HfL Mathematics Assessment Task – Years 2 and 3
Required resources:
Description of Activity
Handout of problem
Paper to record on
Numbers for card sort handout printed
onto card
Pupils will consider how numbers are made from digits and compare numbers with different numbers of digits. Pupils will engage
in sequence work where they will be learning about numbers and then go on to answer a problem.
Tasks
1.
2.
Teach pupils that number are made
up of digits.
Show them a variety of words and
ask how many letters each has.
Now ask pupils to count how many
words on the screen. And how many
letters? Repeat asking how many
words and how many letters?
Explain that numbers are made up of
digits. Like the word I, the number 1
has 1 digit. Can they find a number
on the board with 2 digits? 3 digits?
 Which pupils can read
numbers? To how high? Some
pupils can read 3 digit or higher
numbers in Y1. Don’t worry if
they can’t read numbers – just
make a note of difficulties.
Repeat the letters and words activity
and next place a number and digits
slide where pupils are asked how
many numbers and how many digits,
Repeat with numbers and digits.
3.
Provide the pupils with packs of
cards containing 1, 2 and 3 digit
numbers. Include 0 as a talking
point. Ask the pupils to sort the
cards into piles of numbers with 1, 2
and 3 digits.
Ask how many numbers with 2 digits
did they find? And how many digits
are there in that pile – support the
pupils if necessary.
 Can any of the pupils predict
how many digits in the 2 digit
number pile by knowing how
many numbers (counts in 2s or
calculates double)? e.g. If there
are 6 cards in the 2 digit pile can
any of the pupils predict 12
digits in total?
 How many numbers had 4 as a
digit? In each pile? Altogether?
 At this point teachers may want
to spend some time exploring
the teen numbers in Year 1 and
two digit numbers to 100 in Y2
here and looking at ‘hidden
ten/s’ and some more to support
place value. Arrow cards can
be used to explore hidden ten
when writing and tens frames or
place value grids where the
pupils count say 15 counters
and then group ten and what’s
left before writing the number.
No exchanging needs to take
place for this.
4.
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Provide pupils with a number track 1
– 10 and ask them to place a counter
on the 5th number, colour the 3rd
number blue, to circle the 11th digit
etc.
 How well do pupils know their
ordinal numbers? Pupils who
struggle will need extra time to
rehearse this through practical
activities before moving on to
the problem solving activity.
 This could be extended to giving
pupils sequences of shapes and
asking them to find out what the
10th shape would be for
example.
5.
6.
The problem asks children to solve a
number of problems about 1 and 2
digit house numbers. See the
problem on hand out (ANPV2)
 How does the pupil describe the
problem in their own words? e.g.
act it out
represent the problem pictorially
or with concrete resources
 Does the pupil begin to develop
own ways of recording
using and interpreting familiar
mathematical symbols and
diagrams
 How well does the pupil begin to
organise work and check results
Do they show evidence of
method in responses?
 To what extent does the pupil
discuss their mathematical work
and begins to explain their
thinking using the appropriate
mathematical vocabulary of
number and digits, tens and
ones?
Pose similar questions and see if the
pupils can come up with some
questions of their own.
 Can the pupil pose ‘What if?’
questions?
Extension
Teachers can increase the number of houses on the street and/or add the complexity of two sides to the road with odd numbers on one side and even on the
other for example for pupils to explore.
Pupils could explore patterns that emerge relating to the house number and the number of houses they have walked past.
Eg –
If the street had 30 houses, how many digits would there be on the door numbers?
What if the street had 40 houses?
Do you spot any patterns in the numbers?
Assessment
point
While pupils are working the teacher can be observing the strategies used and the depth of understanding pupils have regarding the difference between
number and digits, ordinal and cardinal numbers and numbers in sequence. Pupils begin to explore place value. Y2 pupils can be extended to ordering
numbers on a number line.
Are pupils able to draw on previous learning about numbers and digits? Are the pupils able to find solutions that match the context of this puzzle? Are they
able to select and suggest starting points? Can they suggest their own similar questions with support?
Related
assessment
questions
Convince me that the 10th bead
will be yellow…
True or false
Seventeen is the same amount as ten
and seven more
I think I can find 6 different numbers
between 7 and 14. Am I right? Are
there 10 digits in the numbers between
7 and 14?
In the even numbers from 2 to 24, how
many digits are there?
True or false
There are only ten numbers that have
the digit 1 as their first digit.
I can make four different numbers using
digits 2 and 5
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How many two digit numbers can you
make using digit cards 1, 3 and 6?
Order them on the 0-100 number
line?
Hand out (ANPV1)
0
12
32
3
15
99
9
4
16 65
45 245
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342 206 100 1234
Hand out (ANPV2)
Digit Street
1. Laila walks along a street starting at house number 1.
There are 20 houses in the street.
She stops to tie her shoelace up as she walks past the 13th digit. Which house number is she standing outside?
2. When Laila gets to the end of the street – how many digits will she have passed on the house numbers?
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3. How many 1s will she have been past?
4. Think of a question to do with the numbers and digits and Laila’s walk you would like the answer to.
©Hertsforlearning