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Assessment Guide 2

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 23

Assessment Tasks Number – Number and place value Number – Addition and subtraction Number – Multiplication and division Number – Fractions Measurement Geometry – Properties of shapes Geometry – Position and direction Statistics Assessment Task Record

24 39 50 59 65 86 92 100 109

Assessment Exercises Number – Number and place value Number – Addition and subtraction Number – Multiplication and division Number – Fractions Measurement Geometry – Properties of shapes Geometry – Position and direction Statistics Assessment Exercises – Answers and marking commentary

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110 116 121 125 127 135 139 141 144

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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

147 150 153 156 159 162 165 168 171 174 177 180 183

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

187 189 191 193 195 197 199 201 203 205 207 209

Record-keeping formats Year 2 Whole-class National Curriculum attainment targets Year 2 Whole-class Domains (View 1) Year 2 Whole-class Domains (View 2) Year 2 Individual Pupil National Curriculum attainment targets and Domains

211 219 220 221

Resources to accompany the Assessment Tasks

224

Tracking back and forward through the Mathematics National Curriculum attainment targets – Year 2

271

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Introduction

Introduction Assessment Tasks and Exercises

Number and place value

Number –

Domain

National Curriculum attainment target

Assessment Task / Exercise

Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward

1

Recognise the place value of each digit in a two-digit number (tens, ones)

2

Identify, represent and estimate numbers using different representations, including the number line

3

Compare and order numbers from 0 up to 100; use <, > and = signs

4

Read and write numbers to at least 100 in numerals and in words

5

Use place value and number facts to solve problems

6

Solve problems with addition and subtraction:

7

– using concrete objects and pictorial representations, including those involving numbers, quantities and measures

Addition and subtraction

Number –

– applying their increasing knowledge of mental and written methods Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100

8

Add and subtract numbers using concrete objects, pictorial representations and mentally, including:

9

– a two-digit number and ones – a two-digit number and tens – two two-digit numbers – adding three one-digit numbers

Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems

11

Multiplication and division

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

15

Fractions

Number –

Number –

Show that addition of two numbers can be done in any order (commutative) and subtraction 10 of one number from another cannot

Recognise, find, name and write fractions 13, 14, 24 and 34 of a length, shape, set of objects or quantity

16

Write simple fractions, for example, 12 of 6 = 3 and recognise the equivalence of 24 and 12

17

5

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Introduction

Position and direction Statistics

Geometry –

Geometry –

Properties of shapes

Measurement

Domain

National Curriculum attainment target

Assessment Task / Exercise

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, 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

20

Find different combinations of coins that equal the same amounts of money

21

Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

22

Compare and sequence intervals of time

23

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

24

Know the number of minutes in an hour and the number of hours in a day

25

Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line

26

Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces

27

Identify 2-D shapes on the surface of 3-D shapes [for example, a circle on a cylinder and a 28 triangle on a pyramid] Compare and sort common 2-D and 3-D shapes and everyday objects

29

Order and arrange combinations of mathematical objects in patterns and sequences

30

Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise)

31

Interpret and construct simple pictograms, tally charts, block diagrams and simple tables

32

Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity

33

Ask and answer questions about totalling and comparing categorical data

34

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Assessment Task 1

Number – Number and place value National Curriculum attainment target • Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward

Prerequisite checklist Can the pupil: • count reliably to and across 100, forward and backward, beginning with 0, 1 or from any given number?

Success criteria A. Count on from 0 in steps of 2; count back in steps B. C. D.

of 2 from a multiple of 2 Count on from 0 in steps of 3; count back in steps of 3 from a multiple of 3 Count on from 0 in steps of 5; count back in steps of 5 from a multiple of 5 Count from any number, forward or backward, in steps of 10

Resources Resource 2: Two-digit numbers

Assessment Task Success criterion A: Count on from 0 in steps of 2; count back in steps of 2 from a multiple of 2 What to do

Display Resource 2 and point to an even number, e.g. 38.

What to say

What to look out for

Starting from zero, count on in steps of two until I say stop. Ready? Go!

Can the pupil count on from 0 to at least the 8th multiple (16)?

Starting from [38] count back in steps of two until I say stop. Ready? Go!

Can the pupil count back in steps of 2 from a multiple of 2?

Success criterion B: Count on from 0 in steps of 3; count back in steps of 3 from a multiple of 3 What to do

Point to one of the multiples of 3 on Resource 2, i.e. 21, 30, 42, 45 or 54.

What to say

What to look out for

Starting from zero, count on in steps of three until I say stop. Ready? Go!

Can the pupil count on from 0 to at least the 8th multiple (24)?

Starting from [30] count back in steps of three until I say stop. Ready? Go!

Can the pupil count back in steps of 3 from a multiple of 3?

Success criterion C: Count on from 0 in steps of 5; count back in steps of 5 from a multiple of 5 What to do

Point to one of the multiples of 5 on Resource 2, i.e. 30, 45, 65 or 70.

What to say

What to look out for

Starting from zero, count on in steps of five until I say stop. Ready? Go!

Can the pupil count on from 0 to at least the 8th multiple (40)?

Starting from [45] count back in steps of five until I say stop. Ready? Go!

Can the pupil count back in steps of 5 from a multiple of 5?

24

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Success criterion D: Count from any number, forward or backward, in steps of 10 What to do

What to say

What to look out for

Starting from zero, count on in steps of ten until I say stop. Ready? Go!

Can the pupil count on from 0 to at least the 8th multiple (80)?

Point to a number less than 50 on Resource 2, e.g. 21.

Starting from [21] count on in steps of ten until I say stop. Ready? Go!

Can the pupil count on from any number in steps of 10?

Point to the number 70 on Resource 2.

Starting from 70 count back in steps of ten until I say stop. Ready? Go!

Can the pupil count back in steps of 10 from a multiple of 10?

Point to a number greater than 50 on Resource 2, e.g. 68.

Starting from [68] count back in steps of ten until I say stop. Ready? Go!

Can the pupil count back from any number in steps of 10?

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 271–280.

25

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BUSY ANT MATHS | Assessment Guide 2 | 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 2 Assessment Exercise 1

Date:

Number and place value 1

1 1 mark

2

0 0

2

10

4 3

6

15 2 1 mark

3

0

4

10

3

15

5

30

25

40

1 mark

4

60

1 mark

5

5 1 mark

12

14

26

20

6

6 1 mark

3

6

12

21

7

7 1 mark

30

8 9

100

45 90

50

70

55 8

50

1 mark

9

60

55

40

25

1 mark

10

10 1 mark

36

34

30

â&#x2014;? count in steps of 2, 3 and 5 from 0, and in tens from any

number, forward and backwards.

24 Total:

out of 10

Mastery: NYA

A

A&E

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Name:

Year 2 Assessment Exercise 2

Date:

Number and place value 1

a) 24 = 20 + c) 49 =

b) 81 = 80 + + 9

d) 73 =

+ 3

1 4 marks

2

a) 30 + 4 =

b) 10 + 1 =

c) 2 + 90 =

d) 8 + 60 =

2 4 marks

3

a) 54  

tens b) 96 

tens

c) 78 

tens



ones



ones

ones

3 3 marks

4

Write the value of each of the bold digits in each of the numbers. a) 43 

b) 27 

c) 91 

4 3 marks

5

Write the value of the 5 in each of the numbers. a) 85 

b) 52 

c) 57 

5 3 marks

6

Write the values of the number shown on each abacus. a) b) c)

6

T

O

T

● recognise the place value of each digit in a two-digit

number (tens, ones)

O

T

Total:

3 marks

O

out of 20

Mastery: NYA

A

A&E

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Name:

Year 2 Assessment Exercise 3

Date:

Number and place value 1

Write these numbers on the number line.

6

16 1

0

2

2

20

2 marks

50

2 marks

Write the two missing numbers on the number line. 2

0

3

Write the number shown by the Base 10 blocks.

3 2 marks

4

Draw beads on each abacus to represent the number. 74

T

5

35

4

T

O

O

2 marks

Circle the coins you would need to make each total. 83p

45p 5 2 marks

â&#x2014;? identify, represent and estimate numbers using different

representations, including the number line

Total:

out of 10

Mastery: NYA

A

A&E

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Name:

Year 2 Assessment Exercise 4

Date:

Number and place value 1

Circle the larger number in each pair.

1

58

2

41

32

2 marks

72

Circle the smaller number in each pair.

2

26

30 3

2 marks

81

83

Use the < or > sign to make each statement correct. 19

20

62

35

56

41

78

93

3 4 marks

4

Order the numbers, smallest to largest. 60, 25, 93, 51, 47, 11, 72, 34 4 1 mark

5

Order the numbers, largest to smallest. 53, 48, 32, 35, 84, 63, 78, 42 5 1 mark

â&#x2014;? compare and order numbers from 0 up to 100; use <, >

and = signs

Total:

out of 10

Mastery: NYA

A

A&E

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Name:

Year 2 Assessment Exercise 5

Date:

Number and place value 1

Draw lines to match each word to a numeral. thirteen

67

thirty-two

32

sixty-seven

59

fifty-nine

13

seven

80

forty-five

74

twenty-one

45

seventy-four eighty ninety-eight

98 21 7

1 10 marks

2

Write each numeral as a word. a) 48 b) 94 c) 86 d) 53 e) 37

2 5 marks

3

Write each number as a numeral. seventy-five

twenty-one

forty-six

eighteen

sixty-two

3 5 marks

â&#x2014;? read and write numbers to at least 100 in numerals and

words

Total:

out of 20

Mastery: NYA

A

A&E

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Busy Ant Maths Assessment Guide 2  
Busy Ant Maths Assessment Guide 2