mathematics samplesamples assessment tests: curriculum · 2018-11-19 · the end of term tests (a,...

Mathematics Curriculum

Assessment Tests: Samples

SAMPLE

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End of Term

Mathematics Test Sample

SAMPLE

1© Copyright HeadStart Primary Ltd

HeadStart Primary End of Term Mathematics Tests

Teachers’ Notes Year 3

Introduction - about the tests

Administration - how to manage the tests

The HeadStart Primary End of Term Mathematics Tests have been developed to help teachers assess children’s progress against the matters, skills and processes (grouped here as ‘objectives’) contained in the programmes of study for the mathematics curriculum.

The end of term tests (A, B and C) provide the option to administer a test at the end of each term.

The three end of term tests, together, cover all the objectives in the Year 3 mathematics curriculum. They provide a summative alternative to the content domain assessments. However, for the purpose of formative assessment, it is recommended that the domain tests are used, particularly for the number domains. This ensures thorough analysis of children’s performance against the curriculum objectives.

Ideally, the class teacher should administer the tests. This gives an overview of the children’s performance and a picture of any potential misconceptions as the test is being completed. Observing and making note of the way children approach and tackle the questions can be an extremely useful indicator towards future teaching and learning.

A pencil or pen is needed - any other necessary equipment is detailed at the top of the front cover of each test. No time limit is set for these tests. Depending on the year group, it may be appropriate to split the tests over two or more sessions.

Primary

SAMPLE


Support during the tests

When deciding upon the amount of support that is appropriate, it is important to remember that it is maths and not reading that is being tested. If a child needs to have all or some of the test read to them, this support should be made available. However, it is also necessary to avoid giving too much assistance; this could mean that results do not realistically reflect a child’s progress in maths.

Teachers have an in-depth knowledge of the children in their care and professional judgement is always the best guide, when considering how much support to provide. It may be that the CD-ROM is used in conjunction with a whiteboard to display and read the pages of the test to aclass or group of children.

The most successful approach is achieved by developing a whole school agreement/policy on how much support is appropriate for each year group. This ensures effective moderation across the school year groups.

Marking - understanding and using the mark scheme

In Year 3, there are 25 questions in each test. Each question carries a maximum of 2 marks. Ideally, the class teacher should mark the tests. As with the administration of the tests, marking gives a clear picture of necessary next steps on an individual, group and class basis.

Some of the questions have several parts. If the number of parts is even, 1 mark is awarded if half or more of the parts are correct. For example, if a question is comprised of 6 calculations, a child getting 3, 4 or 5 of the calculations correct is awarded 1 mark.

If a question has an odd number of parts, 1 mark is awarded if more than half the parts have a correct answer. For example, a 3-part question would need to have 2 parts correct for the award of 1 mark.

Many questions have only one possible answer but the question still carries 2 marks. Some questions have a definite, correct answer but a child may be awarded 1 mark if appropriate working or method is evident. Since ‘appropriate working or method’ could involve a number of possible strategies, the final judgement on whether to award one mark has been left to the professional judgement of the teacher.SAMPLE


Tracking - using the assessments and scaled scores to track progress

Once a test has been marked, a raw score out of 50 can be awarded. Test raw scores should be converted to scaled scores (see conversion charts).

The table below can then be used to identify progress against one of the 6 stages.

The HeadStart assessment and tracking system is intended to be used to support teacher assessment strategies and professional judgement.

It is important to note that the HeadStart assessments and scaled scores cannot be directly correlated to national curriculum test scaled scores, for the following reasons:

• HeadStart assessments test every objective of the national curriculum and are intended fordiagnostic purposes as well as summative purposes.

• HeadStart assessments follow the standard deviation of 15, giving a range of scores from <70to 125+. SATs scaled scores range from 80 - 120.

• HeadStart assessments identify a range of scaled scores within an expected band either side ofa mean score of 100. SATs scores identify the expected score of 100.

Year 3

Scaled Score Stage

0 - 75 Emerging Below average range76 - 95 Developing

96 - 100 Progressing Average range101 - 112 Secure

113 - 122 Mastering Above average range123 + Exceeding

SAMPLE


Using the scaled score model to make a tracking judgement

Each test should be administered at an appropriate point towards the end of each term. Some teachers may decide to present the tests to children at the beginning and at the end of the terms. This would enable progress to be tracked over each term, as well as across the three terms of the school year.

To establish the stage achieved, the directions in the table below should be followed. The table shows an example of a child who has completed TEST A.

A Year 3 child completing TEST A

TEST A: 30 scored out of 50

Use the raw score/scaled score conversion chart to convert the raw score of 30 to a scaled score of 101.

Therefore, a child with a scaled score of 101 is working at the ‘Secure’ stage (see table on page 3).

NB: This data should always be used in conjunction with ongoing teacher assessment.

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Test analysis software is also available from HeadStart Primary. Tests can be marked directly into the software; detailed performance analysis is then automatically generated for individuals, groups and classes.

Please visit www.headstartprimary.com for more information.

Every test question is underpinned by a statutory objective from the Year 3 mathematics curriculum. There is an objectives grid for each test, on which children’s performance can be recorded. The grids can be enlarged to A3 to make recording easier and clearer.

All the national curriculum objectives are covered over the three end of term tests.

The grids can be used to identify children’s performance against each of the objectives.

The grids can be used, in conjunction with ongoing teacher assessment,to identify which objectives need further reinforcement.

This analysis can be used to inform planning. (Identification of strengths and weaknesses enables teachers to be aware of the necessary emphasis to place on teaching the objectives when they are next met.)

The grids can be used to identify strengths and weaknesses of the whole class or groups. Groups might include boys/girls, children with special educational needs, children who have English as an additional language, pupil premium children, high achievers etc.

After all three tests have been completed, diagnostic information can be passed to the next year group teacher.

Analysis and assessment for learning - using the objectives analysisgrids to identify strengths and weaknesses

SAMPLE

Y3 End of term:TEST B


tenths

Page Total

Name Class Date

Year 3

22 + 7 67 - 6

7 + 36 60 - 9

67 + 9 65 - 7

Complete the following. Use a mental method that you know.

= =

= =

= =

Now complete the shading on the shape so that four tenths of the shape are shaded.

How many tenths are shaded?

Look at the shape below.

2 marks

2 marks

End of term: TEST B

a d

b e

c f

1

2

a

b

You will need a pencil and a ruler.

SAMPLE


2© Copyright HeadStart Primary Ltd Page Total

48

876

496

46

678

569

84

786

247

Put the following numbers in order of size, starting with the smallest.

smallest largest

What time is it?

Write your answers in the boxes below the clocks.

2 marks

2 marks

a

b

c

3

4

a cbXII

IXI

IIX

IV

VVII

VIII

VI

IX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

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Set out your calculations in this box.

Page Total

64 - 39 825 - 468

Use a written method of column subtraction to solve the following.

= =

Look at the shape below. Put a tick ( ) next to the right angle.

2 marks

2 marks

a b

5

6

SAMPLE



31 x 3 66 ÷ 3

62 x 4 84 ÷ 4

81 x 8 96 ÷ 8

Complete the following. Use a mental method that you know.

= =

= =

= =

3 74 48 128 12

Complete the following.

+ +

8

a b ==

+ =

Add the value of the digit 8 in the number 862 to the value of the digit 5 in the number 259. Use the boxes below.

2 marks

2 marks

2 marks

a d

b e

c f

7

9

SAMPLE

Use this box to explain how you know.



How many children have fish?

How many more children have dogs than parrots?

Lien says, “There are more dogs than there are cats and parrots put together”.

Is that true?(Yes or No)

Now answer questions , and .

Look at the tally chart below.

Children’s pets

2 marks

2 marks

2 marks

10

10 11 12

11

12

Animal

cat

parrot

dog

fish

Tally

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Draw an arrow ( ) pointing to 6 on the number line.14

5 6 7 8

2 marks

2 marks

14

Perpendicular lines will never meet.

Two parallel lines will never meet.

A horizontal line and a vertical line would be parallel to each other.

A vertical line goes straight up and down.

Write TRUE (T) or FALSE (F) after these statements.

a

b

c

d

13

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Fill in the missing numbers to complete the number statements below.

+

+

+

17

7

3 458

24

358

=

=

=

Use a written method of multiplication to solve the following.

= =69 x 4 87 x 8

2 marks

2 marks

15

a

b

c

16

a b

Set out your calculations in this box.

SAMPLE



8 x 4 32 ÷ 4

5 x 4 20 ÷ 4

12 x 4 28 ÷ 4

Complete the following as quickly as you can.

= =

= =

= =

What length is the arrow showing?

0 cm 1 2 3

cm mm

255 + 40 774 - 50

945 + 10 346 - 40

437 + 30 863 - 60

Compete the following. Use a mental method that you know.

= =

= =

= =

2 marks

2 marks

2 marks

a d

b e

c f

17

18

a d

b e

c f

19

SAMPLE



of 15 litres of 24 litres1143

Which is more? Tick ( ) the box.

or

Dominic is counting forward in tens. He starts at 63, then counts on 3 more tens.

What number does he count up to?

Use your ruler to measure the perimeter of the rectangle below.

The perimeter measures cm

2 marks

2 marks

2 marks

21

22

20

SAMPLE



Show your working out in this this box.

pebbles

Page Total

Ayesha collected 329 pebbles on the beach. She threw 100 into the sea then gave 10 to her sister and 10 to her brother.

How many pebbles did Ayesha have left?

Use a line to match the 3D shapes to their names.

pyramid cone cylinder cuboid

2 marks

2 marks

23

24

a b dcSAMPLE



TEST TOTAL

PERCENTAGE SCORE

%

50

End of Test B Page Total

Malik’s apple tree was 64 cm tall when he planted it. It grew to 8 times that size over the next 2 years.

How tall was the apple tree after 2 years?

cm

2 marks

25

Show your working out in this box.

SAMPLE

© Copyright HeadStart Primary Ltd

ANSWERS: END OF TERM TESTS

TEST B

1. a)29 b)43 c)76 d)61 e)51 f)58(2 marks for all 6 correct, 1 mark for 3,4 or 5 correct)

2. a)2 tenths b)shading shows four tenths in total(2 marks for 2 correct, 1 mark for 1 correct)

3. a)46, 48, 84 b)247, 496, 569 c)678,786, 876(2 marks for all 3 correct, 1 markfor 2 correct)

4. a)6:10 b)10:30 c)10:40(or alternative ways of writing the time) (2 marks for all 3 correct, 1 mark for 2 correct)

5. a)25 b)357(2 marks for 2 correct, 1 mark for 1 correct)

6. right angle ticked appropriately(2 marks for a correct answer)

7. a)93 b)248 c)648 d)22 e)21 f)12(2 marks for 6 correct, 1 mark for 3, 4 or 5correct)

8. a)7/8 b)11/12 (2 marks for 2 correct, 1 mark for 1 correct)

9. 800 + 50 = 850(2 marks for all boxes completed correctly)(1 mark for value boxes completedcorrectly but an incorrect answer)

10. 7(2 marks for a correct answer)


12. no; indication of 14 (dogs) being equal to 12 (cats) + 2 (parrots) = 14(2 marks for a correct answer)

13. a)F b)T c)F d)T(2 marks for all 4 correct, 1 mark for2 or 3 correct)

14. arrow drawn in correct place on the number line(2 marks for a correct answer)

15. a)7 b)2 c)7(2 marks for all 3 correct, 1 markfor 2 correct)

16. a)276 b)696(2 marks for 2 correct, 1 mark for 1 correct)

17. a)32 b)20 c)48 d)8 e)5 f)7(2 marks for all 6 correct, 1 mark for 3,4 or 5 correct)

18. 1cm 8mm(2 marks for a correct answer)

19. a)295 b)955 c)467 d)724 e)306 f)803(2 marks for all 6 correct, 1 mark for3, 4 or 5 correct)

20. 28cm(2 marks for a correct answer)

21. 1/4 of 24 litres ticked(2 marks for a correct answer)


23. 209 pebbles(2 marks for a correct answer)(1 mark for appropriate working but an incorrect answer)

24. a)pyramid matched to 3rd shapec)cylinder matched to 1st shaped)cuboid matched to 2nd shape(2 marks for all 3 correct, 1 markfor 2 correct)

25. 512cm(2 marks for a correct answer)(1 mark for appropriate working but an incorrect answer)

Year 3

SAMPLE

© Copyright HeadStart Primary LtdEnlarge to A3 for added clarity

Question Objectives

Children’s Names

1.

3.

5.

8.

11.

14.

2.

4.

7.

10.

13.

6.

9.

12.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

Scaled Scores

Children’s Scores

End of term YEAR 3

TEST B: ANALYSIS GRID

Tota

l cor

rect

per

qu

estio

nPe

rcen

tage

per

qu

estio

n

add and subtract mentally a two-digit numberand a one-digit number (as 1)

use a formal written method of columnar subtraction (as 2)

identify lines that are perpendicular, parallel,horizontal or vertical (g 4)

solve a missing number problem involving place value (as 4)

recall and use multiplication and division facts forthe 4 times table (md 1)

count forwards in tens (npv 1)

compare and order numbers up to 1000 (npv 3)

use a mental method to multiply and divide atwo-digit number by a one-digit number (md 1)

solve a problem involving place value andmissing numbers (npv 6)

use a formal written method to multiply atwo-digit number by a one-digit number (md 2)

calculate and compare unit fractions of numbers (f 3)

solve a multi-step problem using informationpresented in a tally chart (s 2)

add and subtract mentally a three-digit number and tens (as 1)

match 3D shapes to their names (g 1)

recognise that tenths arise from dividingan object into 10 equal parts (f 1)

identify right angles (g 3)

identify the position of a mixed number on a number line (f 3)

solve a one-step problem using informationpresented in a tally chart (s 2)

read a measure of length – cm/mm (m 1)

solve a problem involving counting back inmultiples of 10 and 100 (npv 6)

tell and write the time from an analogue clockincluding using Roman numerals from I to XII (m 4)

add fractions with the same denominator (f 5)

solve a multi-step problem using informationpresented in a tally chart (s 2)

measure the perimeter of a rectangle (m 2)

solve a problem involving multiplication and scaling (md 3)SAMPLE

© Copyright HeadStart Primary Ltd 1

HeadStart Primary End of Term Mathematics TestsScaled Scores Year 3

Standardising the maths assessments

HeadStart Primary has conducted an extensive analysis, using a national sample of pupils for each assessment test, in order to produce a set of scaled (standardised) scores.

Standardising test scores fulfils two primary purposes:

(1) It enables a child's performance to be compared to the performance of other childrentaking the same test.

(2) It enables comparisons of performance across a range of tests, irrespective ofindividual test difficulty or number of questions etc.

The standardisation process

The test raw scores have been standardised so that the mean average of the sample is 100, with a standard deviation of 15. The standard deviation is the measure of the spread of scores away from the mean; usually in educational assessments, this is set as 15 for one standard deviation. Normal distribution suggests that around 68% of scores are within one standard deviation (i.e. 85-115).

Linking the scaled scores to HeadStart tracking stages

Scaled Score Stage

0 - 75 Emerging Below average range76 - 95 Developing

96 - 100 Progressing Average range101 - 112 Secure

113 - 122 Mastering Above average range123 + Exceeding

SAMPLE


The HeadStart assessment and tracking system is intended to be used to support teacher assessment strategies and professional judgement.

It is important to note that the HeadStart assessments and scaled scores cannot be directly correlated to national curriculum test scaled scores, for the following reasons:

• HeadStart assessments test every objective of the national curriculum and are intendedfor diagnostic purposes as well as summative purposes.

• HeadStart assessments follow the standard deviation of 15, giving a range of scores from<70 to 125+. SATs scaled scores range from 80 - 120.

• HeadStart assessments identify a range of scaled scores within an expected band eitherside of a mean score of 100. SATs scores identify the expected score of 100.

Using the assessments and scaled scores to track progress

SAMPLE

Raw Score Scaled Score

0 56

1 57

2 59

3 60

4 62

5 63

6 65

7 66

8 68

9 69

10 71

11 72

12 74

13 75

14 77

15 78

16 80

17 81

18 83

19 84

20 86

21 87

22 89

23 90

24 92

25 93


26 95

27 96

28 98

29 100

30 101

31 102

32 104

33 105

34 107

35 108

36 110

37 111

38 113

39 114

40 116

41 117

42 119

43 120

44 122

45 123

46 125

47 126

48 128

49 129

50 131

Year 3 - HeadStart Mathematics End of Term Test A


SAMPLE


0 57

1 58

2 60

3 61

4 63

5 64

6 66

7 67

8 69

9 70

10 72

11 73

12 75

13 76

14 78

15 79

16 81

17 82

18 84

19 85

20 87

21 88

22 90

23 91

24 92

25 94


26 95

27 97

28 98

29 100

30 101

31 103

32 104

33 106

34 107

35 109

36 110

37 112

38 113

39 115

40 116

41 118

42 119

43 121

44 122

45 124

46 125

47 127

48 128

49 130

50 131

Year 3 - HeadStart Mathematics End of Term Test B


SAMPLE


0 61

1 62

2 64

3 65

4 67

5 68

6 69

7 71

8 72

9 74

10 75

11 77

12 78

13 79

14 81

15 82

16 84

17 85

18 86

19 88

20 89

21 91

22 92

23 94

24 95

25 96


26 98

27 99

28 100

29 102

30 103

31 105

32 106

33 108

34 109

35 110

36 112

37 113

38 115

39 116

40 118

41 119

42 120

43 122

44 123

45 125

46 126

47 127

48 129

49 130

50 132

Year 3 - HeadStart Mathematics End of Term Test C


SAMPLE

Content Domain

Mathematics Test Sample

SAMPLE


HeadStart Primary Content Domain Mathematics Tests Teachers’ Notes Year 3

Introduction - about the tests

The HeadStart Primary Mathematics Tests have been developed to help teachers assess children’s progress against the matters, skills and processes (grouped here as ‘objectives’) contained in the programmes of study for the mathematics curriculum.

In Year 3, there are 7 distinct content domains. This is for organisational purposes but the National Curriculum stresses the importance of making necessary mathematical concept connections across the domains.

There are 3 tests for each domain - TEST A, B and C. The content of each test is purposely very similar so that it is possible to assess children’s progress over the year, on a like-for-like basis. It is not intended that all 3 tests are completed for every domain. Individual schools will choose to organise the delivery of the maths programmes of study in line with their overall curriculum design. The HeadStart Primary Tests are designed to fit any curriculum organisation.

It may be, for example, that in Year 3, a school chooses to teach and assess all the ‘NUMBER’ domains every term, but decides to spread the teaching of MEASUREMENT, GEOMETRY and STATISTICS across the 3 school terms. This could mean that the 4 ‘NUMBER’ domains are tested every term, but the remaining 3 domains are only tested once in each term over the year. This is only one possible model, and all permutations of domain teaching and assessing are available, depending on the requirements of the school.

The domains are:NUMBER - Number and place valueNUMBER - Addition and subtractionNUMBER - Multiplication and divisionNUMBER - FractionsMEASUREMENTGEOMETRY - Properties of shapesSTATISTICS

Primary

SAMPLE


Timetabling - when to administer the tests

The tests have been designed to assess a thorough content coverage of each domain. The statutory objectives are assessed, almost without exception. (A small number of objectives are related to a practical activity that cannot be assessed using a paper-based test.)

Much of the non-statutory guidance is also covered and assessed, since this often underpins the conceptual understanding of the statutory objectives. The main purpose of testing should be a formative one, and only a comprehensive coverage of the curriculum can lead to meaningful assessment for learning, performance analysis and future planning.

The tests have been designed to provide maximum flexibility regarding when they should be carried out. It is for schools to decide upon the optimum testing frequency in order to facilitate meaningful data analysis, without overloading the curriculum with formal assessments.

Children’s progress can be measured against age-related expectations. The system incorporates identification of 6 stages; Emerging, Developing, Progressing, Secure, Mastering and Exceeding.

Progress can be tracked at any time throughout the school year. Although it is possible to track progress after the completion of each test, an overall judgement made every term would present a clear indication of children’s performance. The test scores can be recorded and converted for tracking purposes, at an appropriate point, according to the policy of the school. The information gleaned from making a tracking judgement once a term would be wholly appropriate for reporting to parents and as evidence in Ofsted inspections.

Administration - how to manage the tests

Ideally, the class teacher should administer the tests. This gives an overview of the children’s performance and a picture of any potential misconceptions as the test is being completed. Observing and making note of the way children approach and tackle the questions can be an extremely useful indicator towards future teaching and learning.

The test papers can be photocopied from the book or printed from the CD-ROM. (It is recommended that page 3 of the MEASUREMENT test is copied from the book; if printed from the disc, printer settings can cause variations in line length which may present a problem for question 7.) The pages are numbered for the benefit of the children completing the test. At the bottom of each page, the year group, domain and test is identified. So, ‘Y3: npv - A’ is Year 3, NUMBER - Number and place value, TEST A.SAMPLE


Marking - understanding and using the mark scheme

In Year 3, there are 15 questions in each test. Each question carries a maximum of 2 marks. Ideally, the class teacher should mark the tests. As with the administration of the tests, marking gives a clear picture of necessary next steps on an individual, group and class basis.

Some of the questions have several parts. If the number of parts is even, 1 mark is awarded if half or more of the parts are correct. For example, if a question is comprised of 6 calculations, a child getting 3, 4 or 5 of the calculations correct is awarded 1 mark.

If a question has an odd number of parts, 1 mark is awarded if more than half the parts have a correct answer. For example, a 3-part question would need to have 2 parts correct for the award of 1 mark.

Many questions have only one possible answer but the question still carries 2 marks. Some questions have a definite, correct answer but a child may be awarded 1 mark if appropriate working or method is evident. Since ‘appropriate working or method’ could involve a number of possible strategies, the final judgement on whether to award one mark has been left to the professional judgement of the teacher.

A pencil or pen is needed - any other necessary equipment is detailed at the top of the front cover of each test. Since the primary purpose of the tests is formative, no time limits are set for any of the tests.

Support during the tests

When deciding upon the amount of support that is appropriate, it is important to remember that it is maths and not reading that is being tested. If a child needs to have all or some of the test read to them, this support should be made available. However, it is also necessary to avoid giving too much assistance; this could mean that results do not realistically reflect a child’s progress in maths.

Teachers have an in-depth knowledge of the children in their care and professional judgement is always the best guide, when considering how much support to provide. It may be that the CD-ROM is used in conjunction with a whiteboard to display and read the pages of the test to aclass or group of children.

The most successful approach is achieved by developing a whole school agreement/policy on how much support is appropriate for each year group. This ensures effective moderation across the school year groups.

SAMPLE


Tracking - using the tests to track children’s progress

Once a test has been marked, a score out of 30 can be awarded. When a tracking judgement is required, test scores should be converted to a percentage (see page 5 Teachers’ Notes).

The table below can then be used to identify progress against one of the 6 stages. The table uses percentage scores for conversion, so tracking judgements can be made after any number of tests have been completed.

Although it is possible to make a tracking judgement after the completion of just one test, this is not recommended. A termly calculation, made after the completion of a number of tests, will provide more reliable information.

The assessment system is intended to be used by teachers as a tool to support their professional judgement.

0 - 25

26 - 50

51 - 63

64 - 75

76 - 88

89 - 100

Percentage Score

Year 3

Stage

Emerging

Developing

Progressing

Secure

Mastering

Exceeding

Below average range

Above average range

Average range

0 – 50% Below average range 51 – 75% Average range76 – 100% Above average range

SAMPLE


NUMBER - Number and place value (19 out of 30)

NUMBER - Addition and subtraction (20 out of 30)

NUMBER - Multiplication and division (17 out of 30)

MEASUREMENT (20 out of 30)

has a total score of 76 out of 120

Percentage score = ( × 100 ) = 63%

Therefore, a child scoring 63% is working within the 'Average range' in the ‘Progressing’ stage. (It is worth noting that the child is close to achieving the ‘Secure’ stage.)

NB: This data should always be used in conjunction with ongoing teacher assessment.

Using the percentage scoring model to make a tracking judgement

An example

A Year 3 teacher has decided to make a tracking judgement for the children in the class at the end of the autumn term. The children have been taught the content for the following domains and the tests (TEST A versions) have been completed:

NUMBER - Number and place valueNUMBER - Addition and subtractionNUMBER - Multiplication and divisionMEASUREMENT

Step 1 Add together the test scores for each child.

Step 2 Find the overall percentage score for each child.

Step 3 Identify the stage achieved from the percentage score.

This means that a Year 3 child scoring as follows:

76120SAMPLE




Every test question is underpinned by a statutory objective or an objective from the non-statutory notes and guidance. There is an objectives grid for each test, on which children’s performance can be recorded. The grids can be enlarged to A3 to make recording easier and clearer.

The objectives have been labelled to match the bullet points in the Year 3 Programmes of Study as follows:

NUMBER - Number and place value (npv 1 – 6)NUMBER - Addition and subtraction (as 1 – 4) NUMBER - Multiplication and division (md 1 – 3)NUMBER - Fractions (f 1 – 7)MEASUREMENT (m 1 – 7)GEOMETRY - Properties of shapes (g 1 – 4)STATISTICS (s 1 – 2)

The pupil objective record sheet can be used to measure individual performance against each national curriculum objective.

The objectives grids and record sheets can be used, in conjunction with ongoing teacher assessment, to identify which objectives need further reinforcement.

This analysis can be used to inform planning. (Identification of strengths and weaknesses enables teachers to be aware of the necessary emphasis to place on teaching the objectives when they are next met.)

The grids and record sheets can be used to identify strengths and weaknesses of the whole class or groups. Groups might include boys/girls, children with special educational needs, children who have English as an additional language, pupil premium children, high achievers etc.

Analysis and assessment for learning - using the objectives grids and pupil objective record sheets to identify strengths and weaknesses

SAMPLE

Y3: f-A


tenths

Mathematics Assessment: NUMBER - Fractions

Name

Complete the patterns by writing the missing fractions in the boxes.

Now complete the shading on the shape so that six tenths of the shape are shaded.

How many tenths are shaded?

Look at the shape below.

Class Date

Year 3

Page Total

2 marks

2 marks

1

2

TEST A

a

a

b

b

9

3

10

10

7

5

10

10

8

6

10

10

5

7

10

10

You will need a pencil.

SAMPLE

Y3: f-A


Match the fractions to the decimals. One has been done for you.

Page Total

0.7

0.1

0.3

0.8


6 ÷ 10

7 ÷ 10

9 ÷ 10

=

=

=

2 marks

2 marks

3

a

d

b

c

8

3

7

1

10

10

10

10

4

a

b

c

Remember, 8 divided by 10 is 0.8

SAMPLE

Y3: f-A


Draw an arrow ( ) pointing to 5 on the number line.12

What fraction of the buttons is in the ring?

Circle your answer.

3 4 5 6

3

5

2

1

5

6

5

5

2 marks

2 marks

6

5

SAMPLE

Y3: f-A


Look at Declan’s pizza.

How much has he eaten? Write your answer as a fraction.

of 16 litres of 28 litres11

1 1

42

5 4

Which is more? Tick ( ) the box.


or

of 25 of 28

9

a b

Page Total

= =

2 marks

2 marks

2 marks

7

8

SAMPLE

Y3: f-A


Match the equal fractions. One has been done for you.

Shade some of shape B to match shape A.

A B

2 marks

2 marks

10

11

2

10

1

2

2

8

1

3

2

4

1

4

2

6

1

5

a

d

b

c

SAMPLE

Y3: f-A


Put these fractions in order of size, starting with the smallest.

1

7

1

5

1

2

1

4

1

3

2

5

3

4

3

2

5

8

4

6

2

6

12

6

9

6

7

6

5

8

7

6



+

-

+

-

12

13

a

a

a

b

b

b

=

=

=

=

Page Total

smallest

smallest

largest

largest

2 marks

2 marks

2 marks

14

SAMPLE

Y3: f-A


On Tuesday, Rukaya ate two fifths of her birthday cake. On Wednesday, she ate another of her cake.

How much did she eat on Tuesday and Wednesday altogether?

She ate of her cake

on Tuesday and Wednesday altogether.

15

TEST TOTAL

PERCENTAGE SCORE

%

30

End of Test Page Total

2 marks

15

Use this box if you need to do any working out.

SAMPLE

© Copyright HeadStart Primary LtdEnlarge to A3 for added clarity

ANALYSIS GRIDTESTA B or C

Please mark as Year 3: NUMBER - Fractions

Question Objectives

Children’s Names

1.

3.

5.

8.

11.

14.

2.

4.

7.

10.

13.

6.

9.

12.

15.

Percentages

Children’s Scores

Tota

l cor

rect

per

que

stio

n

Perc

enta

ge p

er q

uest

ion

find a fraction of a discrete set of objects (f 2)

recognise that tenths arise from dividing an object into 10 equal parts (f 1)

divide a one-digit number by 10 (f 1)

identify the position of a mixed number on a number line (f 3)

recognise a fraction as part of a whole (f 3)

calculate and compare unit fractions of numbers (f 3)

find a unit fraction of a number (f 3)

recognise equivalent fractions with small denominators (f 4)

show equivalent fractions in shapes (f 4)

match tenths to equivalent decimals (f 1)

count up and down in tenths (f 1)

add fractions with the same denominator (f 5)

subtract fractions with the same denominator (f 5)

compare and order unit and non-unit fractions (f 6)

solve a problem involving addition of fractions (f 7) SAMPLE

Y3: m-A


Use this box if you need to do any working out.

Mathematics Assessment: MEASUREMENT

Name

What length is the arrow showing?

0 cm 1 2 3

What measurement is shown on the scales?

Class Date

Year 3

Page Total

kg

cm mm

Joy is 1 m 34 cm tall and Nik is 143 cm tall. Who is taller?

is taller

2 marks

2 marks

2 marks

1

2

TEST A

3

You will need a pencil and a ruler.

08

10kg

24 6

SAMPLE



Y3: m-A


How much water is in the measuring jug?

Page Total

ml

A pear weighs 80 grams, a strawberry weighs 20 grams and an orange weighs 90 grams.

What is the total weight of the fruit?

A measuring jug contains 1 litre of milk. Mr Grub, the school cook, adds another 200 ml of milk to the jug.

How many millilitres of milk are in the jug now?

ml

grams

2 marks

2 marks

2 marks

4

5

6

100 ml

200 ml

SAMPLE



Y3: m-A


Use your ruler to measure the perimeter of the rectangle below.

The perimeter measures cm

£

£

In a fish and chip shop, fish costs £2.75 and chips cost £1.00.

If Caitlyn buys fish and chips, how much change will she get from £5.00?

Tom has five £1 coins, three 20p coins and two 10p coins.

How much does he have altogether?

2 marks

2 marks

2 marks

7

8

9

SAMPLE

Y3: m-A


What time is it?

Write your answers in the boxes below the clocks.

Draw the times shown on the clocks below.

four o’clock 11:30 am 18:00

2 marks

2 marks

10

11

a

a

c

c

b

b

XIIIXI

IIX

IV

VVII

VIII

VI

IX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

XIIIXI

IIX

IV

VVII

VIII

VI

IX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

XIIIXI

IIX

IV

VVII

VIII

VI

IX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

XIIIXI

IIX

IV

VVII

VIII

VI

IX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

SAMPLE

Y3: m-A


Write TRUE (T) or FALSE (F) after these statements.

Khadeeja started skipping at the time shown on clock A.

She stopped at the time shown on clock B.

Estimate how many minutes she skipped for.

A B

minutes

When it’s afternoon, it’s am.

When it’s afternoon, it’s pm.

Noon and midnight are 10 hours apart.

2 marks

2 marks

13

12

a

b

c

XIIIXI

IIX

IV

VVII

VIII

VI

IX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

XIIIXI

IIX

IV

VVII

VIII

VI

IX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

SAMPLE

Y3: m-A


Finlay arrived at the swimming pool at 4:15 pm. He stayed for 45 minutes.

At what time did he leave?

pm

31 days one minute

30 days a year

365 days May

60 seconds a leap year

366 days September

Find the matching pairs below. Join them with a line. One has been done for you.

TEST TOTAL

PERCENTAGE SCORE

%

30

End of Test Page Total

2 marks

2 marks

15

14

a

d

b

e

c

SAMPLE


NUMBER - Number and place value

TOTAL % SCORE

TOTAL % SCORE

TOTAL % SCORENUMBER - Addition and subtraction

NUMBER - Multiplication and division

Year 3

Name Class Date

npv1:

as1:

md1:

as2:

md2:

as3:

as4:

md3:

npv2:

npv3:

npv4:

npv5:

npv6:

count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less than a given number

Enter marks for each question (0, 1, 2) into the appropriate boxes to calculate percentage correct for each objective

add and subtract numbers mentally, including:a) a three-digit number and onesb) a three-digit number and tensc) a three-digit number and hundreds

recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables

continued on next page

add and subtract numbers with up to three digits, using formal written methods of columnar addition and subtraction

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

estimate the answer to a calculation and use inverse operations to check answers

solve problems, including missing number problems, using number facts, place value, and more complex addition and subtraction

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

recognise the place value of each digit in a three-digit number (hundreds, tens, ones)

compare and order numbers up to 1000

identify, represent and estimate numbers using different representations

read and write numbers up to 1000 in numerals and in words

solve number problems and practical problems involving these ideas

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

Q5

Q6

Q7

Q9

Q5

Q5

Q10

Q15

Q15

Q4

Q8

Q10

Q15

Q2

Q2

Q7

Q12

Q12

Q1

Q12

Q8

Q4

Q4

Q9

Q14

Q14

Q3

Q7

Q9

Q14

Q1

Q1

Q6

Q11

Q11

Q11

Q3

Q3

Q8

Q13

Q13

Q2

Q6

Q13Q10

INDIVIDUAL PUPIL OBJECTIVE RECORD SHEET

SAMPLE


TOTAL % SCORE

TOTAL % SCORE

NUMBER - Fractions

MEASUREMENT

Year 3

f1:

m1:

f4:

m4:

f6:

f5:

m5:

f2:

m2:

f7:

m6:

m7:

f3:

m3:

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

measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/capacity (l/ml)

recognise and show, using diagrams, equivalent fractions with small denominators

tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

compare and order unit fractions, and fractions with the same denominators

add and subtract fractions with the same denominator within one whole (for example, 5/7 + 1/7 = 6/7 )

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

recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

measure the perimeter of simple 2D shapes

solve problems that involve all of the above

know the number of seconds in a minute and the number of days in each month, year and leap year

compare durations of events [for example to calculate the time taken by particular events or tasks]

recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

add and subtract amounts of money to give change, using both £ and p in practical contexts

continued on next page

continued from previous page

GEOMETRY - Properties of shapes / Position and direction

g1:

g2:

draw 2D shapes and make 3D shapes using modelling materials; recognise 3D shapes in different orientations and describe them

recognise angles as a property of shape or a description of a turn

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

%

Q5

Q7

Q15

Q14

Q15

Q4

Q9

Q9

Q6

Q11

Q11

Q13

Q13

Q14

Q1

Q6

Q3Q1

Q3

Q8

Q8

Q5

Q10

Q10

Q12

Q12

Q2

Q7

Q4Q2

%

%Q7

Q3

Q6

Q2 Q4

Q5

Q1


SAMPLE




TOTAL % SCORE

STATISTICS

s1:

s2:

interpret and present data using bar charts, pictograms and tables

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

TOTAL % SCORE

GEOMETRY - Properties of shapes / Position and direction (continued)

g3:

g4:

identify right angles, recognise that two right angles make a half-turn, three make 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

Year 3continued from previous page

%

%

%

Q15

Q6

Q11 Q13

Q9

Q3

Q8

Q14

Q5

Q10

Q2

Q7

Q12

Q4Q1

%

%

%

Q10

Q14

Q9

Q13

Q11

Q15

Q8

Q12


SAMPLE

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SAMPLE


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