learning support new maths baseline assessment

Learning Support, SCIL Team, 0-25 Specialist Teaching and Support Services, Children’s Services, CBMDC – September 2020.

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Learning Support

New Maths Baseline Assessment


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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


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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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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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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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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


Expressive Targets:

Receptive Targets:

Social Communication Targets:

Literacy

Assessed level of attainment: Reading-Word Reading: Reading-Language Comprehension:

Writing-Spelling: Writing- Composition:


Targets Reading:

Targets Writing:

Targets Phonological Awareness:


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Maths

Assessed level of attainment: Number: Shape and Time:


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


24

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


25

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


26

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…


27

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.


28

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


29


30

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


31

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

https://www.google.com/url?sa=i&url=https://www.amazon.co.uk/Milly-Ted-Shopping-Basket-Wooden/dp/B01LXU5EV0&psig=AOvVaw1qZQvNyhTvskV8QI-V23px&ust=1593909779547000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCIjd4-OusuoCFQAAAAAdAAAAABAL


32

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.


33

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


34

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


35

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?


36

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


37

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


38

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


39

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


40

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.


41

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


42

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


43

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.


44

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.


45

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:


46

10.

Draw (or point to) one right angle in each shape.


47

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


48

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


49

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?


50

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


51

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


52

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 =

- =


53

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


54

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


55

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

learning support new maths baseline assessment

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