Level 1. I can compare & order numbers, using the related vocab ; use the equals ( ) sign (1) NC Level Objectives AfL questions from RF

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1 AfL Questions for assessing Strand Tw o: Counting and Understanding Number NC Level Objectives AfL questions from RF Level 1 For objectives from Foundation Stage please refer to the Foundation stage curriculum I can count reliably at least 20 objects (1) I can estimate a number of objects that can be checked by counting (1) I can compare & order numbers, using the related vocab ; use the equals ( ) sign (1) How many 10-pence coins are in the purse? How do you know you have that number? How do you know you have counted every coin? How could you check your answer? How many crayons do you think there are in the tub? Now count them carefully. Are there more or fewer than you thought? How could you check the number of crayons? How do you know you have counted every crayon just once? Would you rather have 9 pence or 15 pence? Why? Spread out these ten counters that you put in a line. How many counters are there? How do you know? Can you count the cubes (up to five) I have tipped out of the pot without touching them? Make an estimate of the number of cubes in the jar. Is it near 10 or 20? Guess how many cubes are in the jar. Now check by counting. Why did you think it was that number of cubes? How many cubes will balance the parcel on the scales? How many glasses will fill the jug? How many jumbo bricks do you need to make a tower that is as tall as you are? Look at these numbers: 3 12 Which number is bigger? Can you use objects/a number track to show how you know? What other numbers are bigger than 3 but not as big as 12? Look at these numbers: Which of the numbers is largest? Are any of the numbers larger than 10? Which number is smallest? Put the numbers in order, starting with the smallest. How can you check the order? Give me a number between 15 and 21. Is it closer to 15 or 21? Show me why on a blank number line. What number is half-way between 15 and 21? How did you work it out? I can read and write numerals from 0 to 20, then beyond; I can use knowledge of place value to position these numbers on a number track and number line (1) Can you think of a number that has a straight line in it? Write it in the air. Do you know any more? Which numbers less than 20 are formed from only straight lines? Look at the number grid: Write the number 14 in the correct place. How did you know? What will the largest number on this grid be? How do you write that? Pick up a bundle of ten straws and three single straws. Can you say how many you are holding without counting them all? Look at these numbers: Which numbers are covered? How do you know? As these numbers get bigger, which digits are changing and which digits stay the same? Which other numbers to do you know that have 1 as the first digit? Where are the numbers that start with 'twenty' on the 100-square? Put these numbers in order starting with the smallest: What did you look for in the numbers when you ordered them? Use these bundles of ten

2 straws and single straws. Pick up 12 straws. How do you know you have 12? Look at these number cards: Pick up 21. How do you know it is 21? How do you tell the difference between 12 and 21? What is the number before/after 10? What is the number before 20? What numbers are between 15 and 20? What number on the track is hidden? I can count up to 100 objects by grouping them and counting in 10s, 5s or 2s (2) Tell me how many counters are in this pile. Can you find a quicker way than counting in ones? There are more than 20 counters here. Find out how many there are. Is there a better way than counting in twos? Why is this better than counting in ones or twos? Level 2 I can explain what each digit in a two-digit number represents (2) I can partition two-digit numbers in different ways, including into multiples of 10 and 1. (2) I can estimate a number of objects; round two-digit numbers to the nearest 10 (2) There are 4 tens in 40. How many tens are there in 47? What makes 40 and 47 different? [Show number cards for 19 and 91.] Which of these numbers is nineteen? How do you know? What does the other one say? How are they the same/different? How many tens are there in 60? Use this to partition the number 67. Show me two other ways you might partition this number. What numbers go into the boxes? Can you find two different ways to work out the answer to each of these calculations? Look at the counters in the pile/pencils in the pot. Estimate how many counters/pencils there are. How did you make your estimate? What information did you use? What helped you to decide? There are 26 counters in the pile/pencils in the pot. What is that rounded to the nearest 10? I think of a number and round it to the nearest 10. The answer is 70. What could my number be?

3 Level 3 I can partition three-digit numbers into multiples of 100, 10 and 1 in different ways. (3) Round two-digit or three-digit numbers to the nearest 10 or 100 and give estimates for their sums and differences (3) I can use diagrams to identify equivalent fractions (e.g. and, or and ); interpret mixed numbers and position them on a number line (e.g. 3 ) (4) Here are some ways of partitioning Write four more ways of partitioning 346. A number is partitioned like this: What is the number? Show me how you to partition it in other ways. How could you partition 408? Show me another way to do it. Use these digit cards. Make the number 346 for me. What does the 3 represent? And the 4? [Remove the 6.] What number do you have now? What does the 3 represent now? And the 4? Start at 93 and count back in tens. What will be the smallest number that you reach on a 100-square? Will 54 be one of the numbers you would say? Why not? What do you look for when finding a number 100 less than (or 100 more than) a given number? Count on in tens from 312. Which digits change? Why does the ones (units) digit not change? When does the hundreds digit change, and what happens to the tens digit in this case? What happens when you count back? If we count in 100s from 1, what is the pattern? Is this the same or different when we count from 11 or 111? Why does 76 become 80 when it is rounded to the nearest 10? Why does 249 become 200 when rounded to the nearest 100? Round 249, 243 and 245 to the nearest 10. Explain why you decided to round 249 and 245 up to 250, and 243 down to 240. The answer to is less than 100. Give me a better estimate. How did you do it? Why is approximately 60? Why is approximately 20? There are enough pencils in this box for each child in the class to have one each. Approximately how many pencils is that? How many pencils would you estimate we would need for 10 classes? To the nearest 100, there are 400 children in a school. How many children could there be in the school? Explain your answer. Could there be 450 children? Could there be fewer than 350 children? Estimate the answers to these calculations: , How did you work out your estimate? What fraction of these tiles is circled? What fraction of the square is shaded? Tell me some fractions that are equivalent to. How do you know? Are there any others? The pizza was sliced into six equal slices. I ate two of the slices. What fraction of the pizza did I eat? What fraction of these rabbits is grey?

4 How do you know when a fraction is equivalent to? Tell me some fractions that are equivalent to. How do you know? Are there any others? What about? Draw an arrow on the number line to show 1. Write the two missing numbers in this sequence. Tell me a fraction that is bigger than 3. Tell me some fractions that are equivalent to. How do you know? Are there any others? What about? How do you know that two fractions are equivalent? Two of these shapes have three quarters shaded. Point to them. Explain how you know. Tell me some fractions that are greater than. How do you know? What about fractions that are greater than 1? I ate more than a pizza but less than.what fraction could I have eaten? What would you prefer: 3 pizzas shared between 4 people or 6 pizzas shared between 10 people? Explain why.

5 I can explain what each digit represents in whole numbers and decimals with up to two places, and partition these numbers (5) What is the value of the 7 in ? Write in figures forty thousand and twenty. A number is partitioned like this: Write the number. Now read it to me. What decimal is equal to 25 hundredths? Write the total as a decimal: Write a number in the box to make this correct: Write the value of the 5 in as a fraction. Now write it as a decimal. What value does the 7 represent in each of these numbers? 3.7, 7.3, 0.37, 7.07 What if I put a sign in front of each of them? What if they are all lengths given in metres? Write a decimal that contains 3 units and 7 hundredths Some children run a 100 metres race on Sports Day. Here are their times in seconds. Level 4 I can round numbers with two decimal places (5) I can order numbers with up to two decimal places (5) I can express one quantity as a percentage of another (e.g. express 400 as a percentage of 1000); find equivalent percentages, decimals and fractions (6) What is the winner's time? Who has the time nearest to 16 seconds? What is 4773 rounded to the nearest hundred? A car costs more than 8600 but less than Tick the prices that the car could cost I started with a number and rounded it to the nearest whole number. The answer was 13. What number could I have started with? On the number line, which of these numbers is closest to 1? Tell me a number that lies between 4.1 and 4.2. Write a number that is bigger than 0.3 but smaller than 0.4. What is twenty out of forty as a percentage? Make up some more questions like this for me to answer. You must tell me whether I am right or wrong. What percentage of 8 is 2? What percentage of 4 is 16? Tell me two amounts where one is 25 of the other. Now give me two amounts where one is 5 of the other. What about 40? Put a ring around the fraction which is equivalent to forty per cent.

6 Organise these numbers into two or more groups, giving reasons for your grouping: 40, 125, 0.4,,, Add at least one more fraction to each of your groups. Circle the two fractions that are equivalent to 0.6. Write in the missing numbers. 30 of 60 is. 30 of is 60. Level 5 I can use ratio notation, reduce a ratio to its simplest form and divide a quantity into two parts in a given ratio (+) (6-7) Recognise approximate proportions of a whole and use fractions and percentages to describe and compare them, for example when interpreting pie charts (+) (6-7) I can solve simple problems involving ratio and direct proportion (e.g. identify the quantities needed to make a fruit drink by mixing water and juice in a given ratio) (+) (6-7) There are no AfL questions in the Renewed Framework for Y6-7 objectives. There are no AfL questions in the Renewed Framework for Y6-7 objectives. There are no AfL questions in the Renewed Framework for Y6-7 objectives.