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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 illustrated assessment focuses are:
Children learn the relationships between familiar units of measurement. They learn that kilo means one thousand to help them remember that there are 1000 grams in 1 kilogram and 1000 metres in 1 kilometre. They respond to questions such as: A bag of flour weighs 2 kg. How many grams is this? They suggest suitable units to measure length, weight and capacity; for example, they suggest a metric unit to measure the length of their book, the weight of a baby, the capacity of a mug. They suggest things that you would measure in kilometres, metres, litres, kilograms, etc.
Practical activities help children to increase their accuracy of measurement and estimation. For example, they take a bag of counters and estimate what they think is half, putting these into another bag. They then weigh both bags to see how close they were. They calculate the difference, in grams. When weighing, they choose appropriate instruments, recognising that different weighing scales are used to weigh different objects. They look at the numbering on scales and the number of intervals between the numbers. They calculate the value of each interval and learn to count on from the last numbered interval in order to take a reading. They gain extra practice using the ITP 'Measuring scales'.
Assessment focus: Ma1, Problem solving
Look for children who suggest their own approaches and overcome difficulties as they investigate situations and solve problems. For example, identify children who, given a balance scale, two 20 gram masses and two 50 gram masses, look for ways to make balls of modelling material that weigh any multiple of 10 grams up to 100 grams. Look for evidence of children overcoming the difficulty of making a ball that weighs, for example, 10 grams, 60 grams or 80 grams.
Children continue to add and subtract mentally pairs of two-digit whole numbers. They use their mental skills to solve problems such as:
Two shelves are 75 cm and 87 cm long. What is their total length? What is the difference between their lengths?
I need to weigh 150 g of flour. So far I've poured in 68 g. How much more do I need to add?
Assessment focus: Ma2, Solving numerical problems
Look for children who solve a range of problems in the context of measures. As they add and subtract numbers mentally, on paper or with apparatus, look for evidence of them recalling addition and subtraction facts to 10 and 20 and using these to help solve problems involving larger numbers. Identify children who can calculate complements to 60 when solving problems involving hours and minutes, or complements to 100 for problems with centimetres and metres, for example. Look for evidence of children using relationships between units, for example, using the number of minutes in an hour, centimetres in a metre, grams in a kilogram and millilitres in a litre.
Children use the vocabulary associated with position, direction and movement. They recognise when lines are horizontal and vertical and identify simple examples in the environment, for example that the edge of the table is horizontal.
They know that rows on a grid are described as horizontal and columns as vertical, and can describe the position of a square on a grid with the rows and columns labelled. Using a grid they shade in some squares to make a shape with a given number of sides, e.g. an octagon. They sit back to back with a partner and use the labels of the rows and columns to describe the position of the squares they have shaded. Their partner listens to the speaker, making notes on their own grid to replicate the shape. |
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Assessment focus: Ma3, Properties of position and movement
As they use grid references to define the position of a square on a grid, look for children who remember the mathematical convention of giving the horizontal reference first. As they describe movements around a grid, listen for children who accurately use vocabulary such as: row, column, horizontal, vertical, left, right, north, south, west and east.
Children revise the relationship between hours, minutes and seconds. They read the time to the nearest minute on a 12-hour digital clock and on an analogue clock. They practise making number pairs with a total of 60 and then discuss, for example, that 4:37, or 37 minutes past 4 and 23 minutes to 5 are equivalent. They record time using am or pm notation. They recognise what they might typically be doing at certain times and can make a time line to show their day.
| They use counting strategies and a number line or time line to work out time differences, remembering there are 60 minutes in an hour when they bridge over the hour. For example, they solve problems such as: The cake went in the oven at 1:35. It cooked for 40 minutes. What time did it come out? by calculating that it is 25 minutes until 2:00; this leaves another 15 minutes, so the cake would come out at 2:15. |
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Children also find information in timetables and calculate time intervals. For example, they use a TV guide to find out when programmes begin and end and work out how long different programmes last.
| Objectives Children's learning outcomes are emphasised | Assessment for learning |
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These are the prices of coconuts and bananas. |
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Why do 37 |
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Lisa places a counter on square D4. |
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Estimate the weight of this bag of potatoes. And of this tin of beans. |
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Emily is making a cake. She puts flour on the scales. She then adds sugar to the flour. |
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How long do you spend at school each day? How long do you play computer games each day? |
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Maria is going to describe how she worked out a time interval using a number line. Make some notes so that you can do it in the same way. |
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Activities |
PDF 923KB |
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Activity 43 - Odds and evens |
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Activity 54 - Joins |
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Objectives for Springboard intervention unit |
Springboard unit |
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Read the time to 5 minutes on an analogue clock and a 12-hour digital clock, and use the notation 9:40 |
Springboard 4 Unit 8 (PDF 177KB) |
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Diagnostic focus |
Resource |
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None currently available |
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25, 47 
36? Could you use a different method? How could you check that your answer is correct?
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