Primary Framework contact | Primary Framework site map
Primary Framework search
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 on 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 continue to develop their problem-solving skills in the context of measurement, focusing on length and time, including using a calendar. They solve real-life problems involving one or two steps and any of the four operations. They interpret the wording, then decide the best way to solve a problem, which calculations to do and how to do them: mentally, with jottings, using an efficient written method or using a calculator. They learn to change any units to the same unit before they calculate. They estimate and check their answers.
Children multiply and divide whole numbers by 10, 100 and 1000. They answer questions like:
They see the effect of these operations. They combine this knowledge with their knowledge of relationships between units of measurement to convert units of length. They respond to questions such as:How many times bigger than 60 is 6000?
How many times smaller than 5000 is 5?
What did I multiply 6 by to get 600?
What did I divide 7500 by to get 75?
How many centimetres are there in 7 metres?
How many metres are there in 8 kilometres?
How many centimetres is 50 millimetres?
How many kilometres is 10 000 metres?
Assessment focus: Ma2, Numbers and the number system
Look for evidence of children’s understanding of place value. Look out for children who understand what each digit represents in numbers with up to five digits. Look for children who use place value to multiply and divide whole numbers by 10 or 100 as they solve problems involving metric measure. Look for children who are beginning to multiply and divide by 1000 with consistent accuracy. Look for children who pose similar problems for a partner to solve and who know whether their responses are correct.
Children work in small groups to measure lengths and distances using tape measures, metre sticks and rulers to a suitable degree of accuracy, for example to the nearest metre, centimetre or millimetre. They read unnumbered divisions on measuring scales, for example on a ruler marked in millimetres and numbered every centimetre. They estimate the length, height and width of everyday objects, explaining how they made their estimates and discussing the benchmarks they have used; where possible, they then measure to see how accurate their estimates were. They measure the sides of regular and irregular polygons and calculate the perimeter, either by totalling the sides or, for regular polygons, multiplying the length of one side.
Children use their knowledge of parallel and perpendicular lines and of measurement to construct squares, rectangles and right-angled triangles using a set-square and ruler. They measure a dimension such as a diagonal of a rectangle or the hypotenuse of a right-angled triangle for their teacher to check the accuracy of their drawings.
Children use 24-hour clock times. They recognise the difference between am times from midnight to before noon and pm times from noon to before midnight, and they convert these to 24-hour clock times. They complete a simple conversion table, such as:
| seven o'clock in the evening | 19:00 | 7:00pm |
| quarter to ten in the morning | ||
| 14:20 | ||
| 22:15 | ||
| midnight | ||
| 17 minutes past 4 in the afternoon |
Children rehearse how many days there are in each month. They understand how a calendar is organised and understand the significance of a leap year. They use a calendar to work out the day of the week for a particular date, or the time interval between one date and another, for example how long they have to wait for their birthday or how many days it has been since they last had their pocket money. Given part of a calendar for a month they can say whether a given date will fall on a particular day.
Assessment focus: Ma2, Solving numerical problems
Look for evidence of children solving problems with and without a calculator. Look for children making sense of the context of the problem, recognising the information that is relevant and the calculations they need to do. Look for children who recognise the calculations they need to perform in order to solve time duration problems. For example, look for children who are aware of the mixed units of hours and minutes, particularly if they decide to use a calculator to help them solve a problem such as finding the time an event takes if it starts at 5:15 pm and ends at 7:49 pm.
Children read and plot coordinates in the first quadrant. They explain why the point (4, 1) is not the same as (1, 4). Given some of the vertices of squares or rectangles, they plot the missing points, recognising that there may be more than one solution to the problem. For example: if (6, 5) and (8, 5) are two vertices of a square, they find all three possibilities for the pair of missing vertices.
Assessment focus: Ma1, Reasoning
Look for evidence of children using pattern to formulate rules or generalisations. When they solve calendar problems, look for children recognising sequences of numbers that increase in steps of 7, as they determine the dates of consecutive Wednesdays in a month, for example. When they work with coordinates in the first quadrant, look for children who recognise that, for all the points in a vertical line, the first number in the coordinate pair is the same. Look for evidence of children reasoning about coordinates and the properties of shapes as they solve problems involving the coordinates of missing vertices.
| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
|---|---|
|
What information did you use to solve the problem?
How did you work out your answer? |
|
Tell me a quick way of multiplying a number by 10. By 100. |
|
The perimeter of a regular pentagon is 285cm. What is the length of each side? Explain your method. |
|
How tall is the tree at the top of the playground?
Is the height of the classroom about 3m, 6m or 12m? |
|
What is the distance between the two arrows?
How many of these cherries weigh between 85g and 90g? |
|
Here is the calendar for August 1998.
Simon's birthday is on August 20th. In 1998 he had a party on the Sunday after his birthday. What was the date of his party?
How would quarter past four in the afternoon be shown on a 24-hour digital clock?
Which is the fastest train from Birmingham New Street to Reading? |
|
Draw these lines accurately using a 300mm ruler marked in cm:
Explain how you worked them out. |
|
Heres a shaded square.
Write the coordinates for point A and point C. |
|
I want you to measure the perimeter of the playground as accurately as you can. Work in a group. Draw a plan of the playground and write the measurements on it. Then work out the area of the playground. Plan your work carefully. You will have 2 hours during the week to do it. |
| Activities | PDF 1MB |
| Activity 67 - Franco's fast food | |
| Activity 77 - All square |
|
Objectives for Springboard intervention unit |
Springboard unit |
|
Multiply and divide whole numbers by 10 and 100 and understand the effect |
Springboard 5 Unit 6 (PDF 305KB) |
| Springboard 5 Unit 6 supplementary (PDF 57KB) |
| Diagnostic focus | Resource |
| Describes the operation of multiplying by ten as adding a nought | 3 Y4 ×/÷ DfES 1152-2005 (PDF 68KB) |
Click here for information on different file formats and their usage.
Channel information • Teaching resources • Streaming video of all programmes