Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
P4
Mathematics Level Descriptors
Using and Applying
Mathematics Level Descriptors
Space shape and measure
 Pupils are aware of cause and effects in
familiar mathematical activities, e.g.
knowing that in a role-play shop a coin can
be exchanged for an item.
 Pupils search for objects that have gone
out of sight, hearing or touch,
demonstrating the beginning of object
permanence.
 Pupils show awareness of changes in
shape, position or quantity, e.g. grouping
objects that have similar key features such
as shape or recalling an object which has
been placed out of sight.
 Pupils match big objects and small
objects.
Name:
Mathematics Level Descriptors
Number
 Pupils show an awareness of number
activities and counting, e.g. copying some
actions during number rhymes.
 They demonstrate interest in position and
the relationship between objects.
 They anticipate, follow and join in familiar
activities when given a contextual clue,
e.g. anticipating the next chorus or action
in songs and rhymes; matching cakes to
plates.
 Pupils sort or match objects or pictures by
recognising similarities, e.g. matching
shoes or socks by placing next to one
placed by an adult; find matching pairs
from a collection of pictures; collecting
objects given one criterion e.g. blue or big.
P5
 They make sets that have the same small
number of objects in each, e.g.
distributing sweets into containers so that
there are one or two in each.
 They solve simple problems practically,
e.g. selecting appropriate containers for
items of different sizes; checking there is a
knife for every fork.
 Pupils sort objects and materials
according to a given criteria, e.g sorting
footballs into a net and table tennis balls
into a box.
 They copy simple patterns or sequences,
e.g. copying a drumbeat; copying a simple
pattern of repeated movements; copying a
pattern of large and small cups.
P6
 Pupils search intentionally for objects in
their usual place
 Pupils respond to and join in with familiar
number rhymes, stories, songs and games.
 They find big and small objects on request,
e.g. from a choice of two objects.
 Pupils can indicate 1 or 2.
 They compare the overall size of one
object with that of another where there is a
marked difference, e.g. compare objects –
big boxes and small boxes.
 They demonstrate that they are aware of
contrasting quantities, e.g. ‘one’ and ‘lots’
by making groups of one or lots of food
items on plates.
 They explore the position of objects, e.g.
placing objects inside and outside a hoop.
 Pupils search for objects not found in their
usual place demonstrating their
understanding of object permanence, e.g.
looking for cups when they are not in their
usual cupboard.
 They compare the overall size of one
object with that of another where the
difference is not great.
 They manipulate three-dimensional
shapes, e.g. putting shapes into a shape
sorter.
 They show understanding of words, signs
and symbols that describe positions, e.g.
responding to a request to put an object in,
on, under, inside another object.
 Pupils demonstrate an understanding of
one-to-one correspondence in a range of
contexts, e.g. matching objects such as
cups to saucers.
 Pupils join in rote counting up to five, e.g.
saying or signing number names to 5 in
counting activities.
 They count reliably to three, make sets of
up to three objects and use numbers to
three in familiar activities and games.
 They demonstrate an understanding the
concept of “more”, e.g. indicating that more
cups, counters, food items are required.
 They join in with new number rhymes,
songs, stories and games.
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
 Pupils complete a range of
classification activities using a given
criterion, e.g. sorting a pile of coins by
size; sorting all the blue Wellington
boots.
P7
 They identify when an object is
different and does not belong to a
given familiar category, e.g. removing
odd items from sets.
 They respond appropriately to key
vocabulary and questions, for
example, ‘How many?’
 Pupils talk about, recognise and copy
simple repeating patterns and
sequences, e.g. recognising and
describing a pattern of socks on a
line; joining in a pattern of hand
claps.
P8
Mathematics Level Descriptors
Space shape and measure
 Pupils respond to ‘forwards’ and
‘backwards’, e.g. moving a counter
forward or backward on a board
game.
 They pick out described shapes from
a collection, e.g. finding shapes with
straight edges.
 They use familiar words in practical
situations when they compare sizes
and quantities, e.g. using the words
‘heavy’ and ‘light’, ’more’ and ‘ less’,
’enough’ or ‘not enough’ to compare.
 Pupils compare objects directly,
focusing on one dimension such as
length or height where the difference
is marked and can indicate ‘the long
one’ or ‘the tall one’
 Pupils use their developing
mathematical understanding of
counting up to ten to solve simple
problems encountered in play,
games or other work, e.g. using
tokens or marks to tally events or
scoring in games.
 They show awareness of time,
through some familiarity with names of
the days of the week and significant
times in their day, such as meal times,
bed times, e.g. ordering events in their
day on a visual daily timetable,
understanding and using names of
days of the week.
 Pupils make simple estimates, e.g.
estimating the number of cubes that
will fit into a box or the number of
strides across a room.
 They respond to mathematical
vocabulary such as ‘straight’, ‘circle’,
‘larger’ to describe the shape and size
of solids and flat shapes.
 They describe shapes in simple
models, pictures and patterns, e.g.
using a set of flat shapes to make
pictures or patterns and naming some
of the shapes used.
Name:
Mathematics Level Descriptors
Number
 Pupils join in rote counting to 10.
 They can count at least 5 objects
reliably.
 They recognise numerals from one to
five and to understand that each
represents a constant number or
amount.
 Pupils demonstrate an understanding
of ‘less’, e.g. indicating which bottle
has less water in it.
 In practical situations they respond to
‘add one’ to a number of objects, e.g.
responding to requests such as add
one pencil to the pencils in the pot, add
one sweet to the dish.
 Pupils join in with rote counting to
beyond 10.
 They continue to rote count onwards
from a given small number, e.g.
continuing to say or sign the count
aloud when adult begins counting the
first two numbers.
 Pupils recognise differences in
quantity, e.g. in comparing given sets
of objects and saying which has more
or less, which is the bigger group or
smaller group.
 They recognise numerals from one to
nine and relate them to sets of objects.
 In practical situations they respond to
‘add one’ to or ‘take one away’ from a
number of objects, e.g. adding one
more to three objects in a box and say,
sign or indicate how many are now in
the box; at a cake sale saying, signing
or indicating how many cakes are left
when one is sold.
 They use ordinal numbers (first,
second, third) when describing the
position of objects/people.
 Pupils estimate a small number (up to
10) and check by counting.
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
 Begin to use mathematics in some
classroom activities, e.g. sorting
coloured pens.
 Sort and classify objects, respond to
questions about how they have sorted
objects and why each object belongs
in a set e.g. sort using one criterion or
sort into 2 sets using two simple
criteria such as boy/girl or thick/thin.
1C
Low L1
 Can make simple patterns
(colour/shape/number patterns) in
mathematics.
 Beginning to record outcomes of
investigations, appropriate to the task,
e.g. represent their work using the
objects they have sorted as a record.
Mathematics Level Descriptors
Space shape and measure
 Describe 2-D and 3-D shapes when
using them in construction and
pattern, e.g. begin to refer to some
features of shapes such as side and
corner, and begin to name the
shapes they use in the context of an
activity.
 Use everyday words to describe
position.
 Begin to measure using direct
comparison, using everyday
language, e.g. compare lengths
directly and put them in order.
Name:
Mathematics Level Descriptors
Number
 Count up to objects to 10
 Read and write numbers to 10,
perhaps with some reversal.
 Order numbers to 10, placing 1-10 in
ascending order.
 Understand addition as finding the
total of 2 or more sets of objects.
 Understand subtraction as taking
away objects from a set and finding
how many are left.
 Begin to record their own work, e.g.
using pictures.
 Is able to talk about work and what
they have done, with support, e.g.
can talk about simple patterns they
have made.
 Pupils use mathematics as an integral
part of classroom activities, with
support, e.g. engage with practical
mathematical activities involving
sorting, counting and measuring by
direct comparison.
 Sort and classify objects and
demonstrate the criterion they have
used. Can also sort objects again
using a different criterion.
1B
Secure
L1
 They recognise and use simple
patterns or relationships.
 They represent their work with objects
or pictures.
 They discuss their work, with support,
e.g. respond to questions and ideas
from peers and adults, they refer to
the materials they have used and talk
about what they have done, patterns
they have noticed, etc.
 When working with 2-D and 3-D
shapes, pupils use everyday
language to describe properties,
e.g. sort shapes and say how they
have sorted them by properties such
as large, small, triangles, shapes
that roll, etc.
 Recite names in order, forwards and
backwards to 10 and beyond.
 Use everyday language to describe
positions.
 Begin to know some addition facts,
e.g. doubles up to double 5.
 They measure and order objects
using direct comparison, e.g. check
which of two objects is
heavier/lighter and begin to put
three objects into order.
 Record their work, e.g. with pictures,
diagrams.
 Respond to and use the language of
comparison: longer, longest,
shorter, shortest, more, less,
heavier, lighter.
 Order events, e.g. order everyday
events and describe the sequence,
use the vocabulary of time including
days of the week.
 Say what number comes next, is
one more/less to 10.
 Add and subtract numbers of objects
to 10.
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
 Work with some confidence on their
own on class mathematical activities.
 Sort and classify objects, and discuss
their sorting, e.g. talk about which set
has most, talk about how they have
represented their work.
 Sort objects into a given large scale
Venn or Carroll diagram
 Shows confidence in creating and
describing pattern in number and
S.S.M.
 Pictorial representation of work is
beginning to show organisation.
 Use objects/pictures to create simple
block graphs.
1A
High
L1
 Draw simple conclusions from their
work, with support, e.g. describe the
different ways they have sorted
objects, what is the same about
objects in a set, how sets differ,
identify which set has most, which
object is biggest, smallest, tallest,
etc., explain numbers and
calculations, how many altogether,
how many left, etc.
Mathematics Level Descriptors
Space shape and measure
 Use appropriate mathematical
language to describe 2-D and 3-D
shapes.
 Measure using direct comparison,
using mathematical language, e.g.
find objects that are longer/shorter
than a metre, heavier/lighter than
500 grams, hold more/less than 1
litre.
 Order time events and read the time
on an analogue clock at the hour
and begin to know the half hour
time.
 Use positional and directional
language, e.g. respond to and use
positional language, such as
“behind’, ‘under’, ‘on top of’, ‘next
to’, ‘in between’… Also respond to
and use directional language in talk
about objects and movement, e.g.
‘forwards’, ‘backwards’, ‘turn’.
Name:
Mathematics Level Descriptors
Number
 Begin to count in 2s.
 Estimate, count and record a
number of objects.
 Begin to use the fraction, one-half,
e.g. halve shapes by folding, fill
containers “half-full”, halve an even
number of objects.
 Count on/back from a given
number and relate to
addition/subtraction.
 Solve addition/subtraction
problems, e.g. make a given total
using selected pairs of numbers.
 Solve simple measuring problems
and/or money problems.
 Begin to use symbols +, -, = to
record their work.
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
 Begin to choose and use appropriate
mathematics in problem solving.
 Use mathematical names for
common 3-D and 2-D shapes.
 Sort objects and classify them using
more than one criterion, e.g. sort a
given set of shapes using two criteria
such as triangle/not triangle and
blue/not blue.
 Begin to describe properties of
common 3-D and 2-D shapes.
 Understand vocabulary relating to
handling data, e.g. understand
vocabulary such as sort, group, set,
list, table, most common, most
popular.
 Pictorial representation of work shows
some organisation.
 Beginning to use symbols/diagrams.
 Discuss solutions when solving
problems in class activities.
2C
Low
L2
Mathematics Level Descriptors
Space shape and measure
Name:
Mathematics Level Descriptors
Number
 Know number names, recite in
order forwards and backwards to
100.
 Count set of objects reliably.
 Describe the position of objects
when giving directions (“The book is
on top of the radiator, next to the
blue basket”) and use ordinal
numbers (first, second, third…) to
describe the position of objects in a
row.
 Begin to know what each digit in a
two digit number represents.
 Begin to understand and distinguish
between straight and turning
movements.
 Begin to understand subtraction as
“difference”, e.g. knows that 18-15
is 3 because there is a difference
of 3 between the numbers.
 Begin to understand the need for
standard measures, e.g. know
which measuring tools to use to find,
for example, how much an object
weighs, how tall a child is, how long
it takes to run around the edge of
the playground, how much water it
takes to fill the water tray.
 Begin to recognise sequences of
numbers, including odd and even
numbers.
 Understands – is the opposite of +
 Use addition/subtraction facts to
10.
 Recall doubles to 10+10.
 Begin to understand x as repeated
addition, division as sharing.
 Solve number problems involving
money and measures.
 Use +, - and = to record mental
calculations.
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
Mathematics Level Descriptors
Space shape and measure
 Select the mathematics used in some
classroom activities, e.g. selects
apparatus to solve a problem and
diagrams to represent the problem.
 Use mathematical names for
common 3-D and 2-D shapes, e.g.
identify 2-D and 3-D shapes from
pictures of them in different
orientations, e.g. square, triangle,
hexagon, pentagon, octagon, cube,
cylinder, sphere, cuboid, pyramid.
 Know number names, recite in
order forwards/backwards, from
given number to/back from 100.
 Use mathematical names to
describe properties of 2-D and 3-D,
including number of sides, corners
and faces.
 Recognise sequences of numbers,
including odd and even numbers,
counting in 2s and 10s.
 Collect, sort, represent and discuss
data, e.g. favourite flavours of crisps.
 Record data handling results in
simple lists, tables, pictograms and
block graphs.
 Pictorial representation of work shows
organisation.
 Beginning to represent work using
symbols and simple diagrams.
 Predict what comes next in a simple
number, shape or spatial pattern or
sequence and give reasons for their
opinions.
2B
Secure
L2
Name:
 Discuss work using mathematical
language, describing strategies and
methods.
 Sort 2-D and 3-D shapes according
to a single criterion, e.g. shapes
that are pentagons or shapes with a
right angle.
 Understand straight and turning
movements and distinguish
between left and right and between
clockwise and anticlockwise and
use these when giving directions,
e.g. instruct a programmable robot,
combining straight-line movements
and turns, to move along a defined
path or reach a target.
 Understand angle as a
measurement of turn.
 Recognise right angles in turns.
 They begin to use everyday nonstandard and standard units to
measure length and mass, e.g.
measure a width book using cubes,
measure length of a table using
hands.
Mathematics Level Descriptors
Number
 Begin to understand the place
value of each digit up to 100.
 Order whole numbers to 100.
 Begin to use halves and quarters,
e.g. sharing sweets between 2 to
get half each, work out halves of
numbers to 20.
 Use the knowledge that subtraction
is the inverse of addition, e.g. if
given numbers 14, 6 and 8, pupils
make related number sentences 6
+ 8 = 14, 8 + 6 = 14, 14 – 8 = 6, 14
– 6 = 8.
 Use addition/subtraction facts to 10
and place value to add or subtract
multiples of 10, e.g. I know 3+7 =
10 so 30+70 = 100.
 Use mental calculation strategies to
solve number problems, including
money and measures problems,
e.g. I know 50+50 = 100, so 50p +
50p is 100p or £1.
 Record their work in writing, e.g.
record mental calculations as
number sentences.
 Begin to use x and ÷ to record
mental calculations.
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
 Choose and use appropriate
mathematics to solve a problem,
adopting a systematic approach.
 Collect and sort data to test a simple
hypothesis, e.g. ‘most children in our
class are in bed by 7:30pm’.
 Name and describe the properties
of common 3-D and 2-D using
appropriate mathematical
language.
 Pictorial representation of work shows
good organisation.
 Recognise and explain that a shape
stays the same even when it is held
up in different orientations and
recognise the properties that are
the same even when a shape is
enlarged, e.g. when comparing
squares, circles, similar triangles,
cubes or spheres of different sizes.
 Can represent work using symbols
and simple diagrams, and developing
their own methods of recording.
 Begin to understand the difference
between shapes with two
dimensions and those with three.
 Can communicate their findings,
using the simple lists, tables,
pictograms and block graphs they
have recorded, e.g. respond to
questions about the data they have
presented, such as how many of our
names have 5 letters? Pupils pose
similar questions about their data for
others to answer.
 Use angles as measurement of
turn, including right angles, e.g. can
make whole turns, half turns and
quarter turns
 Present information in lists, tables
and simple graphs where one symbol
or block represents one unit.
2A
High
L2
Mathematics Level Descriptors
Space shape and measure
 Discuss work and explain why an
answer is correct.
 Able to use standard units to
measure length, mass, e.g. read
scales to the nearest labelled
division and begin to make sensible
estimates in relation to familiar
units.
 Begin to use a wider range of
measures.
Name:
Mathematics Level Descriptors
Number
 Know number names, recite in
order to and from 0-100 and
beyond (1000).
 Secure understanding of place
value to 100.
 Count objects reliably by grouping
in 10s, 5s, 2s.
 Recognise and continue numbers
sequences that increase or
decrease in regular steps.
 Relate concept of halves and
quarters to shapes, e.g. shade 1
quarter of a shape, including those
divided into equal regions.
 Understand halving as a way of
“undoing” doubling and vice versa,
e.g. use knowledge of doubles up
to 10+10 to derive corresponding
halves.
 Use a range of strategies for + e.g. counting on/back, doubling,
halving, bridging through 10, 20.
 Understand and use x and ÷. Use
known number facts and place
value to carry out simple mental x
and ÷.
 Choose the appropriate operation
when solving number problems
involving addition and subtraction,
e.g. uses repeated addition to solve
multiplication problems (3+3+3+3 to
solve 4x3).
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
Mathematics Level Descriptors
Space shape and measure
Mathematics Level Descriptors
Number
 Select mathematics they use in wider
range of classroom activities, e.g.
recognising similarities to previous
work, put the problem into their own
words, choose equipment appropriate
to task, including calculators.
 Begin to be able to classify 3-D
shapes in a variety of ways, e.g.
sort objects and shapes using more
than one criterion, e.g. pentagon,
not pentagon and all edges the
same length/not the same length.
 Understand place value in numbers
to 1000, can read, write, compare
and order numbers to 1000.
 Beginning to try different approaches
and find ways of overcoming
difficulties when solving problems.
 Recognise shapes in different
orientations.
 Extract and interpret information
presented in simple tables, lists, bar
charts and pictograms, e.g. compare
data, e.g. say how many more…
than… and recognise the category
that has most/least, and respond to
questions of a more complex nature
such as ‘How would the data differ if
we asked the children in Year 6?’
3C
Low
L3
Name:
 Gather information, e.g. decide what
data to collect to answer a question,
such as what is the most common
way to travel to school, make
appropriate choices for recording
data, e.g. a tally chart.
 Construct bar charts and pictograms,
where the symbol represents a group
of units.
 Use Venn and Carroll diagrams to
record their sorting and classifying of
information.
 Shows signs of beginning to organise
work and check results, e.g. begin to
develop own ways of recording.
 Can discuss their mathematical work
and begin to explain their thinking,
e.g. talk about their findings by
referring to their written work.
 Beginning to use and interpret
mathematical symbols and diagrams.
 Beginning to show understanding of a
general statement by finding
examples to match it,
 Recognise and name common 3-D
shapes, e.g. triangular prism,
square based pyramid.
 Relate 3-D shapes to drawings and
photographs of them, including
from different viewpoints.
 Recognises a wider range of
sequences, e.g. recognises
sequences of multiples of 2, 5, 10.
 Begin to use decimal notation in
contexts such as money, e.g. writes
£1.50, knows £3.06 = 306p.
 Understand and use fractions such
as 1/2, 1/4, 1/3,1/5, 1/10, and find
those fractions of shapes and sets
of objects, e.g. find ¼ of a circle
and ¼ of a set of 20.
 Begin to understand symmetry in 2D shapes, e.g. demonstrate that a
shape has reflection symmetry by
folding and recognise when a
shape does not have a line of
symmetry.
 Recognise and record fractions that
are several parts of the whole such
as 3/4, 2/5.
 Reflect shapes, presented on a
grid, in a vertical or horizontal
mirror line.
 Use mental recall of addition and
subtraction facts to 20 when solving
problems involving larger numbers.
 Recognise right angles in shapes in
different orientations.
 Mental recall of 2, 3, 4, 5, and 10
multiplication tables.
 Describe position and movement,
e.g. use terms such as left/right,
clockwise/anticlockwise, quarter
turn/90° turn to give directions
along a route.
 Use known multiplication facts to
solve x and ÷ calculations, e.g. I
know 2x10 is 20 so 4x10 will be 40
and 202 must equal 10.
 Use standard and non-standard
measurements for length and
mass, e.g. measure a length to the
nearest 1/2 cm.
 Begin to understand the role of =,
e.g. solve “balancing” problems
such as 55+17 = 82 - ?
 Begin to use measurement of time.
 Add and subtract two digit numbers
mentally, e.g. 36 + 19, 63 – 26.
 Recognise ÷. as inverse of x.
 Solve one and two-step problems
involving addition and subtraction
using appropriate operation.
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
 Pupils try different approaches and
find ways of overcoming difficulties
that arise when they are solving
problems, including checking their
work and making appropriate
corrections.
 Interpret information presented in
range of tables & graphs, e.g. use a
key to interpret represented data,
read scales labelled in 2s, 5s, 10s,
including reading between labelled
divisions such as halfway between
40-50.
3B
Secure
L3
 Gather data and decide how best to
represent data, e.g. whether Venn
diagram or pictogram would show the
information most clearly, and
construct bar charts and pictograms,
where the symbol represents a group
of units, such as labelled divisions of
2 or 10, or, for a pictogram, one
symbol to represent 2 or 5.
 In context of data relating to everyday
situations, understand idea of ‘certain’
& ‘impossible’ relating to probability.
 Beginning to organise their work and
check results, e.g. develop an
organised approach as they get into
recording their work on a problem.
 Pupils discuss their work and are able
to explain their thinking, using
appropriate mathematical vocabulary.
 They use and interpret mathematical
symbols and diagrams.
 Pupils show that they understand a
general statement by finding
particular examples that match it.
 Review their work and reasoning, e.g.
respond to ‘What if?’ questions or
when they have solved a problem,
they pose a similar problem for a
partner.
Name:
Mathematics Level Descriptors
Space shape and measure
Mathematics Level Descriptors
Number
 Pupils classify 3-D and 2-D shapes
in various ways using mathematical
properties, such as describing
reflective symmetry for 2-D shapes,
e.g. sort the shapes which have all
edges the same length and all
angles the same size from a set of
mixed shapes.
 Use understanding of place value
to multiply/divide whole numbers by
10, e.g. 90÷10 = 9
 Recognise right-angled and
equilateral triangles.
 Begin to recognise nets of familiar
3-D shapes, e.g. cube, cuboid,
triangular prism, square-based
pyramid.
 Reflect a shape even if the shape is
at 45° to the mirror line, touching
the line or not.
 They use non-standard units and
standard metric units to measure
length, capacity, mass, and
standard units of time, such as the
length of a film in number of whole
hours, or how long playtime is in
minutes.
 Use a wider range of measures,
e.g. begin to understand perimeter
as a measure of length and area as
a measure of surface and begin to
work out by counting squares and
explain answers as a number of
squares even if not using standard
units, such as cm2 or m2.
 Recognises and describes a wider
range of number sequences.
 Use decimal notation in contexts
such as money, e.g. order decimals
with one decimal point, or two
decimal points in context of money.
 Use simple fractions that are
several parts of a whole and
recognise when two simple factions
are equivalent, e.g. recognise that
2/4 is equivalent to 1/2
 Add and subtract thee-digit
numbers using written methods,
e.g. bridging through 10 or 100.
 Use a range of strategies for x and
÷
 Use mental recall of 2, 3, 4, 5, 10
multiplication tables, e.g. multiply a
two-digit number by 2, 3, 4, 5.
 Begin to know multiplication facts
for x6, x7, x8, x9 tables.
 Understand “balancing” problems,
including those involving
multiplication, e.g. 7x10 = 82 - ?
 Solve one & two-step problems
involving multiplication & division,
identifying appropriate operation to
use
 Use inverse operations to find
missing whole numbers in
problems, such as “I think of a
number, double it and add 5. The
answer was 35. What was my
number?”
Comments
Darrick Wood Infant School - Mathematics Assessment
Date/task
Level
Mathematics Level Descriptors
Using and Applying
Mathematics Level Descriptors
Space shape and measure
Mathematics Level Descriptors
Number
 Pupils are more confident when trying
different approaches and finding ways
of overcoming difficulties when
problem solving.
 Classify 3-D and 2-D shapes, using
and naming properties, and begin
to understand the terms ‘regular’
and ‘irregular’.
 Use place value to compare, order,
estimate and make approximations
to 10,000.
 Begin to interpret a range of tallies,
charts and graphs, e.g. interpret
simple pie charts, interpret the scale
on bar graphs and line graphs,
reading between the labelled
divisions.
 Use reflective symmetry in 2-D
shapes.
 In the context of data relating to
everyday situations, begin to
understand the language of
probability such as ‘more likely,
equally likely, fair, unfair, certain’.
 Constructs a range of simple graphs,
such as line graphs, and decides
upon an appropriate scale for a
graph.
 Can organise work and check results.
3A
High
L3
Name:
 Can discuss work with confidence,
able to explain thinking.
 Uses and interprets mathematical
symbols and diagrams with more
confidence.
 Are confident in showing that they
understand a general statement by
finding particular examples to match
it.
 Recognise angles which are
bigger/smaller than 90° and begin
to know the terms ‘obtuse’ and
‘acute’.
 Use a wide range of measures, e.g.
recognise angles as a measure of
turn and know that one whole turn
is 360 degrees, find areas of
shapes using numbers of squares
in a grid or standard units such as
cm2.
 Use standard metric measures for
length, capacity, mass and time in a
range of contexts, e.g. read simple
scales with increments of 2, 5 or
10, work out time durations in
minutes that are under an hour.
 Recognise negative numbers in
contexts such as temperature.
 Add and subtract decimals in the
context of money.
 Multiply and divide decimals by 10,
100, 1000.
 Know multiplication facts for x6, x7,
x8, x9 tables.
 Multiply and divide two-digit
numbers by 2, 3, 4, 5, 10 with
whole number answers and
remainders, e.g. calculate 49  3.
 Derive associated division facts
from known multiplication facts, e.g.
if given 14x5 = 70, pupils use their
understanding of x and 
operations to create the following
number sentences 5x14 = 70, 705
= 14, 7014 = 5, and pupils solve
14x5 with known facts 10x5 = 50
and 4x5=20 so 14x5 = 70 (50+20)
 Solve number problems, including
those that involve division that may
leave remainders. Round up or
down after simple division,
depending on context.
Comments