Assessment Guide 3

Series editor: Peter Clarke

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 Contents
Introduction
Assessment Tasks and Exercises 5
Key Principles of Busy Ant Maths Assessment 7
Assessment Tasks 9
Assessment Exercises 12
End-of-unit Tests 14
Pupil Self-assessments 16
Record-keeping formats 18
Resources to accompany the Assessment Tasks 24

Assessment Tasks
Number – Number and place value 26
Number – Addition and subtraction 37
Number – Multiplication and division 41
Number – Fractions 48
Measurement 62
Geometry – Properties of shapes 77
Statistics 85
Assessment Task Record 89

Assessment Exercises
Number – Number and place value 90
Number – Addition and subtraction 96
Number – Multiplication and division 100
Number – Fractions 103
Measurement 110
Geometry – Properties of shapes 117
Statistics 121
Assessment Exercises answers and marking commentary 123

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 End-of-unit Tests
Unit 1 126
Unit 2 129
Unit 3 132
Unit 4 135
Unit 5 138
Unit 6 141
Unit 7 144
Unit 8 147
Unit 9 150
Unit 10 153
Unit 11 156
Unit 12 159
End-of-unit Tests answers and marking commentary 162

Pupil Self-assessments
Unit 1 166
Unit 2 168
Unit 3 170
Unit 4 172
Unit 5 174
Unit 6 176
Unit 7 178
Unit 8 180
Unit 9 182
Unit 10 184
Unit 11 186
Unit 12 188

Record-keeping formats
Year 3 Whole-class National Curriculum Attainment Targets 190
Year 3 Whole-class Domains (View 1) 197
Year 3 Whole-class Domains (View 2) 198
Year 3 Individual Pupil National Curriculum Attainment
Targets and Domains 199

Resources to accompany the Assessment Tasks 201

Tracking back and forward through the Mathematics National

Curriculum attainment targets – Year 3 241

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 Introduction

Assessment Tasks and Exercises

Domain National Curriculum attainment target Assessment Task(s)

and/or Exercise(s)
Count from 0 in multiples of 4, 8, 50 and 100; find 10 or 100 more or less 1
than a given number
Number and place value

Recognise the place value of each digit in a three-digit number (hundreds, 2

tens, ones)
Number –

Compare and order numbers up to 1 000 3

Identify, represent and estimate numbers using different representations 4
Read and write numbers up to 1 000 in numerals and in words 5
Solve number problems and practical problems involving these ideas 6
[i.e. Number and place value]
Add and subtract numbers mentally, including: 7
– a three-digit number and ones
Addition and subtraction

– a three-digit number and tens

– a three-digit number and hundreds
Number –

Add and subtract numbers with up to three digits, using formal written 8 and 9
methods of columnar addition and subtraction
Estimate the answer to a calculation and use inverse operations to check
answers
Solve problems, including missing number problems, using number facts, place Tasks: 10 and 13
value, and more complex addition and subtraction
Exercise: 10
Recall and use multiplication and division facts for the 3, 4 and 8 multiplication 11
Multiplication and division

tables
Write and calculate mathematical statements for multiplication and division 12
Number –

using the multiplication tables that they know, including for two-digit numbers
times one-digit numbers, using mental and progressing to formal written
methods
Solve problems, including missing number problems, involving multiplication Tasks: 10 and 13
and division, including positive integer scaling problems and correspondence
Exercise: 13
problems in which n objects are connected to m objects

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 Introduction

Domain National Curriculum attainment target Assessment Task(s)

and/or Exercise(s)
Count up and down in tenths; recognise that tenths arise from dividing an object into 14
10 equal parts and in dividing one-digit numbers or quantities by 10
Recognise, find and write fractions of a discrete set of objects: unit fractions and non- 15
unit fractions with small denominators
Number –

Recognise and use fractions as numbers: unit fractions and non-unit fractions with 16
Fractions

small denominators
Recognise and show, using diagrams, equivalent fractions with small denominators 17
Add and subtract fractions with the same denominator within one whole 18
[for example, 57 + 17 = 67 ]
Compare and order unit fractions, and fractions with the same denominators 19
Solve problems that involve all of the above [i.e. Fractions] 20
Measure, compare, add and subtract: lengths (m/cm/mm); mass (kg/g); volume/ 21
capacity (l/ml)
Measure the perimeter of simple 2-D shapes 22
Add and subtract amounts of money to give change, using both £ and p in practical 23
contexts
Measurement

Tell and write the time from an analogue clock, including using Roman numerals 24
from I to XII, and 12-hour and 24-hour clocks
Estimate and read time with increasing accuracy to the nearest minute; record 25
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
Know the number of seconds in a minute and the number of days in each month, 26
year and leap year
Compare durations of events [for example to calculate the time taken by particular 27
events or tasks]
Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D 28
Properties of shapes

shapes in different orientations and describe them

Geometry –

Recognise angles as a property of shape or a description of a turn 29

Identify right angles, recognise that two right angles make a half-turn, three make 30
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 31
Interpret and present data using bar charts, pictograms and tables 32
Statistics

Solve one-step and two-step questions [for example, ‘How many more?’ and ‘How 33
many fewer?’] using information presented in scaled bar charts and pictograms and
tables

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 Assessment Task 1
Number – Number and place value
National Curriculum attainment target Success criteria
• Count from 0 in multiples of 4, 8, 50 and 100; find A. Count from 0 in multiples of 4
10 or 100 more or less than a given number B. Count from 0 in multiples of 8
C. Count from 0 in multiples of 50
Prerequisite checklist
D. Count from 0 in multiples of 100
Can the pupil: E. Find 10 more or less than a given number
• count reliably in steps of 2, 3, 5 and 10 from 0? F. Find 100 more or less than a given number
• find one more or less than a given number?
Resources
Resource 1: Numbers to 1000

Assessment Task
Success criterion A: Count from 0 in multiples of 4
What to do What to say What to look out for
Starting from zero, count on in Can the pupil count to at least the
steps of four until I say stop. eighth multiple of 4 (32)?
Ready? Go!

Success criterion B: Count from 0 in multiples of 8

What to do What to say What to look out for
Starting from zero, count on in Can the pupil count to at least the
steps of eight until I say stop. eighth multiple of 8 (64)?
Ready? Go!

Success criterion C: Count from 0 in multiples of 50

What to do What to say What to look out for
Starting from zero, count on in Can the pupil count to at least the
steps of 50 until I say stop. Ready? eighth multiple of 50 (400)?
Go!

Success criterion D: Count from 0 in multiples of 100

What to do What to say What to look out for
Starting from zero, count on in Can the pupil count to at least the
steps of 100 until I say stop. eighth multiple of 100 (800)?
Ready? Go!

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 Success criterion E: Find 10 more or less than a given number
What to do What to say What to look out for
Display Resource 1 and point to a What is ten more than this Can the pupil say the number that
number. number? is ten more?
What is ten less than this number? Can the pupil say the number that
is ten less?

Repeat until the pupil has sufficiently demonstrated their ability to say the number that is 10 more or less than
a given number.

Success criterion F: Find 100 more or less than a given number

What to do What to say What to look out for
Display Resource 1 and point to a What is 100 more than this Can the pupil say the number that
number. number? is 100 more?
What is 100 less than this Can the pupil say the number that
number? is 100 less?

Repeat until the pupil has sufficiently demonstrated their ability to say the number that is 100 more or less
than a given number.

What to do for those pupils working below or above expectations

Refer to the ‘Tracking back and forward through the Mathematics National Curriculum attainment targets charts on
pages 241–248.

27

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 BUSY ANT MATHS | Assessment Guide 3 | Assessment Task Record

Domain:
National Curriculum attainment target (NC AT):

Teacher: Class: Date:

Name
Success criteria

Other observations

Level of mastery of NC AT* NYA A A&E NYA A A&E NYA A A&E NYA A A&E

Future action

Level of mastery key: NYA – Not yet achieved | A – Achieved | A&E – Achieved and exceeded

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 Year 3 Assessment Exercise 1
Name: Date:

Number and place value

1 0, 4, 8, 12, , , , , , , , 1
1 mark

2 0, 8, 16, 24, , , , , , , , 2
1 mark

3 0, 50, 100, 150, , , , , ,

, , 3
1 mark

4 0, 100, 200, 300, , , , , ,

, , 4
1 mark

5 Write 10 more than each number.

a) 6 → b) 37 →

c) 145 → d) 592 → 5
4 marks

6 Write 10 less than each number.

a) 18 → b) 51 →

c) 465 → d) 709 → 6
4 marks

7 Write 100 more than each number.

a) 3 → b) 82 →

c) 738 → d) 301 → 7
4 marks

8 Write 100 less than each number.

a) 154 → b) 275 →

c) 907 → d) 666 → 8
4 marks

● Count from 0 in multiples of 4, 8, 50 and 100; find 10 or

100 more or less than a given number Total: out of 20 Mastery: NYA A A&E
© HarperCollinsPublishers Ltd. 2014

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 Year 3 Assessment Exercise 2
Name: Date:

Number and place value

1 a) 576 = 500 + 70 + b) 385 = 300 + 80 +

c) 643 = + 40 + 3 d) 827 = 800 + +7 1

4 marks

2 a) 200 + 30 + 4 = b) 700 + 50 + 1 =

c) 2 + 900 + 60 = c) 90 + 8 + 400 = 2
4 marks

3 a) 562 → hundreds b) 958 → hundreds

→ tens → tens

→ ones → ones 3
2 marks

4 Write the value of the bold digit in each of these numbers.

a) 503 → b) 271 →

c) 772 → d) 451 → 4
4 marks

5 Write the value of the 6 in each of these numbers.

a) 146 → b) 634 → c) 865 → 5

3 marks

6 Write the number shown on each abacus.

a) b) c)

H T O H T O H T O 6
3 marks

● Recognise the place value of each digit in a three-digit

number (hundreds, tens, ones) Total: out of 20 Mastery: NYA A A&E
© HarperCollinsPublishers Ltd. 2014

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 Year 3 Assessment Exercise 3
Name: Date:

Number and place value

1 Circle the larger number in each pair.

485 694 847

384 946 874 1

3 marks

2 Circle the smaller number in each pair.

408 367 544

299 478 455 2

3 marks

3 Order the numbers, smallest to largest.

586, 384, 965, 102, 365, 118, 795, 481

3
1 mark

4 Order the numbers, largest to smallest.

548, 485, 845, 458, 682, 584, 854, 286

4
1 mark

5 Order the distances, shortest to longest.

105 km, 304 km, 845 km, 503 km, 345 km, 303 km

5
1 mark

6 Order the volumes, greatest to smallest.

630 ml, 330 ml, 600 ml, 360 ml, 660 ml, 300 ml

6
1 mark

● Compare and order numbers up to 1000 Total: out of 10 Mastery: NYA A A&E
© HarperCollinsPublishers Ltd. 2014

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