| |
Easy to implement, online assessment
for learning resources in Literacy, measuring the achievement
of key objectives in Key Stage 1 and Key Stage 2, from the
National Numeracy Strategy (DfES).
 |
Tests are taken in sections matched
to curriculum strands, to complement
lessons; confirm progress and facilitate future lesson
planning. |
 |
 |
Dedicated teacher notes for each
question enable the tests to be reviewed once
completed with individual children or in groups and methodology
discussed. |
Results are reported directly against the objectives measured,
providing a readily available means of tracking and recording
progress for each child.
| Key Stage 2 - Numeracy
Year 6 - Objectives measured: |
|
Numeracy Autumn and Spring:
Measuring objectives from the National Numeracy Strategy,
assessments are delivered within the termly structure.
Autumn and Spring have 4 assessments each, (A to D)
with each assessment measuring 3 units (eg: Autumn A
measures units 1 to 3).
Numeracy Summer:
Measuring Key Objectives from the National Numeracy
Strategy for the year. Delivered within the Strands
to directly facilitate year end reporting. |
 |
|
| Assessments
are delivered individually and in any order. All
assessments can be reset and delivered on more than
one occasion, enabling them to be used formatively and
summatively, eg: prior to and following the teaching
of the specific units. |
| |
| Autumn
Term |
| |
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Place value - Multiply and divide decimals by
10 or 100 integers by 1000, explain the effect. |
3 |
|
| 2 |
Problems involving 'real life', money and measures
- Identify and use appropriate operations (including
combinations of operations) to solve problems involving
numbers and quantities based on 'real life' or money,
using one or more steps. |
2 |
|
| 3 |
Mental calculation strategies - Use the relationship
between multiplication and division. |
1 |
|
| 4 |
Mental calculation strategies - Use related facts
and doubling and halving. |
1 |
|
| 5 |
Problems involving 'real life', money and measures
- Identify and use appropriate operations (including
combinations of operations) to solve word problems. |
2 |
|
| 6 |
Pencil and paper procedures (x and ÷) -
Approximate first. |
1 |
|
| 7 |
Pencil and paper procedures (x and ÷) -
Use pencil and paper methods to support, record
or explain multiplications and divisions. |
1 |
|
| 8 |
Pencil and paper procedures (x and ÷) -
Extend written methods to short multiplication of
numbers involving decimals. |
1 |
|
| 9 |
Understanding multiplication and division - Round
up or down after division, depending on context. |
2 |
|
| 10 |
Using a calculator - Develop calculator skills
and use a calculator effectively. |
1 |
|
| |
Total number of questions
in Section A |
15 |
 |
| Assessment B
(Units 4 to 6a) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Fractions, decimals, percentages - Reduce a fraction
to its simplest form by cancelling common factors. |
1 |
|
| 2 |
Fractions, decimals, percentages - Recognise the
equivalence between the decimal and fraction forms. |
2 |
|
| 3 |
Fractions, decimals, percentages - Use decimal
notation for tenths and hundredths; extend to thousandths
for measurements. |
1 |
|
| 4 |
Fractions, decimals, percentages - Know what each
digit represents. |
1 |
|
| 5 |
Fractions, decimals, percentages - Understand
percentage as the number of parts in every 100. |
1 |
|
| 6 |
Fractions, decimals, percentages - Round a number
with two decimal places to the nearest tenth or
to the nearest whole number. |
1 |
|
| 7 |
Fractions, decimals, percentages - Solve simple
problems involving ratio and proportion. |
2 |
|
| 8 |
Handling data - Use the language associated with
probability to discuss events, including those with
equally likely outcomes. |
1 |
|
| 9 |
Handling data - Solve a problem by representing,
extracting and interpreting data in tables, graphs,
charts and diagrams, including those generated by
a computer, for example; line graphs, bar charts
with grouped discrete data. |
1 |
|
| 10 |
Handling data - Find the mode and range of a set
of data. |
1 |
|
| 11 |
Handling data - Begin to find the median and mean
of a set of data.
|
2 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 6b to 9) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Using a calculator - Develop calculator skills
and use a calculator effectively. |
2 |
|
| 2 |
Checking results of calculations - Check with
the inverse operations when using a calculator. |
2 |
|
| 3 |
Checking results of calculations - Check with
an equivalent calculation. |
1 |
|
| 4 |
Shape and space - Classify quadrilaterals using
criteria such as parallel sides, equal angles, equal
sides . . . . |
2 |
|
| 5 |
Reasoning about shapes - Solve mathematical problems
or puzzles, recognise and explain patterns and relationships
(orally and in writing). |
1 |
|
| 6 |
Measures - Calculate perimeter of rectangles and
area of simple compound shapes that can be split
into rectangles. |
2 |
|
| 7 |
Measures - Use, read and write standard metric
units of length, km, m, cm, mm, including their
abbreviations and relationships between them. |
1 |
|
| 8 |
Measures - Convert smaller units to larger and
vice versa: m to km, cm or mm to m. |
1 |
|
| 9 |
Measures - Suggest suitable units and measuring
equipment to estimate or measure length. |
1 |
|
| 10 |
Measures - Know rough equivalents of miles and
kilometres. |
1 |
|
| 11 |
Measures - Appreciate different times around the
world. |
1 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 10 to 12) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Checking results of calculations - Check with
the inverse operations when using a calculator. |
1 |
|
| 2 |
Shape and space - Read and plot co-ordinates in
all four quadrants. |
1 |
|
| 3 |
Shape and space - Recognise where a shape will
be after two translations. |
1 |
|
| 4 |
Problems involving 'real life', money and measures
- Identify and use appropriate operations (including
combinations of operations) to solve word problems
involving numbers and quantities based on 'real
life' or measures (including time), using one or
more steps. |
1 |
|
| 5 |
Measures - Record estimates and readings from
scales to a suitable degree of accuracy. |
1 |
|
| 6 |
Measures - Know imperial units, know rough equivalents
of lb and kg, oz and g, miles and km, litres and
pints or gallons. |
1 |
|
| 7 |
Mental calculation strategies - Find a difference
by counting up; add or subtract the nearest multiple
of 10 100 or 1000, then adjust. |
1 |
|
| 8 |
Pencil and paper procedures (+ and -) - Use informal
pencil and paper methods to support, record or explain
additions and subtractions. |
1 |
|
| 9 |
Pencil and paper procedures (+ and -) - Extend
written methods to column addition and subtraction
of numbers involving decimals. |
1 |
|
| 10 |
Problems involving 'real life', money and measures
- Identify and use appropriate operations to solve
word problems involving numbers and quantities. |
1 |
|
| 11 |
Reasoning about numbers - Solve mathematical problems
or puzzles, recognise and explain patterns and relationships,
generalise and predict. |
2 |
|
| 12 |
Properties of numbers - Recognise and extend number
sequences, such as the sequence of square numbers,
or the sequence of triangular numbers. |
1 |
|
| 13 |
Reasoning about numbers - Explain methods and
reasoning, orally and in writing. |
1 |
|
| 14 |
Reasoning about numbers - Develop from explaining
a generalised relationship in words to expressing
it in a formula using letters as symbols. |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Assessment A
(Units 1 to 3) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Place value - Find the difference between a positive
and a negative integer, or two negative integers,
in the context such as temperature or a number
line, and order a set of positive and negative
integers. |
1 |
|
| 2 |
Place value - Order a mixed set of numbers or
measurements with up to 3 decimal places. |
1 |
|
| 3 |
Place value - Consolidate rounding an integer
to the nearest 10, 100 or 1000. |
1 |
|
| 4 |
Place value - Round a number with two decimal
places to the nearest tenth or nearest whole number. |
1 |
|
| 5 |
Place value - Develop calculator skills and use
a calculator effectively. |
1 |
|
| 6 |
Multiplication and Division 1 - Use known facts
and place value to consolidate mental multiplication
and division. |
1 |
|
| 7 |
Multiplication and Division 1 - Use the relationship
between multiplication and division. |
1 |
|
| 8 |
Multiplication and Division 1 - Express a quotient
as a fraction, or as a decimal rounded to 1 decimal
place. Dividing £ and p by a two-digit number
to give £ and p. Round up or down after division
depending on context. |
2 |
|
| 9 |
Multiplication and Division 1 - Develop calculator
skills and use a calculator effectively. |
1 |
|
| 10 |
Multiplication and Division 2 - Understand and
use the relationship between the four operations,
and the principles (not the names) of the arithmetic
laws. |
1 |
|
| 11 |
Multiplication and Division 2 - Use brackets. |
1 |
|
| 12 |
Multiplication and Division 2 - Use factors. |
1 |
|
| 13 |
Multiplication and Division 2 - Use closely related
facts. |
1 |
|
| 14 |
Multiplication and Division 2 - Extend written
methods to: long multiplication of a three-digit
by a two-digit integer; short division of TU or
HTU by U (mixed-number answer); short division
of numbers involving decimals. |
1 |
|
| |
Total number of questions
in Section A |
15 |
|
| Assessment B
(Units 4 to 5) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Problem solving - Choose and use appropriate
number operations to solve problems, and appropriate
ways of calculating: mental, mental with jottings,
written methods, calculator. |
2 |
|
| 2 |
Problem solving - Explain methods and reasoning. |
1 |
|
| 3 |
Problem solving - Check with an equivalent calculation. |
1 |
|
| 4 |
Problem solving - Develop calculator skills and
use a calculator effectively. |
1 |
|
| 5 |
Fractions, decimals and percentages - Order fractions
by converting them to fractions with a common denominator,
and position them on a number line. |
1 |
|
| 6 |
Fractions, decimals and percentages - Use a fraction
as an 'operator' to find fractions of numbers or
quantities. |
1 |
|
| 7 |
Fractions, decimals and percentages - Begin to
convert a fraction to decimals using division. |
1 |
|
| 8 |
Fractions, decimals and percentages - Express
simple fractions as percentages. |
1 |
|
| 9 |
Fractions, decimals and percentages - Find simple
percentages of small whole number quantities. |
1 |
|
| 10 |
Rotations and reflections - Recognise where a
shape will be after a rotation through 90° about
one of its vertices. |
2 |
|
| 11 |
Rotations and reflections - Recognise where a
shape will be after reflection: in a mirror line
touching the shape at a point (sides of shape not
necessarily parallel or perpendicular to the mirror
line); in two mirror lines at right angles (sides
of shape all parallel or perpendicular to mirror
line). |
3 |
|
| |
Total number of questions
in Section B |
15 |
|
| Assessment C
(Units 7 to 8) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Addition and subtraction - Use known number facts
and place value to consolidate mental addition/subtraction. |
2 |
|
| 2 |
Addition and subtraction - Extend written methods
to column addition and subtraction of numbers involving
decimals. |
2 |
|
| 3 |
Addition and subtraction - Identify and use appropriate
operations (including combinations of operations)
to solve word problems involving numbers and quantities. |
1 |
|
| 4 |
Addition and subtraction - Develop calculator
skills and use a calculator effectively. |
1 |
|
| 5 |
Addition and subtraction - Check with the inverse
operation when using a calculator. |
1 |
|
| 6 |
Addition and subtraction - Estimate by approximating
then check result. |
1 |
|
| 7 |
Angles, 2D and 3D shapes, perimeter and area
- Recognise and estimates angles. |
1 |
|
| 8 |
Angles, 2D and 3D shapes, perimeter and area
- Check that the sum of the angles in a triangle
is 180 degrees. |
1 |
|
| 9 |
Angles, 2D and 3D shapes, perimeter and area
- Calculate angles in a triangle or around a point. |
1 |
|
| 10 |
Angles, 2D and 3D shapes, perimeter and area
- Describe and visualise properties of solid shapes
such as parallel or perpendicular faces or edges. |
1 |
|
| 11 |
Angles, 2D and 3D shapes, perimeter and area
- Visualise 3D shapes from 2D drawings and identify
different nets for a closed cube. |
1 |
|
| 12 |
Angles, 2D and 3D shapes, perimeter and area
- Calculate the perimeter and area of simple compound
shapes that can be split into rectangles. |
2 |
|
| |
Total number of questions
in Section C |
15 |
|
| Assessment D
(Units 9 to 11) |
No.
of
Questions |
| No. |
Objectives |
|
| 1 |
Measures and problem solving - Use, read and
write standard metric units (km, m, cm, mm, kg,
g, l, cl, ml) of length, mass and capacity, including
their abbreviations, and relationships between
them. |
1 |
|
| 2 |
Measures and problem solving - Convert smaller
to larger units (e.g. m to km, cm or mm to m, g
to kg, ml to l) and vice versa. |
1 |
|
| 3 |
Measures and problem solving - Know rough equivalents
of lb and kg, oz and g, miles and km, litres and
pints or gallons. |
1 |
|
| 4 |
Measures and problem solving - Identify and use
appropriate operations (including combinations
of operations) to solve word problems involving
numbers and quantities based on ‘real life’,
money or measures, using one or more steps, and
calculating percentages such as VAT. |
1 |
|
| 5 |
Measures and problem solving - Suggest suitable
units to estimate or measure length, mass or capacity. |
1 |
|
| 6 |
Ratio, proportion, data handling and problem
solving - Solve simple problems involving ratio
and proportion. |
2 |
|
| 7 |
Ratio, proportion, data handling and problem
solving - Solve a problem by representing, extracting
and interpreting data in tables, graphs, charts
and diagrams, including those generated by a computer,
for example: line graphs; frequency tables and
bar charts with grouped discrete data. |
3 |
|
| 8 |
Properties of and reasoning about numbers - Make
general statements about odd or even numbers, including
the outcome of products. |
1 |
|
| 9 |
Properties of and reasoning about numbers - Know
and apply simple tests of divisibility. Find simple
common multiples. |
1 |
|
| 10 |
Properties of and reasoning about numbers - Recognise
prime numbers to at least 20. |
1 |
|
| 11 |
Properties of and reasoning about numbers - Factorise
numbers to 100 into prime factors. |
1 |
|
| 12 |
Properties of and reasoning about numbers - Develop
from explaining a generalised relationship in words
to expressing it in a formula using letters as
symbols (e.g. the cost of n articles at 15p each). |
1 |
|
| |
Total number of questions
in Section D |
15 |
|
| Numbers and the
number system |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Multiply and divide decimals mentally by 10 or
100, and integers by 1000, and explain the effect. |
3 |
|
| 2 |
Order a mixed set of numbers with up to three
decimal places. |
3 |
|
| 3 |
Reduce a fraction to its simplest form by cancelling
common factors. |
3 |
|
| 4 |
Use a fraction as an operator to find fractions
of numbers or quantities (eg 5/8 of 32, 7/10 of
40, 9/100 of 400 centimetres). |
3 |
|
| 5 |
Understand percentage as the number of parts in
every 100, and find simple percentages of small
whole-number quantities. |
3 |
|
| |
Additional questions from Teaching Strategy |
0 |
|
| |
Total number of questions
in this section |
15 |
|
| Calculations |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Carry out column addition and subtraction of numbers
involving decimals. |
3 |
|
| 2 |
Derive quickly division facts corresponding to
multiplication tables up to 10 x 10. |
3 |
|
| 3 |
Carry out short multiplication and division of
numbers involving decimals. |
3 |
|
| 4 |
Carry out long multiplication of a three-digit
by a two-digit integer. |
3 |
|
| |
Additional questions from Teaching Strategy |
3 |
|
| |
Total number of questions
in this section |
15 |
| Solving problems
(incorporating Handling data) |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Solve simple problems involving ratio and proportion. |
4 |
|
| 2 |
Identify and use the appropriate operations (including
combinations of operations) to solve word problems
involving numbers and quantities, and explain methods
and reasoning. |
5 |
|
| 3 |
Solve a problem by extracting and interpreting
information presented in tables, graphs and charts. |
5 |
|
| |
Additional questions from Teaching Strategy |
1 |
|
| |
Total number of questions
in this section |
15 |
| Measures, shape
and space |
No.
of
Questions |
|
No. |
Objectives |
|
| 1 |
Use a protractor to measure acute and obtuse angles
to the nearest degree. |
4 |
|
| 2 |
Calculate the perimeter and area of simple compound
shapes that can be split into rectangles. |
7 |
|
| 3 |
Read and plot co-ordinates in all four quadrants. |
4 |
|
| |
Additional questions from Teaching Strategy |
0 |
|
| |
Total number of questions
in this section |
15 |
|
|
