Assessment Guide 5

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 23

Assessment Tasks
Number – Number and place value 24
Number – Addition and subtraction 42
Number – Multiplication and division 49
Number – Fractions (including decimals and percentages) 75
Measurement 99, 105
Geometry – Properties of shapes 117
Geometry – Position and direction 128
Statistics 132
Assessment Task Record 140

Assessment Exercises
Number – Number and place value 141
Number – Addition and subtraction 148
Number – Multiplication and division 152
Number – Fractions (including decimals and percentages) 162
Measurement 176
Geometry – Properties of shapes 186
Geometry – Position and direction 194
Statistics 196
Assessment Exercises – Answers and marking commentary 200

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 End-of-unit Tests
Unit 1 205
Unit 2 209
Unit 3 212
Unit 4 215
Unit 5 219
Unit 6 224
Unit 7 230
Unit 8 236
Unit 9 241
Unit 10 249
Unit 11 254
Unit 12 260
End-of-unit Tests – Answers and marking commentary 265

Pupil Self-assessments
Unit 1 270
Unit 2 272
Unit 3 274
Unit 4 276
Unit 5 278
Unit 6 280
Unit 7 282
Unit 8 284
Unit 9 286
Unit 10 288
Unit 11 290
Unit 12 292

Record-keeping formats
Year 5 Whole-class National Curriculum attainment targets 294
Year 5 Whole-class Domains (View 1) 302
Year 5 Whole-class Domains (View 2) 303
Year 5 Individual Pupil National Curriculum attainment
targets and Domains 304

Resources to accompany the Assessment Tasks 307

Tracking back and forward through the Mathematics National

Curriculum attainment targets – Year 5 367

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 Introduction

Introduction
Assessment Tasks and Exercises

Domain National Curriculum attainment target Assessment

Task(s)/Exercise(s)
Read, write, order and compare numbers to at least 1 000 000 and determine the value of 1
Number and place value

each digit
Count forwards or backwards in steps of powers of 10 for any given number up to 1 000 000 2
Number –

Interpret negative numbers in context, count forwards and backwards with positive and 3
negative whole numbers, including through zero
Round any number up to 1 000 000 to the nearest 10, 100, 1000, 10 000 and 100 000 4
Solve number problems and practical problems that involve all of the above 5
Read Roman numerals to 1000 (M) and recognise years written in Roman numerals 6
Add and subtract whole numbers with more than 4 digits, including using formal written 7
methods (columnar addition and subtraction)
Addition and
subtraction
Number –

Add and subtract numbers mentally with increasingly large numbers 8

Use rounding to check answers to calculations and determine, in the context of a problem, 9
levels of accuracy
Solve addition and subtraction multi-step problems in contexts, deciding which operations Tasks: 10 and 20
and methods to use and why Exercise: 10
Identify multiples and factors, including finding all factor pairs of a number, and common 11
factors of two numbers
Know and use the vocabulary of prime numbers, prime factors and composite (non-prime) 12 and 13
numbers
Establish whether a number up to 100 is prime and recall prime numbers up to 19
Multiply numbers up to 4 digits by a one- or two-digit number using a formal written 14
Multiplication and division

method, including long multiplication for two-digit numbers

Multiply and divide numbers mentally drawing upon known facts 15
Number –

Divide numbers up to 4 digits by a one-digit number using the formal written method of 16
short division and interpret remainders appropriately for the context
Multiply and divide whole numbers and those involving decimals by 10, 100 and 1000 17
2
Recognise and use square numbers and cube numbers, and the notation for squared ( ) and 18
cubed (3)
Solve problems involving multiplication and division including using their knowledge of factors 19
and multiples, squares and cubes
Solve problems involving addition, subtraction, multiplication and division and a combination Tasks: 10 and 20
of these, including understanding the meaning of the equals sign Exercise: 20
Solve problems involving multiplication and division, including scaling by simple fractions and 21
problems involving simple rates

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 Introduction

Domain National Curriculum attainment target Assessment

Task(s)/Exercise(s)
Compare and order fractions whose denominators are all multiples of the same number 22
Identify, name and write equivalent fractions of a given fraction, represented visually, 23
including tenths and hundredths
Recognise mixed numbers and improper fractions and convert from one form to the other 24
Fractions (including decimals and percentages)

and write mathematical statements > 1 as a mixed number (for example, 25 + 45 = 65 = 115)
Add and subtract fractions with the same denominator and denominators that are multiples 25
of the same number
Multiply proper fractions and mixed numbers by whole numbers, supported by materials 26
and diagrams
27
Number –

71
Read and write decimal numbers as fractions [for example, 0.71 = 100 ]
Recognise and use thousandths and relate them to tenths, hundredths and decimal 28
equivalents
Round decimals with two decimal places to the nearest whole number and to one 29
decimal place
Read, write, order and compare numbers with up to three decimal places 30
Solve problems involving number up to three decimal places Tasks: 31 and 40
Exercise: 31
Recognise the per cent symbol (%) and understand that per cent relates to ‘number of parts 32
per hundred’, and write percentages as a fraction with denominator 100, and as a decimal
Solve problems which require knowing percentage and decimal equivalents of 12, 14, 15, 25, 45 and 33
those fractions with a denominator of a multiple of 10 or 25
Convert between different units of metric measure (for example, kilometre and metre; 34
centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre)
Understand and use approximate equivalences between metric units and common imperial 35
units such as inches, pounds and pints
Measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres 36
Measurement

Calculate and compare the area of rectangles (including squares), and including using 37
standard units, square centimetres (cm2) and square metres (m2) and estimate the area of
irregular shapes
Estimate volume [for example, using 1 cm3 blocks to build cuboids (including cubes)] and 38
capacity [for example, using water]
Solve problems involving converting between units of time 39
Use all four operations to solve problems involving measure [for example, length, mass, Tasks: 31 and 40
volume, money] using decimal notation, including scaling Exercise: 40
Identify 3-D shapes, including cubes and other cuboids, from 2-D representations 41
Properties of shapes

Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles 42
Geometry –

Draw given angles, and measure them in degrees (°) 43

Identify: angles at a point and one whole turn (total 360°), angles at a point on a straight line 44
and 12 a turn (total 180°), other multiples of 90°
Use the properties of rectangles to deduce related facts and find missing lengths and angles 45
Distinguish between regular and irregular polygons based on reasoning about equal sides 46
and angles
Identify, describe and represent the position of a shape following a reflection or translation, 47
Position and
Geometry –

direction

using the appropriate language, and know that the shape has not changed

Solve comparison, sum and difference problems using information presented in a line graph 48
Statistics

Complete, read and interpret information in tables, including timetables 49

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 Introduction

Assessment Exercises

Purposes
• To assess individual pupils’ level of mastery in a specific National Curriculum attainment target (NC AT).
• To identify individual pupils’ strengths and weaknesses in a specific NC AT.
• To identify those pupils who are achieving above or below expectations.
• To inform future planning and teaching of individual pupils and the class as a whole.

When to use the Assessment Exercises

• Any time throughout the year when teachers are uncertain about a pupil’s, or group of pupils’, level of mastery in a
specific NC AT.
• When requiring written evidence of a pupil’s level of mastery in a specific NC AT.
• Assessment Exercises differ from the End-of-unit Tests (see pages 14 and 15) in that an Assessment Exercise is
designed to assess mastery in a specific NC AT, i.e. the end-of-year level of expectation, whereas an
End-of-unit Test assesses all of the NC ATs taught in a particular Busy Ant Maths unit. It is designed to assess
the exact mathematical content that has been taught during the unit and therefore will not always assess the
end-of-year level of expectation.

How to use the Assessment Exercises

• This section provides a photocopiable pupil Assessment Exercise and accompanying teacher’s notes with answers
and marking commentary for each of the NC ATs.
• The way in which the Assessment Exercises are administered is entirely up to the discretion of the individual teacher.
• It is advised that before pupils begin an exercise, you read through and explain the exercise to the pupils to ensure
that they understand each of the questions. Also ensure that pupils have any necessary resources.
• After marking the Assessment Exercise, you then decide, based on the results of the exercise, the level of mastery
achieved by the pupil for that specific NC AT, i.e. ‘Not yet achieved’ (NYA), ‘Achieved’ (A) or ‘Achieved and
exceeded’ (A&E).
• The data collected can then be used to update either the paper or electronic versions of the Whole-class National
Curriculum attainment targets record (see pages 18 and 19) and the pupil’s Individual Pupil National Curriculum
attainment targets and Domains record (see page 22).

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 Assessment Task 1

Number – Number and place value

National Curriculum attainment target F. Use the < and > symbols to compare two numbers
to at least 1 000 000
• Read, write, order and compare numbers to at least
1 000 000 and determine the value of each digit
G. Order numbers to at least 1 000 000
H. Know what each digit represents in a number to at
least 1 000 000
Prerequisite checklist
I. Partition numbers to at least 1 000 000
Can the pupil:
• read and write numbers to 10 000 in numerals and Resources
in words?
Resource 1: Four- and five-digit numbers cards
• compare and order numbers to 10 000?
Resource 2: Six- and seven-digit numbers cards
• recognise the place value of each digit in a
four-digit number? Resource 3: Numbers to 3 000 000 in words
• partition four-digit numbers into multiples of 1000, Resource 4: Symbol cards
100, 10 and 1 and in different ways? pencil and paper (per pupil)

Success criteria
A. Read numbers to at least 1 000 000 in numerals
B. Write numbers to at least 1 000 000 in numerals
C. Read numbers to at least 1 000 000 in words
D. Write numbers to at least 1 000 000 in words
E. Compare two numbers to at least 1 000 000

NOTE
• Prior to the Assessment Task, cut out the number cards from Resources 1 and 2 and arrange them into four
separate piles: four-digit numbers, five-digit numbers, six-digit numbers and seven-digit numbers.

Assessment Task
Success criterion A: Read numbers to at least 1 000 000 in numerals
What to do What to say What to look out for
Place one of the number cards What is this number? Can the pupil read four-, five-,
from Resources 1 and 2 on the six- and seven-digit numbers in
table in front of the pupil. numerals?
Repeat several times, placing
different four-, five-, six- and
seven-digit number cards on the
table in front of the pupil.
Lay out all the remaining number Point to the number
cards that have not previously been [8164/635 078 …].
read face up on the table.

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 Success criterion B: Write numbers to at least 1 000 000 in numerals
What to do What to say What to look out for
Provide the pupil with paper and Write down the number Can the pupil write four-, five-,
pencil. 56 936 as a [number/numeral/ six- and seven-digit numbers in
figure]. numerals?
Tell me a different five-digit
number. Write this number as a
[number/numeral/figure].
Repeat until the pupil has sufficiently demonstrated their ability to write four-, five-, six- and seven-digit numbers
in numerals.

Success criterion C: Read numbers to at least 1 000 000 in words

What to do What to say What to look out for
Display Resource 3 and point What is this number? Can the pupil read four-, five-, six-
to a number. and seven-digit numbers in words?
Point to the number 1 378 263.
Ensure the pupil has paper and What is this number? Can the pupil read four-, five-, six-
pencil and point to another and seven-digit numbers in words
number on Resource 3. Write this number as a [number/ and write the corresponding number
numeral/figure]. as a numeral?
Repeat until the pupil has sufficiently demonstrated their ability to read four-, five-, six- and seven-digit numbers
in words.

Success criterion D: Write numbers to at least 1 000 000 in words

What to do What to say What to look out for
Ensure the pupil has Write down the number 856 421 as a word. Can the pupil write four-, five-, six-
paper and pencil. and seven-digit numbers in words?
Tell me a different six-digit number. Write
this number as a word.
On the sheet of paper What is this number? Can the pupil read four-, five-, six-
write a four-, five-, six- and seven-digit numbers in numerals
or seven-digit number in Write this number as a word. and write the corresponding number
numerals, e.g. 639 374. as a word?

Repeat until the pupil has sufficiently demonstrated their ability to write four-, five-, six- and seven-digit numbers
in words.

Success criterion E: Compare two numbers to at least 1 000 000

What to do What to say What to look out for
Lay two number cards from Point to the larger number. Can the pupil identify the larger
Resources 1 and 2 face up in number?
front of the pupil.
Repeat for other pairs and combinations of four-, five-, six- and seven-digit numbers, asking the pupil to identify
the number that is smaller/less/bigger/more. Include pairs of numbers with:
– different numbers of digits, e.g. 18 476 and 997 257
– different thousands, tens of thousands, hundreds of thousands or millions digits, e.g.
3675 and 5746; 62 543 and 18 476; 814 882 and 628 794; 1 690 296 and 2 105 348
– the same thousands, tens of thousands, hundreds of thousands and/or millions digits, e.g. 3803 and 3675;
74 127 and 74 851; 635 078 and 635 146; 2 143 682 and 2 147 456.

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 Success criterion F: Use the < and > symbols to compare two numbers to at least 1 000 000
What to do What to say What to look out for
Provide the pupil with a Look at the two number cards in front of Can the pupil correctly identify the
‘greater than/less than’ card you. I want you to place your symbol card greater than and less than symbols?
from Resource 4. Ensure that between these two cards so that it makes a
the pupil realises that the correct statement. Can the pupil correctly use the
‘greater than/less than’ card greater than and less than symbols
can be used to represent to compare two numbers?
either symbol by turning the
card upside down.

Choose two number cards

from Resources 1 and 2
and place them in front of
the pupil, leaving a space
between the two cards, e.g.
635 146 813 663.
When the pupil has done Can you read this statement to me?
this, ask them to say their
statement.
Repeat above several times.
Choose a number card and Look at the two cards in front of you. Can the pupil correctly identify the
a symbol card and place Choose a number card from the table and greater than and less than symbols?
them in front of the pupil, put it after the symbol card so that the
e.g. 1 702 874 < . statement is correct. Can the pupil identify a number
that correctly completes the
Randomly spread a selection statement?
of the other number cards
face up on the table.
When the pupil has done Read me your statement.
this, ask them to say their
statement.
Remove the number card Can you choose another number card so
the pupil has used to that the statement is still correct?
complete the statement
and place it with the other
number cards.
Repeat above several times, alternating the symbol card between < and > .

Success criterion G: Order numbers to at least 1 000 000

What to do What to say What to look out for
Lay five number cards from Look at the numbers in front of you. I Can the pupil order the numbers?
Resources 1 and 2 face up in want you to place these cards in order,
front of the pupil. smallest to largest.
Give the pupil another number Look at the cards you have just put
card. in order. Where would you put this
number so that the order is still correct?
Referring to the set of six Tell me a number that lies between Can the pupil identify a number that
ordered number cards, point to these two numbers. lies between two other numbers?
two consecutive numbers.
Repeat until the pupil has sufficiently demonstrated their ability to order numbers to at least 1 000 000. Include
sets of cards with:
– different numbers of digits, e.g. 74 127, 997 257, 4039, 1 690 296 and 62 543
– the same number of digits, e.g. 62 543, 74 127, 43 682, 74 851 and 16 038.

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 Success criterion H: Know what each digit represents in a number to at least 1 000 000
What to do What to say What to look out for
Place one of the number What is the value of this digit? Can the pupil identify the value of
cards from Resources 1 and any digit in a four-, five-, six- and
2 on the table in front of the seven-digit number?
pupil and point to a specific
digit in the number.
Repeat several times,
pointing to different place
values in other four-, five-,
six- and seven-digit numbers.
Place another four-, five-, Point to the digit that shows how Can the pupil identify the ones,
six- or seven-digit number many thousands are in the number. tens, hundreds and thousands digit
card on the table in front of in a four-digit number?
the pupil.
Repeat, referring to other Point to the digit that shows Can the pupil identify the ones,
four-, five-, six- and how many [ones/tens/hundreds/ tens, hundreds, thousands and tens
seven-digit numbers, asking thousands/tens of thousands/ of thousands digit in a five-digit
the pupil to identify the ones, hundreds of thousands/millions] number?
tens, hundreds, thousands, are in the number.
tens of thousands, hundreds Can the pupil identify the ones,
of thousands or millions digit tens, hundreds, thousands, tens
in the number. of thousands and hundreds of
thousands digit in a six-digit
number?

Can the pupil identify the ones,

tens, hundreds, thousands, tens of
thousands, hundreds of thousands
or millions digit in a seven-digit
number?
Randomly spread a selection Point to a number that has five tens. Can the pupil identify a specific
of four-, five-, six- or Point to a number that has eight four-, five-, six- or seven-digit
seven-digit number cards hundreds. number based on the value of one
face up on the table. (or more) of its digits?
Point to a number that has two
thousands.
Point to a number that has three ones
and eight thousands.
Point to a number that has three tens
of thousands and eight ones.
Point to a number that has six
hundreds of thousands, four ones and
seven hundreds.
Repeat above for other four-, five-, six- and seven-digit numbers until the pupil has sufficiently demonstrated
that they know what each digit represents in a number to at least 1 000 000.

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 Success criterion I: Partition numbers to at least 1 000 000
What to do What to say What to look out for
On the sheet of paper write a What is this number? Write it for Can the pupil identify a four-, five-,
four-, five-, six- or seven-digit me as a [number/numeral/figure]. six- or seven-digit number when
number in expanded notation, e.g. written in expanded notation?
70 000 + 6000 + 800 + 70 + 4.
Place one of the number cards Look at this number. Write it for Can the pupil partition a four-digit
from Resources 1 and 2 on the me in the same way that I did, number into multiples of 1000,
table in front of the pupil, showing how many [hundreds 100, 10 and 1?
e.g. 813 663. of thousands, tens of thousands,
thousands, hundreds, tens and Can the pupil partition a five-digit
ones] there are in the number. number into multiples of 10 000,
1000, 100, 10 and 1?

Can the pupil partition a six-digit

number into multiples of 100 000,
10 000, 1000, 100, 10 and 1?

Can the pupil partition a

seven-digit number into multiples
Repeat for other four-, five-, six- of 1 000 000, 100 000, 10 000,
and seven-digit numbers. 1000, 100, 10 and 1?
Refer back to the number you I can partition this number a
had previously partitioned into different way.
multiples of 10 000, 1000, 100, 10
and 1, and on the sheet of paper
write: 76 874 = 70 000 + 5000 +
1800 + 70 + 4.
Refer back to the number you I want you to partition this number Can the pupil partition four-, five-,
asked the pupil to partition. in a different way. six- and seven-digit numbers in at
Can you partition this number in least two different ways?
yet another way?
Repeat until the pupil has sufficiently demonstrated their ability to partition four-, five-, six- and seven-digit
numbers.

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 367-376.

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 BUSY ANT MATHS | Assessment Guide 5 | 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

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

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 Year 5 Assessment Exercise 1
Name: Date:

Number and place value

1 a) 465 736 = 400 000 + + 5000 + 700 + 30 +

b) 1 302 581 = + 300 000 + 2000 + + 80 + 1

c) 947 562 = + 40 000 + + 500 + +2 1

3 marks

2 a) 800 000 + 50 000 + 1000 + 600 + 90 + 2 =

b) 9000 + 1 + 300 + 80 + 30 000 + 600 000 =

c) 20 000 + 800 + 1 000 000 + 30 + 500 000 + 1000 = 2

3 marks

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

a) 278 301 b) 726 982

c) 647 361 d) 1 387 465 3

4 marks

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

a) 574 265 b) 1 763 182

c) 628 317 4
3 marks

5 Use the < or > sign to make each statement correct.

a) 465 173 465 137 b) 826 316 826 406

c) 1 039 471 1 039 570 d) 1 864 363 1 846 363 5

4 marks

6 Order the numbers, smallest to largest.

a) 475 289, 475 283, 475 298, 475 238, 475 279, 475 287
, , , , ,

b) 548 154, 548 182, 548 281, 548 812, 548 128, 548 218

, , , , ,

c) 1 736 281, 1 726 281, 1 736 821, 1 736 182, 1 736 218, 1 735 281
, , , , , 6
3 marks

● read, write, order and compare numbers to at least

1 000 000 and determine the value of each digit Total: out of 20 Mastery: NYA A A&E
© HarperCollinsPublishers Ltd. 2015

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 Year 5 Assessment Exercise 2
Name: Date:

Number and place value

Fill in the missing numbers from each number sequence.

1 17 956, 17 966, 17 976, 17 986, , , ,

, , 1
1 mark

2 2249, , 2229, 2219, , , 2189,

, , 2
1 mark

3 139 615, 139 715, , 139 915, , ,

140 215, , , 3
1 mark

4 84 301, , 84 101, , , 83 801,

, , , 83 401 4
1 mark

5 736 208, , 756 208, , 776 208, ,

796 208, , , 5
1 mark

6 , 50 609, 49 609, , , ,

, 44 609, 43 609, 6
1 mark

7 786 712, 886 712, , , , 1 286 712,

, 1 486 712 7
1 mark

8 1 304 285, 1 204 285, , , , 804 285,

704 285, 8
1 mark

9 , 6 687 698, , 4 687 698, 3 687 698,

, , 687 698 9
1 mark

10 445 687, , 443 687, , , 440 687,

, , , 436 687 10
1 mark

● count forwards or backwards in steps of powers of 10 for

any given number up to 1 000 000 Total: out of 10 Mastery: NYA A A&E
© HarperCollinsPublishers Ltd. 2015

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 Year 5 Assessment Exercise 3
Name: Date:

Number and place value

°C 10 °C 15 °C 10 °C 20 °C 10 °C 5
9
9
8 8
8
7
10 15
7 6 6 0
5
6
4 4
5 5 10
3
4 2 2 –5
1
3
0 0 5 0
2
–1
1 –2 –2 –10
–3
0 –5 0
–4 –4
–1
–5
–2 –6 –6 –15
–10 –5
–7
–3
–8 –8
–4
–9
–5 –15 –10 –10 –10 –20

A B C D E F

1 Look at thermometers A to F above.

What is the temperature shown on each thermometer?

A: B: C:

D: E: F: 1
6 marks

2 Look at thermometers A to F above.

a) Which thermometer shows the coldest temperature?

b) Which thermometer shows the warmest temperature?

c) What is the difference in temperature between A and B?

d) What is the difference in temperature between D and E?

2
4 marks

Page 1 of 2

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 Year 5 Assessment Exercise 3
Name: Date:

Number and place value

3 Look at thermometers A to F.
a) The temperature reading on Thermometer E increases
by 5°C. What is the new temperature?

b) The temperature reading on Thermometer A decreases

by 2°C. What is the new temperature?

c) The temperature reading on Thermometer D decreases

by 8°C. What is the new temperature?

d) The temperature reading on Thermometer C increases

by 7°C. What is the new temperature?
3
4 marks

4 Fill in the missing numbers from each number sequence.

a) −5, −4, , −2, , , 1, , 3, 4

b) −12, , , −3, , , 6, 9, 12

c) , −11, , −9, −8, , , −5, −4, −3 4

3 marks

5 a) Count back 10 steps of 1, starting from 4.

What number do you reach?

b) Count back 5 steps of 4, starting from 10.

What number do you reach?

c) Count on 8 steps of 1, starting from −3.

What number do you reach? 5

3 marks

● interpret negative numbers in context, count forwards

and backwards with positive and negative whole numbers, Total: out of 20 Mastery: NYA A A&E
including through zero | Page 2 of 2
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