Level 4 Pupil Progress Assessments

Level 4

Pupil Progress

Assessment

Algebra, Calculations, Handling Data, Number and Shape, Space and Measure.

Algebra

Level 4

L4ALG1 © B.P.Sharp 2006, 2009

SEQUENCES

Name:

Assessment Criteria: Begin to use formulae expressed in words

1. Look at these two sequences. (i) 4, 7, 10, 13, … (ii) 5, 8, 11, 14, …

a) What is the same about them?

b) What is different about them? 2. Look again at the sequence 4, 7, 10, 13, …

To find the number in position ‘n’, multiply ‘n’ by three, and then add one. a) What number would be in position 10?

__________ b) What number would be in position 100?

__________

3. A necklace manufacturer uses white, grey and black beads in various designs. Each necklace uses 60 beads. How many of each colour is needed for the necklaces which have repeating patterns of the following?

a)

White: ________

Grey: ________

Black: ________

b) White: ________

Grey: ________

Black: ________

L4ALG1 © B.P.Sharp 2006, 2009

4. Here are two different ways you can change 4 into 9, using any

combinations of add, subtract, multiply and divide. 4 × 4 – 7 = 9 (4 + 14) ÷ 2 = 9

Write another example of your own:

5. The same thing is happening to both the starting numbers, to get the finishing numbers. Write down in words what you have to do to the starting numbers to get the finishing numbers. (HINT: there are two steps)

2 7

4 13

Overall, I think my success level is: Low High

Q SEQUENCES ☺ I can use a worded formula to work out values I can describe sequences of numbers I can express simple functions in words I can search for a solution by trying out ideas of my own I can use my own strategies within mathematics and in applying mathematics

to practical contexts

I need to practise …

L4ALG2 © B.P.Sharp 2006, 2009

COORDINATES

Name:

Assessment Criteria: Use and interpret coordinates in the first quadrant

1. a) Write down the coordinates of each of the points A to E in the diagram.

b) Where would you place point F so that triangle DEF is a translation of triangle BAC? (i.e. triangle DEF would be the same size and orientation as triangle BAC)

(_____, _____)

2. a) On the axes below, plot and join these coordinates:

• A (2, 4)

• B (5, 2)

• C (6, 4)

• D (1, 2)

b) What name is given to this quadrilateral?

__________________________

• A (___,___)

• B (___,___)

• C (___,___)

• D (___,___)

• E (___,___)

1 2 3 4 5 6 0

6

5

4

3

2

1

A

B

C

D

E

F

y

x

1 2 3 4 5 6 0

6

5

4

3

2

1

y

x

L4ALG2 © B.P.Sharp 2006, 2009

3. a) On the axes below, plot these coordinates:

• A (1, 1)

• B (3, 1)

• C (5, 5)

• D (1, 3)

b) If you connect these points in order, what shape do you have? Give your

reasons for saying what shape it is.


Q COORDINATES ☺ I can read coordinates in the first quadrant I can plot coordinates in the first quadrant I can interpret coordinates in the first quadrant I can present information and results in a clear and organised way I need to practise …

1 2 3 4 5 6 0

6

5

4

3

2

1

y

x

Calculation

Level 4

L4CALC1 © B.P.Sharp 2006, 2009

MENTAL CALCULATION

Name:

Assessment Criteria: Use a range of mental methods of computation with all operations

No calculators allowed!

1. a) Mark the numbers 297 and 602 on this number line:

b) Show how you could use this to help calculate 602 – 297

_________

2. Write down an explanation of how you would calculate 72 – 38 in your head.

3. Work out the value of 160 ÷ 4. Explain how you found the answer.

4. The temperature in Fort William one morning is 3°C. This is 7°C warmer than it was the previous morning. What was the temperature on the previous morning?

______°C

300 600


5. Complete the following statements by finding the value of the missing

number:

a) 20 + ______ = 100 × 4

b) 120 – ______ = 85 c) 8 × 7 = 2 × ______


Q MENTAL CALCULATION ☺ I can calculate mentally a difference such as 8006 - 2993 I can use knowledge of tables and place value in calculations with multiples

of 10 such as 180 ÷ 3

I can carry out simple calculations involving negative numbers in context I understand ‘balancing sums’ including those using division I can develop my own strategies for solving problems I can present information and results in a clear and organised way I need to practise …


MULTIPLICATION FACTS

Name:

Assessment Criteria: Recall multiplication facts up to 10 × 10 and quickly derive corresponding division facts


1. Work out the following calculations:

a) 6 × 2 = _____ b) 6 × 4 = _____

c) 2 × 2 = _____

d) 2 × 4 = _____

e) 3 × 2 = _____

f) 3 × 4 = _____

g) 8 × 2 = _____

h) 8 × 4 = _____

i) 5 × 2 = _____

j) 5 × 4 = _____

2. What is the connection between the results for the 4× table and the results for the 2× table?

3. Using your results of the 4 × table, write the first 5 numbers in the 8 ×

table.

_____, _____, _____, _____, _____

4. How can you use 10 × 7 to help you find the 9th multiple of 7?

5. 8 × 4 = 32. Use this to help you write down the answers to the following: a) 32 ÷ 4 = _____

b) 32 ÷ 8 = _____

6. Write down five multiplication and division facts that use the number 72



Q MULTIPLICATION FACTS ☺ I know my 2, 5 and 10 times tables I know my 3, 4 and 9 times tables I know my 6, 7 and 8 times tables I can derive multiplication facts to 10 × 10, using facts that I already know I can derive division facts from known multiplication facts I can develop my own strategies for solving problems I need to practise …

L4CALC3 © B.P.Sharp 2009

WRITTEN METHODS

Name:

Assessment Criteria: Use efficient written methods of addition and subtraction and of short multiplication and division


1) Calculate the following:

a. 1202 + 45 + 367

__________ b. 671.2 - 60.7

__________

c. 543.65 + 45.845 + 653.7

__________

2) Calculate the following:

a. 624 × 8

__________ b. 516 ÷ 4

__________

3) There are errors in the following calculations. For each one, find the error that has been made, and also find the correct answer

Calculation Error Correct solution

1 2 . 3 + 9 . 8 2 1 . 1 1

4 . 0 7 - 1 . 5 3 . 5 7


Calculation Error Correct solution

3 5 8 + 2 6 4 1 1 1 4

5 7 × 3 1 5 2 1

1 3 . 15 6 6


Q WRITTEN METHODS ☺ I can find sums and differences of numbers to two decimal places I can find totals of more than two numbers I can use the grid method and/or partitioning for short multiplication; for

example 57 × 3

I can carry out short division; for example, 66 ÷ 5 I can present information and results in a clear and organised way I need to practise …


MULTIPLYING DECIMALS

Name:

Assessment Criteria: Multiply a simple decimal by a single digit


1) Show how you would calculate 3.4 × 7

2) a. Show how you would calculate 2.9 × 8 b. How could you check your answer is about right?

3) 0.3 × 9 = 2.7. How could you use this to help you calculate 5.3 × 9?

4) How would you calculate 0.5 × 6?

5) a. Show how you would calculate 6.4 × 9

b. How would you use this answer to work out 6.4 × 0.9?

6) What would be your estimate of 0.9 × 7.3? Explain why.


7) Explain why 9.3 × 9 = 83.7


Q MULTIPLYING DECIMALS ☺ I can multiply a decimal by a whole number less than 10 I can check that my answer makes sense I can use partitioning to help multiply a whole number by a decimal I can present information and results in a clear and organised way I need to practise …


SOLVING PROBLEMS

Name:

Assessment Criteria: Solve problems with or without a calculator

1. The multi-storey car park in Hereford has 8 levels and 40 cars can park on

each level. How many cars can park there?

____________

2. In a Year 7 class of 32 pupils, ¾ of them have pets. Of these, 11 have a dog. How many of the pupils have other kinds of pet?

____________

3. This recipe is for 4 people for Yorkshire pudding requires the following:

100g flour, pinch of salt, 1 beaten egg, 300ml milk, 25g lard or butter

What quantities would be needed for 12 people?

_______ flour

_______ salt

_______ beaten egg

_______ milk

_______ lard or butter

4. In the sale I bought these clothes at ½ price:

Jeans £14, T-Shirt £6.50, Socks £2.75, Boxers £3.95

How much was the original price of each item?

Jeans: £__________

T-Shirt: £__________

Socks: £__________

Boxers: £__________


5. A train leaves Hereford Station at 12.58 and arrives at Cardiff Central at

14.10. Emma thinks that the journey has taken 1.52 hours. Is she right? Explain your answer.

6. A full jug holds 2 litres of lemonade. A full glass holds ¼ litre. How many

glasses will the jug fill? Show how you worked out your answer.


Q SOLVING PROBLEMS ☺ I can interpret word problems I can choose when it is appropriate to use a calculator I can solve word problems I can use my own strategies in applying mathematics to practical contexts I need to practise …


CHECKING RESULTS

Name:

Assessment Criteria: Check the reasonableness of results with reference to the context or size of numbers


1. These estimations are not very accurate. Show how you would improve them.

(a) 78 × 16 ≈ 1400

__________

(b) 11 × 19 ≈ 100

__________

(c) 94 × 106 ≈ 11 000

__________

(d) 55 ÷ 6 ≈ 5.5

__________

2. Bob, Thelma, Terry and June shared £7965 equally from a gift given by their

Aunt Sally. Roughly how much would they have received each?

£__________

3. A primary school has 470 pupils and 21 teachers. Mrs Hume is organising a theatre trip for the school and asks her class to work out how many 53-seater coaches she needs to book. Jack says that she needs 449 coaches. What do you think to Jack’s answer?


4. Circle the best answer for each of the following calculations. Write down

the reason for your decision in the box provided.

19 × 21

209

399

1921

598 × 11

1236

6578

15780

7896 ÷ 94

7802

8

84

5. Look at the calculation here:

9499 × 97 If you were estimating the answer, what would you round 9499 to? Explain why.


Q CHECKING RESULTS ☺ I can check results are reasonable by using the size of the numbers involved I can check results are reasonable by using the context of the problem I can develop my own strategies for solving problems I can use my own strategies within mathematics I need to practise …

Handling Data

Level 4

L4HD1 © B.P.Sharp 2009

COLLECTING AND RECORDING DATA

Name:

Assessment Criteria: Collect and record discrete data

1. Below is a list of shoe sizes from a group of adults. Construct a frequency

table to organise the data.

8 4 5½ 6 9 9 5½ 8½ 6 9 12 3 3½ 11 9 10 10½ 6 5 4 5½ 6 9 6 7 7 8 4 4½ 3 11 4½ 3½ 7½ 9 6 7 6 9 5

2. A pupil decided to find out about the months in which her classmates were born. She collected the information like this.

Organise her information in a table:

July April May December August November January May October August May April March September June July June October December May February October February March May April October September


Could she have collected her information in a better way? Explain your answer.


Q COLLECTING AND RECORDING DATA ☺ I know the meaning of discrete data I can collect discrete data I can record discrete data I can construct a frequency table I can present information and results in a clear and organised way I need to practise …


GROUPING DATA

Name:

Assessment Criteria: Group data, where appropriate, in equal class intervals

1. The weights of 20 boys (in kg) are recorded as follows:

16.2 35.5 41.7 18.9 42.1

19.7 20.9 24.8 48.0 37.1

25.5 27.9 26.6 31.0 21.2

19.9 20.1 34.1 38.7 35.0

a) Complete the following frequency table:

Weight (w) in kg Tally Frequency

15 ≤ w < 20

20 ≤ w < 25

25 ≤ w < 30

30 ≤ w < 35

35 ≤ w < 40

40 ≤ w < 45 Total

b) What is the width of each class interval?

____________

c) Another boy comes to the class and is weighed at exactly 40.0 kg. In which group should his weight be placed?

__________________

2. The ages (in years) of the 48 people living in a small hamlet are recorded

below:

1 5 36 31 88 45 44 10 12 15 48 40 77 82 61 61 3 23 47 20 21 75 80 67 5 7 30 31 40 60 92 77 55 47 18 63 65 58 59 42 2 3 6 24 26 48 62 60

a) What would a sensible class width be for grouping this information?

____________ b) The data is repeated on the next page. Create your own frequency

table for the data.


1 5 36 31 88 45 44 10 12 15 48 40 77 82 61 61 3 23 47 20 21 75 80 67 5 7 30 31 40 60 92 77 55 47 18 63 65 58 59 42 2 3 6 24 26 48 62 60


Q GROUPING DATA ☺ I can use a tally chart to place data into groups and find the frequency I can identify the width of the class interval I can choose a suitable class interval to create a frequency table I can present information and results in a clear and organised way I need to practise …


VENN & CARROLL DIAGRAMS

Name:

Assessment Criteria: Continue to use Venn and Carroll diagrams to record their sorting and classifying of information

1. a) Place the following numbers into the Carroll diagram:

b) What do you notice about all the numbers that are placed in the top left

cell? Explain why this happens.

2. a) Complete this Carroll diagram, using the following numbers:

b) Why do two cells stay blank?

8 5 19

35 20 27

93 100 18

6 24 29

A multiple of 2

Not a multiple of 2

A multiple of 3

Not a multiple of 3

25 27 1

49 47 36

37 67 64

16 9 11

Square number

Not a square number

Odd number of factors

Even number of factors


3. a) Place these numbers correctly onto this Venn diagram

4 8 12 16 20 24 28 32 36 40

Multiples of 4 Multiples of 8

b) What do you notice?

4. Correct the mistakes in this Venn diagram.

12 33

Factors of 100 Factors of 64


Q VENN & CARROLL DIAGRAMS ☺ I can use a Venn diagram to record sorting and classifying of information I can use a Carroll diagram to record sorting and classifying of information I can recognise and describe number relationships including multiple, factor

and square

I can present information and results in a clear and organised way I need to practise …

1 6 4 16 32 8 64

2 5 10 20 50 100 25

Number

Level 4

L4NNS1 © Glosmaths 2009

NUMBER PATTERNS

Name:

Assessment Criteria: Recognise and describe number patterns

1. Look at the 1 to 100 grid here. A pattern of

numbers has been shown by shading some numbers in yellow. Describe how you would find the next number in the pattern if the grid were extended for two more rows.

2. Show me an example of a number greater than 300 that is (i) divisible by 3

________ (ii) divisible by 4

________ (iii) divisible by 6

________ (iv) divisible by 9

________

3. Is the following statement always true, sometimes true, or never true? Explain your answer.

‘A number that is divisible by 4 is also divisible by 8’


4. Write down the first 5 numbers in the 2 times table, and the first 5 numbers

in the 0.2 times table. What is the same and what is different about the two sequences?

________, ________, ________, ________, ________

________, ________, ________, ________, ________


Q NUMBER PATTERNS ☺ I can recognise number patterns I can describe number patterns I know simple tests for divisibility I can use my own strategies within mathematics I can search for a solution by trying out ideas of my own I need to practise …


NUMBER RELATIONSHIPS

Name:

Assessment Criteria: Recognise and describe number relationships including multiple, factor and square

1. a) Find all the numbers less than 50 that have exactly three factors.

b) What is special about these numbers?

2. What number up to 50 has the most factors? Explain how you know.

3. Is the following statement always true, sometimes true or never true?

‘The sum of four even numbers is a multiple of 4’

Explain how you know


4. Write down a square number greater than 100.

______

5. Why are square numbers called square numbers?


Q NUMBER RELATIONSHIPS ☺ I can find and use multiples of numbers I can find and use factors of numbers I know the square numbers up to 100 I can find square numbers greater than 100 I can develop my own strategies for solving problems I can search for a solution by trying out ideas of my own I need to practise …


PLACE VALUE

Name:

Assessment Criteria: Use place value to multiply and divide whole numbers by 10 or 100


1. 37 × 10 = 370. What is 37 × 100?

__________ 2. Calculate the following:

(a) 98 × 100 = ____________

(b) 203 × 10 = ____________

(c) 6700 ÷ 10 = ____________

(d) 35000 ÷ 10 = ____________

3. Fill in the missing numbers in these calculations:

(a) 4 × 10 = _______

(b) 4 × _______ = 400

(c) _______ ÷ 10 = 40

(d) _______ × 1000 = 40 000

(e) _______ × 10 = 400

4. Complete the spider diagram here


50600

÷ 10 ÷ 100

× 100 × 10


Q PLACE VALUE ☺ I can multiply whole numbers by 10 I can multiply whole numbers by 100 I can divide whole numbers by 10 I can divide whole numbers by 100 I need to practise …


FRACTIONS AND PERCENTAGES

Name:

Assessment Criteria: Recognise approximate proportions of a whole and use simple fractions and percentages to describe these


1. Look at the 1-100 grid here.

What percentage of the numbers are even?

Explain how you know.

2. The hour hand on a clock moves from the 12 to the 3. What fraction of a turn has it moved?

________

3. Give me an example of two numbers on a clock face that are

a) ½ a turn apart

________ and ________

b) ¾ of a turn apart ________ and ________

4. a) What percentage of this 10 by 10 grid is shaded red?

________

b) What percentage is white?

________

5. ½ is equivalent to 50%. Write down three other fraction / percentage pairs that are equivalent to each other: _______% and _______, _______% and _______, _______% and _______

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100



Q FRACTIONS AND PERCENTAGES ☺ I can use fractions to describe simple proportions I can use percentages to describe simple proportions I can find some fraction / percentage equivalences I can develop my own strategies for solving problems I need to practise …

L4NNS5 © B.P.Sharp 2009

ORDERING DECIMALS

Name:

Assessment Criteria: Order decimals to three decimals places

1. Place these numbers in order of size, starting with the greatest:

0.305, 0.035, 0.503, 0.53, 0.053

2. Put these quantities into order, from smallest to largest:

a) 60 cm, 0.6 cm, 66 cm, 0.666 cm b) 0.600 kg, 0.606 kg, 0.66 kg, 0.066 kg

c) 70p, £0.07, £7, £0.77

3. Find numbers that can be placed between: 0.55 and 0.6

________ 5.55 and 5.6

________ 0.55 and 0.56

________ 0.055 and 0.666

________

4. Circle the largest number in each of these sets.

8.3, 8.38, 8.333, 8.083

0.078, 0.087, 0.081, 0.107

100.400, 100.04, 100.44

99.95, 99.595, 99.597, 99.951

L4NNS5 © B.P.Sharp 2009

5. These are the results of the men’s 100 metres sprint in the 2004 Olympic

Final. Place the men in the order they finished. Kim Collins 10.00 seconds Shawn Crawford 9.89 seconds Justin Gatlin 9.85 seconds Obadele Thompson 10.10 seconds Asafa Powell 9.94 seconds Maurice Greene 9.87 seconds Aziz Zakari did not finish Francis Obikwelu 9.86 seconds


Q ORDERING DECIMALS ☺ I can order decimals with one decimal place I can order decimals with up to two decimal places I can order decimals with up to three decimal places I can present information and results in a clear and organised way I need to practise …


RATIO

Name:

Assessment Criteria: Begin to understand simple ratio

1. What is the ratio of yellow squares to blue

squares in the collection on the right?

___________

2. What is the ratio of hexagons to triangles in the collection of shapes on the left?

___________

3. Look at the collection of shapes on the right. a) Describe a ratio that can be made using them

b) Describe a different ratio that can be made using them

4. Look at the pattern below:

What is the ratio of circles to triangles to squares?

________________

What is the ratio of squares to circles to triangles?

________________

What is the ratio of pink shapes to not-pink shapes?

________________



Q RATIO ☺ I can identify a ratio that describes a simple situation I can correctly use a ratio that describes a simple situation I can present information and results in a clear and organised way I need to practise …

Shape

Level 4

L4SSM1 © B.P.Sharp 2009

PROPERTIES OF SHAPE

Name:

Assessment Criteria: Use the properties of 2-D and 3-D shapes

1. a) What is different between a parallelogram and a rhombus? b) What is the same between a parallelogram and a rhombus?

2. Look at the shapes below. Tick any of the diagrams which are not squares. Explain why each one you tick is not.

3. Are the following statements always true, sometimes true or never true?

Explain your answer.

• A square is a rectangle

• A rectangle is a square 4. Tick the 3D shapes that have an edge that is at right-angles to another

Tetrahedron Cuboid Cylinder

Square-based pyramid Triangular prism


5. Place the quadrilaterals in the correct place in this Carroll Diagram.

6. Place the 3D shapes in the correct place in this Carroll Diagram.

Rhombus

Trapezium

Square

Kite

Parallelogram

Less than two

lines of symmetry

Two or more lines of

symmetry

Can have exactly two right angles

Cannot have exactly two right angles

Tetrahedron

Cuboid

Cylinder

Pyramid

Prism

Cube

Cannot have eight vertices

Can have eight vertices

Can have exactly two square faces

Cannot have exactly two square faces


Q PROPERTIES OF SHAPE ☺ I can identify and describe 2D shapes using their properties; for example,

angle types, side lengths, parallel sides, lines of symmetry

I can identify and describe 3D shapes using their properties; for example, edges, faces, vertices

I can develop my own strategies for solving problems I can present information and results in a clear and organised way I need to practise …


1 2 3 4 5 6 0

6

5

4

3

2

1

y

x

1 2 3 4 5 6 0

6

5

4

3

2

1

y

x

MODELS AND SHAPES

Name:

Assessment Criteria: Make 3-D models by linking given faces or edges and draw common 2-D shapes in different orientations on grids

1. Add two lines to this diagram to

make an isosceles triangle. Explain how you know it is isosceles.

2. On the grid below, add three more lines to make a rectangle. Explain how you know it is a rectangle.

3. Here is a net of a 3D shape

a) What is the shape?

b) Mark on the diagram the two vertices that will meet with vertex A.

A


4. Here is a net of an open cube. Which edges will not meet with any others?

Mark them with a cross. 5. On the grid below, draw a net of a square-based pyramid.


Q MODELS AND SHAPES ☺ I can make 3D models by linking given faces I can make 3D models by linking given edges I can draw common 2D shapes on a grid I can draw common 2D shapes at an angle on a grid I can present information and results in a clear and organised way I can search for a solution by trying out ideas of my own I need to practise …


TRANSFORMATIONS

Name:

Assessment Criteria: Reflect simple shapes in a mirror line, translate shapes horizontally or vertically and begin to rotate a simple shape or object about its centre or a vertex

1. On the diagram below, translate the triangle ABC 3 spaces right. Write the

coordinates of the vertices of the new shape here.

A1 __________, B1 __________, C1 __________

2. On the same diagram rotate triangle ABC by 180° using the point B as a centre of rotation. Write the coordinates of the vertices of the new shape here.

A2 __________, B2 __________, C2 __________

3. What quadrilateral have you made if you combine the translation and the rotation?

_______________________

4. On same diagram, reflect the shape in the line y = 3. Write the coordinates of the new shape here.

A3 __________, B3 __________, C3 __________

1 2 3 4 5 60

6

5

4

3

2

1

y

x

BA

c


5. Jesse has been asked to reflect triangle ABC in the line y = x. His answer is shown in blue on the grid below. Comment on Jesse’s solution.


Q TRANSFORMATIONS ☺ I can reflect simple shapes in a horizontal or vertical mirror line I can reflect simple shapes that touch a diagonal mirror line I can translate shapes horizontally or vertically I can rotate a simple shape or object about its centre I can rotate a simple shape or object about a vertex I can present information and results in a clear and organised way I need to practise …

1 2 3 4 5 60

6

5

4

3

2

1

y

x

BA

c

L4SSM4 © Glosmaths 2009

MEASURING I

Name:

Assessment Criteria: Choose and use appropriate units and instruments

1. Complete the statements (i) to (v). Choose units from the list below. You

can use these units more than once if you want to.

mm, cm , m , km, mg, g, kg, ml, l

(i) 1 ______ = 1000 ______ (ii) 1 ______ = 1000 ______ (iii) 1 ______ = 1000 ______ (iv) 1 ______ = 100 ______ (v) 1 ______ = 10 ______

2. Look at the diagram below. Measure and write down: a) The length AB

____________ b) The length BC

____________ c) The length AC

____________ d) The angle BCD

____________ e) The angle DAB

____________

B

C

D

A


3. For each of the following units of measurement, state an object which it

could be used to describe. The first is done for you.

a) Millimetres: ___________________________________________________

b) Metres: the height of a house

c) Centimetres: ___________________________________________________

d) Metres: ___________________________________________________

e) Kilometres: ___________________________________________________

f) Milligrams: ___________________________________________________

g) Grams: ___________________________________________________

h) Kilograms: ___________________________________________________

i) Millilitres: ___________________________________________________

j) Litres: ___________________________________________________


Q MEASURING I ☺ I can choose appropriate units I can choose appropriate instruments I can use appropriate units I can use appropriate instruments I can present information and results in a clear and organised way I need to practise …


MEASURING II

Name:

Assessment Criteria: Interpret, with appropriate accuracy, numbers on a range of measuring instruments

1. Look at the scales here. The red inner scale shows kilograms and the black outer scale shows pounds. What is the weight in kilograms?

_________kg What weight is roughly equivalent to 200 pounds?

_________kg

2. Look at the thermometer here.

What is the temperature in degrees Fahrenheit?

_______ºF What temperature is roughly equivalent to 40ºC?

_______ºF

3. The diagram shows a set square

placed next to a ruler. Both these items have a centimetre scale labelled on them. What is the width of the set square?

_______cm

4. This protractor has a scale from 0º to

180º. Explain how you could use the protractor to draw an angle of 215º.


5. Look at the 30-second stopwatch below. The large hand make two complete turns in one minute.

a) Ignore the small dial. What are the two possible values for the number of seconds displayed by the large hand?

_________ seconds and _________ seconds

b) The small dial counts the number of minutes. It also tells you that the number of seconds is the larger of your two answers in part (a). Explain why.

c) Now, using the large hand and the small dial, what time could be displayed by the stopwatch?

_____________________________


Q MEASURING II ☺ I can read the scale accurately on a range of measuring instruments I can use my accurate readings to solve problems about measures I can use my own strategies in applying mathematics to practical contexts I need to practise …


AREA AND PERIMETER

Name:

Assessment Criteria: Find perimeters of simple shapes and find areas by counting squares

1. a) Estimate the area of each of these shapes

A) _________ squares

B) _________ squares

C) _________ squares

b) Explain how you found the area of these shapes.

C

A

B


2. a) Find the perimeter of each of these shapes

L) _________ squares

M) _________ squares

N) _________ squares

b) In which of the shapes is the value of the area the same as the value of the perimeter?

Overall, for this homework I think my success level is: Low High

Q AREA AND PERIMETER ☺ I know the difference between area and perimeter I can find the perimeter of a simple shape I can find the area of a shape by counting squares I can estimate an area when the shape includes parts of squares I can use my own strategies within mathematics I need to practise …

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L

M

4 cm

5 cm

3 cm

6 cm 6 cm 4 cm

5 cm

5 cm

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Level 4 Pupil Progress Assessments