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Assessing Pupil Progress at Level 4
Criteria Introduction Practice Assessment Back-up Action
Develop own strategies for solving problems (Problem Solving)        
Use their own strategies within mathematics and in applying mathematics to a practical context (Problem Solving)        
Present information and results in a clear and organised way (Communicating)        
Search for a solution by trying out ideas of their own (Reasoning)        
Recognise and describe number patterns (Numbers and the Number System)        
Use place value to multiply and divide whole numbers by 10 or 100 (Numbers and the Number System)        
Recognise approximate proportions of a whole and use simple fractions and percentages to describe these (Fractions)        
Order decimals to three decimal places (Fractions)        
Begin to understand simple ratio (Fractions)        
Use inverse operations (Operations and the relationships between them)        
Understand the use of brackets in simple calculations (Operations and the relationships between them)        
Quickly derive division facts that correspond to
multiplication facts up to 10 × 10 (Operations and the relationships between them)
Use a range of mental methods of computation with the four operations (Mental Methods)        
Recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts (Mental Methods)        
Solve problems with or without a calculator (Solving Numerical Problems)        
Check the reasonableness of results with reference to the context or size of numbers (Solving Numerical Problems)        
Begin to use simple formulae expressed in words (Solving Numerical Problems)        
Use and interpret coordinates in the first quadrant (Solving Numerical Problems)        
Use efficient written methods of addition and subtraction and of short multiplication and division (Written and Calculator Methods)        
Add and subtract decimals to two places (Written and Calculator Methods)        
Multiply a simple decimal by a single digit (Written and Calculator Methods)        
Use the properties of 2-D and 3-D shapes (Properties of Shape)        
Make 3-D models by linking given faces or edges (Properties of Shape)        
Draw common 2-D shapes in different orientations on grids (Properties of Position and Movement)        
Reflect simple shapes in a mirror line (Properties of Position and Movement)        
Begin to rotate a simple shape or object about its centre or a vertex (Properties of Position and Movement)        
Translate shapes horizontally or vertically (Properties of Position and Movement)        
Choose and use appropriate units and instruments (Measures)        
Interpret, with appropriate accuracy, numbers on a range of measuring instruments (Measures)        
Find perimeters of simple shapes and find areas by counting squares (Measures)        
Use units of time (Measures)        
Collect discrete data (Processing and Representing Data)        
Group data, where appropriate, in equal class intervals (Processing and Representing Data)        
Record discrete data using a frequency table (Processing and Representing Data)        
Represent collected data in frequency diagrams (Processing and Representing Data)        
Construct simple line graphs (Processing and Representing Data)        
Continue to use Venn diagrams and Carroll diagrams to record their sorting and classifying of information (Processing and Representing Data)        
Understand and use the mode and range to describe sets of data (Interpreting Data)        
Interpret frequency diagrams and simple line graphs (Interpreting Data)        
Securing Level 4 APP Judgement    
This has some Level 4 type questions just to help you get an idea if this child is indeed a Level 4 in Maths.

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.