| |
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 2 - Numeracy
Year 3 - 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 |
Place value and ordering - Read and write whole
numbers to at least 1000 in figures and words. |
1 |
|
| 2 |
Place value and ordering - Read and begin to write
the vocabulary of comparing and ordering numbers,
including ordinal numbers to at least 100. |
1 |
|
| 3 |
Place value and ordering - Know what each digit
represents, and partition three-digit numbers into
a multiple of 100, a multiple of ten and ones (HTU). |
2 |
|
| 4 |
Place value and ordering - Order whole numbers
to at least 1000, and position them on a number
line. |
1 |
|
| 5 |
Mental calculation strategies - Use knowledge
that addition can be done in any order to do mental
calculations more efficiently. For example: put
the largest number first and count on. |
1 |
|
| 6 |
Mental calculation strategies - Bridge through
a multiple of 10, then adjust. |
1 |
|
| 7 |
Understanding addition and subtraction - Extend
understanding of addition and subtraction, read
and begin to write related vocabulary, and continue
to recognise that addition can be done in any order.
Use the +, - and = signs. |
2 |
|
| 8 |
Mental calculation strategies - Identify near
doubles, using doubles already known (e.g. 80 +
81). |
1 |
|
| 9 |
Making decisions - Choose and use appropriate
operations to solve word problems and appropriate
ways of calculating: mental, mental with jottings,
pencil and paper. |
1 |
|
| 10 |
Reasoning about numbers - Explain methods and
reasoning orally and, where appropriate, in writing. |
1 |
|
| 11 |
Problems involving 'real life', money and measures
- Solve word problems involving numbers in 'real
life' money and measures, using one or more steps,
including finding totals and giving change, and
working out which coins to pay. Explain how the
problem |
1 |
|
| 12 |
Problems involving 'real life', money or measures
- Recognise all coins and notes. Understand and
use £.p notation (for example, know that £3.06
is £3 and 6p). |
2 |
|
| |
Total number of questions
in Section A |
15 |
 |
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Shape and space - Make and describe shapes and
patterns: for example, explore the different shapes
that can be made with four cubes. Relate solid shapes
to pictures of them. |
1 |
|
| 2 |
Reasoning about shape - Solve mathematical problems
or puzzles, recognise simple patterns and relationships,
generalise and predict. Suggest extensions by asking
‘What if?’ |
1 |
|
| 3 |
Shape and space - Classify and describe 3-D and
2-D shapes, including the hemi-sphere, prism, semi-circle,
quadrilateral? |
1 |
|
| 4 |
Shape and space - Identify and sketch lines of
symmetry in simple shapes, and recognise shapes
with no lines of symmetry. |
2 |
|
| 5 |
Measures - Know the relationships between kilometers
and metres, metres and centimeters, kilograms and
grams, litres and millilitres. |
2 |
|
| 6 |
Measures - Suggest suitable units and measuring
equipment to estimate or measure length, mass or
capacity. |
1 |
|
| 7 |
Measures - Read and begin to write the vocabulary
related to length, mass and capacity. |
2 |
|
| 8 |
Shape and space - Read and write the vocabulary
related to position, direction and movement: for
example, describe and find the position of a square
on a grid of squares with the rows and columns labelled. |
1 |
|
| 9 |
Shape and space - Recognise and use the four compass
directions N, S, E, W. |
1 |
|
| 10 |
Shape and space - Make and describe right-angled
turns, including turns between the four compass
points. |
1 |
|
| 11 |
Shape and space - Identify right angles in 2-D
shapes and the environment. Recognise that a straight
line is equivalent to two right angles. Compare
angles with a right angle. |
2 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 8 to 10) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Properties of numbers - Count on or back in tens
or hundreds, starting from any two- or three-digit
number. |
1 |
|
| 2 |
Properties of numbers - Count on or back in twos
starting from any two-digit number, and recognise
odd and even numbers to at least 100; count on in
steps of 3, 4 or 5 from any small number to at least
50, then back again. |
1 |
|
| 3 |
Properties of numbers - Recognise two-digit and
three-digit multiples of 2, 5 or 10, and three-digit
multiples of 50 and 100. |
2 |
|
| 4 |
Reasoning about numbers - Investigate a general
statement about familiar numbers or shapes by finding
examples that satisfy it. |
1 |
|
| 5 |
Understand multiplication as repeated addition.
Read and begin to write related vocabulary. Extend
understanding that multiplication can be done in
any order. |
2 |
|
| 6 |
Mental calculation strategies - To multiply by
10/100, shift the digits one/two places to the left. |
2 |
|
| 7 |
Mental calculation strategies - Use known number
facts and place value to carry out mentally simple
multiplications and divisions. |
1 |
|
| 8 |
Problems involving 'real life', money and measures
- Solve word problems involving numbers in 'real
life' money and measures, using one or more steps,
including finding totals and giving change, and
working out which coins to pay. Explain how the
problem |
2 |
|
| 9 |
Problems involving 'real life', money or measures
- Recognise all coins and notes. Understand and
use £.p notation (for example, know that £3.06
is £3 and 6p). |
1 |
|
| 10 |
Checking results of calculations - Check subtraction
with addition, halving with doubling and division
with multiplication. |
2 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 13) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Fractions - Recognise unit fractions such as 1/2,
1/3, 1/4, 1/5, 1/10 - and use them to find fractions
of shapes and numbers. |
1 |
|
| 2 |
Fractions - Begin to recognise simple fractions
that are several parts of a whole, such as 3/4,
2/3, 3/10. |
2 |
|
| 3 |
Fractions - Begin to recognise simple equivalent
fractions: for example, five tenths and one half,
five fifths and one whole. |
1 |
|
| 4 |
Fractions - Compare familiar fractions: for example,
know that on the number one half lies between one
quarter and three quarters. |
1 |
|
| 5 |
Understanding addition and subtraction - Extend
understanding that more than two numbers can be
added; and three or four single-digit numbers mentally,
or three or four two-digit numbers with the help
of apparatus or pencil and paper. |
2 |
|
| 6 |
Understanding addition and subtraction - Extend
understanding that subtraction is the inverse of
addition. |
1 |
|
| 7 |
Mental calculation strategies - Add and subtract
mentally a 'near multiple of 10' to or from a two-digit
number...by adding or subtracting 10, 20, 30...and
adjusting. |
1 |
|
| 8 |
Mental calculation strategies - Find a small difference
by counting up from the smaller to the larger number
(e.g. 102 - 97). |
1 |
|
| 9 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: simple frequency
tables; |
5 |
|
| |
Total number of questions
in Section D |
15 |
|
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Reading numbers from scales - Read scales to
the nearest division (labelled). |
1 |
|
| 2 |
Reading numbers from scales - Read scales to
the nearest division (unlabelled). |
1 |
|
| 3 |
Place value and ordering - Compare two given
three-digit numbers and say which is more or less. |
1 |
|
| 4 |
Place value and ordering - Compare two given
three-digit numbers and give a number which lies
between them. |
1 |
|
| 5 |
Place value and ordering - Know what each digit
represents, and partition three-digit numbers into
a multiple of 100, a multiple of ten and ones (HTU). |
1 |
|
| 6 |
Addition and subtraction - Extend understanding
that more than two numbers can be added; add three
or four single-digit numbers mentally, or two or
four two-digit numbers with the help of apparatus
or pencil and paper. |
1 |
|
| 7 |
Addition and subtraction - Use knowledge that
addition can be done in any order to do mental
calculations more efficiently. For example: by
finding pairs totalling 9, 10 or 11; partition
into '5 and a bit' when adding 6, 7, 8 or 9 (e.g.
47 + 8 = 45 + 2 + 5 + 3 = 50 + 5 = 55). |
1 |
|
| 8 |
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; add three
or four small numbers by putting the largest number
first. |
1 |
|
| 9 |
Addition and subtraction - Repeat addition in
a different order. |
1 |
|
| 10 |
Addition and subtraction - Check with an equivalent
calculation. |
1 |
|
| 11 |
Money and 'real life' problems - Choose and use
appropriate operations (multiplication) to solve
word problems, and appropriate ways of calculating:
mental, mental with jottings, pencil and paper. |
1 |
|
| 12 |
Money and 'real life' problems - Choose and use
appropriate operations (division) to solve word
problems, and appropriate ways of calculating:
mental, mental with jottings, pencil and paper. |
1 |
|
| 13 |
Money and 'real life' problems - Explain methods
and reasoning orally and, where appropriate, in
writing. |
1 |
|
| 14 |
Money and 'real life' problems - Solve word problems
involving numbers in ‘real life’, money
and measures, using one or more steps, including
finding totals. Explain how the problem was solved. |
1 |
|
| 15 |
Money and 'real life' problems - Solve word problems
involving numbers in ‘real life’, money
and measures, using one or more steps, including
giving change, and working out which coins to pay.
Explain how the problem was solved. |
1 |
|
| |
Total number of questions
in Section A |
15 |
|
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Shape and space – Classify and describe
3-D and 2-D shapes, referring to properties such
as whether sides/edges are the same length, whether
or not angles are right angles. |
1 |
|
| 2 |
Shape and space - Classify and describe 3-D and
2-D shapes, referring to properties such as reflective
symmetry (2-D) and the number or shapes of faces. |
1 |
|
| 3 |
Shape and space - Make and describe right-angled
turns, including turns between the four compass
points. |
1 |
|
| 4 |
Shape and space - Classify and describe 3-D and
2-D shapes, including the hemi-sphere, prism, semi-circle,
quadrilateral... |
1 |
|
| 5 |
Shape and space - Identify right angles in 2-D
shapes and the environment. Recognise that a straight
line is equivalent to two right angles. Compare
angles with a right angle. |
1 |
|
| 6 |
Reasoning about shapes - Investigate a general
statement about familiar shapes by finding examples
that satisfy it. |
2 |
|
| 7 |
Reasoning about shapes - Solve mathematical problems
or puzzles, generalise and predict. Suggest extensions
by asking 'What if…?' |
1 |
|
| 8 |
Reasoning about shapes - Solve mathematical problems
or puzzles, recognise simple relationships, generalise
and predict. Suggest extensions by asking 'What
if…?' |
1 |
|
| 9 |
Reasoning about shapes - Solve mathematical problems
or puzzles, recognise simple patterns, generalise
and predict. Suggest extensions by asking 'What
if…?' |
1 |
|
| 10 |
Measures, and time, including problems - Measure
using standard units (km, m, cm, kg, g, l, ml)
including using a ruler to draw and measure lines
to the nearest half centimetre. |
1 |
|
| 11 |
Measures, and time, including problems - Compare
using standard units (km, m, cm, kg, g, l, ml)
including using a ruler to draw and measure lines
to the nearest half centimetre. |
1 |
|
| 12 |
Measures, and time, including problems - Know
the relationships between units of time (second,
minute, hour, day, week, month, year). |
1 |
|
| 13 |
Measures, and time, including problems - Use
units of time (second, minute, hour, day, week,
month, year). |
1 |
|
| 14 |
Measures, and time, including problems - Read
the time to 5 minutes on an analogue clock and
a 12 hour digital clock, and use the notation 9:40. |
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 number sequences: count on or back in
tens or hundreds, starting from any two- or three-digit
number. |
1 |
|
| 2 |
Counting and properties of numbers - Describe
and extend number sequences: count on or back in
twos starting from any two-digit number. |
1 |
|
| 3 |
Counting and properties of numbers - Describe
and extend number sequences: recognise odd and
even numbers to at least 100. |
1 |
|
| 4 |
Counting and properties of numbers - Describe
and extend number sequences: count on in steps
of 3, 4 or 5 from any small number to at least
50, then back again. |
1 |
|
| 5 |
Counting and properties of numbers - Investigate
a general statement about familiar numbers or shapes
by finding examples that satisfy it. |
1 |
|
| 6 |
Understanding + and – (Use patterns of
similar calculations). |
1 |
|
| 7 |
Understanding + and – (Use known number
facts and place value to add/subtract mentally). |
1 |
|
| 8 |
Understanding x and ÷ Understand division
as grouping (repeated subtraction) or sharing. |
1 |
|
| 9 |
Understanding x and ÷ (Begin to find remainders
after simple division). |
1 |
|
| 10 |
Understanding x and ÷ (Know by heart multiplication
facts for the 2, 5 and 10 times-tables). |
1 |
|
| 11 |
Money and 'real life' problems - Solve word problems
involving numbers in 'real life' money and measures,
using one or more steps, including finding totals. |
1 |
|
| 12 |
Money and 'real life' problems - Solve word problems
involving numbers in 'real life' money and measures,
using one or more steps, including giving change,
and working out which coins to pay. |
1 |
|
| 13 |
Money and 'real life' problems - Recognise all
coins and notes. Understand and use £.p notation
(for example, know that £3.06 is £3
and 6p). |
1 |
|
| 14 |
Making decisions and checking results – Repeat
addition and multiplication in a different order. |
1 |
|
| 15 |
Making decisions and checking results – Check
with an equivalent calculation. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 12) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Fractions - Estimate a simple fraction. |
1 |
|
| 2 |
Fractions - Recognise unit fractions such as
1/2 , 1/3, 1/4, 1/5, 1/10…and use them to
find fractions of shapes and numbers. |
2 |
|
| 3 |
Fractions - Begin to recognise simple fractions
that are several parts of a whole, such as 3/4,
2/3, 3/10. |
1 |
|
| 4 |
Fractions - Begin to recognise simple equivalent
fractions: for example, five tenths and one half,
five fifths and one whole. |
2 |
|
| 5 |
Fractions - Compare familiar fractions: for example,
know that on the number line one half lies between
one quarter and three quarters. |
2 |
|
| 6 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: simple frequency
tables. |
1 |
|
| 7 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: pictograms – symbol
representing two units. |
1 |
|
| 8 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: pictograms – symbol
representing one unit. |
1 |
|
| 9 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: bar charts – intervals
labelled in twos. |
1 |
|
| 10 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: bar charts – intervals
labelled in ones. |
1 |
|
| 11 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: Venn diagrams (one
criterion). |
1 |
|
| 12 |
Handling data - Solve a given problem by organising
and interpreting numerical data in simple lists,
tables and graphs, for example: Carroll diagrams
(one criterion). |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Numbers and the
number system |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Read, write and order whole numbers to at least
1000; know what each digit represents. |
5 |
|
| 2 |
Count on or back in tens or hundreds from any
two- or three-digit number. |
3 |
|
| 3 |
Recognise unit fractions such as ½, 1/3,
¼, 1/5, 1/10, and use them to find fractions
of shapes and numbers. |
3 |
|
| |
Additional questions from Teaching Strategy |
4 |
|
| |
Total number of questions
in this section |
15 |
| Calculations |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Know by heart all addition and subtraction facts
for each number to 20. |
4 |
|
| 2 |
Add and subtract mentally a ‘near multiple
of 10’ to or from a two-digit number. |
3 |
|
| 3 |
Know by heart facts for the 2, 5 and 10 multiplication
tables. |
3 |
|
| 4 |
Understand division and recognise that division
is the inverse of multiplication. |
3 |
|
| |
Additional questions from Teaching Strategy |
2 |
|
| |
Total number of questions
in this section |
15 |
| Solving problems
(incorporating Handling data) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Understand and use £.p notation. |
4 |
|
| 2 |
Choose and use appropriate operations (including
multiplication and division) to solve word problems,
explaining methods and reasoning. |
6 |
|
| 3 |
Solve a given problem by organising and interpreting
numerical data in simple lists, tables and graphs. |
3 |
|
| |
Additional questions from Teaching Strategy |
2 |
|
| |
Total number of questions
in this section |
15 |
| Measures, shape
and space |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Use units of time and know the relationships between
them (second, minute, hour, day, week, month, year). |
4 |
|
| 2 |
Identify right angles. |
3 |
|
| 3 |
Identify lines of symmetry in simple shapes and
recognise shapes with no lines of symmetry. |
3 |
|
| |
Additional questions from Teaching Strategy |
5 |
|
| |
Total number of questions
in this section |
15 |
|
|
