HfL Mathematics Assessment Task
Working Mathematically
Phase A
Task
Required
resources:
Handout of
problem
Paper to record
on
Numbers for
card sort
handout printed
onto card
Performance
Descriptors
(KS1 end)
Application
Possible evidence of:
Represent and communicate

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?
Number: Number and Place Value
Reasoning
Possible evidence of:
Make connections
1. Does the pupil predict an answer or
outcome e.g. numbers in an
extended sequence?
2. Does the pupil make reference to
similarities to previous work
through the activity?
3. To what extent does the pupil begin
to use familiar elements of
knowledge to tackle problems that
are more unfamiliar or complex?
4. Can the pupil pose ‘What if?’
questions during this practical
problem solving opportunity?
Year 1:
Possible evidence of:
Number and Place Value

counts to and across 100, forward and
backwards, beginning with 0 or 1, or from any
given number (1N1a)

counts, reads and writes numbers to 100 in
numerals (1N2a) and numbers 1-20 in words
(1N2c)
pupils practise counting (1, 2, 3..),
ordering (for example, first, second,
third), or to indicate a quantity (for
example, 3 apples, 2 centimetres)

identifies and represents numbers using
objects and pictorial representations including
the number line, and use the language of:
equal to, more than, less than (fewer), most,
least (1N4)
Year 2:
Possible evidence of:

reads and writes numbers to at least 100 in numerals
and in words (2N2a)

compares and orders numbers from 0 up to 100; use
<, > and = signs (2N2b)

recognises the place value of each digit in a two-digit
number (tens, ones) (2N3)

identifies, represents and estimates numbers using
different representations, including the number line
(2N4)

uses place value and number facts to solve problems
(2N6)
Algebra

recognises patterns within the number system up to
and beyond 100
Algebra

recognises and creates repeating patterns
with objects and shapes

creates equivalent expressions (2 + 5 = 5 + 2)
Description of Activity
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.
Working at National Expectation (KS1 End – draft descriptors)
Working at Mastery Level Expectation (KS1 End – draft descriptors)






Identify and represent numbers using different representations including the number
line.
Reason about place value and number facts and use them to solve problems.
Read and write numbers to at least 100 in numerals and words.
Solve missing number problems involving a wider range of numbers.
All aspects of number and place value at the national standard are embedded.
Identify and represent numbers using different representations including more complex number
lines.
© Herts for Learning
Tasks
Assessment
point
Related
assessment
questions
1.
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.
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?
2.
 To what extent does the pupil
discuss their mathematical work
and begin to explain their
thinking using the appropriate
mathematical vocabulary of
number and digits, tens and
ones?
6. Pose similar questions and see if the
pupils can come up with some
questions of their own.
 Can the pupil pose ‘What if?’
questions?
NB: Year 2 teachers can increase the
number of houses on the street and 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.
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?
Convince me that the 10th bead will
be yellow…
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.
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?
4.
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.
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.
© Herts for Learning
5.
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
3
9
4
12 15 16 65
32 99 45 245
342 206 100 1234
© Herts for Learning
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 after she has walked past the 13th digit. Which house number is she stood outside?
2. When Laila gets to the end of the street – how many digits will she have passed on the house numbers?
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.
© Herts for Learning