| |
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 5 - 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 - Multiply and divide any positive
integer up to 10 000 by 10 or 100 and understand
the effect. |
2 |
|
| 3 |
Place value - Use the vocabulary of comparing
and ordering numbers, including symbols such as
<, > and = . Give one or more numbers lying
between two given numbers. Order a set of integers
less than 1 million. |
1 |
|
| 4 |
Using a calculator - Develop calculator skills
and use a calculator effectively. |
1 |
|
| 5 |
Understanding multiplication and division - Understand
the effect of and relationships between the four
operations, and the principles (not the names) of
the arithmetic laws as they apply to multiplication. |
2 |
|
| 6 |
Mental calculation strategies - Use doubling or
halving, starting from known facts. For example:
double/halve any two-digit number by doubling/ halving
the tens first; double one number and halve the
other; to multiply by 25, multiply by 100 then divide
by 4; find the 16 times table facts by doubling
the 8 times table; find sixths by halving thirds. |
2 |
|
| 7 |
Pencil and paper procedures (x and ÷) -
Approximate first. Use informal pencil and paper
methods to support, record or explain multiplications
and divisions. Extend written methods to short multiplication
of HTU or U.t by U. |
1 |
|
| 8 |
Checking results of calculations - Estimate by
approximating (round to nearest 10 or 100), then
check result. |
1 |
|
| 9 |
Problems involving 'real life' money and measures
- Use all four operations to solve simple word problems
involving numbers and quantities based on money.
|
2 |
|
| 10 |
Making decisions - Choose and use appropriate
number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings,
written methods, calculator. |
1 |
|
| |
Total number of questions
in Section A |
15 |
 |
| Assessment B
(Units 4 to 6a) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Fractions - Use fraction notation, including mixed
numbers, and the vocabulary numerator and denominator.
Change an improper fraction to a mixed number (e.g.
change 13/10 to 1 3/10). |
2 |
|
| 2 |
Fractions - Recognise when two simple fractions
are equivalent, including relating hundredths to
tenths (e.g. 70/100 = 7/10). |
1 |
|
| 3 |
Fractions - Order a set of fractions such as 2,
2 3/4, 1 3/4, 2 1/2, 1 1/2 and position them on
a number line. |
2 |
|
| 4 |
Fractions, decimals, percentages - Use decimal
notation for tenths and hundredths. Know what each
digit represents in numbers with up to two decimal
places. |
1 |
|
| 5 |
Fractions, decimals, percentages - Relate fractions
to their decimal representations: that is recognise
the equivalence between the decimal and fraction
forms of one-half, one-quarter, three-quarters...and
tenths and hundredths (e.g. 7/10 = 0.7, 27/100 =
|
1 |
|
| 6 |
Fractions, decimals, percentages - Begin to understand
percentage as the number of parts in every hundred
and find simple percentages of small whole-number
quantities (e.g. 25% of £8). |
2 |
|
| 7 |
Fractions, decimals, percentages - Solve simple
problems using ideas of ratio and proportion. |
1 |
|
| 8 |
Handling data - Discuss the chance or likelihood
of particular events. |
1 |
|
| 9 |
Handling data - Solve a problem by representing
and interpreting data in tables, charts, graphs,
and diagrams, including those generated by a computer,
for example: bar line charts, vertical axis labelled
in 2s, 5s, 10s, 20s and 100s, first where intermed |
1 |
|
| 10 |
Handling data - Find the mode of a set of data. |
2 |
|
| 11 |
Handling data - Solve a problem by representing
and interpreting data in tables, charts, graphs
and diagrams, including those generated by a computer. |
1 |
|
| |
Total number of questions
in Section B |
15 |
|
|
Assessment C (Units 6b to 9) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Using a calculator - Develop calculator skills
and use a calculator effectively. |
2 |
|
| 2 |
Handling data - Find the mode of a set of data. |
1 |
|
| 3 |
Handling data - Solve a problem by representing
and interpreting data in tables, charts, graphs
and diagrams, including those generated by a computer. |
2 |
|
| 4 |
Shape and space - Recognise properties of rectangles.
Classify triangles (isosceles, equilateral, scalene)
using criteria such as equal sides and equal angles,
lines of symmetry. |
2 |
|
| 5 |
Shape and space - Recognise positions and directions:
read and plot co-ordinates in the first quadrant. |
1 |
|
| 6 |
Reasoning about shape - Solve mathematical problems
or puzzles, recognise and explain patterns and relationships,
generalise and predict. |
1 |
|
| 7 |
Measures - Suggest suitable units and measuring
equipment to estimate or measure length, mass or
capacity. Measure and draw lines to the nearest
millimetre. |
2 |
|
| 8 |
Measures - Use, read and write standard metric
units (km, m, cm, mm, kg, g, l, ml), including their
abbreviations and relationships between them. Convert
larger to smaller units (e.g. km to m, m to cm or
mm, kg to g, l to ml). Know imperial units (mile,
pint, gallon). |
1 |
|
| 9 |
Measures - Understand, measure and calculate perimeter
of rectangles and regular polygons. |
2 |
|
| 10 |
Problems involving 'real life', money and measures
- Explain methods and reasoning. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 10 to 12) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Making decisions - Choose and use appropriate
number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings,
written methods, calculator. |
1 |
|
| 2 |
Measures - Suggest suitable units and measuring
equipment to estimate or measure length, mass or
capacity. Record estimates and readings from scales
to a suitable degree of accuracy. |
1 |
|
| 3 |
Measures - Use units of time; read the time on
a 24-hour clock, and use 24-hour clock notation
such as 19:53. |
2 |
|
| 4 |
Measures including problems - Use all four operations
to solve simple word problems, involving numbers
and quantities based on 'real-life', money and measures
(including time), using one or more steps. |
2 |
|
| 5 |
Mental calculation strategies - Partition into
H, T and U adding the most significant digits first. |
1 |
|
| 6 |
Pencil and paper procedures (+ and -) - Extend
written methods to column addition/ subtraction
of two integers less than 10 000. |
2 |
|
| 7 |
Problems involving 'real life', money and measures
- Use all four operations to solve simple word problems
involving numbers and quantities based on 'real-life'
and money using one or more steps. Explain methods
and reasoning. |
1 |
|
| 8 |
Properties of number - Recognise and extend number
sequences formed by counting from any number in
steps of constant size, extending beyond zero when
counting back. |
2 |
|
| 9 |
Properties of number - Know squares of numbers
to at least 10x10. |
1 |
|
| 10 |
Properties of number - Recognise multiples of
6, 7, 8, 9 up to the 10th multiple. |
1 |
|
| 11 |
Properties of number - Find all the pairs of factors
of any number up to 100. |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Place value - Use the vocabulary of comparing
and ordering numbers, including symbols such as <, >,
?, ? and =. |
1 |
|
| 2 |
Place value - Order a set of integers less than
1 million. |
1 |
|
| 3 |
Place value - Order a given set of positive and
negative integers (e.g. on a number line, on a
thermometer). |
1 |
|
| 4 |
Place value - Solve a problem by representing
and interpreting data in tables, charts and diagrams. |
2 |
|
| 5 |
Problem solving - Begin to use brackets. |
1 |
|
| 6 |
Problem solving - Use doubling or halving, starting
from known facts. |
1 |
|
| 7 |
Problem solving - Use factors. |
1 |
|
| 8 |
Problem solving - Use all four operations to
solve simple word problems involving numbers and
quantities. |
1 |
|
| 9 |
Problem solving - Choose and use appropriate
number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings,
written methods, and calculator. |
1 |
|
| 10 |
Multiplication and division - Use factors (e.g.
8 x 12 = 8 x 4 x 3). |
1 |
|
| 11 |
Multiplication and division - Use closely related
facts (e.g. multiply by 19 or 21 by multiplying
by 20 and adjusting; develop the x12 table from
the x10 and x2 tables). |
1 |
|
| 12 |
Multiplication and division - Partition (e.g.
47 x 6 = (40 x 6) + (7 x 6)). |
1 |
|
| 13 |
Multiplication and division - Use known facts
and place value to multiply and divide mentally. |
1 |
|
| 14 |
Multiplication and division - Use all four operations
to solve simple word problems involving numbers
and quantities. Explain methods and reasoning. |
1 |
|
| |
Total number of questions
in Section A |
15 |
|
| Assessment B
(Units 4 to 5) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Fractions and decimals - Order a set of fractions,
such as 2, 2¾, 1¾, 1½, and
position them on a number line. |
1 |
|
| 2 |
Fractions and decimals - Relate fractions to
division and use division to find simple fractions,
including tenths and hundredths, of numbers and
quantities. |
2 |
|
| 3 |
Fractions and decimals - Order a set of numbers
or measurements with the same number of decimal
places. |
1 |
|
| 4 |
Fractions and decimals - Round a number with
one or two decimal places to the nearest integer. |
1 |
|
| 5 |
Shape and space - Visualise 3-D shapes from 2-D
drawings. |
1 |
|
| 6 |
Shape and space - Recognise positions and directions:
read and plot co-ordinates in the first quadrant;
recognise perpendicular and parallel lines. |
2 |
|
| 7 |
Shape and space - Recognise reflective symmetry
in regular polygons. |
1 |
|
| 8 |
Shape and space - Complete symmetrical patterns
with two lines of symmetry at right angles. |
1 |
|
| 9 |
Shape and space - Make and investigate a general
statement about familiar shapes by finding examples
that satisfy it. |
1 |
|
| 10 |
Angle - Understand and use angle measure in degrees.
Identify, estimate and order acute and obtuse angles. |
2 |
|
| 11 |
Angle - Calculate angles in a straight line. |
2 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 7 to 9) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Measures - Understand area measured in square
centimetres (cm2). Understand and use formula in
words 'length x breadth' for the area of a rectangle. |
1 |
|
| 2 |
Measures - Use, read and write standard metric
units (km, m, cm, mm, kg, g, l, ml), including
their abbreviations, and relationships between
them. Convert larger to smaller units (e.g. km
to m, m to cm or mm, kg to g, l to ml). |
1 |
|
| 3 |
Measures - Suggest suitable units and measuring
equipment to estimate or measure length, mass or
capacity. Record estimates and readings from scales
to a suitable degree of accuracy. |
1 |
|
| 4 |
Handling data - Solve a problem by representing
and interpreting data in tally charts and bar charts. |
1 |
|
| 5 |
Handling data - Solve a problem by representing
and interpreting data in tables, charts, graphs
and diagrams, including those generated by a computer,
for example: where intermediate points have no
meaning (e.g. scores on a dice rolled 50 times). |
1 |
|
| 6 |
Handling data - Solve a problem by representing
and interpreting data in tables, charts, graphs
and diagrams, including those generated by a computer,
for example: where intermediate points may meaining
(e.g. room temperature over time). |
1 |
|
| 7 |
Addition and subtraction 1 - Identify near doubles,
such as 1.5 + 1.6. |
1 |
|
| 8 |
Addition and subtraction 1 - Add or subtract
the nearest multiple of 10 or 100, then adjust. |
1 |
|
| 9 |
Addition and subtraction 1 - Develop further
the relationship between addition and subtraction. |
1 |
|
| 10 |
Addition and subtraction 1 - Add several numbers
(e.g. four or five single digits, or multiples
of ten such as 40 + 50 + 80). |
1 |
|
| 11 |
Addition and subtraction 1 - Use informal pencil
and paper methods to support, record or explain
additions and subtractions. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 10 to 11) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Addition and subtraction 2 - Extend written methods
to column subtraction of two integers less than
10 000. |
2 |
|
| 2 |
Addition and subtraction 2 - Extend written methods
to column addition of two integers less than 10
000. |
1 |
|
| 3 |
Addition and subtraction 2 - Extend written methods
to addition of more than two integers less than
10 000. |
1 |
|
| 4 |
Addition and subtraction 2 - Extend written methods
to subtraction of a pair of decimal fractions one
or both with two decimal places (e.g. £29.78
+ £53.34). |
1 |
|
| 5 |
Addition and subtraction 2 - Extend written methods
to addition of a pair of decimal fractions one
or both with two decimal places (e.g. £29.78
+ £53.34). |
2 |
|
| 6 |
Addition and subtraction 2 - Use all four operations
to solve simple word problems involving numbers
and quantities. |
1 |
|
| 7 |
Reasoning about numbers - Recognise and extend
number sequences formed by counting from any number
in steps of constant size. For example: count in
steps of 25 to 1000 and then back. |
1 |
|
| 8 |
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. For example: count on or back
in steps of 0.1, 0.2, 0.3… |
1 |
|
| 9 |
Reasoning about numbers - Recognise multiples
of 6, 7, 8 and 9 up to the tenth multiple. |
1 |
|
| 10 |
Reasoning about numbers - Know and apply tests
of divisibility by 2, 4, 5, 10 or 100. |
1 |
|
| 11 |
Reasoning about numbers - Make and investigate
a general statement about familiar numbers by finding
examples that satisfy it. |
1 |
|
| 12 |
Reasoning about numbers - Make and investigate
a general statement about familiar shapes by finding
examples that satisfy it. |
1 |
|
| 13 |
Reasoning about numbers - Suggest extensions
by asking 'What if…?' |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Numbers and the
number system |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Multiply or divide any positive integer up to
10,000 by 10 or 100 and understand the effect. |
3 |
|
| 2 |
Order a given set of positive and negative integers. |
3 |
|
| 3 |
Use decimal notation for tenths and hundredths. |
3 |
|
| 4 |
Round a number with one or two decimal places
to the nearest integer. |
3 |
|
| 5 |
Relate fractions to divisions and to their decimal
representations. |
3 |
|
| |
Additional questions from Teaching Strategy |
0 |
|
| |
Total number of questions
in this section |
15 |
| Calculations |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Calculate mentally a difference such as 8006 –
2993. |
4 |
|
| 2 |
Carry out column addition and subtraction of positive
integers less than 10,000. |
4 |
|
| 3 |
Know by heart all multiplication facts up to 10
x 10. |
3 |
|
| 4 |
Carry out short multiplication and division of
a three-digit by a single-digit integer. |
4 |
|
| |
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 |
Carry out long multiplication of a two-digit by
a two-digit integer. |
4 |
|
| 2 |
Use all four operations to solve simple word problems
involving numbers and quantities, including time,
explaining methods and reasoning. |
6 |
|
| |
Additional questions from Teaching Strategy |
5 |
|
| |
Total number of questions
in this section |
15 |
| Measures, shape
and space |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Understand area measured in square centimetres
(cm2); understand and use the formula in words ‘length
x breadth’ for the area of a rectangle. |
3 |
|
| 2 |
Recognise parallel and perpendicular lines, and
properties of rectangles. |
4 |
|
| |
Additional questions from Teaching Strategy |
8 |
|
| |
Total number of questions
in this section |
15 |
|
|
