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Mathematics Curriculum

Assessment Tests: Samples

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End of Term

Mathematics Test Sample

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1© Copyright HeadStart Primary Ltd

HeadStart Primary End of Term Mathematics Tests

Teachers’ Notes Year 1

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 1 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

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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 1, 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 1

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

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TEST A: 33 scored out of 50

Use the raw score/scaled score conversion chart to convert the raw score of 33 to a scaled score of 102.

Therefore, a child with a scaled score of 102 is working at the ‘Secure’ stage (see table on page 3).

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

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 1 child completing TEST A

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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 1 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

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Y1 End of term:TEST B

2 marks

2 marks

End of term: TEST B

1

2

You will need a pencil.

Page Total

Name Class Date

Year 1

Fill in the boxes so the numbers go up in fives.

30 4035

Which flagpole is shorter?

Put a ring around your answer.

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2 marks

2 marks

3

4

Page Total

Write the missing numbers in the boxes.

99 103 104

There are 3 cubes hiding in between the shapes below. Find them and put a ring around them.

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eggs2 marks

2 marks

You are on fire!

2 marks

5

6

7

Page Total

These chickens lay 2 eggs each.

How many eggs do they lay altogether?

10 7 =-

Jake was counting his tropical fish. He counted 45, then counted on another 8.

What number did he count up to?SAMPLE



p

2 marks

2 marks

8

a

b

c

9

13p

8p

Page Total

Count the number of lizards and then count the number of minibeasts.

There are more lizards than minibeasts.

There are fewer lizards than minibeasts.

The number of lizards and minibeasts is equal.

Put a tick ( ) after one sentence that is true.

What is the total cost of the water and the biscuit?

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elephants2 marks

2 marks

Don’t hang

around!

10

11

a

b

Page Total

Half of these elephants run away.

How many elephants are left?

8

5

3

3

=

=

-

+SAMPLE



2 marks

12

a

b

c

d

Page Total

Match the 2D shapes to their names. One has been done for you.

rectangle

square

circle

triangleSAMPLE



2 marks

2 marks

13

14

14

Page Total

Draw the next two shapes in the pattern.

Look at the map and then answer question .

Where is the ice cream van? Tick ( ) your answer.

far from the school

schoolpark

near tothe park

near to the schoolSAMPLE



cars

2 marks

2 marks

2 marks

15

16

17

Page Total

It took Lois 17 minutes to walk to school on Monday.

It took her 22 minutes on Tuesday.

On which day did she walk faster?

3 cars drive away.

How many are left?

Saffaya doubled 11 in her head.

What number did she get?SAMPLE



sweets

2 marks

2 marks

18

19

2p

Page Total

Dad shares anapple pie between his 4 children.

What fraction of pie do they get each?

Draw a ring around your answer.

a half a quarterthree quarters

How many 2p sweets can you buy with 16p?SAMPLE



2 marks

2 marks

20

21

Page Total

A half of the boats sail away.

How many are left?

Colour a quarter of this shape.

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2 marks

2 marks

22

23

XIIIXI

IIX

IV

VVIIVIII

VIIX

III

12111

210

4

57

8

6

9 3

12111

210

4

57

8

6

9 3

Page Total

Draw a ring around your answer.

quarter past 10 10 o’clock half past 10

What time is it?

Millie and Jason shared a milkshake equally.

What fraction of the milkshake did they have each?SAMPLE



bananas2 marks

2 marks

24

25

TEST TOTAL

PERCENTAGE SCORE

%

50

End of Test B Page Total

Jasmine and Freddie shared the bananas.

How many did they get each?

Put the correct sign in the box.

9 5 4=

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© Copyright HeadStart Primary Ltd

ANSWERS: END OF TERM TESTS

TEST B

1. 45, 50, 55(2 marks for all 3 correct, 1 markfor 2 correct)

2. left flag circled(2 marks for a correct answer)

3. 100, 101, 102(2 marks for all 3 correct, 1 markfor 2 correct)

4. 3 cubes circled appropriately(2 marks for all 3 correct,1 mark for 2 correct)

5. 8 eggs(2 marks for a correct answer)

6. 3(2 marks for a correct answer)


8. a ticked(2 marks for a correct answer)

9. 21p(2 marks for a correct answer)

10. 5 elephants(2 marks for a correct answer)

11. a)8 b)5(2 marks for 2 correct, 1 mark for 1 correct)

12. a)matched to rectangle b)answer given c)matched to circle d)matched to triangle(2 marks for all 3 correct,(1 mark for 2 correct)

13. 2 squares drawn appropriately(2 marks for a correct answer)

14. near to the school ticked(2 marks for a correct answer)

15. Monday(2 marks for a correct answer)

16. 6 cars(2 marks for a correct answer)


18. a quarter circled(2 marks for a correct answer)

19. 8 sweets(2 marks for a correct answer)


21. shape coloured appropriately(2 marks for a correct answer)

22. 10 o’clock circled(2 marks for a correct answer)

23. half or 1/2(2 marks for a correct answer)

24. 5 bananas(2 marks for a correct answer)

25. –(2 marks for a correct answer)

Year 1

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© Copyright HeadStart Primary Ltd Enlarge 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.

Children’s Scores

Scaled Scores

End of term YEAR 1

TEST B: ANALYSIS GRID

Tota

l cor

rect

per

qu

estio

nPe

rcen

tage

per

qu

estio

n

count in multiples of 5 (npv 2)

solve a one-step multiplication problem involvingrepeated addition (twos) (md 1)

continue a repeating pattern of shapes (npv 4)

solve a one-step problem involving addition (as 4)

solve a problem involving doubling (md 1)

tell the time to the hour (m 6)

count forwards across 100 (npv 1)

count forwards from a given number (npv 1)

compare 2 measures of time (m 1)

solve a one-step problem involving subtraction (as 4)

find a quarter of a shape (f 2)

use number bonds within 10 and related subtraction facts (as 2)

solve a one-step division problem (twos) (md 2)

solve a one-step division problem involving sharingby two (md 2)

compare 2 measures of height (m 1)

use number bonds to 10 and related subtraction facts (as 2)

use appropriate language to describe position (g 2)

solve a problem involving halving (md 2)

find a quarter of an object (f 2)

understand that two equal parts of a quantity are halves (f 1)

recognise similar shapes in different sizes and orientations (g 1)

use the language of equal to, more than, less than(fewer) (npv 4)

match 2D shapes to their names (g 1)

find a half of a set of objects (f 1)

interpret a mathematical statement and write asubtraction sign (as 1)

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© Copyright HeadStart Primary Ltd 1

HeadStart Primary End of Term Mathematics TestsScaled Scores Year 1

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).

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

Linking the scaled scores to HeadStart tracking stages

SAMPLE

© Copyright HeadStart Primary Ltd2

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 41

1 43

2 45

3 47

4 48

5 50

6 52

7 54

8 56

9 58

10 59

11 61

12 63

13 65

14 67

15 69

16 70

17 72

18 74

19 76

20 78

21 80

22 81

23 83

24 85

25 87


26 89

27 91

28 92

29 94

30 96

31 98

32 100

33 102

34 103

35 105

36 107

37 109

38 111

39 113

40 114

41 116

42 118

43 120

44 122

45 124

46 125

47 127

48 129

49 131

50 133

Year 1 - HeadStart Mathematics End of Term Test A


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0 50

1 51

2 53

3 55

4 56

5 58

6 59

7 61

8 62

9 64

10 65

11 67

12 69

13 70

14 72

15 73

16 75

17 76

18 78

19 79

20 81

21 82

22 84

23 86

24 87

25 89


26 90

27 92

28 93

29 95

30 96

31 98

32 100

33 101

34 103

35 104

36 106

37 107

38 109

39 110

40 112

41 113

42 115

43 116

44 118

45 120

46 121

47 123

48 124

49 126

50 127

Year 1 - HeadStart Mathematics End of Term Test B


SAMPLE


0 54

1 56

2 57

3 59

4 60

5 62

6 63

7 65

8 66

9 68

10 69

11 71

12 72

13 74

14 75

15 77

16 78

17 79

18 81

19 82

20 84

21 85

22 87

23 88

24 90

25 91


26 93

27 94

28 96

29 97

30 99

31 100

32 102

33 103

34 105

35 106

36 108

37 109

38 111

39 112

40 114

41 115

42 117

43 118

44 119

45 121

46 122

47 124

48 125

49 127

50 128

Year 1 - HeadStart Mathematics End of Term Test C


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Content Domain

Mathematics Test Sample

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HeadStart Primary Content Domain Mathematics Tests Teachers’ Notes Year 1

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 1, there are 6 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 1, a school chooses to teach and assess the first 3 ‘NUMBER’ domains every term, but decides to spread the teaching of FRACTIONS, MEASUREMENT and GEOMETRY across the 3 school terms. This could mean that the first 3 ‘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 shapes / Position and direction

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 4 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 8.) 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, ‘Y1: npv - A’ is Year 1, NUMBER - Number and place value, TEST A.

SAMPLE


Marking - understanding and using the mark scheme

In Year 1, 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 4 calculations, a child getting 2 or 3 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 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 1

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 (24 out of 30)

NUMBER - Addition and subtraction (22 out of 30)

NUMBER - Multiplication and division (20 out of 30)

has a total score of 66 out of 90

Percentage score = ( × 100 ) = 73%

Therefore, a child scoring 73% is working within the 'Average range' in the ‘Secure’ stage. (It is worth noting that the child is close to achieving the ‘Mastering’ 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 1 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 division

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 1 child scoring as follows:

6690

SAMPLE


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 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 1 Programmes of Study as follows:

NUMBER - Number and place value (npv 1 – 5)NUMBER - Addition and subtraction (as 1 – 4) NUMBER - Multiplication and division (md 1 – 2)NUMBER - Fractions (f 1 – 2)MEASUREMENT (m 1 – 6)GEOMETRY - Properties of shapes / Position and direction (g 1 – 2)

NB: The multiplication and division objective has been split into md 1 and md 2 to help assess performance on multiplication and division.

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

1

Y1: as-B


Mathematics Assessment: NUMBER - Addition and subtraction

Name



Draw a ring around the equals sign.

Class Date

Year 1

Page Total

2

9

6

4

8

5

=

=

_+ =

2 marks

2 marks

2 marks

Good luck with this page!

1

2

3

TEST B You will need a pencil.

SAMPLE

2

Y1: as-B

© Copyright HeadStart Primary Ltd Page Total

3

10

10

9

7

8

1

1

=

=

=

=

+

-

-

+

9

3

6

6

=

=

-

+

2 marks

2 marks

2 marks

2 marks

Go for it!

You can do it!

Try your best!

Good luck!

4

5

6

7

a

a

b

b SAMPLE

3

Y1: as-B


p

Page Total

How much do these cost altogether?

7

14

18 0

8

6

0 14

9

8

7

14

=

=

=

=

=

=

+

-

-

+

+

+

2 marks

2 marks

2 marks

Goodjob!

10

8

9

a

a

c

b

b

d

8p

9pSAMPLE

4

Y1: as-B


lizards

metres

p

Page Total

5 lizards walk away.

How many are left?

A boat is 10 metres long.A dinghy is 4 metres long.

How much longer is the boat than the dinghy?

What is the total cost of the cake and the tea?

2 marks

2 marks

2 marks

11

12

13

9p14pSAMPLE

5

Y1: as-B


mice6 mice, take away 3 mice, leaves

TEST TOTAL

PERCENTAGE SCORE

%

30

End of Test Page Total

Find the missing number.

8 - 7=

2 marks

2 marks

?

14

15

SAMPLE

© Copyright HeadStart Primary Ltd Enlarge to A3 for added clarity

ANALYSIS GRIDTESTA B or C

Please mark as Year 1: NUMBER - Addition and subtraction

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

interpret a mathematical statement and write an addition sign (as 1)

read and recognise the equals sign (as 1)

use number bonds to 10 (subtraction) (as 2)

interpret a mathematical statement and write a subtraction sign (as 1)

use number bonds to 10 (addition) (as 2)

use number bonds to 10 and related subtraction facts (as 2)

use number bonds within 10 and related subtraction facts (as 2)

use number bonds within 20 (as 2)

add and subtract one-digit and two-digit numbers to 20, including zero (as 3)






solve a missing number problem (as 4) SAMPLE

1

Y1: md-A


sweets

spots

Mathematics Assessment: NUMBER - Multiplication and division

Name

These children are at the cinema. They have 2 sweets each.

How many sweets do they have altogether?

2 lots of 5 spots =

How many spots are there altogether?Count in fives to get the answer.

Class Date

Year 1

Page Total

2 marks

2 marks

1

2

TEST A You will need a pencil.

SAMPLE

2

Y1: md-A

© Copyright HeadStart Primary Ltd Page Total

Aiden’s dad has 4 boxes of fireworks.Each box has 10 fireworks inside.

Carry on counting up in tens to see how many fireworks Aiden’s dad has altogether.

Farzana doubled 7 in her head.

What number did she get?

Look at Bertie Bunny’s carrots.

Fill in the missing numbers.

5 lots of carrots makes carrots.

10

2 marks

2 marks

2 marks

3

4

5

SAMPLE

3

Y1: md-A


cups

Page Total

One jug holds 12 cups of orange juice.

How many cups of orange juice do 2 jugs hold?

Look at the teddies.

Put the missing numbers in the boxes.

2 groups of teddies make teddies.2 marks

2 marks

7

6

SAMPLE

4

Y1: md-A


apples

p

Page Total

Sammy and Dylan shared the apples.

How many did they get each?

Charlie spent 13p.Freddie spent double that.

How much did Freddie spend?

Caitlin had 90 conkers. She gave 10 conkers to each of her 3 friends.

Count backwards in tens to show how many she had left.

90

2 marks

2 marks

2 marks

8

9

10

SAMPLE

5

Y1: md-A


cups

dragons

Page Total

Half of the dragons fly away.

The jug holds 14 cups of water when it is full.How many cups of water do you think are in the jug now?

How many dragons are left?

2 marks

2 marks

11

12

SAMPLE

6

Y1: md-A


Put a ring around a quarter of the frogs.

Put the missing number in the box.

Page Total

15 cakes shared between 5 people

is cakes each.2 marks

2 marks

13

14

SAMPLE

7

Y1: md-A


lollipops

TEST TOTAL

PERCENTAGE SCORE

%

30

End of Test Page Total

How many 2p lollipops can you buy with 12p?

2 marks

15

2p

SAMPLE


NUMBER - Number and place value

TOTAL % SCORE

TOTAL % SCORE

TOTAL % SCORENUMBER - Addition and subtraction

NUMBER - Multiplication and division

Year 1

Name Class Date

npv1:

as1:

md1:

md2:

as3:

as4:

as2:

npv2:

npv3:

npv4:

npv5:

count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number

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

read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs

solve one-step problems involving multiplication, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

solve one-step problems involving division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher

continued on next page

add and subtract one-digit and two-digit numbers to 20, including zero

solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9

represent and use number bonds and related subtraction facts within 20

count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens

given a number, identify one more and one less

identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least

read and write numbers from 1 to 20 in numerals and words

%

%

%

%

%

%

%

%

%

%

%

%

%

%

Q11

Q15

Q14

Q3

Q9 Q10

Q4

Q9

Q15

Q8

Q6

Q1

Q12

Q5

Q13

Q2

Q8

Q3

Q14

Q7

Q5

Q11

Q4

Q12

Q1

Q7

Q2

Q13

Q6

Q10

Q6

Q14

Q8

Q15

Q3

Q11

Q5

Q13

Q7

Q2

Q10

Q4

Q12

Q1

Q9

INDIVIDUAL PUPIL OBJECTIVE RECORD SHEET

SAMPLE

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. © Copyright HeadStart Primary Ltd

TOTAL % SCORE

TOTAL % SCORE

TOTAL % SCORE

NUMBER - Fractions

MEASUREMENT

Year 1

fd1:

m1:

m2:

m3:

m4:

m5:

m6:

g2:

fd2:

recognise, find and name a half as one of two equal parts of an object, shape or quantity

compare, describe and solve practical problems for:a) lengths and heights (for example, long/short,

longer/shorter, tall/short, double/half ) b) mass/weight (for example, heavy/light, heavier

than, lighter than)c) capacity and volume (for example, full/empty,

more than, less than, half, half full, quarter)d) time (for example, quicker, slower, earlier, later)

measure and begin to record the following:a) lengths and heightsb) mass/weightc) capacity and volumed) time (hours, minutes, seconds)

recognise and know the value of different denominations of coins and notes

sequence events in chronological order using language (for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening)

recognise and use language relating to dates, including days of the week, weeks, months and years

tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

describe position, direction and movement, including whole, half, quarter and three-quarter turns

recognise, find and name a quarter as one of four equal parts of an object, shape or quantity

continued from previous page

GEOMETRY - Properties of shapes / Position and direction

g1: g 1: recognise and name common 2D and 3D shapes, including:a) 2D shapes [for example, rectangles (including

squares), circles and triangles]b) 3D shapes [for example, cuboids (including

cubes), pyramids and spheres]

%

%

%

%

%

%

%

%

%

%

%Q12

Q15

Q6

Q7

Q6

Q12

Q15

Q9

Q13

Q15

Q10

Q11

Q9

Q3

Q3

Q3

Q9

Q11

Q14

Q5

Q5

Q5

Q11

Q14

Q8

Q12

Q14

Q8

Q2

Q2

Q2

Q8

Q10

Q13

Q4

Q4

Q4

Q10

Q13

Q6

Q7

Q1

Q1

Q1

Q7

%

%

INDIVIDUAL PUPIL OBJECTIVE RECORD SHEET

SAMPLE

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