Assessment Guide 3
Series editor: Peter Clarke
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Contents Introduction Assessment Tasks and Exercises Key Principles of Busy Ant Maths Assessment Assessment Tasks Assessment Exercises End-of-unit Tests Pupil Self-assessments Record-keeping formats Resources to accompany the Assessment Tasks
5 7 9 12 14 16 18 24
Assessment Tasks Number – Number and place value Number – Addition and subtraction Number – Multiplication and division Number – Fractions Measurement Geometry – Properties of shapes Statistics Assessment Task Record
26 37 41 48 62 77 85 89
Assessment Exercises Number – Number and place value Number – Addition and subtraction Number – Multiplication and division Number – Fractions Measurement Geometry – Properties of shapes Statistics Assessment Exercises answers and marking commentary
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90 96 100 103 110 117 121 123
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End-of-unit Tests Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 End-of-unit Tests answers and marking commentary
126 129 132 135 138 141 144 147 150 153 156 159 162
Pupil Self-assessments Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12
166 168 170 172 174 176 178 180 182 184 186 188
Record-keeping formats Year 3 Whole-class National Curriculum Attainment Targets Year 3 Whole-class Domains (View 1) Year 3 Whole-class Domains (View 2) Year 3 Individual Pupil National Curriculum Attainment Targets and Domains
190 197 198 199
Resources to accompany the Assessment Tasks
201
Tracking back and forward through the Mathematics National Curriculum attainment targets – Year 3
241
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Introduction
Assessment Tasks and Exercises
Number and place value Addition and subtraction Multiplication and division
Number –
Number –
Number –
Domain
National Curriculum attainment target
Assessment Task(s) and/or Exercise(s)
Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
1
Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
2
Compare and order numbers up to 1 000
3
Identify, represent and estimate numbers using different representations
4
Read and write numbers up to 1 000 in numerals and in words
5
Solve number problems and practical problems involving these ideas [i.e. Number and place value]
6
Add and subtract numbers mentally, including:
7
– a three-digit number and ones – a three-digit number and tens – a three-digit number and hundreds Add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction
8 and 9
Estimate the answer to a calculation and use inverse operations to check answers Solve problems, including missing number problems, using number facts, place Tasks: 10 and 13 value, and more complex addition and subtraction Exercise: 10 Recall and use multiplication and division facts for the 3, 4 and 8 multiplication 11 tables Write and calculate mathematical statements for multiplication and division 12 using the multiplication tables that they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods 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
Tasks: 10 and 13 Exercise: 13
5
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Introduction Domain
National Curriculum attainment target
Assessment Task(s) and/or Exercise(s)
Count up and down in tenths; recognise that tenths arise from dividing an object into 14 10 equal parts and in dividing one-digit numbers or quantities by 10
Statistics
Geometry –
Properties of shapes
Measurement
Fractions
Number –
Recognise, find and write fractions of a discrete set of objects: unit fractions and non- 15 unit fractions with small denominators 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 subtract fractions with the same denominator within one whole [for example, 57 + 17 = 67 ]
18
Compare and order unit fractions, and fractions with the same denominators
19
Solve problems that involve all of the above [i.e. Fractions]
20
Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/ capacity (l/ml)
21
Measure the perimeter of simple 2-D shapes
22
Add and subtract amounts of money to give change, using both £ and p in practical contexts
23
Tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
24
Estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight
25
Know the number of seconds in a minute and the number of days in each month, year and leap year
26
Compare durations of events [for example to calculate the time taken by particular events or tasks]
27
Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
28
Recognise angles as a property of shape or a description of a turn
29
Identify right angles, recognise that two right angles make a half-turn, three make 30 three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle Identify horizontal and vertical lines and pairs of perpendicular and parallel lines
31
Interpret and present data using bar charts, pictograms and tables
32
Solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables
33
6
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Assessment Task 1
Number – Number and place value National Curriculum attainment target • Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number
Prerequisite checklist Can the pupil: • count reliably in steps of 2, 3, 5 and 10 from 0? • find one more or less than a given number?
Success criteria A. Count from 0 in multiples of 4 B. Count from 0 in multiples of 8 C. Count from 0 in multiples of 50 D. Count from 0 in multiples of 100 E. Find 10 more or less than a given number F. Find 100 more or less than a given number Resources Resource 1: Numbers to 1000
Assessment Task Success criterion A: Count from 0 in multiples of 4 What to do
What to say
What to look out for
Starting from zero, count on in steps of four until I say stop. Ready? Go!
Can the pupil count to at least the eighth multiple of 4 (32)?
Success criterion B: Count from 0 in multiples of 8 What to do
What to say
What to look out for
Starting from zero, count on in steps of eight until I say stop. Ready? Go!
Can the pupil count to at least the eighth multiple of 8 (64)?
Success criterion C: Count from 0 in multiples of 50 What to do
What to say
What to look out for
Starting from zero, count on in steps of 50 until I say stop. Ready? Go!
Can the pupil count to at least the eighth multiple of 50 (400)?
Success criterion D: Count from 0 in multiples of 100 What to do
What to say
What to look out for
Starting from zero, count on in steps of 100 until I say stop. Ready? Go!
Can the pupil count to at least the eighth multiple of 100 (800)?
26
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Success criterion E: Find 10 more or less than a given number What to do
What to say
What to look out for
Display Resource 1 and point to a number.
What is ten more than this number?
Can the pupil say the number that is ten more?
What is ten less than this number?
Can the pupil say the number that is ten less?
Repeat until the pupil has sufficiently demonstrated their ability to say the number that is 10 more or less than a given number.
Success criterion F: Find 100 more or less than a given number What to do
What to say
What to look out for
Display Resource 1 and point to a number.
What is 100 more than this number?
Can the pupil say the number that is 100 more?
What is 100 less than this number?
Can the pupil say the number that is 100 less?
Repeat until the pupil has sufficiently demonstrated their ability to say the number that is 100 more or less than a given number.
What to do for those pupils working below or above expectations Refer to the ‘Tracking back and forward through the Mathematics National Curriculum attainment targets charts on pages 241–248.
27
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BUSY ANT MATHS | Assessment Guide 3 | Assessment Task Record Domain: National Curriculum attainment target (NC AT): Teacher:
Class:
Date: Name
Success criteria
A
B
C
D
E
F
G
H
I
Other observations
Level of mastery of NC AT* NYA
A
A&E NYA
A
A&E NYA
A
A&E NYA
A
A&E
Future action
Level of mastery key: NYA – Not yet achieved | A – Achieved | A&E – Achieved and exceeded
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Name:
Year 3 Assessment Exercise 1
Date:
Number and place value 1
0, 4, 8, 12,
,
,
,
,
,
,
,
1 1 mark
2
0, 8, 16, 24,
,
,
,
,
,
,
,
2 1 mark
3
0, 50, 100, 150, ,
,
,
,
,
,
,
3 1 mark
4
0, 100, 200, 300, ,
,
,
,
,
,
,
4 1 mark
5
Write 10 more than each number. a) 6 →
b) 37 →
c) 145 →
d) 592 →
5 4 marks
6
Write 10 less than each number. a) 18 →
b) 51 →
c) 465 →
d) 709 →
6 4 marks
7
Write 100 more than each number. a) 3 →
b) 82 →
c) 738 →
d) 301 →
7 4 marks
8
Write 100 less than each number. a) 154 →
b) 275 →
c) 907 →
d) 666 →
8 4 marks
● Count from 0 in multiples of 4, 8, 50 and 100; find 10 or
100 more or less than a given number
Total:
out of 20
Mastery: NYA
A
A&E
© HarperCollinsPublishers Ltd. 2014
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Name:
Year 3 Assessment Exercise 2
Date:
Number and place value 1
a) 576 = 500 + 70 +
b) 385 = 300 + 80 +
c) 643 =
d) 827 = 800 +
+ 40 + 3
+7
1 4 marks
2
a) 200 + 30 + 4 =
b) 700 + 50 + 1 =
c) 2 + 900 + 60 =
c) 90 + 8 + 400 =
2 4 marks
3
a) 562 →
b) 958 →
hundreds
→
→
tens
→
hundreds
→
ones
tens ones
3 2 marks
4
Write the value of the bold digit in each of these numbers. a) 503 →
b) 271 →
c) 772 →
d) 451 →
4 4 marks
5
Write the value of the 6 in each of these numbers. a) 146 →
b) 634 →
c) 865 →
5 3 marks
6
Write the number shown on each abacus. a)
H
b)
T
O
H
c)
T
O
H
T
O
6 3 marks
● Recognise the place value of each digit in a three-digit
number (hundreds, tens, ones)
Total:
out of 20
Mastery: NYA
A
A&E
© HarperCollinsPublishers Ltd. 2014
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Name:
Year 3 Assessment Exercise 3
Date:
Number and place value 1
Circle the larger number in each pair. 485
694
847
384
946
874
1 3 marks
2
Circle the smaller number in each pair. 408
367
544
299
478
455
2 3 marks
3
Order the numbers, smallest to largest. 586,
384,
965,
102,
365,
118,
795,
481 3 1 mark
4
Order the numbers, largest to smallest. 548,
485,
845,
458,
682,
584,
854,
286 4 1 mark
5
Order the distances, shortest to longest. 105 km,
304 km,
845 km,
503 km,
345 km,
303 km 5 1 mark
6
Order the volumes, greatest to smallest. 630 ml,
330 ml,
600 ml,
360 ml,
660 ml,
300 ml 6 1 mark
â—? Compare and order numbers up to 1000
Total:
out of 10
Mastery: NYA
A
A&E
Š HarperCollinsPublishers Ltd. 2014
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