| |
Easy to implement, online assessment
for learning resources in Literacy, measuring the achievement
of key objectives in Key Stage 1 and Key Stage 2, from the
National Numeracy Strategy (DfES).
 |
Tests are taken in sections matched
to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson
planning. |
 |
 |
Dedicated teacher notes for each
question enable the tests to be reviewed once
completed with individual children or in groups and methodology
discussed. |
Results are reported directly against the objectives measured,
providing a readily available means of tracking and recording
progress for each child.
| Key Stage 1 - Numeracy
Year 2 - Objectives measured: |
|
Numeracy Autumn and Spring:
Measuring objectives from the National Numeracy Strategy,
assessments are delivered within the termly structure.
Autumn and Spring have 4 assessments each, (A to D)
with each assessment measuring 3 units (eg: Autumn A
measures units 1 to 3).
Numeracy Summer:
Measuring Key Objectives from the National Numeracy
Strategy for the year. Delivered within the Strands
to directly facilitate year end reporting. |
 |
|
| Assessments
are delivered individually and in any order. All
assessments can be reset and delivered on more than
one occasion, enabling them to be used formatively and
summatively, eg: prior to and following the teaching
of the specific units. |
| |
| Autumn
Term |
| |
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Counting and properties of numbers: Say the number
names in order to at least 100, from and back to
zero. |
1 |
|
| 2 |
Counting and properties of numbers: Count on or
back in ones or tens, starting from any two-digit
number. |
2 |
|
| 3 |
Counting and properties of numbers: Count reliably
up to 100 objects by grouping them: for example,
in tens, then in fives or twos. |
1 |
|
| 4 |
Counting and properties of numbers: Count in hundreds
from and back to zero. |
1 |
|
| 5 |
Place value and ordering: Read and write whole
numbers to at least 100 in figures and words. |
1 |
|
| 6 |
Place value and ordering: Know what each digit
in a two-digit number represents, including 0 as
a placeholder and partition two-digit numbers into
a multiple of ten and ones (TU). |
2 |
|
| 7 |
Place value and ordering: Say the number that
is 1 or 10 more or less than any given two-digit
number. |
1 |
|
| 8 |
Place value and ordering: Order whole numbers
to at least 100, and position them on a number line
and 100 square. |
1 |
|
| 9 |
Understanding addition and subtraction: Extend
understanding of the operations addition and subtraction.
Use and begin to read the related vocabulary. Use
the +, - and = signs to record mental additions
and subtractions in a number sentence, and recognise
the use of a symbol such as or ? to stand
for an unknown number. Recognise that addition can
be done in any order but not subtraction: for example,
3 + 21 = 21 + 3, but 21 - 3 does not equal 3 - 21. |
2 |
|
| 10 |
Understanding addition and subtraction: Use knowledge
that addition can be done in any order to do mental
calculations more efficiently. For example: put
the larger number first and count on in tens or
ones. |
1 |
|
| 11 |
Understanding addition and subtraction: Add/subtract
9 or 11: add/subtract 10 and adjust by 1. |
1 |
|
| 12 |
Reasoning about numbers or shapes - Explain how
a problem was solved orally and, where appropriate
in writing. |
1 |
|
| |
Total number of questions
in Section A |
15 |
 |
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Using mental calculation strategies: Identify
near doubles using doubles already known (e.g. 8
+ 9, 40 + 41). |
1 |
|
| 2 |
Using mental calculation strategies: Repeat addition
in a different order. |
1 |
|
| 3 |
Measures: Use and begin to read the vocabulary
related to length, mass and capacity. |
1 |
|
| 4 |
Measures: Read a simple scale to the nearest labelled
division. |
1 |
|
| 5 |
Measures: Use and begin to read the vocabulary
related to time. Use units of time and know the
relationships between them (second, minute, hour,
day, week). |
1 |
|
| 6 |
Measures: Read the time to the hour, half hour
or quarter hour on an analogue clock and a 12-hour
digital clock, and understand the notation 7:30. |
2 |
|
| 7 |
Reasoning about shape: Solve mathematical problems
or puzzles, recognise simple patterns or relationships
generalise and predict. Suggest extensions by asking
‘What if?’ or ‘What could I try
next?’ |
1 |
|
| 8 |
Reasoning about shape: Investigate a general statement
about familiar numbers or shapes by finding examples
that satisfy it. |
1 |
|
| 9 |
Reasoning about shape: Recognise whole, half and
quarter turns, to the left or right, clockwise or
anti-clockwise. |
1 |
|
| 10 |
Reasoning about shape: Begin to recognise line
symmetry. |
1 |
|
| 11 |
Reasoning about shape: Know that a right angle
is a measure of a quarter turn, and recognise right
angles in squares and rectangles. |
1 |
|
| 12 |
Making decisions: Choose and use appropriate operations
and efficient calculation strategies (e.g. mental,
mental with jottings) to solve problems. |
1 |
|
| 13 |
Problems involving 'real life', money or measures
- Recognise all coins and begin to use the £.p
notation for money. Find totals, give change, and
work out which coins to pay. |
2 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 8 to 10) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Place value and ordering: Order whole numbers
to at least 100, and position them on a number line
and 100 square. |
1 |
|
| 2 |
Properties of numbers: Explain how a problem was
solved orally and, where appropriate, in writing. |
1 |
|
| 3 |
Properties of numbers: Count on in twos from and
back to zero or any small number, and recognize
odd and even numbers to at least 30. |
2 |
|
| 4 |
Properties of numbers: Count on in steps of 3,
4 or 5 to at least 30, from and back to zero, then
from and back to any given small number. |
1 |
|
| 5 |
Properties of numbers: Begin to recognise two-digit
multiples of 2, 5 or 10. |
1 |
|
| 6 |
Place value and ordering: Use and begin to read
the vocabulary of comparing and ordering numbers,
including ordinal numbers to 100. |
1 |
|
| 7 |
Understanding + and -. Extend understanding of
the operations of addition and subtraction. Use
and begin to read the related vocabulary. |
1 |
|
| 8 |
Understanding + and -. Find a small difference
by counting up from the smaller to the larger number. |
1 |
|
| 9 |
Understanding + and -. Use patterns of similar
calculations. |
1 |
|
| 10 |
Understanding multiplication and division: Understand
the operation of multiplication as repeated addition
or as describing an array, and begin to understand
division as grouping (repeated subtraction) or sharing. |
1 |
|
| 11 |
Understanding multiplication and division: Use
the x, ÷, and = signs to record mental calculations
in a number sentence, and recognise the use of a
symbol such as or ? to stand for an unknown
number. |
2 |
|
| 12 |
Understanding multiplication and division: Know
and use halving as the inverse of doubling. |
1 |
|
| 13 |
Mental calculation strategies: Use known number
facts and place value to carry out mentally simple
multiplications and divisions. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 13) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Measures: Read a simple scale to the nearest labelled
division.
|
1 |
|
| 2 |
Fractions: Begin to recognise and find one half
and one quarter of shapes and small numbers of objects.
|
1 |
|
| 3 |
Fractions: Begin to recognise that two halves
or four quarters make one whole and that two quarters
and one half are equivalent.
|
1 |
|
| 4 |
Problems involving 'real life', money or measures
- Use mental addition and subtraction, simple multiplication
and division, to solve simple word problems involving
numbers in 'real life', money or measures, using
one or two steps.
|
1 |
|
| 5 |
Problems involving 'real life', money or measures
- Recognise all coins and begin to use £.p
notation for money (For example, know that £4.65
indicates £4 and 65p). Find totals, give change,
and work out how to pay.
|
1 |
|
| 6 |
Checking results of calculations - Check with
an equivalent calculation.
|
1 |
|
| 7 |
Measures and time: Estimate, measure and compare
lengths, masses and capacities, using standard units
(m, cm, kg, litre); suggest suitable units and equipment
for such measurements.
|
1 |
|
| 8 |
Measures and time: Use and begin to read the vocabulary
related to time. Use units of time and know the
relationships between them (second, minute, hour,
day, week).
|
1 |
|
| 9 |
Measures and time: Suggest suitable units to estimate
or measure time. Order the months of the year.
|
1 |
|
| 10 |
Measures and time: Read the time to the hour,
half hour or quarter hour on an analogue clock and
a 12-hour digital clock, and understand the notation
7:30.
|
1 |
|
| 11 |
Handling data: Solve a given problem by sorting,
classifying and organising information in simple
ways, such as: in a list or simple table; in a pictogram;
in a block graph. Discuss and explain results.
|
5 |
|
| |
Total number of questions
in Section D |
15 |
|
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Counting and properties of numbers – Count
on in twos from and back to zero or any small number. |
1 |
|
| 2 |
Counting and properties of numbers – Recognise
odd and even numbers to at least 30. |
1 |
|
| 3 |
Counting and properties of numbers – Count
on in steps of 3, 4 or 5 to at least 30, from and
back to zero. |
1 |
|
| 4 |
Counting and properties of numbers - Count on
in steps of 3, 4 or 5 to at least 30, from and
back to any given small number. |
1 |
|
| 5 |
Counting and properties of numbers – Begin
to recognise two-digit multiples of 2, 5 or 10. |
1 |
|
| 6 |
Ordering, estimating and rounding - Read and
write whole numbers to at least 100 in figures
and words. |
1 |
|
| 7 |
Ordering, estimating and rounding - Compare two
given two-digit numbers and say which is more or
less. |
1 |
|
| 8 |
Ordering, estimating and rounding - Compare two
given two-digit numbers and give a number which
lies between them. |
1 |
|
| 9 |
Ordering, estimating and rounding - give a sensible
estimate of at least 50 objects. |
1 |
|
| 10 |
Ordering, estimating and rounding - Use and begin
to read the vocabulary of estimation and approximation. |
1 |
|
| 11 |
Understanding addition, subtraction and mental
calculations - Understand that more than two numbers
can be added. Begin to add three single-digit numbers
mentally (totals up to about 20). |
1 |
|
| 12 |
Understanding addition, subtraction and mental
calculations - Use knowledge that addition can
be done in any order to do mental calculations
more efficiently. For example: put the larger number
first and count on in tens or ones. |
1 |
|
| 13 |
Understanding addition, subtraction and mental
calculations - Use knowledge that addition can
be done in any order to do mental calculations
more efficiently. For example: add three numbers
by putting the largest number first. |
1 |
|
| 14 |
Understanding addition, subtraction and mental
calculations - Use knowledge that addition can
be done in any order to do mental calculations
more efficiently. For example: add three numbers
by finding a pair totalling 10. |
1 |
|
| 15 |
Understanding addition, subtraction and mental
calculations - Use knowledge that addition can
be done in any order to do mental calculations
more efficiently. For example: partition into ‘5
and a bit’ when adding 6, 7, 8, or 9, then
recombine (e.g. 16 + 8 = 15 + 1 + 5 + 3 = 20 +
4 = 24). |
1 |
|
| |
Total number of questions
in Section A |
15 |
|
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Money and 'real life' problems – Use mental
addition and subtraction to solve simple word problems
involving numbers in 'real life', money or measures,
using one or two steps. |
1 |
|
| 2 |
Money and 'real life' problems – Use simple
multiplication and division to solve simple word
problems involving numbers in 'real life', money
or measures, using one or two steps. |
1 |
|
| 3 |
Money and 'real life' problems – Begin
to use £.p notation for money (for example,
know that £4.65 indicates £4 and 65p). |
1 |
|
| 4 |
Making decisions – Choose and use appropriate
operations and efficient calculation strategies
(e.g. mental, mental with jottings) to solve problems. |
1 |
|
| 5 |
Checking results of calculations – Repeat
addition in a different order. |
1 |
|
| 6 |
Measures, including problems – Estimate,
measure and compare lengths, masses and capacities,
using standard units (m, cm, kg, litre). |
1 |
|
| 7 |
Measures, including problems – Suggest
suitable units and equipment for measurements. |
1 |
|
| 8 |
Measures, including problems – Suggest
suitable units to estimate or measure time. |
1 |
|
| 9 |
Measures, including problems – Order the
months of the year. |
1 |
|
| 10 |
Reasoning about shapes - Solve mathematical problems
or puzzles, recognise simple patterns or relationships,
generalise and predict. Suggest extensions by asking ‘What
if…?’ or ‘What could I try next?’ |
1 |
|
| 11 |
Reasoning about shapes - Investigate a general
statement about familiar shapes by finding examples
that satisfy it. |
1 |
|
| 12 |
Shape and space – Use the mathematical
names for common 3-D and 2-D shapes, including
the pyramid, cylinder, pentagon, hexagon, octagon… |
1 |
|
| 13 |
Shape and space – Sort shapes and describe
some of their features, such as the number of sides
and corners. |
1 |
|
| 14 |
Shape and space – Sort shapes and describe
some of their features such as symmetry (2-D shapes). |
1 |
|
| 15 |
Shape and space – Sort shapes and describe
some of their features, such as the shapes of faces
and number of faces, edges and corners (3-D shapes). |
1 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 8 to 10) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Counting and properties of numbers - Describe
and extend simple number sequences: count on in
steps of 5 to at least 30, from and back to zero,
then from and back to any given small number. |
1 |
|
| 2 |
Counting and properties of numbers - Describe
and extend simple number sequences: count on or
back in tens, starting from any two-digit number. |
1 |
|
| 3 |
Counting and properties of numbers - Describe
and extend simple number sequences: count in hundreds
from and back to zero. |
1 |
|
| 4 |
Reasoning about numbers - Solve mathematical
problems or puzzles, recognise simple patterns
and relationships, generalise and predict. Suggest
extensions by asking 'What if …?' or 'What
could I try next?'. |
1 |
|
| 5 |
Reasoning about numbers - Investigate a general
statement about familiar numbers or shapes by finding
examples that satisfy it. |
1 |
|
| 6 |
Place value and ordering: Use the = sign to represent
equality. |
1 |
|
| 7 |
Place value and ordering – Compare two
given two-digit numbers, say which is more or less,
and give a number which lies between them. |
1 |
|
| 8 |
Understand + and - (Understand that subtraction
is the inverse of addition - subtraction reverses
addition). |
1 |
|
| 9 |
Mental calculation strategies – bridge
through 10 or 20, then adjust. |
1 |
|
| 10 |
Money and 'real life' problems – Find totals,
give change, and work out which coins to pay. |
1 |
|
| 11 |
Understand x and ÷ (know and use halving
as the inverse of doubling). |
1 |
|
| 12 |
Money and 'real life' problems – Use simple
multiplication to solve simple word problems involving
numbers in 'real life', money or measures, using
one or two steps. |
1 |
|
| 13 |
Money and 'real life' problems – Use simple
division to solve simple word problems involving
numbers in 'real life', money or measures, using
one or two steps. |
1 |
|
| 14 |
Fractions – Begin to recognise and find
one half and one quarter of shapes and small numbers
of objects. |
1 |
|
| 15 |
Fractions – Begin to recognise that two
halves or four quarters make one whole and that
two quarters and one half are equivalent. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 12) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Measures and time: Read the time to the hour,
half hour or quarter hour on an analogue clock. |
1 |
|
| 2 |
Measures and time: Read the time to the hour,
half hour or quarter hour on an analogue clock
and a 12-hour digital clock, and understand the
notation 7:30. |
1 |
|
| 3 |
Measures and time: Use and begin to read the
vocabulary related to length, mass and capacity. |
1 |
|
| 4 |
Measures and time: Estimate and compare lengths,
masses and capacities, using standard units (m,
cm, kg, litre). |
2 |
|
| 5 |
Measures and time: Suggest suitable units and
equipment for measurements of lengths, masses and
capacities. |
1 |
|
| 6 |
Measures and time: Use and begin to read the
vocabulary related to time. Use units of time and
know the relationships between them (second, minute,
hour, day, week). |
1 |
|
| 7 |
Measures and time: Read a simple scale to the
nearest labelled division. |
1 |
|
| 8 |
Measures and time: Order the months of the year. |
1 |
|
| 9 |
Handling data: Solve a given problem by sorting,
classifying and organising information in simple
ways, such as in a list. |
2 |
|
| 10 |
Handling data: Solve a given problem by sorting,
classifying and organising information in simple
ways, such as in a simple table. |
2 |
|
| 11 |
Handling data: Solve a given problem by sorting,
classifying and organising information in simple
ways, such as in a pictogram. |
1 |
|
| 12 |
Handling data: Solve a given problem by sorting,
classifying and organising information in simple
ways, such as in a block graph. |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Numbers and the
number system |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Count, read, write and order whole numbers to
at least 100; know what each digit represents (including
0 as a place holder). |
7 |
|
| 2 |
Describe and extend simple number sequences (including
odd/even numbers, counting on or back in ones or
tens from any two-digit number, and so on). |
4 |
|
| |
Additional questions from Teaching Strategy |
4 |
|
| |
Total number of questions
in this section |
15 |
|
| Calculations |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Understand that subtraction is the inverse of
addition; state the subtraction corresponding to
a given addition and vice versa. |
3 |
|
| 2 |
Know by heart all addition and subtraction facts
for each number to at least 10. |
3 |
|
| 3 |
Use knowledge that addition can be done in any
order to do mental calculations more efficiently. |
3 |
|
| 4 |
Understand the operation of multiplication as
repeated addition or as describing an array. |
2 |
|
| 5 |
Know and use halving as the inverse of doubling. |
2 |
|
| 6 |
Know by heart facts for the 2 and 10 multiplication
tables. |
2 |
|
| |
Additional questions from Teaching Strategy |
0 |
|
| |
Total number of questions
in this section |
15 |
|
| Solving problems |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Understand the operation of multiplication as
repeated addition or as describing an array. |
1 |
|
| 2 |
Know and use halving as the inverse of doubling. |
2 |
|
| 3 |
Know by heart facts for the 2 and 10 multiplication
tables. |
1 |
|
| 4 |
Choose and use appropriate operations and efficient
calculation strategies to solve problems, explaining
how the problem was solved. |
5 |
|
| |
Additional questions from Teaching Strategy |
6 |
|
| |
Total number of questions
in this section |
15 |
|
| Measures, shape
and space |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Estimate, measure and compare lengths, masses
and capacities, using standard units; suggest suitable
units and equipment for such measurements. |
3 |
|
| 2 |
Read a simple scale to the nearest labelled division,
including using a ruler to draw and measure lines
to the nearest centimetre. |
3 |
|
| 3 |
Use the mathematical names for common 2-D and
3-D shapes; sort shapes and describe some of their
features. |
3 |
|
| 4 |
Use mathematical vocabulary to describe position,
direction and movement. |
3 |
|
| |
Additional questions from Teaching Strategy |
3 |
|
| |
Total number of questions
in this section |
15 |
|
|
