learning support new maths baseline assessment
TRANSCRIPT
Learning Support, SCIL Team, 0-25 Specialist Teaching and Support Services, Children’s Services, CBMDC – September 2020.
1
Learning Support
New Maths Baseline Assessment
Learning Support, SCIL Team, 0-25 Specialist Teaching and Support Services, Children’s Services, CBMDC – September 2020.
2
Contents
Introduction ..................................................................................................................... 3
Profiling Checklist ........................................................................................................... 4
Record of Attainment - Maths ......................................................................................... 7
Personalised Pupil Plan ................................................................................................ 13
Assessment Tool: 1 - Number ...................................................................................... 15
Assessment Tool: 2 - Time ........................................................................................... 25
Assessment Tool: 3 – Money ........................................................................................ 30
Assessment Tool: 4 – Length, Weight and Capacity .................................................... 34
Assessment Tool: 5 - Geometry Property of Shape ...................................................... 42
Assessment Tool: 6 - Year 3 Number ........................................................................... 47
Learning Support, SCIL Team, 0-25 Specialist Teaching and Support Services, Children’s Services, CBMDC – September 2020.
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Introduction
This maths baseline assessment has been designed to help you identify the needs of pupils who are not
making expected progress and are working below age related expectations. It supports the best
endeavours approach and provides a range of assessment tools to help you create personalised pupil
plans.
Profiling Checklist
This is an initial assessment tool which allows you to unpick potential areas of difficulty your pupil may
experience. It is a helpful starting point to support your graduated response and to help you to decide
which areas to assess. In addition, it begins to highlight whether difficulties appear more specific or
general in their nature.
Maths Assessments
The maths assessments cover basic key skills and are aligned to the Pre Key Stage and National
Curriculum Standards. To allow you to identify and focus on particular areas of need the assessments
are separated into 5 sections: Number; Time; Money; Length, Weight and Capacity; Geometry.
Key points:
We have tried to include all the assessments you may need. However, they are not designed to
be used in their entirety. The idea is that you can pick and choose the assessments which are
relevant to your pupil. Ideally, they should to be used in conjunction with your teacher
assessments to help you identify what your pupil can do independently and plan next steps.
The assessments can also be used to monitor progress, evaluate the impact of targeted
intervention and support on-going next steps planning.
Records of Attainment
This document summarises the key standards expected from Pre Key Stage 1 up to Year 4. It is designed
to be used as working document to map your pupil’s progress. We have included the standards up to
Year 4 to accommodate both secondary and primary pupils. As with the assessment, we have separated
the standards into: Number, Time, Money, Length, Weight and Capacity and Geometry. Where possible,
we have provided assessments for each section and the relevant assessments are noted above each
section.
Personalised Pupil Plan
This document is used to create an individual pupil plan. It summarises your assessment findings into a
concise and personal pupil profile, which highlights strengths and areas of difficulty, next steps and
supportive strategies.
The Toolkit: To complement the baseline assessment, we have created a maths toolkit (in a separate
document). The toolkit provides a range of strategies and short activities to target specific areas
identified in your assessment.
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Profiling Checklist
Name:_______________________________________________________________________Year Group: ________________Age:_____________________
Language Some-times
Often Potential areas of difficulty (please highlight).
Difficulties with understanding verbal information. Receptive language
Slow to process and understand verbal information. Receptive language
Poor speech sound production (difficulties articulating certain words and sounds). Expressive language/Articulation
Has limited vocabulary and/or uses simple language for their age. Expressive language
Makes grammatical errors and has poor sentence structure (verbally). Expressive language
Has word finding difficulties. Expressive language/Working memory
Reasoning
Finds visual tasks easier than verbal tasks. Verbal reasoning
Finds verbal tasks easier than visual tasks. Visual reasoning
Overall level of understanding seems to be below age related expectations. Possible general difficulties
Attention and Memory
Has difficulty focusing on longer tasks or tasks of less interest. Attention
Work can be inconsistent and pupil makes ‘random errors’. Attention
Daydreams or to has difficulties listening. Attention/Working memory
Easily forgets instructions and/or needs to repeat information to themselves to remember.
Working memory
Often forgets what they were going to say. Working memory
Difficulties with planning and organisation. Working memory
Has difficulty following multi-step instructions and/or procedures. Working memory
Difficulties with problem solving. Working memory
Processing
Finds it difficult to follow verbal instructions or conversations. Auditory processing/receptive language
Mixes up similar looking letters, words, shapes or numbers. Visual processing
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Skips lines when reading, or reads the same line over and over. Visual processing
Struggles to sound out and blend together sounds to make words. Phonological processing
Struggles to identify sounds within words (which sound comes first/last etc). Phonological processing
Can’t remember what words sound like/mixes up words. Phonological processing
Can become distressed by loud noises. Sensory processing
Avoids touch or seeks excessive physical contact. Sensory processing
Unusual dislike or lack of awareness of tastes and/or smells. Sensory processing
Seems to understand but struggles in timed assessments. Processing speed/Memory
Takes longer than expected to complete tasks. Processing speed/Memory
Reluctant to answer questions in class. Processing speed/Memory
Becomes overloaded with information in class. Processing speed/Memory
Motor Skills and Organisation
Slow writing speed. Fine motor skills/Processing speed
Difficulties with handwriting. Fine motor skills
Struggles to use scissors. Fine motor skills
Delayed ball skills and/or bike riding. Gross motor skills
Difficulties with sequencing (e.g. days, months, times tables, alphabet, spellings, ideas in writing).
Attention/Working Memory
Difficulties with organisation in everyday life. Attention/Working Memory
Social-Emotional and Mental Health
Struggles with group work, but works better independently. Flexible thinking
Finds transitions/change challenging (particularly when unexpected). Flexible thinking
Deterioration in classwork. Possible emotional difficulties
Doesn’t want to come to school. Possible emotional difficulties
Avoids social situations. Possible emotional difficulties
Literacy and Numeracy
Reading is slow and stilted. Literacy skills/Processing speed
Makes lots of errors when reading words. Literacy skills/Phonological processing
Can read but has difficulties with reading comprehension. Reading comprehension/Receptive language
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Struggles to spell words. Literacy skills/Phonological processing
Sentences in free writing are not grammatically correct. Literacy skills/Expressive language /Working memory
Writing skills do not reflect verbal ability. Possible specific literacy difficulties
Doesn’t understand what numbers represent. Numerical representation
Can only work in ones. Numeracy skills
Can’t remember number facts or times tables. Numeracy skills/Memory
Struggles to follow math rules to complete calculations. Numeracy skills/Memory
There is difference between general understanding and performance in literacy and/or maths.
Possible specific difficulties
Signs of difficulties in: Sometimes Often Notes Receptive Language
Expressive Language
Visual Reasoning
Verbal Reasoning
Attention
Working Memory
Auditory Processing
Visual Processing
Sensory Processing
Phonological Processing
Processing Speed
Fine Motor Skills
Gross Motor Skills
SEMH
Literacy Skills
Numeracy Skills
Possible specific difficulties
Possible general difficulties
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Record of Attainment - Maths (Assessment tools to support the assessment process are noted in brackets)
(Assessment Tool 1)
Number PKSS x x Date Achieved
Distinguish between ‘one’ and ‘lots’, when shown an example of a single object and a group of objects
PKSS1
Demonstrate an understanding of the concept of 1:1 correspondence PKSS1
Say the number names to 5 in the correct order (e.g. in a song or by joining in with the teacher)
PKSS2
Demonstrate an understanding of the concept of numbers up to 5 by putting together the right number of objects when asked
PKSS2
Copy and continue simple patterns using real-life materials (e.g. apple, orange, apple, orange, etc.)
PKSS2
Identify how many objects there are in a group of up to 10 objects, recognising smaller groups on sight and counting the objects in larger groups up to 10
PKSS3
Demonstrate an understanding that the last number counted represents the total number of the count
PKSS3
Copy and continue more advanced patterns using real-life materials (e.g. apple, apple, orange, apple, apple, orange, etc.)
PKSS3
Use real-life materials (e.g. apples or crayons) to add and subtract 1 from a group of objects and indicate how many are now present
PKSS3
Read and write numbers in numerals from 0-9 PKSS4
Demonstrate an understanding of the mathematical symbols of add, subtract and equal to
PKSS4
Solve number problems involving the addition and subtraction of single digit numbers up to 10
PKSS4
Demonstrate an understanding of the composition of numbers to 5 and a developing ability to recall number bonds to and within 5 (e.g. 2+2=4 and 3+1=4)
PKSS4
Demonstrate an understanding of the commutative law (e.g. 3+2=5, therefore 2+3 =5)
PKSS4
Demonstrates an understanding of inverse relationships involving addition and subtraction (e.g. if 3+2=5, then 5-2=3)
PKSS4
Demonstrates an understanding that the number of objects changes when objects are added or taken away
PKSS4
Pupil Name: Year Group: Age:
Assessor: Role: Date:
Colour coding: PKSS 1 PKSS 2 PKSS 3 PKSS 4 PKSS 5(Y1) PKSS 6 (Y2) NCY3 NCY4
Key: x no
x emerging secure
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Number PKSS x x Date Achieved
Demonstrate an understanding that the number of objects remains the same when they are rearranged, providing nothing has been added or taken away
PKSS4
Count to 20, demonstrating that the next number in the count is one more and the previous number is one less
PKSS4
Read and write numbers in numerals up to 100 PKSS5
Partition a two-digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources to support them
PKSS5
Add and subtract two-digit numbers and ones, and two-digit numbers and tens, where no regrouping is required, explaining their method verbally, in pictures or using apparatus (e.g. 23 + 5; 46 + 20; 16 –5; 88 – 30)
PKSS5
Recall at least four of the six number bonds for 10 and reason about associated facts (e.g. 6 + 4 = 10, therefore 4 + 6 = 10 and 10 – 6 = 4)
PKSS5
Count in twos, fives and tens from 0 and use this to solve problems PKSS5
Read scales in divisions of ones, twos fives and tens PKSS6
Partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus
PKSS6
Add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus (e.g. 48+35; 72-17)
PKSS6
Recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships.
PKSS6
Recall multiplication and division facts for 2, 5, and 10 use them to solve simple problems, demonstrating an understanding of commutativity as necessary.
PKSS6
Identify ¼, 1/3, ½, 2/4, 3/4 of number or shape, and know that all parts must be equal parts of the whole
PKSS6
(Assessment Tool 6)
Count from 0 in multiples of 4, 8, 50 and 100 NCY3
Find 10 or 100 more or less than a given number NCY3
Recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
NCY3
Compare and order numbers up to 1,000 NCY3
Read and write numbers up to 1,000 in numerals and in words NCY3
Identify, represent and estimate numbers using different representations
NCY3
Add and subtract numbers mentally, including:
a three-digit number and 1s a three-digit number and 10s a three-digit number and 100s
NCY3
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Number PKSS x x Date Achieved
Add and subtract numbers with up to 3 digits, using formal written methods of column addition and subtraction.
NCY3
Estimate the answer to a calculation and use inverse operations to check answers.
NCY3
Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction.
NCY3
Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
NCY3
Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
NCY3
Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects
NCY3
Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
NCY3
Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
NCY3
Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.
NCY3
Recognise and show, using diagrams, equivalent fractions with small denominators.
NCY3
Add and subtract fractions with the same denominator within one
whole, for example, 5
7 +
1
7 =
6
7.
NCY3
Compare and order unit fractions, and fractions with the same denominators.
NCY3
Count in multiples of 6, 7, 9, 25 and 1,000 NCY4
Find 1,000 more or less than a given number NCY4
Count backwards through 0 to include negative numbers NCY4
Recognise the place value of each digit in a four-digit number (1,000s, 100s, 10s, and 1s)
NCY4
Order and compare numbers beyond 1,000 NCY4
Round any number to the nearest 10, 100 or 1,000
Read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of 0 and place value
NCY4
Add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate.
NCY4
Estimate and use inverse operations to check answers to a calculation. NCY4
Solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why.
NCY4
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Number PKSS x x Date Achieved
Recall multiplication and division facts for multiplication tables up to 12 × 12.
NCY4
Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together 3 numbers.
NCY4
Recognise and use factor pairs and commutativity in mental calculations.
NCY4
Multiply two-digit and three-digit numbers by a one-digit number using formal written layout.
NCY4
Solve problems involving multiplying and adding, including using the distributive law to multiply two-digit numbers by 1 digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects.
NCY4
Recognise and show, using diagrams, families of common equivalent fractions.
NCY4
Count up and down in hundredths; recognise that hundredths arise when dividing an object by 100 and dividing tenths by 10.
NCY4
Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number.
NCY4
Add and subtract fractions with the same denominator. NCY4
Recognise and write decimal equivalents of any number of tenths or hundreds
NCY4
Recognise and write decimal equivalents to 1
4 1
2 3
4 . NCY4
Find the effect of dividing a one- or two-digit number by 10 and 100, identifying the value of the digits in the answer as ones, tenths and hundredths.
NCY4
Round decimals with 1 decimal place to the nearest whole number NCY4
Compare numbers with the same number of decimal places up to 2 decimal places
NCY4
Solve simple measure and money problems involving fractions and decimals to 2 decimal places.
NCY4
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(Assessment Tool 2)
Measurement -Time PKSS x x Date Achieved
Use vocabulary such as ‘before', ‘after', ‘next’ and times of the day e.g. afternoon, lunchtime, home time. *
PKSS1
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 [for example, ordering events in their day on a visual daily timetable, understanding and using names of days of the week, ‘no school on Saturday or Sunday, swimming on Wednesday’] *
PKSS3
Join in saying the days of the week, know some of the days’ names PKSS4
Aware of the use of a clock and tell the time to the hour (analogue clock)
PKSS4
Know in order the days of the week and months of the year PKSS5
Tell the time to the hour and half hour and draw hands on clock face Y1
Read the time on a clock to the nearest 15 minutes and know quarter past and quarter to the hour
PKSS6
Read hours and half hours on a digital clock Y2
*Please note that these are not taken from the PKSS document, however they are a natural progression to the other standards in this area of maths. (Assessment Tool 3)
Measurement - Money PKSS x x Date Achieved
Demonstrate an understanding of the concept of transaction (e.g. by exchanging a coin for an item)
PKSS1
Recognise the different denominations of coins PKSS5
Recognise symbol for pence (p) and for £ PKSS6
Use different coins to make the same amount PKSS6
Use different coins to give change from 10p and 20p PKSS6
(Assessment Tool 4)
Measurement - Length, Weight, Capacity PKSS x x Date Achieved
Use vocabulary such as ‘big’, ’small’ ‘tall’, ‘long’, ‘short’, ‘heavy’, ‘light’, ‘wide’, ’narrow’
PKSS1
Find big and small objects on request [for example, from a choice of two objects, identifying the ‘big’ and ‘small’]
PKSS1
Order two/three items by length or height PKSS4
Put 3 objects in order of their weight PKSS4
Order two items by capacity, estimate which container holds the greater volume
PKSS4
Aware of hot and cold – can name some hot and cold objects PKSS4
Measure and begin to record PKSS5 (Y1)
Begin to use a ruler and draw lines along a straight edge PKSS5
Use terms: full, empty, holds, more/less than, half full PKSS5
Choose and use appropriate standard units to estimate and measure
length/height in any direction (m/cm); mass (kg/g); temperature (C); capacity (litres/ml) to the nearest appropriate unit: using rulers
PKSS6 (Y2)
measuring scales
thermometers
measuring vessels (capacity)
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(Assessment Tool 5)
Geometry - Properties of Shape PKSS x x Date Achieved
Sort 3 colours e.g. red, yellow, green bricks PKSS1
Sort objects according to a stated characteristic (e.g. group all the small balls together, sort the shapes into triangles and circles).
PKSS2
Find some shapes in a picture* PKSS3
Recognise some common 2-D shapes and find them when asked PKSS4
Sort different objects by size and shape PKSS4
Name some common 2-D and 3-D shapes from groups or pictures of the shapes (e.g. triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres).
PKSS5
Describe shapes by the numbers of faces, edges and corners PKSS5
Name and describe properties of 2D and 3D shapes, including number of sides, vertices edges, faces and lines of symmetry
PKSS6
Sort and compares common 2D and 3D shapes PKSS6
Identify right angles in 2D shapes PKSS6
*Please note that these are not taken from the PKSS document, however they are a natural progression
to the other standards in this area of maths
.
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Personalised Pupil Plan
Pupil Details
Pupil Name: DOB: Year: Class Teacher:
Last Sight Check: Glasses? Yes☐ No☐ Overlay: Yes ☐ Colour: No ☐ Hearing within normal limits: Yes☐ No☐ Last Check:
Cognitive Processing
Strengths Areas to develop Classroom Strategies/Intervention
Memory Targets:
Processing Speed Targets:
Language
Strengths Areas to develop Classroom Strategies/Intervention
Expressive Targets:
Receptive Targets:
Social Communication Targets:
Literacy
Assessed level of attainment: Reading-Word Reading: Reading-Language Comprehension:
Writing-Spelling: Writing- Composition:
Strengths Areas to develop Classroom Strategies/Intervention
Targets Reading:
Targets Writing:
Targets Phonological Awareness:
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Maths
Assessed level of attainment: Number: Shape and Time:
Strengths Areas to develop Classroom Strategies/Intervention
Targets Number:
Targets Shape:
Targets Time:
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Assessment Tool: 1 - Number
Resources you will need: Number line, paper, pencil, counters, base 10 cubes (dienes)
NB: The numbers in column 1 refer to test questions on the pupil’s answer sheet.
Section 1 (PKSS1-4) PKSS/NC
1. Can distinguish between one and lots. PKSS1
2. Demonstrate an understanding of one to one correspondence. PKSS1
3. Say the number names to number 5 in the correct order. PKSS2
Understands the concept of numbers up to 5, can give 1,2,3,4 or 5 objects PKSS2
4. Copy and continue simple patterns using real-life materials (e.g. apple, orange, apple orange. Instruction: Give the pupil some objects as well as the pattern provided and ask the pupil to follow the pattern.
PKSS2
5. Identify how many objects there are in a group of up to 10 objects: Recognise smaller groups on sight.
PKSS3
Counting the objects in larger groups up to 10. PKSS3
Understanding that the last number counted represents the total. PKSS3
6. Use real-life materials (e.g. apples or crayons) to add and subtract 1 from a group of objects and indicate how many are now present.
PKSS3
7. Copy and continue more advanced patterns using real-life materials. (e.g. apple, apple, orange, apple, apple, orange.) Instruction: Give the pupil some objects as well as the pattern provided and ask the pupil to follow the pattern.
PKSS3
8. Read and write numbers in numerals from 0-9. Instruction: Ask the pupil to write the numbers 0-9 in order. Write the numerals 0 – 9 in a random order on the back of the pupil booklet. Ask the pupil to read the numbers. Tick if correct.
PKSS4
PKSS4
9. Demonstrate an understanding of the mathematical symbols of add, subtract and equal to. Demonstrates an understanding that the number of objects changes when objects are added or taken away.
PKSS4
PKSS4
10. Solve number problems involving the addition and subtraction of single digit numbers up to 10.
PKSS4
11. Demonstrate an understanding of the composition of numbers to 5 and a developing ability to recall number bonds to and within 5 (e.g. 2+2=4 and 3+1=4) Instruction: Ask the pupil the following: What is… 1) 1+1 = 2) 1+2= *3) 2+1= 4) 2+2= 5)3+2= * 6) 2+3= 7) 4+1 = *8) 1+4 = 9) 5+5=
PKSS4
Demonstrate an understanding of the commutative law (e.g. 3+2=5, therefore 2+3 =5) After question 3, 6, 8 ask. What did you notice about the last two sums? How did the answer to 1+2 help you answer 2+1, can you explain?
PKSS4
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Section 1 (PKSS1-4) PKSS/NC
Demonstrate an understanding that the number of objects remains the same when they are rearranged, providing nothing has been added or taken away Instruction: Continuing from the previous question. Use counters and ask the pupil to show you why the answer stays the same. Rearrange the counters in a number of ways and check the pupil understands the number remains the same.
PKSS4
12. Demonstrates an understanding of inverse relationships involving addition and subtraction. (e.g. if 3+2=5, then 5-2=3)
PKSS4
13. Count to 20, demonstrating that the next number when counting is one more and the previous number is one less.
Instruction: Ask the pupil to count to 20. Then ask them to answer the questions in no.13
PKSS4
Section 2 (PKSS5) PKSS/NC
14. Read and write numbers in numerals up to 100.
Instruction: Ask the pupil to write the following numbers. 11, 12, 15, 20, 28, 30, 37, 40, 46, 50, 55, 60, 64, 70, 73, 80, 88, 90, 99, 100. Write the following numbers on the back of the pupil booklet. Ask the pupil to read them. Tick if correct 7, 13, 25, 32, 48, 51, 67, 75, 84, 96, 109
PKSS5
15. Partition a two-digit number into tens and ones to demonstrate an understanding of place value, though they may use structured resources to support them – Instruction: You can use Base 10/Dienes to support this question.
PKSS5
16. Add and subtract two-digit numbers and ones, and two-digit numbers and tens, where no regrouping is required, explaining their method verbally, in pictures or using apparatus. (e.g. 23 + 5; 46 + 20; 16 –5; 88 – 30)
PKSS5
17. Recall at least four of the six number bonds for 10 and reason about associated facts. (e.g. 6 + 4 = 10, therefore 4 + 6 = 10 and 10 – 6 = 4)
PKSS5
18. Count in twos, fives and tens from 0 and use this to solve problems Instruction: Ask the pupil to count in 2s then ask them to answer the questions about the puppies then repeat for 5s and 10s.
PKSS5
Section 3 (PKSS6)
19. Read scales in divisions of ones, twos fives and tens. PKSS6
20. Partition any two-digit number into different combinations of tens and ones, explaining their thinking verbally, in pictures or using apparatus.
Instruction: provide the pupil with Base 10/Dienes and ask the pupil to make each number given using the Base 10 equipment, explaining what they are doing.
PKSS6
21. Add and subtract any 2 two-digit numbers using an efficient strategy, explaining their method verbally, in pictures or using apparatus. (e.g. 48+35; 72-17)
PKSS6
22. Recall all number bonds to and within 10 and use these to reason with and calculate bonds to and within 20, recognising other associated additive relationships.
PKSS6
23. 24.
Recall multiplication and division facts for 2, 5, and 10 use them to solve simple problems, demonstrating an understanding of commutativity as necessary.
PKSS6
25.
Identify ¼, 1/3, ½, 2/4, 3/4 of number or shape, and know that all parts must be equal parts of the whole.
PKSS6
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Section 1 - Name: ____________________________
1. Colour the dots in green if there is one and in blue if there are lots.
Alternatively point to pictures showing one or lots.
2. Each triangle needs a circle. Can you draw one circle in each triangle?
3. Can you count to 5? Now put the right amount of dots under each
number, e.g. 1 dot under number 1 etc.
4 Complete the patterns. Your teacher also has some objects and you
can make some patterns together.
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5. Without counting can you tell me how many faces there are in each
box?
Count the smiley faces below and tell me how many there are in each
box. Write the number next to the box if you can. If you need help
your teacher can write the number for you.
6. Your teacher has some counters.
Count out 4 counters together. Now add one more.
How many have you got now?
Count out 6 counters together. Now take away one
How many have you got now?
7. Complete the patterns. Your teacher also has some objects and you
can make some patterns together.
8. Your teacher will ask you to write some numbers in the boxes below.
Your teacher will show you a sheet and ask you to read some numbers.
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9. Your teacher will ask you to point to the signs.
Complete the sentences: (your teacher can write the answer for you)
When you add, the number gets__________________.
When you take away, the number gets ___________________.
10. Complete the calculations:
2 + 1 = 4 + 3 = 4 - 3 = 5 + 4 = 8 - 5 =
11. Your teacher will ask you some number bond up to 5 questions. Write
the answers below.
1. 2. 3. 4. 5. 6. 7.
8. 9.
12. Answer the questions below. How does the first calculation help you
answer the calculations below?
2 + 3 = 5
5 – 2 =
5 – 3 =
5 + 6 = 11
11 – 5 =
11 – 6 =
8 + 7 = 15
15 – 7 =
15 – 8 =
11 + 9 = 20
20 - 9 =
20 – 11 =
13. Can you count to 20?
What number comes after 15?
What number comes after 12?
What number comes before 16?
What number comes before 14?
+ = -
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Section 2 – Name: _______________________________
14. Your teacher will ask you to write some numbers in the boxes below:
1. 2. 3. 4. 5. 6. 7.
8. 9. 10. 11. 12. 13. 14.
15. 16. 17. 18. 19. 20.
15. Colour the tens and unit blocks to partition the numbers.
16 24
37 55
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16. Complete the calculations below (use resources if required):
13 + 3 = 16 - 5 = 44 + 20 = 62 + 30 =
55 + 4 = 71 - 20 = 31 + 8 = 99 -30 =
17. Write as many number bonds to 10 as you can (use resources if
required)
Use your number bonds to help you work out these calculations:
10 - 3 = 10 - 5 = 10 - 6 = 10 - 9 =
10 - 4 = 10 - 7 = 10 - 8 = 10 - 1 =
18. Can you count in 2s, 5s, and 10s? Count in 2s, 5s or 10s to answer the
questions below.
There are two puppies
in the basket.
There are 5 crayons in
the packet.
There are 10 sweets in
the jar.
How many puppies
in 3 baskets?
How many crayons
in 2 packets?
How many sweets
in 4 jars?
How many puppies
in 5 baskets?
How many crayons
in 7 packets?
How many sweets
in 6 jars?
How many puppies
in 9 baskets?
How many crayons
in 10 packets?
How many sweets
in 10 jars?
+ = 10 + = 10 + = 10
+ = 10 + = 10 + = 10
+ = 10 + = 10 + = 10
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Section 3 - Name: ____________________________
19. Below are some scales which go up in 2’s, 5’s or 10s. Can you fill in the
missing numbers?
20. Your teacher has some tens and unit blocks. First partition the numbers
using the tens and unit blocks then partition the numbers as shown.
+
+ +
+
+
+ 34 =
16 =
74 =
29 =
41 =
88 =
+ 6 56 = 50
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21. Use any method to answer the following questions. You can use the extra
paper for your working out if you want. Explain your method to your
teacher.
15 - 7 = 25 - 17 = 53 - 26 = 72 - 16 =
18 + 35 = 24 + 18 = 27 + 43 = 35 + 46 =
22. Answer the first question in each column and then use your answer to
work out the answer to the question underneath it. Explain how the first
question helps you answer the one underneath it.
23. Answer the following questions and then solve the problems below
Sam and Ben both have 5 pennies. How many pennies do they
have all together?
You need to give 9 of your friends 5 sweets each. How many
sweets do you need altogether?
If one person has 10 toes. How many toes do 10 people have?
+ = 7 3
+ = 17 3
+ = 4 3
+ = 14 3
+ = 8 3
+ = 8 13
+ = 5 7
+ = 15 17
x = 2 5 x = 2 4 x = 2 6 x = 2 8
x = 5 5
x = 10 1
x = 5 7
x = 10 6
x = 5 8
x = 10 7
x = 5 9
x = 10 10
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24. Answer the following questions and then solve the problems below.
There are 4 potatoes left. How many can Sam and Ben have each?
I have 25 crayons to go in 5 party bags. I need to put the same
amount of crayons in each bag. How many shall I put in each bag?
I have counted 60 toes. How many people are there?
25. Choose a shape and shade in 1
2
1
4
2
4
1
3
3
4 . Then write the fraction
next to the shape. Explain to your teacher why you chose that shape.
÷ = 4 2 ÷ = 14 2 ÷ = 20 2 ÷ = 16 2
÷ = 45 5
÷ = 30 10
÷ = 50 5
÷ = 80 10
÷ = 60 5
÷ = 60 10
÷ = 25 5
÷ = 90 10
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Assessment Tool: 2 - Time
Measurement -Time PKSS
1. Use vocabulary such as ‘before', ‘after', ‘next’ and times of the day e.g. afternoon, lunchtime, home time. Instructions Ask the pupil to tell you what they might do in their day, what might happen in the spaces in the diagram e.g. after they get up, before, or after lunch. Encourage them to use language such as before, after and next.
PKSS1
2. 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 [for example, ordering events in their day on a visual daily timetable, understanding and using names of days of the week, ‘no school on Saturday or Sunday, swimming on Wednesday’] Instructions Ask the pupil what is their favourite day of the week is and why? Then ask the pupil to put the pictures in the right order. There are bigger sequencing cards at the end of the assessment that you can cut up for them to sort if it is easier.
PKSS3
3. Join in saying the days of the week, know some of the days’ names Instructions Does the pupil know what day it is, can they name some days and can they say the days in order? If unable to say the days in order prompt them by saying ‘Monday, Tuesday’ then pause for them to continue.
PKSS4
4. Aware of the use of a clock and tell the time to the hour (analogue clock) Instructions Can the pupil give a reasonable explanation of what a clock is used for and tell the time to the hour?
PKSS4
5. Know in order the days of the week (Assessed in question 3) and months of the year Instructions Can the pupil say the months of the year in order? If not: does the pupil know what month it is now? What month their birthday is in? Can the pupil name any other months?
PKSS5
6. Tell the time to the hour and half hour and draw hands on clock face Instructions Can the pupil read the time on the analogue clocks? Can the pupil draw the following times on the blank clock faces? 3 O’clock, half past 10, half past 2, 11 O’clock
PKSS5
7. Read the time on a clock to the nearest 15 minutes and know quarter past and quarter to the hour Instructions Read the times on the analogue clocks
PKSS6
8. Read hours and half hours on a digital clock Instructions Read the times on the digital clocks.
PKSS6
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Name __________________________________ 1. Tell your teacher or write the answers.
What time of day do you get up_____________________________
What is time of day is the second picture?
________________________
Use words like before, after and next to tell me what you might do in
your day?
2. What is your favourite day of the week and why?
Put the pictures in the right order. You can use the big cards to order
them first. Use numbers to show which happens first, second etc…
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3. What day it is?
Do you know any other days
of the week?
Can you say/write the days
of the week in order?
4.
What do we use a clock for?
_____________________________________________
Can you tell your teacher what times are on the clocks?
5. Can you say or write the months of the year in order?
1. 2. 3
4. 5. 6.
7. 8. 9.
10. 11. 12.
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6. Can you tell your teacher what times are on the clock?
Can you write the time your teacher says onto the following clocks?
7. Can you tell your teacher the times on the following clocks?
8. Can you tell your teacher the time from these digital clocks?
11:30
05:30 10:00
03:00
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Assessment Tool: 3 – Money
Measurement – Money PKSS 1. Demonstrate an understanding of the concept of transaction (e.g. by
exchanging a coin for an item) Instruction: Give the pupil objects/toys/plastic fruit or vegetables and some coins and ask the child to play shop. Can the pupil demonstrate an understanding of the concept of transaction in role plays e.g. exchanging a coin for an item, or one item for another, during a role-play activity?
PKSS1
2. Recognise the different denominations of coins Instruction: Show to the pupil some real coins as well as the pictures provided and ask to name or point to different coins.
PKSS5
3. Recognise the symbol for pence (p) and for £ Instruction: Show the pupil some real coins or pictures provided and ask to point to pence coins and pound coins.
PKSS6
4. & 5.
Use different coins to make the same amount Instruction: Give real coins or show pictures provided and ask the pupil to choose three different combinations of coins to make 10p, 20p, 50p and £1.
PKSS6
6. & 7.
Use different coins to give change from 10p and 20p Instruction: Give real coins or show pictures provided and ask the pupil to give change such as 2p, 5p, 7p or 9p from 10 p and 11p, 13p, 15p or 18p from 20p.
PKSS6
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Name: ____________________________
1. Let’s play shopping!
Your teacher is going to be the shopkeeper. Can you buy some
objects?
2. Your teacher will ask you to point to some coins. Tick them if you are
correct.
3.
£ means ______________________________________
p means ______________________________________
Write under the coin whether they are £ or p
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4.
Choose three different combinations of coins to make 10p.
1.
2.
3.
5.
Choose three different combinations of coins to make £1.
1.
2.
3.
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6.
Which coins will you use to give change for 10p?
All the children have 10p What coins will you give them in change?
Jake spends 2p
Fred spends 5p
Azim spends 7p.
Jo spends 9p
7. Which coins will you use to give change for 20p
All the children have 20p What coins will you give them in change?
Hannah spends 11p
Matt spends 13p
Ben spends 15p
Sam spends 18p
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Assessment Tool: 4 – Length, Weight and Capacity
Measurement –Length, Weight, Capacity PKSS
1. Use vocabulary such as ‘big’, ’small’ ‘tall’, ‘long’, ‘short’, ‘heavy’, ‘light’, ‘wide’, ’narrow’ Instructions Ask the pupil to look at the picture and encourage them to use the listed words to describe what they can see. Provide a model sentence if the pupil is unable to think of one.
PKSS1
2. Find big and small objects on request [for example, from a choice of two objects, identifying the ‘big’ and ‘small’]
PKSS1
3. Order two/three items by length or height. Have some pieces of string for the pupil to order in length and height to help them with the question.
PKSS4
4. Put 3 objects in order of their weight Instructions You will need to have a feather, an apple and a book (or 3 objects with different weights) for the pupil to compare. Ask the pupil to compare the weights of the objects and find the heaviest and lightest.
PKSS4
5. Order two items by capacity, estimate which container holds the greater volume Instructions You will need two jugs of differing sizes. Ask the pupil to say which container would hold the most/least amount of water.
PKSS4
6. Aware of hot and cold – can name some hot and cold objects Instructions Ask the pupil to think of things that they consider are hot and cold – does this show understanding of the difference between hot and cold?
PKSS4
7. Measure and begin to record Instructions You will need a container with cubes such as Unifix. Ask the pupil to measure 3 items in the classroom. Can they use the equipment effectively and provide a record of the length/height of the given object?
PKSS5 (Y1)
8. Begin to use a ruler and draw lines along a straight edge PKSS5
9. Use terms: full, empty, holds, more/less than, half full PKSS5
10. 11. 12.
Choose and use appropriate standard units to estimate and measure
length/height in any direction (m/cm); mass (kg/g); temperature (C); capacity (litres/ml) to the nearest appropriate unit:
using rulers
measuring scales
thermometers
measuring vessels (capacity) Instructions: 10: In addition to the pictures, ideally you will have a scale, ruler, thermometer and jug and the pupil can also choose objects to measure with them. 11: Focus on how they use the ruler, do they start from 0? 12: Ask your pupil to tell you what the different measurements mean and what they measure?
PKSS6 Y2
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Name: ____________________________
1. Draw lines to label the objects. Your teacher can read the words for
you if you want. Explain your answers to your teacher.
2. Can you colour in the big star yellow and the small star red?
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3. Point to the arrows in order of length from longest to shortest.
Colour in or tick the correct box.
The longest is
The next longest is
The shortest is
Now look the arrows below. Point to the arrows in order of height
from tallest to shortest. In the boxes below the arrows, write the
number 1 underneath the shortest, 2 the next shortest and 3 the
tallest. You can use the pieces of string your teacher has to help you.
A B C
A C B
A C B
A C B
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4.
Your teacher will give you 3 objects (a feather, an apple and a book).
Can you pick them up and then put them in order of lightest to
heaviest.
Complete the sentence (your teacher can write the answer for you)
The _______________ is lightest.
The _______________ is heaviest.
5.
Look at the containers below. Choose from the words below to
complete the sentences.
The jug will hold the _________________ water.
The cup will hold the _________________ water.
Your teacher will now fill two jugs; tell your teacher which jug has the
most/least amount of water in.
most
least
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6 Complete the following sentences using the words
The sun is ___________________.
An ice-cream is _______________.
Now can you name something else that is hot and something that is
cold?
______________________ is hot.
______________________ is cold.
7
Your teacher will give you a book, a pencil and a box.
Use the cubes (unifix) to complete the following sentences
The book is ______________ cubes long.
The pencil is _____________ cubes long.
The box is _______________ cubes long.
hot
cold
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8 Can you use a ruler to join the shapes up with a straight line?
9. Using the words below, can you complete the sentences?
The blue jug ______________________ more than the orange jug.
The orange jug is __________________.
The blue jug is ____________________.
The green jug is ___________________.
The green jug holds ________________ than the blue jug.
more than
less than
half-full
full
empty
holds
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10. Draw a line to show what you would use to measure the following: How
hot the water is?; How long the table is?; 100g of flour; 200ml milk.
11. Use a ruler to measure the lines below and write length in cms in the
box at the end.
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12. Can you read the temperatures on each of the thermometers? Write
your answer in the box.
Tell your teacher what the following units of measurements are.
Choose the correct unit to complete the sentence?
Water boils at 100 ___________________________
cm °C ml kg
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Assessment Tool: 5 - Geometry Property of Shape
Geometry PKSS
Properties of Shape
1. Can sort 3 colours e.g. red, yellow, green bricks.
Instruction
Give pupil duplo (or similar) and ask them to sort into 3 colours
PKSS1
2. Sort objects according to a stated characteristic – colour the large circles one colour
and the small circle another
PKSS2
3. Recognise some common 2-D shapes and find them when asked –
Instruction.
Ask the pupil to find some shapes the picture,
Tell pupil the name of a shape and ask them to point to the correct picture – repeat for each shape
PKSS4
4. PKSS4
5. Sort different objects by size and shape (pupil colours in triangles one colour and
squares another)
PKSS4
6. Name some common 2-D and 3-D shapes from groups or pictures of the shapes (e.g.
triangles, rectangles, squares, circles, cuboids, cubes, pyramids and spheres).
Instruction.
They have demonstrated knowledge of 2D shapes in Q3 so repeat the activity for 3D
shapes this time.
PKSS5
7. Describe shapes by the numbers of faces, edges and corners
Instruction.
Give pupils models of 3D shapes to help them with this.
PKSS5
8. Name and describe properties of 2D and 3D shapes, including number of sides,
vertices edges, faces and lines of symmetry
PKSS6
9. Sort and compares common 2D and 3D shapes
Instruction.
Give pupils models of 3D shapes and ask them to put them into 2 groups ‘straight
edges’ and ‘curved edges’ You may wish to give them labels/separate boxes for each
group to help them separate them.
PKSS6
10. Identify right angles in 2D shapes PKSS6
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Name: ____________________________
1. Your teacher will give you some blocks. Please sort them into 3 colours:
red, yellow and green.
2. Colour all the big circles blue and all the small circles yellow.
3. Look at the picture below
Your teacher will ask you to point to a circle, square and triangle.
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4.
Look at the shapes. Your teacher will tell you the name of each shape and ask you to point to the right one.
5.
Colour the squares purple and the triangles yellow.
6
Look at the shapes. Your teacher will tell you the name of each shape
and ask you to point to the right one.
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7
For each shape, please count the number of faces, edges and corners.
Your teacher will give you some models to help you with this.
8 Draw a line of symmetry through the following shapes:
9. Tick the curved line. Your teacher will give you some shape models.
Please sort them into 2 groups: curved edges and straight edges
Faces:
Edges:
Corners:
Faces:
Edges:
Corners:
Faces:
Edges:
Corners:
Faces:
Edges:
Corners:
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10.
Draw (or point to) one right angle in each shape.
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Assessment Tool: 6 - Year 3 Number
NC level
1 Count from 0 in multiples of 4, 8, 50 and 100 Instructions Ask the pupil to count in 4,8,50, 100 before they complete the questions. How quick are they, are they counting up?
NCY3
2 Find 10 or 100 more or less than a given number NCY3
3 Recognise the place value of each digit in a 3-digit number (100s, 10s, 1s)
NCY3
4 Compare and order numbers up to 1,000 NCY3
5 Read and write numbers up to 1,000 in numerals and in words Instructions Ask the pupil to read the numbers to you. If the pupil has trouble spelling. you can provide the written words for them
NCY3
6 Identify, represent and estimate numbers using different representations Instructions Have base 10 available to support this.
NCY3
7 Add and subtract numbers mentally, including: a three-digit number and 1s a three-digit number and 10s a three-digit number and 100s
NCY3
8 Add and subtract numbers with up to 3 digits, using formal written methods of column addition and subtraction.
NCY3
9 Estimate the answer to a calculation and use inverse operations to check answers.
NCY3
10
Solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction. Instructions Pupil to fill in the missing numbers and then use the grid to work out the value of each shape Answer= circle = 9, triangle = 5 and square = 2.
NCY3
11. Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables
NCY3
12. Write and calculate mathematical statements for multiplication and division using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods
Instruction
Questions may have to be adapted if the pupil is not familiar with the 4,6,8 times table.
NCY3
13. Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objects
NCY3
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NC level
14. Count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10.
NCY3
15. Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
NCY3
16. Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.
NCY3
17. Recognise and show, using diagrams, equivalent fractions with small denominators.
NCY3
18. Add and subtract fractions with the same denominator within one
whole, for example, 5
7 +
1
7 =
6
7.
NCY3
19. Compare and order unit fractions, and fractions with the same denominators.
NCY3
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Name ______________________
1 Count in 4s, 8s, 50’s or 100’s to complete the following.
4, 8 ___ ___ ___ ___
8, 16 ___ ___ ___ ___
50, 100 ___ ___ ___
___
100, 200 ___ ___ ___
___
2 Answer the following what is?
3
Place the following numbers into the hundred, tens and ones
grids:
275
H T U
308 H T U
869 H T U
4
Write the following numbers from smallest to biggest.
941 592 245 254 689 914 134
5 Complete the table of number words and their numbers
One hundred and seven 107
35
167
Four hundred and fifty six
Six hundred and twenty three
789
Nine hundred and ninety
10 more than 62?
10 less than 38?
100 more than 485?
100 less than 829?
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6 Represent the numbers using a base ten drawing. The first
has been done for you.
125
335
207
640
7 Look at the calculations and work out the answers in your head.
Write the answers as quickly as you can in the boxes.
254 – 3 = 694 - 12 = 375 - 125 =
591 + 7 = 742 + 15 = 582 + 163 =
8 Use column addition or subtraction to answer these
calculations
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2 5 8
+ 2 4 3
5 1 9
- 3 0 7
9 Quickly estimate the answer to these sums and then use an
inverse calculation to check if your answer makes sense.
Estimate or x
58 + 111 =
Estimate or x
793 - 132 =
10
Can you fill in the missing numbers:
1 3 5 9 11 15 17
4 12 28
My inverse calculation My inverse calculation
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Using the grid below can you work out what the value of each
shape is? Can you fill in the missing totals on the grid?
= = =
21
15
36
25 25
Now can you solve the following calculations?
+ + =
2 x =
- =
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11. Answer the following questions and then solve the problems
below:
3 x 4 = 18 ÷ 3 = 9 x 8 = 32 ÷ 4 =
2 x 8 = 24 ÷ 8 = 7 x 3 = 27 ÷ 3 =
There were 4 children at the table and 12 fish fingers, how
many fish fingers can each child have?
Jack, Sarah and Ben have 3 balloons each, how many balloons
do they have altogether?
12
Use the 3 numbers below to make 4 number sentences using
multiplication and division
x = ÷ =
x = ÷ =
Write the answers to these multiplication sums, showing your
working out:
32 x 4 = 21 x 5 = 46 x 2 =
6 4 24
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13.
Complete the missing numbers in the number sentences below:
12 x = 96 ÷ 4 = 11 x 3 = 30
If 2 apples costs 40p, how much would it cost to buy
4 apples?
If 5 bananas cost 50p, how much would it cost to buy 2
bananas?
14.
Can you split the shape into tenths?
Fill in the missing tenths on the number line
1
10
3
10
6
10
8
10
6
10
4
10
3
10
15.
There are 10 footballs
1
2 of 10 =
2
5 of 10 =
3
5 of 10 =
4
5 of 10 =
There are 12 bananas
1
2 of 12 =
1
4 of 12 =
1
6 of 12 =
3
4 of 12
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16 Write a division calculation that is same as the fraction
calculation? The first one is done for you. 1
8 of 16
1
4 of 24
1
2 of 30
1
6 of 18
= = = =
17. Shade the circle in the same fraction as the square.
Shade 3
4 of the shapes below
18. Answer the following
3
7 +
2
7 =
3
5 -
2
5 =
19 Can you place the fractions on the number line?
1
4
3
4
2
4
Order the following fractions in ascending order.
3
7
7
7
2
7
5
7
1
7
16 ÷ 8
0 1