| |
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 4 - 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 - Read and write whole numbers to
at least 10 000 in figures and words, and know what
each digit represents. |
2 |
|
| 2 |
Place value - Read and write the vocabulary of
estimation and approximation. Make and justify estimates
up to about 250, and estimate a proportion. |
2 |
|
| 3 |
Place value - Recognise negative numbers in context
(e.g. on a number line, temperature scale). |
1 |
|
| 4 |
Understanding addition and subtraction - Consolidate
understanding of the relationship between addition
and subtraction. |
1 |
|
| 5 |
Understanding addition and subtraction - Understand
the principles of the commutative law. |
1 |
|
| 6 |
Mental calculation strategies - Count on or back
in repeated steps of 1, 10, 100 or 1000. |
2 |
|
| 7 |
Mental calculation strategies - Identify near
doubles, using known doubles. |
1 |
|
| 8 |
Mental calculation strategies - Add three or four
small numbers mentally. |
1 |
|
| 9 |
Solve word problems involving addition and subtraction
in the context of money. |
1 |
|
| 10 |
Making decisions - Choose and use appropriate
number operations and appropriate ways of calculating
to solve problems. |
2 |
|
| 11 |
Pencil and paper procedures (+ and -) Develop
and refine written methods for: column addition
and subtraction of two whole numbers less than 1000;
money calculations. |
1 |
|
| |
Total number of questions
in Section A |
15 |
 |
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Making decisions - Choose and use appropriate
number operations and appropriate ways of calculating
to solve problems. |
2 |
|
| 2 |
Shape and space - Describe and visualise 3-D and
2-D shapes, including the tetrahedron and heptagon. |
2 |
|
| 3 |
Shape and space - Recognise equilateral and isosceles
triangles. |
1 |
|
| 4 |
Shape and space - Classify polygons using criteria
such as number of right angles, whether or not they
are regular, symmetry properties. |
1 |
|
| 5 |
Reasoning about shapes - Make and investigate
a general statement about familiar numbers and shapes
by finding examples. |
1 |
|
| 6 |
Measures - Suggest suitable units and measuring
equipment to estimate or measure length. |
2 |
|
| 7 |
Measures - Use read and write standard metric
units (km, m, cm, mm) and imperial (mile). |
1 |
|
| 8 |
Measures - Convert up to 1000 cm to metres and
vice versa. |
1 |
|
| 9 |
Measures - Measure and calculate the perimeter
of rectangles and simple shapes using standard units. |
1 |
|
| 10 |
Measures - Record estimates and readings from
scales to a suitable degree of accuracy. |
1 |
|
| 11 |
Shape and space - Recognise position and directions,
for example, describe and find the position of a
point on a grid of squares where the lines are numbered. |
2 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 8 to 10) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Properties of numbers - Recognise and extend number
sequences formed by counting from any number in
steps of constant size extending beyond zero when
counting back e.g. count on in steps of 25 to 500
and then back to, say, -100. |
2 |
|
| 2 |
Properties of numbers - Recognise odd and even
numbers up to 1000 and some of their properties,
including the outcome of sums or differences of
pairs or odd/even numbers. |
1 |
|
| 3 |
Reasoning about numbers - Solve mathematical problems
or puzzles, recognise and explain patterns and relationships,
generalise and predict. |
1 |
|
| 4 |
Reasoning about numbers - Make and investigate
a general statement about familiar numbers, finding
examples that satisfy it. |
1 |
|
| 5 |
Understanding multiplication and division - Extend
understanding of the operations of multiplication
and division and their relationship to each other
and addition and subtraction. |
1 |
|
| 6 |
Mental calculation strategies - Use doubling or
halving starting from known facts. |
1 |
|
| 7 |
Pencil and paper procedures (x and ÷) -
Approximate first. Use informal pencil and paper
methods to support, record or explain multiplication
and divisions. |
1 |
|
| 8 |
Pencil and paper procedures (x and ÷) -
Develop and refine methods for TU x U, TU ÷
U |
2 |
|
| 9 |
Making decisions - Choose and use appropriate
number operations and appropriate ways of calculating
(mental, mental with jottings, pencil and paper)
to solve problems. |
2 |
|
| 10 |
Problems - Use all four operations to solve word
problems involving numbers in 'real life', and money,
using one or more steps. |
2 |
|
| 11 |
Check with an equivalent calculation. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 13) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Understanding addition and subtraction - Consolidate
understanding of the relationship between addition
and subtraction. |
1 |
|
| 2 |
Pencil and paper procedures (+ and -) Develop
and refine written methods for: column addition
and subtraction of two whole numbers less than 1000;
money calculations. |
1 |
|
| 3 |
Fractions - Use fraction notation. |
1 |
|
| 4 |
Fractions - Recognise the equivalence of simple
fractions (e.g. fractions equivalent to 1/2, 1/4
or 3/4). |
1 |
|
| 5 |
Fractions - Recognise simple fractions that are
several parts of a whole and mixed numbers e.g.
5 3/4. |
1 |
|
| 6 |
Fractions - Begin to relate fractions to division
and find simple fractions such as 1/2, 1/3, 1/4,
1/6,1/10 of numbers or quantities. |
2 |
|
| 7 |
Mental calculation strategies - Find a small difference
by counting up. |
1 |
|
| 8 |
Measures - Read the time from an analogue clock
to the nearest minute, and from a 12-hour digital
clock. |
1 |
|
| 9 |
Measures - Use addition and subtraction to solve
word problems involving time. |
1 |
|
| 10 |
Solve a problem by collecting quickly, organising,
representing and interpreting data in tables, charts,
graphs and diagrams, including those generated by
a computer, for example: tally charts and frequency
tables. |
5 |
|
| |
Total number of questions
in SectionD |
15 |
|
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Ordering and rounding numbers - Multiply or divide
any integer up to 1000 by 10 (whole-number answers),
and understand the effect. |
1 |
|
| 2 |
Ordering and rounding numbers - Begin to multiply
by 100. |
1 |
|
| 3 |
Ordering and rounding numbers - Read and write
the vocabulary of comparing and ordering numbers. |
1 |
|
| 4 |
Ordering and rounding numbers - Use symbols correctly
including less than ( < ), greater than ( > )
and equals ( = ). |
1 |
|
| 5 |
Ordering and rounding numbers - Round any positive
integer less than 1000 to nearest 10 or 100. |
1 |
|
| 6 |
Addition and subtraction - Understand the principles
(not the names) of the commutative and associative
laws as they apply or not to addition and subtraction. |
1 |
|
| 7 |
Addition and subtraction - Partition into tens
and units, adding the tens first. |
1 |
|
| 8 |
Addition and subtraction - Add three or four
small numbers, finding pairs that total 10, or
9 or 11. |
1 |
|
| 9 |
Addition and subtraction - Add three two-digit
multiples of 10, such as 40 + 70 + 50. |
1 |
|
| 10 |
Addition and subtraction - Use known number facts
and place value to add or subtract mentally, including
any pair of two-digit whole numbers. |
1 |
|
| 11 |
Written methods of addition and subtraction -
Use informal pencil and paper methods to support,
record or explain additions/subtractions. |
1 |
|
| 12 |
Written methods of addition and subtraction -
Develop and refine written methods for column addition
of two whole numbers less than 1000. |
1 |
|
| 13 |
Written methods of addition and subtraction -
Develop and refine written methods for column subtraction
of two whole numbers less than 1000. |
1 |
|
| 14 |
Written methods of addition and subtraction -
Develop and refine written methods for column addition
of more than two whole numbers less than 1000. |
1 |
|
| 15 |
Written methods of addition and subtraction -
Develop and refine written methods for subtraction,
building on mental methods, including money. |
1 |
|
| |
Total number of questions
in Section A |
15 |
|
| Assessment B
(Units 4 to 6) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Measures - time, mass and area - Estimate/check
times using seconds, minute, hours. |
1 |
|
| 2 |
Measures - time, mass and area - Know and use
the relationships between familiar units of mass. |
1 |
|
| 3 |
Measures - time, mass and area - Know the equivalent
of a quarter, a half, three-quarters and one-tenth
of 1 kg in grams. |
1 |
|
| 4 |
Measures - time, mass and area - Record estimates
and readings from scales to suitable degree of
accuracy. |
1 |
|
| 5 |
Measures - time, mass and area - Measure and
calculate the perimeter and area of rectangles
and other simple shapes, using counting methods
and standard units (cm, cm2). |
1 |
|
| 6 |
Problem solving - Choose and use appropriate
ways of calculating (mental, mental with jottings,
pencil and paper) to solve problems. |
1 |
|
| 7 |
Problem solving - Choose appropriate number operations
to solve problems. |
1 |
|
| 8 |
Problem solving - Use appropriate number operations
to solve problems.
|
1 |
|
| 9 |
Problem solving - Explain methods and reasoning
about numbers orally and in writing. |
1 |
|
| 10 |
Problem solving - Check with an equivalent calculation. |
1 |
|
| 11 |
Direction and angle - Recognise positions and
directions: e.g. describe and find the position
of a point on a grid of squares where the lines
are numbered. |
1 |
|
| 12 |
Direction and angle - Recognise simple examples
of horizontal and vertical lines. |
1 |
|
| 13 |
Direction and angle - Use the eight compass directions
N, S, E, W, NE, NW, SE, SW. |
1 |
|
| 14 |
Direction and angle - Begin to know that angles
are measured in degrees and that: one whole turn
is 360 degrees or four right angles; a quarter
turn is 90 degrees or one right angles; half a
right angle is 45 degrees. |
1 |
|
| 15 |
Direction and angle - Start to order a set of
angles less than 180 degrees. |
1 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 8 to 10) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Properties of numbers and reasoning about numbers
- Recognise negative numbers in context (e.g. on
a number line, on a temperature scale). |
2 |
|
| 2 |
Properties of numbers and reasoning about numbers
- Recognise and extend number sequences formed
by counting from any number in steps of constant
size, extending beyond zero when counting back. |
2 |
|
| 3 |
Properties of numbers and reasoning about numbers
- Make and investigate a general statement about
familiar numbers by finding examples that satisfy
it. |
1 |
|
| 4 |
Multiplication and division - Understand the
principles (not the names) of the commutative,
associative and distributive laws as they apply
to multiplication. |
1 |
|
| 5 |
Multiplication and division - Know by heart:
multiplication facts for 2, 3, 4, 5 and 10 times
tables. |
1 |
|
| 6 |
Multiplication and division - Derive quickly:
division facts corresponding to 2, 3, 4, 5 and
10 times tables. |
1 |
|
| 7 |
Multiplication and division - Find remainders
after division. Divide a whole number of pounds
by 2, 4, 5 or 10 to give pounds and pence. |
1 |
|
| 8 |
Multiplication and division - Partition (e.g.
23 x 4 = (20 x 4) + (3 x 4)). |
1 |
|
| 9 |
Calculations and problem solving - Approximate
first. Use informal pencil and paper methods to
support, record or explain multiplications and
divisions. |
1 |
|
| 10 |
Calculations and problem solving - Use informal
pencil and paper methods to support, record or
explain additions and subtractions. |
1 |
|
| 11 |
Calculations and problem solving - Choose and
use appropriate number operations and appropriate
ways of calculating (mental, mental with jottings,
pencil and paper) to solve problems. |
1 |
|
| 12 |
Calculations and problem solving - Use all four
operations to solve word problems involving numbers
in 'real life', money and measures (including time),
using one or more steps. |
1 |
|
| 13 |
Calculations and problem solving - Check with
the inverse operation. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 11 to 12) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Fractions and decimals - Use fraction notation.
Recognise simple fractions that are several parts
of a whole; such as 1/3 or 5/8. |
1 |
|
| 2 |
Fractions and decimals - Use fraction notation.
Recognise simple fractions that are several parts
of mixed numbers such as 5 ¾ . |
1 |
|
| 3 |
Fractions and decimals - Use fraction notation.
Recognise the equivalence of simple fractions (e.g.
fractions equivalent to ½, ¼ or ¾ ). |
1 |
|
| 4 |
Fractions and decimals - Identify two simple
fractions with a total of 1. |
1 |
|
| 5 |
Fractions and decimals - Order simple fractions;
for example, decide whether fractions such as 3/8
or 7/10 are greater or less than one half. |
1 |
|
| 6 |
Fractions and decimals - Recognise the equivalence
between decimal and fraction forms of one half
and one quarter, and tenths such as 0.3. |
1 |
|
| 7 |
Fractions and decimals - Understand decimal notation
and place value for hundredths. |
1 |
|
| 8 |
Fractions and decimals - Use decimal notation
and place value for tenths and hundredths in context,
e.g. order amounts of money. |
1 |
|
| 9 |
Fractions and decimals - Use decimal notation
and place value for tenths and hundredths in context,
e.g. convert a sum of money such as £13.25. |
1 |
|
| 10 |
Handling data - Solve a problem by collecting
quickly, organising, representing and interpreting
data in tables and charts. |
2 |
|
| 11 |
Handling data - Solve a problem by collecting
quickly, organising, representing and interpreting
data in Venn diagrams (two criteria). |
1 |
|
| 12 |
Handling data - Solve a problem by collecting
quickly, organising, representing and interpreting
data in Carroll diagrams (two criteria). |
2 |
|
| 13 |
Handling data - Solve a problem by collecting
quickly, organising, representing and interpreting
data in bar charts – intervals labelled in
2s, 5s, 10s or 20s. |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Numbers and the
number system |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Use symbols correctly, including less than (<),
greater than (>), equals (=). |
3 |
|
| 2 |
Round any positive integer less than 1000 to the
nearest 10 or 100. |
3 |
|
| 3 |
Recognise simple fractions that are several parts
of a whole, and mixed numbers; recognise the equivalence
of simple fractions. |
4 |
|
| |
Additional questions from Teaching Strategy |
5 |
|
| |
Total number of questions
in this section |
15 |
|
| Calculations |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Use known number facts and place value to add
or subtract mentally, including any pair of two-digit
whole numbers. |
3 |
|
| 2 |
Carry out column addition and subtraction of two
integers less than 1000, and column addition of
more than two such integers. |
3 |
|
| 3 |
Know by heart facts for the 2, 3, 4, 5 and 10
multiplication tables. |
3 |
|
| 4 |
Derive quickly division facts corresponding to
the 2, 3, 4, 5 and 10 multiplication tables. |
3 |
|
| 5 |
Find remainders after division. |
3 |
|
| |
Additional questions from Teaching Strategy |
0 |
|
| |
Total number of questions
in this section |
15 |
| Solving problems
(incorporating Handling data) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Choose and use appropriate number operations and
ways of calculating (mental, mental with jottings,
pencil and paper) to solve problems. |
6 |
|
| |
Additional questions from Teaching Strategy |
9 |
|
| |
Total number of questions
in this section |
15 |
| Measures, shape
and space |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Know and use the relationships between familiar
units of length, mass and capacity. |
4 |
|
| 2 |
Classify polygons, using criteria such as number
of right angles, whether or not they are regular,
symmetry properties. |
3 |
|
| |
Additional questions from Teaching Strategy |
8 |
|
| |
Total number of questions
in this section |
15 |
|
|
