Assessing Pupil Progress
at Level 3
Criteria |
Introduction |
Practice |
Assessment |
Back-up Action |
Select the mathematics they use in a wide range of classroom activities (Problem Solving) |
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Try different approaches and find ways of overcoming
difficulties that arise when they are solving problems (Problem Solving) |
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Begin to organise their work and check results (Communicating) |
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Discuss their mathematical work and begin to explain
their thinking (Communicating) |
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Use and interpret mathematical symbols and diagrams (Communicating) |
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Understand a general statement by finding particular
examples that match it (Reasoning) |
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Review their work and reasoning (Reasoning) |
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Understand place value in numbers to 1000 (Numbers and the Number System) |
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Use place value to make
approximations (Numbers and the Number System) |
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Recognise negative numbers in
contexts such as temperature (Numbers and the Number System) |
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Recognise a wider range of
sequences (Numbers and the Number System) |
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Use simple fractions that are
several parts of a whole and
recognise when two simple
fractions are equivalent (Fractions) |
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Begin to use decimal notation
in contexts such as money (Fractions) |
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Derive associated division
facts from known multiplication facts (Operations and the relationships between them) |
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Begin to understand the role
of ‘=’, the ‘equals’ sign (Operations and the relationships between them) |
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Add and subtract two-digit
numbers mentally (Mental Methods) |
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Use mental recall of the 2,
3, 4, 5 and 10 multiplication
tables (Mental Methods) |
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Use mental recall of addition and
subtraction facts to 20 in solving
problems involving larger
numbers (Solving Numerical Problems) |
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Solve whole number problems
including those involving
multiplication or division that may
give rise to remainders (Solving Numerical Problems) |
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Add and subtract three digit
numbers using
written method (Written Methods) |
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Multiply and divide two digit
numbers by 2, 3, 4
or 5 as well as 10 with
whole number answers
and remainders (Written Methods) |
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Classify 3-D and 2-D shapes in various ways using mathematical
properties such as reflective symmetry for 2-D shapes (Properties of Shape) |
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Begin to recognise nets of familiar 3-D shapes, e.g. cube, cuboid,
triangular prism, square-based pyramid (Properties of Shape) |
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Recognise shapes in different orientations (Properties of Position and Movement) |
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Reflect shapes, presented on a grid, in a vertical or horizontal
mirror line (Properties of Position and Movement) |
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Describe position and movement (Properties of Position and Movement) |
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Use non-standard units and standard metric units of length, capacity
and mass in a range of contexts (Measures) |
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Use standard units of time (Measures) |
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Use a wider range of measures (Measures) |
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Gather information (Processing and Representing Data) |
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Construct bar charts and pictograms, where the symbol represents a group of units (Processing and Representing Data) |
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Use Venn and Carroll diagrams to record their sorting and classifying of information (Processing and Representing Data) |
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Extract and interpret information presented in simple tables, lists, bar charts and pictograms (Interpreting Data) |
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Please ensure you use your judgement in terms of assessing pupil progress. Webpage is developed as a tool to help you to do that, but no responsibility will be accepted in relation to incorrect judgements made as a result of using this web page. The use of this webpage is provided free of charge and in good faith. However, the developer is no expert.