Assessment activities for mathematics

Assessment

Activities for

Mathematics

Level 1 to Level 5

Teresa Hill – Bexley Primary Mathematics Consultant 1

Assessment Activities

In this booklet there are example assessment activities for mathematics levels 1 to 5

Each activity enables pupils to demonstrate their understanding of a variety of concepts, therefore providing opportunities for teachers to potentially collect evidence for more than one area of mathematics

(more than one APP statement)

Note: Pupils may not be able to complete all parts of the activity accurately, but may still provide evidence of understanding in their solutions for some of the statements

The activities can be completed independently in either an individual, small group or whole class context

If the activities are completed in an individual or small group context and the pupils are given the opportunity to talk about and explain what they have done, there may also be the additional opportunity to collect evidence about the pupils’ levels of reasoning

For each activity, any required paper-based resources are included and where practical resources are needed, these are identified

On the observation sheets included, the mathematics

Attainment Target that each skill links to is identified

(U+A = Using and Applying. N = Number. SSM = Shape, space and measures. HD = Handling Data)


Contents Page

Contents

Level 1

Assessment Activity One (with observation sheet) – properties of shape, counting, ordering, addition and subtraction

Assessment Activity Two (with observation sheet) – properties of shape, length, mass and time

Level 2

Assessment Activity Three (with pupil sheet and observation sheet) – sequences, place value, addition and subtraction,

Assessment Activity Four (with pupil sheet and observation sheet) – money, mental addition and subtraction, double, half, turns and block graph

Level 3

Assessment Activity Five (with pupil sheet and workings sheet) – fractions; decimals (money); addition, subtraction and multiplication (mental and written), time and bar chart/pictogram

Assessment Activity Six (with observation sheet) – properties of 2D shape, symmetry, area, perimeter and

Venn/Carroll diagram

Level 4

Assessment Activity Seven (with possible solution) – properties of number and Venn/Carroll diagram

Assessment Activity Eight (with pupil sheet) – decimal sequences; order decimal numbers; equivalence of fractions, decimals and percentages; addition; subtraction and multiplication

Assessment Activity Nine (with pupil sheet) – properties of 2D shape, coordinates, symmetry, area and perimeter

Level 5

Assessment Activity Ten

– algebra, line graphs, multiply and divide decimals, coordinates and properties of 2D shapes

Assessment Activity Eleven (with pupil sheet) – fractions, decimals, percentages and probability

20 - 21

22

– 28

23 - 24

25 - 26

27 - 28

29 - 32

30

31 - 32

Page

4 - 8

5 - 6

7 - 8

9

– 15

10 - 12

13 - 15

16

– 21

17 - 19


Level 1


Assessment Activity (Individual/small group, observed by adult)



Which shapes can you name?

 Hold up the shape you think is biggest out of the triangle and the circle



Hold up the shape you think is smallest out of the rectangle and the semi-circle

 Hold up the shape that has: 4 sides; 3 corners; 0 corners. Point to and count the sides/corners



Put the triangle next to the rectangle. Put the circle in the middle of them. Put the semi-circle next to the triangle. Put the square in between the triangle and the semi-circle. Put the kite/diamond on top of the rectangle.

 Sort the shapes in to two groups. Explain how you have sorted them.



Keeping the shapes in their groups, put 2 cubes on top of the triangle, 1 cube on top of the semi-circle, 3 cubes on top of the circle, 4 cubes on top of the square, 5 cubes on top of the rectangle and 6 cubes on top of the kite/diamond



How many cubes are there in each of your two groups? Which group has the most?

 Put the correct digit card under the triangle, square and kite to show how many cubes are on them. Write the numbers on the blank cards underneath the semi-circle, circle and rectangle to show how many cubes are on them.

 Leave the shapes where they are but put the number cards in order from smallest to largest. Say and point to the numbers in order. What number would come next? Continue counting to 10



How many cubes are there on the circle and the rectangle altogether? Write the calculation you have done on your whiteboard



Which two shapes have a total of 10 cubes on?

 If we subtract 4 cubes from on top of the kite, how many cubes will be left? Write the calculation you have done on your whiteboard

Resources needed (per pupil)

 Large red triangle, large red square, small red circle, small blue rectangle, large blue semi-circle and small blue kite (diamond)



21 cubes

 0-9 digit cards

 3 blank cards (for children to write numbers on)

 Whiteboard and pen

Evidence to collect

 Ticks, crosses and observations on sheet attached

Relevant APP statements

Using and Applying – Level 1

 Discuss their work, with support



Draw simple conclusions from their work, with support (describe different ways they have sorted objects, what is the same about objects in a set, how sets differ; identify which set has the most, which object is the biggest, smallest…; e xplain numbers and calculations, how many altogether, how many left…)

Number – Level 1

 Count up to 10 objects



Read, write numbers to 10 (perhaps some reversal)

 Order numbers to 10 (what number comes next)



Understand addition as finding the total of two or more sets of objects

 Understand subtraction as ‘taking away’ objects from a set and finding how many are left



Add and subtract numbers of objects to 10 (begin to add by counting on from number of objects on first set)

 Record their work (with objects, pict ures or diagrams; begin to use symbols ‘+’ and ‘=’)

Shape, space and measures – Level 1



Use everyday language to describe properties of 2-D and 3-D shapes (sort shapes and say how they have selected them; use properties such as large, small…; begin to refer to some features of shapes such as side and corner; begin to name the shapes they use in the context of an activity)

 Use everyday language to describe properties of 2-D and 3-D shapes (respond to and use positional language)

Handling Data – Level 1



Sort and classify objects



Demonstrate the criterion they have used


Observation sheet (Tick/cross/comment)

Assessment focus

Name 2-D shape (SSM)

Biggest/smallest

(SSM/U+A)

Features of shapes

(SSM)

Positional language

(SSM)

Sort and explain criteria (HD)

Count up to 10 objects

(N)

Read, write numbers to

10 (N)

Order numbers to 10

(N)

What number comes next? (N)

Count to 10 (N)

Understand addition as total

Add objects to 10

Record their work

(N)

Addition to 10 (N)

Understand subtraction as ‘take away’

Subtract objects from

10

Record their work

(N)

Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5 Pupil 6


Assessment Activity (Individual/small group, observed by adult)



Hold up the object you think is the largest. Hold up the object you think is the smallest.

 Which is heavier, the calculator or the torch? (Pupils hold objects to judge)



Which is lighter, the paintbrush or the reading book? (Pupils hold objects to judge)



Put the bean bag, paintbrush and scissors in order from the lightest to the heaviest. (Pupils hold objects to judge)

 Hold up the object you think is the longest. Check your answer using the cubes to measure the length of each. Were you correct? Why/why not?



Looking at the cubes you used to measure the length of each object, put the objects in order from shortest to longest.



Put the days of the week cards in order and say them aloud in order.

 Put the pencil above Monday, scissors above Tuesday, paintbrush above Wednesday, calculator above Thursday, torch above Friday, bean bag above Saturday and reading book above Sunday



If you use the pencil to write on Monday at 9 o

’clock, find the clock that shows this time and put it under the Monday card



If you use the scissors for DT on Tuesday at 3 o

’clock, find the clock that shows this time and put it under the

Tuesday card

 If you use the paintbrush for art on Wednesday at half past 11, find the clock that shows this time and put it under the Wednesday card

 If you use the torch for science on Friday at 2 o ’clock, move the hands on the clock to show this time and put it under the Friday card

 If you use the bean bag to play on Saturday at 7 o ’clock, move the hands on the clock to show this time and put it under the Saturday card



If you read the book on Sunday at half past 5, move the hands on the clock to show this time and put it under the

Sunday card

Resources required (per pupil)

 Pencil, reading book, calculator, paintbrush, scissors, torch and bean bag



Cubes

 Days of week cards



7 clocks

– 3 set with times and 4 for pupils to set the times





 Discuss their work, with support (respond to questions form peers/adults; talk about what they have done)

 Draw simple conclusions from their work, with support (identify which object is the biggest, smallest, longest…)


 Use everyday language to describe properties of 2-D and 3-D shapes (use properties such as large, small, long…)

 Use everyday language to describe positions of 2-D and 3-D shapes (respond to positional language)

 Measure and order objects using direct comparison (compare lengths directly and put them in order; respond to and use the language of comparison: longer, longest, shorter, shortest, heavier, lighter; check which two objects is heavier/lighter and begin to put three objects onto order)

 Order events (use the vocabulary of time including days of the week; read the time on an analogue clock at the hour and begin to know the half hour)



Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5 Pupil 6 Assessment focus

Largest/smallest (SSM/U+A)

Lighter/heavier (SSM/U+A)

Order from lightest to heaviest (SSM/U+A)

Compare lengths directly

(SSM/U+A)

Use non-standard units to measure length (SSM)

Draw simple conclusion about length and talk about what done (SSM/U+A)

Order from shortest to longest (SSM)

Order days of the week

(SSM)

Respond to positional language (above/under)

(SSM)

Read time at the hour on an analogue clock

Read time at the half hour on an analogue clock

(SSM)

Show time at the hour on an analogue clock

Show the time at the half hour on an analogue clock

(SSM)


Level 2



 Explain what is happening to the sequences of numbers (smaller by 3, bigger by

3 5…)

 Calculate how much the numbers are increasing or decreasing by in the sequence

(complete the boxes)

 Use the information about the sequence you have calculated to continue the sequence by writing the next four numbers in the empty boxes (show your calculations in the workings box)



What have the 1 st , 3 rd , 5 th , 7 th and 9 th numbers in the sequence got in common?

(Even) What about the 2 nd , 4 th , 6 th and 8 th ? (Odd)

 What is the total of the first two numbers in the sequence? Show your working out in the box

 Using this calculation what three other calculations do you know that use the same three numbers? Write these in the working out box



Write the nine numbers of the original sequence in order from smallest to largest


 Sequence frame and workings box (see attached)




 Discuss their work using mathematical language, with support (describe the strategies and methods they use)

 Explain why an answer is correct, with support

 Predict what comes next in a simple number, shape or spatial pattern sequence and give reasons for their opinions

Number – Level 2

 Begin to understand the place value of each digit, use this to order numbers up to 100 (know the relative size of numbers to 100; use 0 as a place holder)

 Recognise sequences of numbers, including odd and even numbers (continue a sequence that increases or decreases in regular steps)

 Use the knowledge that subtraction is the inverse of addition (given numbers, make related number sentences)

 Record their work in writing (record their mental calculations as number sentences)


Sequence frame and workings

- + - +

8 5 40 37 72

Show your workings here:




Explain sequence

Discuss reasons and use mathematical language

(N/U+A)


Calculate the sequence

Record mental jottings

(N)

Continue the sequence

+/- mentally using place value knowledge

(e.g. adding to tens and units columns, 0 as place holder)

Record mental jottings

(N/U+A)

Identify odd and even numbers

(N/U+A)

Add single digits mentally

Know subtraction is inverse of addition

Fact families

(N)

Order numbers to 100

(N)



 What is the value of each of the coins?

 Hold up a coin that has a smaller value than 5p. Hold up a coin that has a higher value than 10p.

 Using the 2p coin (flat on the table/carpet), move the coin in a straight line forwards then to the right. Turn the coin a whole turn clockwise. Repeat anti-clockwise. Turn it half a turn to the left. Turn it a quarter turn to the right. Turn it one right angle clockwise. Turn it two right angles to the left (adult to check accuracy)

 What is the total of the 1p and 5p coins? How much more money would I need to make 10p? How much more money would I need to add to 60p to make £1?

 What is the total of the 1p and 2p coins? How much more money would I need to make 10p? How much more money would I need to add to 2

0p to make £1?

 Point to each of the coins in turn and say what double the value would be.



What is half the value of the 20p, 10p and 2p coin? What would half of 18p be? Repeat for 12p.

 How can you use your knowledge of doubling to help you halve numbers?

 If I shared some money between two people, what fraction would they get each? What is half of 14p?



If I shared some money between four people, what fraction would they get each? What is a quarter of 16p?



Look in your purse of coins. How many of each coin do you have? Complete the table

 Present the number of each coin you have on a block graph where one block represents one coin



Which coin do you have the most of? How many more 5p coins do you have than 50p coins?

Resources needed (per pupil)



1p, 2p, 5p, 10p, 20p and 50p coin

 A purse with a mixed number of the above coins in




Ticks, crosses and observations on sheet attached

 Block graph assessment sheet





Represent their work with objects or pictures

 Discuss their work, with support (respond to questions and talk about what they have done)



Draw simple conclusions from their work, with support (explain numbers and calculations)

Number – Level 2



Begin to use halves and quarters (use the concept of a fraction of a small quantity in a practical context; work out halves of numbers up to 20 and begin to recall them)

 Understand halving as a way of ‘undoing’ doubling and vice versa

 Use mental recall of addition and subtraction facts to 10 (use addition facts to 10 and place value to add multiples of 10)



Use mental calculation strategies to solve problems including those involving money and measures (recall doubles to 10 +

10 and other significant doubles, e.g. double 50p is £1; use knowledge of doubles to 10 + 10 to derive corresponding halves)


 Distinguish between straight and turning movements (distinguish between left and right, clockwise and anti-clockwise)



Recognise right angles in turns

 Understand angle as a measurement of turn (make whole turns, half turns and quarter turns)


 Record results in simple lists, tables , pictograms and block graphs (where one block represents one unit)

 Communicate their findings, using the simple lists, tables , pictograms and block graphs they have recorded


Block graph assessment sheet

Coin

1p

2p

5p

10p

20p

50p

Number in purse

A block graph to show the number of different coins in a purse

6 coins

5 coins

4 coins

3 coins

2 coins

1 coin

Questions

1p 2p 5p 10p 20p 50p

1. Which coin do you have the most of? _______________________________

2. How many more 5p coins do you have than 50p coins? ________________




Knows coin value

Higher and lower values

(N/U+A)

Position and movement

Straight line move

Right turn / left turn

Whole turn

Clockwise / Anti-clockwise

Half turn

Quarter turn

Right Angle

(SSM)

Number bonds to 10

Use for number bonds to 100

(N)

Double

(N)

Half

(N)

Relationship of double and halve

(N/U+A)

Knows ½ is divide by 2

Find half of small amount

(N/U+A)

Knows ¼ is divide by 4

Find quarter of small amount

(N/U+A)

Collect data in a table

(HD)

Present data as a block graph

(One block = one coin)

(HD)

Interpret information

(HD)



Level 3


Assessment Activity (refer to table on Assessment sheet)

1. Complete the Price in pence column using the information in the Price in £ column

2. Write the prices of the DVDs in order from cheapest to most expensive

3. Which DVD costs the least?

4. Which DVD sold most copies?

5. How many mins longer is Lion King than the Big Brother Special?

6. How many DVDs were sold altogether?

7. If 10 people bought the DVDs and they all bought the same amount, how many DVDs did they buy each?

8. Brian watches the Jungle Book three times in a row with no breaks. How long was he watching the DVD for?

9. Jane ordered four copies of each DVD. If one box holds five DVDs, how many boxes will Jane be sent?

10. Nisha bought one copy of the Jungle book and one copy of the Lion King. How much change would she get from £10?

11. If ½ of the people who bought Sherlock Holmes didn’t enjoy the DVD, how many people didn’t enjoy it?

12. If ¾ of the people who bought High School Musical enjoyed the film, how many people enjoyed it?

13.There are three episodes of friends on the DVD that last the same length of time. How long does each last?

14. Kain watches half of the Lion King. If he starts watching it at 4.16pm, what time does he stop?

15. Draw a bar chart or pictogram to show the number of each DVD sold (whichever you think will show

the information most clearly). Decide an appropriate scale to use


 Assessment sheet completed by pupils

 Workings sheet completed by pupils

 Bar chart or pictogram constructed by pupils (on squared paper)


Using and Applying

– Level 3

 Use and interpret mathematical symbols and diagrams

Number – Level 3

 Use simple fractions that are several parts of a whole (understand and use unit fractions and find those of sets of objects; recognise and record fractions that are several parts of the whole)

 Begin to use decimal notation in contexts such as money (order decimals with two dp in context of money; know that £3.06 equals 306p)

 Use mental recall of addition and subtraction facts in solving problems involving larger numbers (solve onestep whole number problems; solve two-step problems that involve addition and subtraction)

 Solve whole number problems including those involving multiplication or division that may give rise to remainders (identify appropriate operations to use; round up or down after simple division, depending on context)

 Add and subtract three-digit numbers using written method (use written methods that involve bridging 10 or

100; add and subtract decimals in the context of money, where bridging is not required)

 Multiply and divide two-digit numbers by 2, 3, 4 or 5 as well as 10 with whole number answers and remainders


 Use standard units of time (read a 12-hour clock and calculate time durations that do not go over the hour)

Handling Data

– Level 3

 Construct bar charts and pictograms where the symbol represents a group of units (decide how best to represent data; decide upon an appropriate scale for a graph e.g. labelled divisions of 2, or, for a pictogram, one symbol to represent 2 or 5)

 Extract and interpret information presented in simple tables, lists, bar charts and pictograms (compare data; respond to questions of a more complex nature)


DVD

Sherlock Holmes

Lion King

Doctor Who

Friends

High School Musical

Toy Story 3

Jungle Book

Big Brother Special

Assessment sheet

Copies sold Length of DVD

48

28

5

66

20

57

32

24

92 mins

82 mins

124 mins

96 mins

95 mins

107 mins

89 mins

57 mins

Price

(in £)

£14.79

£3.24

£8.19

£7.02

£9.99

£14.97

£3.42

£9.09

Price

(in pence)

p

p

p

p

p

p

p

p

Questions

1. Complete the Price in pence column using the information in the

Price in £

column

2. Write the prices of the DVDs in order from cheapest to most expensive

Cheapest Most expensive

3. Which DVD costs the least? _________________________________________

4. Which DVD sold most copies? _________________________________________

5. How many mins longer is Lion King than the Big Brother Special? ______________mins

6. How many DVDs were sold altogether? _____________________________

7. If 10 people bought the DVDs and they all bought the same amount, how many DVDs did

they buy each? ________________________________________

8. Brian watches the Jungle Book three times in a row with no breaks. How long was he

watching the DVD for? _________________________________________

9. Jane ordered four copies of each DVD. If one box holds five DVDs, how many boxes will Jane

be sent? _________________________________________

10. Nisha bought one copy of the Jungle book and one copy of the Lion King. How much change would she get from £10? _________________________________

11. If ½ of the people who bought Sherlock Holmes didn’t enjoy the DVD, how many people didn’t

enjoy it? _______________________________

12. If ¾ of the people who bought High School Musical enjoyed the film, how many people

enjoyed it? _________________________________

13.There are three episodes of friends on the DVD that last the same length of time. How long

does each last? ______________________________mins

14. Kain watches half of the Lion King. If he starts watching it at 4.16pm, what time does he stop?

____________________________________

15. Draw a bar chart or pictogram to show the number of each DVD sold (whichever you think will

show the information most clearly). Decide an appropriate scale to use.


Working out

Question 11

Question 13

Question 15

Question 5

Question 7

Question 9

Question 6

Question 8

Question 10

Question 12

Question 14

Any other calculations



 From the selection of shapes in front of you, hold up a shape that is a square, is irregular, has an obtuse angle, is regular, has at least one right angle, has no line of symmetry, is an equilateral triangle, has an acute angle. Explain choices to pointing to requested properties on each shape held up.

 Choose a shape that has reflective symmetry. Draw round the shape on your squared paper and draw on all the lines of symmetry. Measure one side of the shape to the nearest ½ cm and record the measurement on your paper.

 Hold up the two shapes that are needed for the net of a cuboid. Draw round the shapes on your squared paper to show the net of a cuboid.

 Look at all of the shapes in front of you and sort them using criteria involving their properties. Record your sorting on either a labelled Venn or Carroll diagram and explain your choices.

 Draw a horizontal line halfway across your page and a vertical line halfway down your page. Choose a shape and draw around it in the top right hand section. Reflect the shape in the vertical line then reflect the original shape in the horizontal line

 Draw a rectangle that is 3 squares by 5 squares on your squared paper. What is the area and perimeter of this rectangle? Show your calculations. (NB. These may provide additional evidence of mental or written calculation methods)

Resources required (per pupil)

 Selection of triangles (including right-angled and equilateral) and quadrilaterals (including square, rectangle and a parallelogram)

 Squared paper



 Squared paper pupils record their solutions to questions on



 Begin to organise their work and check results (begin to develop own ways of recording; develop an organised approach)

 Discuss their mathematical work and begin to explain their thinking (use appropriate mathematical vocabulary; talk about their findings by referring to their written work)


 Classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective symmetry for 2-D shapes (sort objects; regular/irregular; right angles in different orientations; obtuse/acute; recognise right-angled and equilateral triangles; reflective/lines of symmetry)

 Begin to recognise nets of familiar 3-D shapes (cuboid)

 Recognise shapes in different orientations

 Reflect shapes, presented on a grid, in a vertical or horizontal mirror line (touching line or not; at 45° to mirror line or not)

 Use non-standard units and standard metric unit s of length (measure a length to the nearest ½ cm)

 Use a wider range of measures (begin to understand area as a measure of surface and perimeter as a measure of length; begin to find areas of shapes by counting squares)

Handling Data

– Level 3

 Use Venn and Carroll diagrams to record their sorting and classifying of information (represent one or two criteria)




Properties of 2-D shapes

Square

Irregular

Obtuse angle

Regular

Right angle

Lines of symmetry (no)

Equilateral triangle

Acute angle

(SSM)

Explain thinking using mathematical language

(U+A)

Identify lines of symmetry

(SSM)

Measure to the nearest ½ cm

(SSM)

Recognise and draw net of a cuboid

(SSM)

Sort shapes using criteria relating to properties

Construct a Venn or

Carroll diagram

(HD/U+A)

Reflect a shape on a grid in a vertical mirror line

(SSM)

Reflect a shape on a grid in a horizontal mirror line

(SSM)

Draw a rectangle accurately

(SSM)

Calculate area

(SSM)

Calculate perimeter

(SSM)



Level 4


Assessment Activity

 Draw a Venn or Carroll diagram to sort the numbers below using criteria of your choice involving multiples/factors/square numbers

8 9 12 15 16 20 21 25 33 36 49 56 81 100

 Where would 48 and 64 go on your diagram? Explain your reasons


 The Venn/Carroll diagram produced by the pupil

 The reasons of where 48 and 64 would go on the diagram produced (oral or written)



 Present information and results in a clear and organised way (including using related vocabulary accurately)

 Search for a solution by trying out ideas of their own (including justifying answers)

Number – Level 4

 Recognise and describe number relationships including multiple, factor and square

 Recall multiplication facts up to 10 x 10 and quickly derive corresponding division facts


 Continue to use Venn and Carroll diagrams to record their sorting and classifying of information


Possible solution

Multiple of 3

15 21

33

8

20

12

48

56

36

9

81

16 64

100

25

49

Has 4 as a factor

Square

Number

 See italic numbers above for additional reasoning question

 48 should go in the same section as the 12 because it is both a multiple of 3 and has a factor of 4 so it is in the overlapping section of the two criteria. It is not a square number and therefore does not belong in any of the 4 sections related to the square number criteria

 64 should go in the same section as 16 and 100 because it is both a square number and has a factor of 4 so it is in the overlapping section of the two criteria. It is not a multiple of 3 and therefore does not belong in any of the 4 sections related to the multiple of 3 criteria



 Identify the pattern in the sequence of decimal numbers below and continue the sequence by writing the next three numbers (show your calculations)

0.25 0.9 0.5 1.15 0.75 … … …

 How could you write the first, third and fifth decimal numbers in the sequence as fractions and as percentages?

 Write the eight decimal numbers in the original sequence in order from smallest to largest

 What is the difference between the smallest and largest number in the sequence?

 Multiply the second largest number in the sequence by 7. What is the product?


 Solutions on assessment sheet attached



 Search for a solution by trying out ideas of their own (check their methods and justify answers; identify patterns as they work and form their own generalisations/rules in words)

Number – Level 4

 Recognise and describe number patterns ( continue sequences involving decimals )

 Recognise approximate proportions of a whole and use simple fractions and percentages to describe these ( recognise simple equivalence between fractions, decimals and percentages , e.g. ½, ¼, 1/10, ¾)

 Order decimals to three decimal places

 Use efficient written methods of addition and subtraction and of short multiplications and division ( add and subtract decimals to two places )

 Multiply a simple decimal by a single digit



 Identify the pattern in the sequence of decimal numbers below and continue the sequence by writing the next three numbers (show your calculations)

+ - + -

0.25 0.9 0.5 1.15 0.75

Show your calculations:

 How could you write the first, third and fifth decimal numbers in the sequence as fractions and as percentages?

Decimal

0.25

Fraction Percentage

0.5

0.75

 Write the eight decimal numbers in the original sequence in order from smallest to largest

Smallest largest

 What is the difference between the smallest and largest number in the sequence?

 Multiply the second largest number in the sequence by 7. What is the product? (show your calculation)

1.4 x 7 =



 Name the three shapes as precisely as possible:

A = __________ _________ B = ___________ C = ____________

 Write the coordinates on the vertices of shapes A and C

 Draw the lines of symmetry on shapes B and C

 Reflect shape B using the Y axis as the mirror line

 Tick the shape below that would be the result if shape A wa s rotated 90° clockwise about its centre (see attached assessment sheet)

 Calculate the area and perimeter of shape C (assuming the grid is in square centimetres)

Perimeter =

Area =

 Draw where shape C would be if it was translated (2, -4)




Number – Level 4

 Use and interpret coordinates in the first quadrant


 Use the properties of 2-D and 3-D shapes (recognise and name quadrilaterals; recognise right-angled, equilateral, isosceles and scalene triangles; recognise an oblique line of symmetry in a shape; visualise shapes and recognise them in different orientations)

 Reflect simple shapes in a mirror line

 Begin to rotate a simple shape or object about its centre or a vertex

 Translate shapes horizontally or vertically

 Find perimeters of simple shapes and find areas by counting squares



10

9

8

7

B

C

6

5

4

3

$

2

A

1

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10

 Name the three shapes as precisely as possible:

A = __________ _________ B = ___________ C = ____________

 Write the coordinates on the vertices of shapes A and C

 Draw the lines of symmetry on shapes B and C

 Reflect shape B using the Y axis as the mirror line

 Tick the shape below that would be the result if shape A was rotated

90° clockwise about its centre

 Calculate the area and perimeter of shape C (assuming the grid is in square centimetres)

Perimeter =

Area =

 Draw where shape C would be if it was translated (2, -4)


Level 5



 Draw four quadrants where the x axis ranges from -20 to 20 and the y axis ranges from -

100 to 100

 On the above, draw a line graph to show the 7 times table from 0 x 7 to 12 x 7

 Show how you could use the graph to work out 3.5 x 7 and 9.5 x 7. Check these answers by repeating the calculations using a written method

 Show how you could use the graph to work out 52.5 ÷ 7. Check this answer by repeating the calculation using a written method

 Write the formula for the line Y = _________ (Solution: y = 7x)

 Use the formula to work out the value of Y if X = 15 (show your calculations)

 Use the formula to work out the value of X if Y = -35 (show you calculations). Extend the line of your graph and show how you could use this extension to check you are correct

 Draw a parallelogram that has three of its vertices at (-3, -15 ), (-6, -30) and (-8, -15)

 Reflect the parallelogram using the 7 times table line as the mirror line and write the coordinates on the vertices of the reflected shape


 Annotated graphs created by pupils



Additional calculations completed by pupils



 Show understanding of situations by describing them mathematically using symbols, words and diagrams ( begin to understand and use formulae and symbols to represent problems )

Handling data – Level 5

 Create and interpret line graphs where the intermediate values have meaning

 Interpret graphs and diagrams, including pie charts, and draw conclusions ( read between labelled divisions on a scale )

Number – Level 5

 Use all four operations with decimals to two places ( multiply or divide decimal numbers by a single digit )

 Construct, express in symbolic form, and use simple formulae involving one or two operations

( understand simple expressions using symbols; evaluate expressions by substituting numbers into them; use symbols to represent an unknown number or variable )

 Use and interpret coordinates in all four quadrants


 Use a wider range of properties of 2-D and 3-D shapes ( given the coordinates of three vertices of a parallelogram, find the forth )

 Transform shapes ( reflect shapes in oblique mirror lines where the shape does not touch the line )



Look at the spinners and answer the following questions (see attached assessment sheet):

 Andy says it’s equally likely to spin a 2 on spinner A and spinner B. Do you agree?

Explain your reasons

 What is the likelihood of spinning a 3 on spinner A? Write you answer as a fraction in its simplest form

 What is the likelihood of spinning a 1 on spinner B? Write your answer as a fraction in its simplest form, a decimal and a percentage?



Write the likelihood of spinning a 1 on spinner A, a 3 on spinner A, a 1 on spinner B and a 3 on spinner B in order from least likely to most likely (as fractions)



On the probability scale below, show with an arrow where the likelihood of spinning a 2 on spinner A should be. Explain your reasons



If a spinner had 300 equal sections and 60% of them had a number 3 on, how many sections would have a number 3 on? Would it be more likely to spin a 3 on this spinner than spinner B? Explain your reasons







Draw simple conclusions of their own and give an explanation of their reasoning (explain and justify their methods and solution; use examples and counter-examples to justify conclusions)

Number – Level 5

 Use equivalence between fractions (convert fractions such as 2/5 into tenths or hundredths and express them as decimals or percentages and vice versa)

 Reduce a fraction to its simplest form by cancelling common factors



Order fractions and decimals (order fractions with different denominators)

 Use known facts, place value and knowledge of operations to calculate (simple fractions or percentages of a number/quantity e.g. 60% of £300)


 Understand and use the probability scale from 0 to 1

 Use methods of equally likely outcomes and experimental evidence, as appropriate, to find and justify probabilities, and approximations to these (compare two spinners)



Interpret graphs and diagrams, including pie charts, and draw conclusions (describe and predict outcomes from data using the language of chance or likelihood)


SPINNER A


SPINNER B

1

3

2 1

2

3

2

3

1

1

3

1

2

2

3

1

2 1

Look at the spinners above and answer the following questions

 Andy says it’s equally likely to spin a 2 on spinner A and spinner B.

Do you agree? Explain your reasons

 What is the likelihood of spinning a 3 on spinner A?

Write you answer as a fraction in its simplest form

 What is the likelihood of spinning a 1 on spinner B?

Write your answer as a fraction in its simplest form, a decimal and a percentage?

 Write the likelihood of spinning a 1 on spinner A, a 3 on spinner A, a 1 on spinner B and a 3 on spinner B in order from least likely to most likely (as fractions)

 On the probability scale below, show with an arrow where the likelihood of spinning a 2 on spinner A should

be. Explain your reasons

0 1

 If a spinner had 300 equal sections and 60% of them had a number 3 on, how many sections would have a number 3 on? Would it be more likely to spin a 3 on this spinner than spinner B? Explain your reasons


Assessment activities for mathematics

Assessment

Activities for

Mathematics

Level 1 to Level 5