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
6
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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
© HarperCollinsPublishers Ltd. 2015
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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
Š HarperCollinsPublishers Ltd. 2015
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