a range of 2-D shapes including pentagons, hexagons and octagons, both regular and irregular. They use mathematical vocabulary to name, classify and describe some features of shapes, such as the number of sides and whether the shape has a right angle. They draw and make shapes, for example using pinboards to make shapes with five straight sides (pentagons) and then identifying those with a right angle.
Assessment focus: Ma3, Properties of shapes
Look for children who choose to sort 2-D shapes using the number of sides or edges and corners. Look for children who know the names of familiar 2-D and 3-D shapes, for example square, rectangle, triangle, circle, cube and pyramid and begin to identify and name others such as hexagon, pentagon, octagon, sphere and cuboid. Look for children who match 2-D and 3-D shapes to pictures of them in different orientations.
| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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Show me the shapes that have: at least one rectangular face, one curved face, eight corners, ...
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What do you look for when deciding the best order for adding numbers?
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Look at this number sentence: |
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What is the multiple of 10 before 70? |
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I think of a number and double it. The answer is 18. What number was I thinking of? Explain how you know. |
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You know that 7 + 8 = 15. Write down three other number sentences using these numbers. |
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How do you know that this shape is a square? What is special about it? Here are five identical triangles. Use some or all of the triangles to make a bigger triangle. 
Is there another way to do it? |
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Listen to Robert as he talks about the shape that he has made. |
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Activities |
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Activity 9 - Sum up |
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Activity 17 - Cross-road |
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Springboard unit |
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None currently available |
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Diagnostic focus |
Resource |
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Does not use knowledge of doubles to finding half of a number |
5 Y2 ×/÷ |
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Has difficulty in remembering number pairs totalling between ten and twenty, resulting in calculation errors |
2 Y2 |
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Is insecure is making links between addition and subtraction and/or recognising inverses |
5 Y2 |
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= 7. What could the two missing numbers be? What else?
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