3. Shade in each shape to show the equivalent fraction.

Then, write the equivalent fraction shown.

Name: Date: 
1
1. a) Measure the length of the pencil in mm. =

3
=

not to scale
2
b) Ajani sharpened off 15mm. =
What length is the pencil now?
3 marks

4. a) How much water is in each container?

2 marks

2. 3 children are given 12 sweets each.

How many sweets are there altogether?
Circle the correct calculation below and find
the answer.
ml ml

12 + 3 = 3 × 12 = b) How much water is there altogether?

12 ÷ 3 = 12 − 3 =
1 mark 2 marks

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5. What is the mass of each toy? 6. Look back at the toy masses in question
5. Compare them using <, > or =.

1 mark

2 marks

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7. a) Identify the multiplication and b) Find 2 similarities and 2 differences between
division facts shown by the arrays. Array 1 and Array 2.

What is the same? What is different?

Array 1
× =
1 1 1 1 1

1 1 1 1 1
× =

÷ =
1 1 1 1 1

1 1 1 1 1

÷ = 1 mark

Array 2
× =
10 10 10 10 10

10 10 10 10 10
× =

÷ =
10 10 10 10 10

10 10 10 10 10

÷ = 1 mark

2 marks

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8. a) There are 48 children altogether on the
10. a) Write these fractions in order
playground for PE. They get into groups
of 8. How many groups are there? Explain from smallest to largest.
how you know.
1 1 1 1 1 1
2 4 7 5 8 3

b) In the Music Room, the children are in groups

of 4. If there are 8 groups, how many children
smallest largest
are in the class?

b) Fill in the missing fractions to complete the

number line.
2 marks
0 1
9. At a party, there are 4 cakes to share
equally between 8 children. How
much cake do they each get? 8

8 8 2 marks

1 mark

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11. a) Is Sara correct? b) Give a reason why the calculation you have
circled in part a) is the odd one out.
Tens Ones 
10 1 1 
10 1 1 

24 divided 1 mark

by 3 is 12.
13. a) Use a ruler to measure the
sides of this shape in cm.
Sara
b) Give a reason for your answer.




2 marks

12. a) Circle the odd one out.

There are different possible answers. b) Use these measurements to calculate the
perimeter of the shape.
50 ÷ 5 49 ÷ 6

33 ÷ 4 25 ÷ 3 perimeter =
2 marks

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 7
14. a) Shade 9 of this shape. 16. a) If 8 milkshakes are made
with 800ml of milk, how
much milk is in 1 milkshake?

b) How much of this shape is shaded?

b) 1 apple has a mass of 40g.

What would the total mass
2 marks
of 5 apples be?
15. a) Look at each number statement and
write T if it is TRUE, or F if it is FALSE.

8 × 50 = 400 50 × 400 = 8

50 ÷ 400 = 8 8 = 400 ÷ 50

50 = 8 × 400 400 ÷ 8 = 50 2 marks

b) Which times table fact helped you work out

the answers?

2 marks

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17. a) Charlie has packed 6 T-shirts 18. Is Kai correct? Explain your reasoning.
and 3 pairs of shorts for The house is
his holiday. In the table below, fill in all
heavier than
the different combinations of T-shirts and
shorts. You may wish to use a code for this, the bricks.
for example, R = red shorts. One has been 1kg
Kai
done for you.

Blue Red Brown

Y and R  1000g 1 mark
Yellow

19. Compare these measurements and order

Green
them from shortest to longest.

Orange 306cm 3m and 60cm 4m 316cm

Turquoise
shortest longest

White

Pink
1 mark

b) Write a times table fact to represent

the combinations.

Total
3 marks 36 marks

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Year 3
Termly Assessment 2 Mark Scheme

Possible Misconceptions and Interventions

Answer Assessment Focus
with download links to evidence-based interventions

1. 2 marks a) 76mm Measure and subtract Children may not notice when there are different units of measurement
lengths in mm. when adding and subtracting units of length.
a) 1 mark b) 76 − 15 = 61mm
(NC: Measurement) Year 3 Maths Same-Day Intervention Plan: Adding and
b) 1 mark Subtracting Lengths

2. 1 mark for identifying 3 × 12 = 36 sweets Write and calculate Children may lack fluency when recalling the 3 times table facts.
the correct calculation mathematical statements for
and finding the multiplication and division Year 3 Maths Same-Day Intervention Plan: 3 Times Table
using the multiplication tables
correct answer. that they know.

(NC: Number – Multiplication

and Division)

3. 3 marks Recognise and show, using Children may not understand that equivalent fractions have the same
1 2 diagrams, equivalent fractions value and may think that because the numerator and denominator are
1 mark for with small denominators.
= greater, there will be more parts representing a different value.
each correctly
3 6 (NC: Number – Fractions)
completed row. Year 3 Maths Same-Day Intervention Plan: Exploring Equivalent
Fractions Using Concrete Resources
3 6
=
4 8

2 4
=
6 12

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 Possible Misconceptions and Interventions
Answer Assessment Focus
with download links to evidence-based interventions

4. 2 marks a) Measure and add volume (ml). Children may not be able to use the information given to work out the
value of unlabelled intervals.
a) 1 mark for identifying (NC: Measurement)
amount of water in each Year 3 Maths Same-Day Intervention Plan: Measuring Capacity
container. and Volume

b) 1 mark for correct Children may not notice when there are different units of measurement
calculation. when adding and subtracting volume.
400ml 190ml
Year 3 Maths Same-Day Intervention Plan: Adding and Subtracting
b) 400 + 190 = 590ml Capacity and Volume

5. 2 marks Measure mass (g). Children may not be able to use the information given to work out the
value of unlabelled intervals.
1 mark for three to five (NC: Measurement)
correct answers. Year 3 Maths Same-Day Intervention Plan: Measuring Mass

2 marks if all six

are correct.

400g 1000g 750g

250g 150g 650g

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 Possible Misconceptions and Interventions
Answer Assessment Focus
with download links to evidence-based interventions

6. 1 mark for all 3 Compare mass (g). Children may not notice when there are different units of measurement
correct answers. when comparing mass.
(NC: Measurement)
> < > Year 3 Maths Same-Day Intervention Plan: Comparing and
Ordering Mass

7. 4 marks
Array 1 Use multiplication and division Children may not be able to apply their place value knowledge to scale
facts to derive related facts. multiplicative number facts by 10.
a) 1 mark for 4 correct 4 × 5 = 20
1 1 1 1 1
facts in Array 1. (NC: Number and Place Value Year 3 Maths Same-Day Intervention Plan: Scaling Multiplication
1 mark for 4 correct 5 × 4 = 20 – Multiplication and Division: Facts by 10
1 1 1 1 1
facts in Array 2. Non-Statutory Guidance)
20 ÷ 5 = 4
1 1 1 1 1
b) 1 mark for 2 or
3 correct answers. 20 ÷ 4 = 5
2 marks for 4 1 1 1 1 1

correct answers.
Array 2
10 10 10 10 10
40 × 50 = 200

10 10 10 10 10
50 × 40 = 200

200 ÷ 5 = 40
10 10 10 10 10

200 ÷ 4 = 50
10 10 10 10 10

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 Possible Misconceptions and Interventions
Answer Assessment Focus
with download links to evidence-based interventions

What is the same? What is different?

Number or rows. Numbers in Array

2 are ten times the
size of the numbers
in Array 1.
Number of columns. Numbers in Array 1
are ten times smaller
than the numbers
in Array 2.
Both show 4 facts: 2 Value of counters.
multiplication facts In Array 1, the place
and 2 division facts. value counters are
each worth
1/one, whereas in
Array 2, the counters
are each worth 10.
Both sets of facts The totals.
include digits:
4, 5 and 2.
Accept any other reasonable similarity or
difference.

8. 2 marks 6 groups Apply known multiplication Children may use inefficient methods such as counting, and may not be
and division facts to solve able to interpret the language used in division word problems linked to
a) 1 mark for correct contextual problems.
I know there will be 6 groups of 8 the use of multiplication tables facts.
answer and explanation.
because 6 lots of 8 is 48 and 48 ÷ 8 = 6. (Ready-to-Progress: 3MD–1)
b) 1 mark for Year 3 Same-Day Intervention Plan: Applying Known Facts
correct answer. 8 × 4 = 32

32 children

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 Possible Misconceptions and Interventions
Answer Assessment Focus
with download links to evidence-based interventions
1
9. 1 mark for the correct The each get 2 a cake. This may be Pupils understand the relation
answer, stated in any between unit fractions as
shown in any format, e.g. 1 half, one operators (fractions of), and
correct format. 1
half, 2 , or half a cake clearly drawn. division by integers.

(NC: Fractions: Non-

Statutory Guidance)

10. 2 marks a) Compare and order unit Children may think 1

8
is greater than 1
4
because 8 is greater than 4.
fractions, and fractions with
a) 1 mark for correctly 1 1 1 1 1 1 the same denominator. Year 3 Maths Same-Day Intervention Plan: Comparing and Ordering
ordering unit fractions. Unit Fractions
(NC: Number – Fractions)
b) 1 mark for accurately Children may not know that when fractions have the same denominator,
completing the 8 7 5 4 3 2
the greater the numerator, the greater the fraction and may use inefficient
number line. methods to compare fractions.
smallest largest
Year 3 Maths Same-Day Intervention Plan: Comparing and Ordering
Fractions with the Same Denominator
b)
0 1 Children may count the intervals rather than the parts when identifying or
placing a fraction on a number line.
1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8 Year 3 Maths Same-Day Intervention Plan: Placing Fractions on a
Number Line

11. 2 marks a) No Write and calculate Children may incorrectly interpret the answer from partitioning.
mathematical statements
a) 1 mark for stating no. for division, using mental Year 3 Maths Same-Day Intervention: Dividing using Partitioning with
b) Sara is incorrect because 24 ÷ 3 = 8,
and progressing to formal no Remainder
b) 1 mark for a correct not 12. She has made a mistake by written methods.
explanation. only sharing 24 by 2 (she only has
two rows in her table). Sara needs to (NC: Number and Place Value
have a third row in her table to share – Multiplication and Division)
the 24 counters equally between 3.

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 Possible Misconceptions and Interventions
Answer Assessment Focus
with download links to evidence-based interventions
12. 1 mark for explanation. a) Calculate mathematical Children may not interpret the answer correctly or give an answer which
statements for division. is one group short.
50 ÷ 5 49 ÷ 6
(NC: Number – Multiplication Year 3 Maths Same-Day Intervention - Dividing using Partitioning with
and Division) Remainders
33 ÷ 4 25 ÷ 3

b) Please accept any plausible

explanation for the circled calculation
in part a). E.g. 50 ÷ 5 is the odd one
out because it is the only division
calculation that is exactly divisible by
its divisor. All other calculations have
remainders.
13. 2 marks a) 7cm Measure the perimeter of Children may not notice when there are different units of measurement
simple 2D shapes. when adding and subtracting units of length.
a) 1 mark if all the
lengths are measured (NC: Measurement) Year 3 Maths Same-Day Intervention Plan: Adding and
correctly. Subtracting Lengths
3cm 3cm
b) 1 mark for Children may not understand how to calculate the perimeter of a square
correct answer. or rectangle.

7cm Year 3 Maths Same-Day Intervention Plan: Measuring the Perimeter of a

Square or Rectangle
b) 7 + 7 + 3 + 3 = 20
perimeter = 20cm

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 Possible Misconceptions and Interventions
Answer Assessment Focus
with download links to evidence-based interventions
14. 2 marks a) Recognise and use fractions Children may mistake 2 parts shaded out of 6 as .
2
as numbers: unit fractions and 4
a) 1 mark for non-unit fractions with small Year 3 Maths Same-Day Intervention Plan: Recognising and
correct answer. denominators. Representing Non-Unit Fractions
b) 1 mark for
(NC: Number – Fractions)
correct answer. 6
b)
8
Pupils may also provide the
3
equivalent fraction, 4 .
15. 2 marks a) 8 × 50 = 400 T 50 × 400 = 8 F Apply place-value knowledge Children may not be able to apply their place value knowledge to scale
to known additive and multiplicative number facts by 10.
a)1 mark for 4 or more 50 ÷ 400 = 8 F 8 = 400 ÷ 50 T multiplicative number facts
correct statements. (scaling facts by 10). Year 3 Maths Same-Day Intervention Plan: Scaling Multiplication
50 = 8 × 400 F 400 ÷ 8 = 50 T Facts by 10
b)1 mark for a correct
(Ready-to-Progress: 3NF–3)
table fact. b) 8 × 5 = 40 or 5 × 8 = 40 Children may not be able to apply the laws to tackle more challenging
mental calculations efficiently.

Year 3 Maths Same-Day Intervention Plan: Using Commutativity and

Associativity

16. 2 marks a) 800 ÷ 8 = 100 Solve problems, involving Children may use inefficient methods such as counting, and may not be
multiplication and division. able to interpret the language used in division word problems linked to
a) 1 mark for 100ml
the use of multiplication tables facts.
correct answer. (NC: Number and Place Value
b)
4 0 – Multiplication and Division) Year 3 Maths Same-Day Intervention: Applying Known Facts
b) 1 mark for
correct answer.
× 5

2 0 0

200g
Children may use repeated addition
to find this answer.
40 + 40 + 40 + 40 + 40 = 200g

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 Possible Misconceptions and Interventions
Answer Assessment Focus
with download links to evidence-based interventions
17. 3 marks Solve problems, involving
multiplication correspondence
1 mark for six to eleven Blue Red Brown
problems in which n objects
correct combinations are connected to m objects.
OR Y and
Yellow Y and B Y and R (NC: Number and Place Value
Br – Multiplication and Division)
2 marks for all
combinations
G and
correct on grid. Green G and B G and R
Br
1 mark for correct
calculation. O and
Orange O and B O and R
Br
T and
Turquoise T and B T and R
Br
W and W and W and
White
B R Br
P and
Pink P and B P and R
Br
6 × 3 = 18 or 3 × 6 = 18
18. 1 mark for correct Kai is incorrect. 1000g is equivalent Compare mass (kg/g). Children may not know how to use the fact that 1000g is equal to 1kg.
explanation. (equal) to 1kg. This means both toys (NC: Measurement) Year 3 Maths Same-Day Intervention Plan: Adding and Subtracting Mass
have the same mass.

19. 1 mark for shortest longest Compare lengths (m/cm). Children may not notice when there are different units of measurement
correct answer. when comparing lengths.
306cm 316cm 3m and 60cm 4m (NC: Measurement)
Year 3 Maths Same-Day Intervention Plan: Comparing and
Ordering Lengths

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