Assessment and Progression in Numeracy
Stanley Grove Primary Academy
Assessment and Progression in
Mathematics
How to use this document
The starting point for the document is the National Curriculum and there is one section for each of the attainment targets. The descriptors for each level are included and these have been broken down in order to describe the behaviors that one is likely to observe when a pupil is working at each of the sub levels. Within each of the attainment targets the different strands of mathematics are separated and you will clearly be able to make the links between these and the strands within the Framework for Teaching Mathematics.
Using the Criterion Scale
Structure
· Each level is broken down into specific criteria against which mathematics can be assessed. The point scoring system gives an indicator of the level/aps point shown.
How to use the Criterion Scale
· For each level there are guidance notes to help you make a judgement. Please read them carefully before assessing pupils.
· The assessment system is straightforward. Count one mark (tick) when you are sure the child meets the criteria, a dot indicates this has been seen during in class although not enough evidence for a tick. At the end, total the marks and use the scoring system to decide on a level. In class teacher assessment judgments must be used in addition to a test to make the final judgment.
· It is very important that you see enough evidence, both in the mathemeatics sessions and across the curriculum through teacher assessment, to give a mark for any criteria. .
· Remember that assessing can be subjective. So it is important that teachers regularly compare and discuss work for moderation and consistency.
Stanley Grove Primary Academy 2015
Assessment and Progression in Numeracy
2 to 5 aps Points
Name ______Year ______Class______
EYFS / Au1 / Au
2 / Sp
1 / Sp
2 / Su
1 / Su
2
1. Matches objects or pictures of a similar size by recognising similarities and objects of varying size with occasional prompts
2. Can indicate one or two e.g. by pointing, selecting
3. Begins to sort sets of objects according to a single attribute e.g. big or blue
4. Makes sets with the same small number of objects in each e.g. food items on a plate
5. Can find ‘big’ and ‘small’ objects on request from a choice of two objects
6. Explores position of objects e.g. placing objects inside/outside a hoop, fitting objects into a box etc
7. Copies a simple pattern using 3D objects, repeated movements or a simple drum beat
8. Begins to use prepositions to describe location e.g. in, on, under, inside etc
9. Begins to use one-to-one correspondence e.g. matching cups to saucers, straws to drink cartons etc
10. Joins in rote counting to 5 and uses numbers to 5 in activities and games
11. Counts reliably up to 3 and makes sets of up to three objects
12. Sorts objects and materials according to given criteria
13. Identifies shapes that are round, have corners or straight edges
14. Uses terms ‘heavy’, ‘light’, ‘more’, ‘less’, ‘big’, ‘small’ ‘enough’, ‘not enough’ to compare two different objects or quantities
15. Joins in rote counting to 10 and uses numbers to 10 in activities and games
16. Counts reliably at least 5 objects and begins to recognise numerals from 1 to 5
17. Responds to ‘add one’ and ‘take one’ in practical situations
18. Begins to respond to ‘forwards’ and ‘backwards’ and uses familiar words to describe position
19. Rote counts beyond 10 and counts up to 10 objects
20. Recognises numerals 1 to 9 (ELG 5)
21. Uses ordinal numbers (1st, 2nd, 3rd) and ‘first and last’ when describing the position of people, objects or events
22. Can add one or take one away from a number of objects and say how many there are now
23. Compares two objects and say which is ‘the long one’ or ‘tall one’ or two sets and say which is ‘more’ and which is ‘less’
24. Shows awareness of time through some familiarity with the names of the days of the week and significant times in the day e.g. bed time
Scoring
· 4 – 8: 2aps· 9 – 14: 3aps / · 15 – 19: 4aps
· 20 – 24: 5aps – Use next criteria
5 to 8 aps Points
Name ______Year ______Class______
Au 1 / Au 2 / Sp 1 / Sp 2 / Su 1 / Su 2Number
1. Recognise some numerals of personal significance and numerals 1 to 5.
2. Counts up to three or four objects by saying one number name for each item.
3. Counts objects to 10, and beginning to count beyond 10.
4. Counts out up to six objects from a larger group.
5. Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
6. Counts an irregular arrangement of up to ten objects.
7. Estimates how many objects they can see and checks by counting them.
8. Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.
9. Finds the total numbers of items in two groups by counting all of them.
10. Says the number that is one more than a given number.
11. Finds one more or one less from a group of up to five objects, then ten objects.
Shape, Space and Measure
12. Uses positional language.
13. Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.
14. Begining to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes or to select a particular named shape.
15. Can describe their relative position such as ‘behind’ or ‘next to’.
16. Orders two or three items by length or height.
17. Orders two items by weight or capacity.
18. Uses everyday language related to time.
19. Beginning to use everyday language related to money.
20. Orders and sequence familiar events.
Scoring
· 1-5: 5aps· 6-10: 6aps / · 11-15: 7aps
· 16-20: 8aps
9 to 13 aps Points/Year 1 Expectations
Name ______Year ______Class______
Au 1 / Au 2 / Sp 1 / Sp 2 / Su 1 / Su 2Place Value
1. Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write numbers to 100 in numerals.
2. Count in multiples of twos, fives and tens.
3. Given a number, identify one more and one less.
4. Identify and represent numbers using objects and pictorial representations inc the number line, and use the language of: equal to, more than, less than (fewer), most, least.
5. Read and write numbers from 1 to 20 in numerals and words.
Addition, Subtraction, Multiplication and Division
6. Read, write and interpret mathematical statements involving addition (+), subtraction
(-) and equals (=) signs.
7. Represent and use number bonds and related subtraction facts within 20.
8. Add and subtract one-digit and two-digit numbers to 20, including zero.
9. Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = - 9.
10. Solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial reps and arrays with the support of the teacher.
Fractions
11. Recognise, find and name a half as one of two equal parts of an object, shape or quantity.
12. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity.
Measure
13. Compare, describe & solve pract probs for: lengths/heights (short/tall, half/ double ); mass/weight (heavier/lighter); cap/vol (full/empty, more/less); time (quicker/slower/later)
14. Measure and begin to record the following: lengths/heights; mass/weight; capacity/volume; time (hours, minutes, seconds).
15. Recognise and know the value of different denominations of coins and notes.
16. Sequence events in chronological order using language such as: before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening.
17. Recognise and use language relating to dates, including days of the week, weeks, months and years.
18. Tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.
Geometry
19. Recognise and name common 2-D shapes (e.g. rectangles, circles and triangles) and 3-D shapes (e.g. cuboids (including cubes), pyramids and spheres).
20. Describe position, directions and movements, including whole, half, quarter and three-quarter turns.
Scoring
· 1-5: 9aps/Y1 Below· 6-10: 10aps/Y1 Towards / · 11-13: 11aps/Y1 At
· 14-15: 12aps/Y1At
· 16-20: 13aps/Y1 Mastery
14 to 18 aps Points/Year 2 Expectations
Name ______Year ______Class______
Au1 / Au2 / Sp1 / Sp2 / Su1 / Su 2Place Value
1. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward or backward.
2. Recognise the place value of each digit in a two-digit number (tens, ones).
3. Identify, represent and estimate numbers using different representations, inc. the number line.
4. Compare and order numbers from 0 up to 100; use <, > and = signs.
5. Read and write numbers to at least 100 in numerals and in words.
Addition, Subtraction, Multiplication and Division
6. Solve problems with addition and subtraction: using concrete objects and pictorial representations; applying their increasing knowledge of mental and written methods.
7. Recall and use add and subtract facts to 20 fluently, and derive and use related facts up to 100.
8. Add and sub nos using concrete objects, pictorial representations, and mentally, including: a 2-digit no and 1s or 10s; two 2-digit numbers; adding three 1-digit numbers.
9. Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.
10. Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems.
11. Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers.
12. Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs.
13. Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot.
14. Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.
Fractions
15. Recognise/find/name/write fractions ⅟₃, ⅟₄, 2/4, ᶟ∕₄ of a length, shape, set of objects or quantity.
16. Write simple fractions e.g. ⅟₂ of 6 = 3 and recognise the equivalence of 2/4 and ⅟₂.
Measure
17. Choose/use appropriate stand units to estimate/measure length/height (m/cm); mass (kg/g); temp (°C); cap (litres/ml) to nearest unit, using rulers, scales, thermometers and measuring vessels.
18. Compare and order lengths, mass, volume/capacity and record the results using >, < and = .
19. Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value. Find different combinations of coins that equal the same amounts of money.
20. Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.
21. Compare and sequence intervals of time. Know the number of minutes in an hour and the number of hours in a day.
22. Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
Geometry
23. Identify and describe the properties of 2D shapes, including the number of sides and symmetry in a vertical line.
24. Identify and describe the properties of 3D shapes, inc the no. of edges, vertices and faces.
25. Identify 2D shapes on the surface of 3D shapes, e.g. circle on a cylinder; a triangle on a pyramid.
26. Compare and sort common 2D and 3D shapes and everyday objects.
27. Order and arrange combinations of mathematical objects in patterns and sequences.
28. Use math vocab to describe position, direction & movement inc movement in a straight line and distinguishing rotation as a turn & in terms of right angles for ⅟₄, ⅟₂, & ᶟ∕₄ turns (clock/anti-clockwise).
Statistics
29. Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
30. Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity; ask and answer questions about totalling and comparing categorical data.
Scoring
· 1-8: 14aps/ Y2 Below· 9-16: 15aps/Y2 Towards / · 17- 20: 16aps/Y2 At
· 21-24: 17aps/Y2 At
· 25-30: 18aps/Y2 Mastery
19 to 23 aps Points/Year 3 Expectations
Name ______Year ______Class______
Au1 / Au2 / Sp 1 / Sp 2 / Su 1 / Su 2Place Value
1. Count from 0 in multiples of 4, 8, 50 and 100. Find 10 or 100 more or less than a given number.
2. Recognise the place value of each digit in a three-digit number (hundreds, tens, ones).
3. Compare and order nos up to 1000. Read and write nos up to 1000 in numerals and in words.
4. Identify, represent and estimate numbers using different representations.
5. Solve number problems and practical problems involving these ideas.
Addition, Subtraction, Multiplication and Division
6. Add and subtract numbers mentally, including: a 3-digit no and 1s, 10s, 100s.
7. Add and sub numbers with up to 3 digits, using formal written methods of columnar add and sub.
8. Estimate the answer to a calculation and use inverse operations to check answers.
9. Solve probs, inc missing no probs, using number facts, place value, and more complex add/sub.
10. Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables.
11. Write and calc math statements for x and ÷ using the tables they know, including 2-digit numbers times 1-digit numbers, using mental and formal written methods.
12. Solve probs and missing number probs, involving x and ÷, including integer scaling probs and correspondence probs in which n objects are connected to m objects.
Fractions
13. 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.
14. Recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators.
15. Recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators.
16. Recognise and show, using diagrams, equivalent fractions with small denominators.
17. Add and sub fractions with the same denominator within one whole (e.g. ⁵∕₇ + ⅟₇ = ⁶∕₇).
18. Compare and order unit fractions, and fractions with the same denominators.
Measure
19. Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml).
20. Measure the perimeter of simple 2-D shapes.
21. Add and subtract amounts of money to give change, using both £ and p in practical contexts.
22. Tell/write the time from an analogue clock, inc Roman numerals from I to XII, and 12-hr/24-hr clocks.
23. Estimate and read time with increasing accuracy to nearest min; record/compare time in secs, mins, hrs. Use vocab such as o’clock, a.m./p.m., morning, afternoon, noon and midnight.
24. Know the no of seconds in a minute and the number of days in each month, year and leap year.
Geometry
25. Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them.
26. Recognise that angles are a property of shape or a description of a turn.
27. Identify right angles, recognise that 2 right angles make a half-turn, 3 make three quarters of a turn and 4 a complete turn. Identify whether angles are greater than or less than a right angle.
28. Identify horizontal and vertical lines and pairs of perpendicular and parallel lines.
Statistics
29. Interpret and present data using bar charts, pictograms and tables.
30. Solve one-step and two-step questions such as ‘How many more?’ and ‘How many fewer?’ using information presented in scaled bar charts and pictograms and tables.
Scoring