KS3 Maths Assessment Checklist
Number - Place Value
I can:
understand and use place value for:
interpret and compare numbers
interpret and compare numbers
 integers of any size
 standard form A x10 1≤A<10
where n is a positive integer
 standard form A x 10n 1≤A<10
where n is a positive or negative
integer or zero
round numbers and measures to an
appropriate degree of accuracy
round numbers and measures to an
appropriate degree of accuracy
round numbers and measures to an
appropriate degree of accuracy
 nearest whole number
 two decimal places
 a given number of decimal places
 decimals
n
 measures
order (using the number line as a
model):
 positive integers
 negative integers
 decimals
 fractions
 percentages
 use the symbols =, ≠, <, >, ≤, ≥
 one decimal place
 a given number of significant figures
 use approximation through
rounding to estimateanswers
 calculate possible resulting errors
expressed using inequality notation
a<x≤b
 appreciate the infinite nature of
the sets of integers
 appreciate the infinite nature of
the sets of rational numbers
 appreciate the infinite nature of
the sets of real numbers
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KS3 Maths Assessment Checklist
Number - Calculation
I can:
use the concepts and vocabulary of:
use the concepts and vocabulary of:
 prime numbers
 prime factorisation, including
using product notation and the
unique factorisation property
 factors (or divisors)
 multiples
 common factors
 common multiples
 highest common factor
 lowest common multiple
calculate with:
use the four operations, including
formal written methods, applied to:
use the four operations, including
formal written methods, applied to:
 integers
 integers
 decimals
 decimals
 standard form A x 10n 1≤A<10,
where n is a positive or negative
integer
 proper fractions
 proper fractions
 roots
 improper fractions
 improper fractions
 integer indices
 mixed numbers
 mixed numbers
 positive numbers
 positive and negativenumbers
use conventional notation for the
priority of operations
use conventional notation for the
priority of operations
 brackets
 powers
 roots
 reciprocals
recognise and use relationships
between operations
 inverse operations
use integer powers and associatedroots
recognise powers
 square
 2
 4
 cube
 3
 5
 distinguish between exact
representations of roots and their
decimal approximations
 higher
use standard units (including decimal
quantities) of:
 mass
 length
 time
 money
 other measures
 use a calculator and other
technologies to calculate results
accurately and then interpret
them appropriately
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Page 2 of 9
KS3 Maths Assessment Checklist
Number - Fractions, Decimals, Percentages
I can:
 interpret fractions and
percentages as operators
 work interchangeably with
terminating decimals and their
corresponding fractions (such as 3.5
and 7/2 and 0.375 and 3/8)
define percentage as ‘number of
parts per hundred’
define and interpret percentages and
percentage changes as a:
calculate with percentages
 decimal equivalents
 fraction
 percentage increase
 fraction equivalents
 decimal
 percentage decrease
 apply multiplicatively
 explain why one is not the inverse of
the other
express one quantity relative to the
other
compare two quantities
 percentage
 fractions
 percentages over 100%
 percentages
 fraction
calculate exactly
calculate exactly
 fractions
 multiples of π
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Page 3 of9
KS3 Maths Assessment Checklist
Algebra - Notation, Vocabulary, Manipulation
I can:
use and interpret algebraic notation,
including:
use and interpret algebraic notation,
including:
 ab in place of a x b
 a2b in place of a x a x b
 3y in place of y + y + y and 3 x y
 coefficients written as fractions
rather than as decimals
 a2 in place of a x a, a3 in place of a x
axa

 brackets
a/ in place of a ÷ b
b
 substitute numerical values into
formulae and expressions
 substitute numerical values into
scientific formulae
understand and use the concepts and
vocabulary of:
understand and use the concepts of:
 factors
understand and use the concepts and
vocabulary of:
 expressions
 inequalities
 equations
 identities
 Formulae
 terms
simplify and manipulate algebraic
expressions by:
simplify and manipulate algebraic
expressions by:
simplify and manipulate algebraic
expressions by:
 collectinglike terms
 taking out common factors
 multiplying a single term over a
bracket
 expanding products of two
binomials
 expanding products of two or more
binomials
 understand and use standard
mathematical formulae
 rearrange formulae to change the
subject
model situations or procedures using:
 algebra
interpret or analyse situations or
procedures using:
 graphs
 algebra
 factorisingquadratic expressions
 graphs
use algebraic methods
use algebraic methods
 solve linear equations
 solve linear equations that require
rearrangement
Algebra - Sequences
I can:
generate terms of a linear sequence
from:
generate terms of a quadratic
sequence from:
 term-to-term rule
 term-to-term rule
 position-to-term rule
 position-to-term rule
 recognise arithmeticsequences
 find the nth term of a sequence
 find the term-to-term rule of a
sequence
 recognise geometricsequences
 appreciate other sequences that
arise
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Page 4 of9
KS3 Maths Assessment Checklist
Algebra - Graphs
I can:
work with coordinates
 recognise
 recognise
 all four quadrants
 sketch
 sketch
 produce
 produce
linear graphs using equations in x and y and
the Cartesian plane
quadratic graphs using equations in x
and y and the Cartesian plane
interpret simple linear relationships
using:
interpret linear relationships using:
 algebra
interpret linear and quadratic
relationships using:
 algebra
 graphs
 algebra
 graphs
 graphs
work with coordinates
 recognise
 recognise
 all four quadrants
 sketch
 sketch
 produce
 produce
linear graphs using equations in x and y
and the Cartesian plane
quadratic graphs using equations in x and
y and the Cartesian plane
interpret simple linear relationships
using:
interpret linear relationships using:
 algebra
interpret linear and quadratic
relationships using:
 algebra
 graphs
 algebra
 graphs
 graphs
reduce a given linear equation in two
variables to the standard form y = mx + c
calculate and interpret gradients and
intercepts of graphs of such linear
equations
 numerically
 graphically
 algebraically
use linear graphs to estimate:
 values of y for given values of x
use linear and quadratic graphsto
estimate:
 values of x for given values of y
 values of y for given values of x
 values of x for given values of y
 solutions of simultaneous linear
equations
find approximate solutions to simple
contextual problems from:
find approximate solutions to reallife
contextual problems from:
 linear graphs
 linear graphs
find approximate solutions to real life
contextual problems from a variety of
graphs
 piece-wise linear graphs
 linear
 piece-wise linear
 exponential
 reciprocal
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Page 5of9
KS3 Maths Assessment Checklist
Ratio, Proportion, Rates of Change
I can:
 express the division of a quantity
into two parts as a ratio
in a given quantity divided into two parts
divide a quantity into two parts
 find a fraction of a quantity using a
part:whole ratio
 part:part ratio
change freely between related
standard units
change freely between related
standard units
change freely between related
standard units
 time
 speed
 acceleration
 length
 unit pricing
 density
 part:whole ratio
 area
 volume/capacity
 mass
use scale factors
use scale factors
 scale diagrams
 enlargement
 maps
use and understand ratio notation
use and understand ratio notation
use and understand ratio notation
 reduction tosimplest form
 as a fraction
 geometrical relationships
understand the multiplicative
relationship between two quantities
understand the multiplicative
relationship between two quantities
understand the multiplicative
relationship between two quantities
 1:n
 ratio
 decimal
 1/n
 fraction
relate the language of ratios andthe
associated calculations to:
relate the language of ratios andthe
associated calculations to:
 fractions
 linear functions
solve problems involving percentage
change
solve problems involving percentage
change
 percentage increase
 original valueproblems
 percentage decrease
 simple interest in finance
solve problems involving direct
proportion
solve problems involving inverse
proportion
 graphical representations
 graphical representations
 algebraic representations
 algebraic representations
solve problems involving compound
units
solve problems involving compound
units
solve problems involving compound
units
 unit pricing
 speed
 density
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Page 6 of9
KS3 Maths Assessment Checklist
Geometry - Measuring
I can:
derive and apply formulae to calculate
and solve problems involving:
calculate and solve problems
involving:
solve right angled triangle problems
using:
 perimeter of 2-D shapes (triangles,
parallelograms, trapezia)
 perimeters of all 2-D shapes
(including circles 2πr = πd)
 Pythagoras’ Theorem
 area of 2-D shapes (triangles,
parallelograms, trapezia)
 areas ofcircles (πr2)
 volume of cuboids (including
cubes)
 volume ofprisms (including
cylinders)
 trigonometricratios
 areas of compositeshapes
draw, measure and interpret:
 geometric line segments
 geometric angles
 scale drawings
derive and use the standard ruler and
compass constructions
 perpendicular bisector of a line
segment
 constructing a perpendicular to a
given line from/at a given point
 bisecting a givenangle
 recognise and use the
perpendicular distance froma
point to a line as the shortest
distance to the line
describe, sketch and draw using
conventional terms and notations
 points
 lines (indicating equal lengths)
 parallel lines (indicated by arrows)
 perpendicular lines
 right angles
 regular polygons
 other polygons that are reflectively
and rotationally symmetric
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Page 7 of9
KS3 Maths Assessment Checklist
Geometry - Properties of Shapes
I can:
use appropriate language and
technologies to derive and illustrate
properties of:
use the properties of faces,surfaces,
edges and vertices to solve 3-D
problems in:
 triangles
 cubes
 pyramids
 quadrilaterals
 cuboids
 cones
 circles
 prisms
 spheres
 other planefigures
 cylinders
apply the properties of:
 understand and use the relationship
between parallellines and alternate
and corresponding angles
 angles at a point
 angles at a point on a straight line
 verticallyopposite angles
derive results about angles andsides
using:
derive results about angles andsides
using:
 angle facts
 triangle congruence
 properties of quadrilaterals
 similarity
 obtain simple geometric proofs
 Pythagoras’ Theorem
 derive and use the sum of angles in
a triangle
 use it to deduce the angle sum in
any polygon
 derive properties of regular polygons
 use the standard conventions for
labelling the sides and angles of
triangle ABC
 recall and use the criteria for
congruence of triangles
identify properties of, and describe
the results of:
identify and construct congruent
shapes using:
 translations
 translations
 rotations
 rotations
 reflections
 reflections
 enlargement
 with and without coordinate grids
 interpret mathematical
relationships both algebraically
and geometrically.
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Page 8 of9
KS3 Maths Assessment Checklist
Probability
I can:
conduct simple probability experiments
involving randomness, fairness, equally and
unequally likely outcomes
 understand that the probabilities of
all possible outcomes sum to 1
 use the 0-1 probability scale
 record, describe andanalyse
frequency
 use appropriatelanguage
enumerate sets and unions/
intersections of sets systematically
enumerate sets and unions/
intersections of sets systematically
 diagrams
 grids
 tables
 Venn diagrams
 generate simple theoretical
sample spaces
 generate theoretical sample spaces
for single and combined events with
equally likely, mutually exclusive
outcomes
 use sample spaces to calculate
theoretical probabilities
Statistics
I can:
describe, interpret and compare observed
distributions of a single variable through
appropriate graphical representation
 discrete data
 grouped data
 continuousdata
describe, interpret and compare observed
distributions of a single variable through
appropriate measures of central tendency
and spread
 mean
 mode
 median
 range
 consideration of outliers
construct and interpret:
 frequency tables
 bar charts
 pie charts
 pictograms for categorical data
 vertical line (or bar) charts for
ungrouped and grouped numerical
data
 describe simple mathematical
relationships between two variables
(bivariate data) in observational and
experimental contexts
 illustrate bivariate data using
scatter graphs
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Page 9 of9
KS3 Maths Assessment Checklist
Probability
I can:
Page 10 of9