Assessment In Power Maths
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What does assessment looklike in Power Maths?Assessment is integrated throughout the Power Maths lessons and unit structure.This helps you to make regular assessments of children’s understanding to informyour teaching and measure progress. For children, assessment is a chance forthem to review key concepts and reflect on their learning.Opportunities for assessment include: Formative assessment within every lessonSummative assessment at the end of each unit, half-term and yearTeacher notes that help you identify and address misconceptionsUnit assessment grids to help you to track progress
Prerequisite skillsBefore starting to teach a new unit, it's important to make sure that children havesecured the prerequisite skills and vocabulary. Each unit begins with astart of unit check,designed to resurface theskills and vocabulary thatchildren will need to buildon in the upcoming unit.As a whole class, childrendiscuss the vocabulary theyalready know, and reviewprior learning throughmathematicalrepresentations.Look out for any continuedmisconceptions or gaps inunderstanding and plan todeliver interventionsbefore teaching the unit.
Formative assessmentGuided practiceUnit 2: Addition and subtraction (1), Lesson 4Guided practice is a valuable opportunityto assess children's understandingduring the lesson.Think together1How many pencils are there?10101010101010 743404 3 There are2 Copy and complete theand the number sentences.2206608–6 80 – 60 pencils.866 The Think together section of thelessons provide opportunities forguided practice.The practice is carefully scaffolded tosupport all children to consolidatetheir understanding.Use children's responses toidentify who has grasped the conceptand who may still have areas ofweakness in their understanding.
Formative assessmentIndependent practiceIndependent practice is a further opportunity to assess children's understanding.The independent practice in the Practice Books provides a written record of understanding.Exercises are built on the principles of varied and intelligent practice, so children candemonstrate the depth of their understanding. They provide opportunities for you to gatherrapid feedback on areas of strength, weakness and misconceptions.
Formative assessmentReflectionBy reflecting on learning, teachers and children gain valuable information about whetherchildren have mastered the concept and the depth of their understanding. At the end of each lessonthere is a Reflect questionin the Practice Book.Use children's responses togain an insight into the depthof their understanding andplan your next teaching steps.Unit 1: Numbers to 100, Lesson 45Use these cards to complete the additions.Use each card once.14466642026 60 474 6046 Reflect questionsare an opportunityfor children to reviewand reason abouttheir learning: Whathave they learned?Why does it work?How do they know? 40 ReflectCarlos partitions the number 39 like this:39 30 9Are there other ways to partition the number 39?Explain your answer.17
Unit 3: Four operations (2), Lesson 5Think togetherWAYS OF WORKINGYou do)Unit 3: Four operations (2), Lesson 5Think togetherWhole class teacher led (I do, We do,1Formative assessmentLook at these two ways of interpreting 3 5 – 2. Which is correct?ASKTeacher support Question 1 : At what point in the order of operations do youthink you should solve subtractions? Question 2 b): What happens if there are more than twooperations? Question 3 b): What is different about these calculationsfrom those you looked at before?In this part of the lesson, children are introducedto the position of subtraction and division within the orderof operations. Question 1 introduces subtraction, whilequestion 3 introduces division. It is important to makesure the position of these calculations is made clear inyour teaching, that is, division and multiplication first, thenaddition and subtraction. Link the additive and multiplicativeoperations to help children understand why the operationsare in the order they are in.In question 3 b), when children consider Ash’s comments,they may conclude that the answer is always the same,regardless of the order in which they work out themultiplication and division. While this is true when themultiplication precedes the division in a written calculation,it is not true if the division precedes the multiplication, asin 10 5 2. Use this to illustrate that children should workthrough multiplications and divisions in the order they appear.STRENGTHEN For question 2 b), if childrenare strugglingto know which multiplication to solve first in the three-partcalculation, ask: What happens if you solve the first multiplication first? What happens if you solve the second multiplication first?DEEPEN Children could be given calculations that include allfour operations. They could also be given a sequence of threeor four numbers (for example, 3 4 5 23) and asked: Find the missing operations.IN FOCUS23 5–23 5–23 3 915 – 2 13Discuss how to solve each of these.a) 100 – 25 2The Teacher Guides contain assessment checkpoints that show you how tomaximise the assessment opportunities in each lesson.Strengthen identifiescommon misconceptionsand suggests how toaddress them.b) 11 2 3 11One of these has threeoperations. I will work outthe multiplications first.102M03 PowerMaths Textbook 6A 90316 U03.indd 102PUPIL TEXTBOOK 6A PAGE 10212/04/2018 10:54Unit 3: Four operations (2), Lesson 53a) Work out these calculations.25 100 4 500 10 – 5I know what to do if there isa mixture of multiplicationand addition or subtraction,but what about division?ASSESSMENT CHECKPOINTDeepen gives pedagogypointers to supportchildren who havegrasped the conceptquickly.At this point in the lesson, childrenshould be able to explain that the operations of multiplicationand division are carried out before the operations of additionand subtraction. Children should be able to solve calculationsthat involve up to three operations and should be ableto explain why people may find more than one solution.Question 2 gives you the opportunity to assess children’srecognition of the order of multiplication and addition orsubtraction operations. Children should recognise in bothcalculations that the multiplications should be done first.b) Work out 2 15 3 2 15 32 15 3 3 2 What do you notice?I wonder if the same thingalways happens if you multiplyand divide in one calculation.ANSWERSQuestion 1 : (3 5) – 2 13 is correctQuestion 2 a): Solve 25 2 first, then subtract from 100,giving an answer of 50.Question 2 b): Solve 11 2 and 3 11 first, then add thetwo results, giving an answer of 55.Question 3 a): 25 100 4 5045 500 10 – 5Question 3 b): Both ways of solving the calculation result inthe same solution (10).in different orders.What if the division is written beforethe multiplication, as in 10 5 2? Practice book 6A p73M03 PowerMaths Textbook 6A 90316 U03.indd 103103PUPIL TEXTBOOK 6A PAGE 10312/04/2018 10:54134M03 PowerMaths TeacherGuide 6A 189976 U03.indd 13412/04/2018 10:59
Summative assessmentEnd of unit checksUnit 9: Numbers to 50End of unit check1Your teacherwill ask youthese questions.What number comes next? 47, 48, 49,A241048C50D15What is the missing number? 232A3310C34D30 What is the missing number?45A116BBefore moving on to the next unit, it's important toassess whether children have mastered the conceptsthey have been taught.354030B4525C39D31 Built into every Power Maths unit are end of unitchecks, which provide an opportunity for you toidentify the depth of children’s understanding ofthe concepts taught in each unit.The questions are carefully structured to identifyboth understanding and misconceptions.Certain answers highlight particularmisconceptions and you can use this informationto plan individual or whole-class interventionsbefore moving on to the next unit.You can also choose to follow the end of unit checkwith a Deepen or Strengthen activity.
Summative assessmentMy journal Textbook 1B p116Unit 9: Numbers to 50End of unit checkMy journalLook at the number. Complete the diagram and answerthe questions.Make the number usingadditionComplete 32 Draw the correct numberof objects 32How many tens? How many ones?These wordsmight help you.Journalling is a technique commonly used inSingapore. It gives teachers the opportunity to assessthe depth of children's understanding.tenspart-wholeThe Practice Books include a My Journal taskat the end of each unit. These give children theopportunity to review key learning and vocabulary,and to reason.Draw on children's reasoning to gauge the depth oftheir understanding.It is followed by a confidence indicator, so childrencan communicate how confident they feel about theconcept.n within 10 (1)n and subtractioUnit 3: AdditioonesPower checkaboutHow do you feelnumber line85Power playis unit?your work in th
Summative assessmentHalf-termly and end of year testsNEW9There are 12 children on the school bus.The Progress Tests in Power Maths are SATs-styletests designed to help you reliably track children'sprogress against Age Related Expectations. At the bus stop 3 boys and 4 girls get off. How many children are left on theschool bus? [2 marks] 8Progress tests at half-termly intervals to fit in withyour school's progress reporting.Designed to prepare children for the SATs by slowlybuilding the test durations and the number of marksawarded.End of year progress tests cover content from eachyear and the preceding year.Mapped to our innovative 6-step reporting scale tohelp you with more granular progress tracking.Confidently identify misconceptions using ourdiagnostic assessment tools.
Summative assessmentDiagnostic assessment toolsThe diagnostic assessment tools help youto confidently identify any misconceptions.They include: Mark schemes with correct answers.Likely incorrect answers.Strategies to address anymisconceptions with specificlinks to Power Maths.Evidence to support judgementsabout those children who mighthave reached Greater Depth.
Unit 9: Numbers to 50End of unit checkUnit 9: Numbers to 50End of unit checkSummative assessmentDon’t forget the Power Maths unit assessment grid on p26.WAYS OF WORKINGWhat number comes next?147, 48, 49,AGroup work – adult led4103B4540Your teacherwill ask youthese questions.48C50D3510C34D45A403530B 2545C39DChildren will also have the opportunity to revisit key vocabulary andrepresentations, including ‘tens’ and ‘ones’, and the part-whole model andnumber lines.Encourage children to think through or discuss the number and what theyknow about it before writing their answer in My journal.ANSWERS AND COMMENTARY Children who have mastered the learning withinthis unit will be able to confidently count to 50, and order and comparenumbers below 50, justifying their answers. Children will be able to use avariety of representations to help them order and compare numbers, andconfidently use the and signs. They will also be able to identify andsolve the number sentence represented by a word problem.Cali has 7 sweets.How many sweets are there altogether?Which number sentence does not solve the problem?12 7 5C7 5 12B7–5 2D5 7 12Make the number usingaddition32Complete 32 How many tens?How many ones?Look at the number. Complete the diagram andanswer the questions.Make the number usingadditionDraw the correct numberof objects32How many tens?How many ones?tensonespart-whole117These wordsmight help you.10/08/2017 12:09PUPIL TEXTBOOK 1B PAGE 117QAWRONG ANSWERS AND MISCONCEPTIONSSTRENGTHENING UNDERSTANDING1CA suggests that the child is not confident with counting acrosstens boundaries, and is not confident with the concept ofexchange.2DA or B suggests that the child is not confident with identifyingthe number of tens within a 2-digit number.Use a range of representations, includingBase 10 equipment and ten frames, tohelp children represent numbers andidentify the number of tens and oneswithin a number.tensonespart-wholenumber line11710/08/2017 12:09PUPIL TEXTBOOK 1B PAGE 117WRONG ANSWERS AND MISCONCEPTIONSSTRENGTHENING UNDERSTANDINGA suggests that the child is not confident with counting acrosstens boundaries, and is not confident with the concept ofexchange.2DA or B suggests that the child is not confident with identifyingthe number of tens within a 2-digit number.Use a range of representations, includingBase 10 equipment and ten frames, tohelp children represent numbers andidentify the number of tens and oneswithin a number.3AUse 100 squares, number lines and tenframes to help children notice patternswhen counting in 5s.B suggests that the child has not identified that the numbersequence is counting backwards, not forwards.C or D suggest that the child has not identified the pattern innumbers when counting in 5s.Encourage children to representword problems using a range ofrepresentations, including counters andten frames, to help them explore thestructure of the problem.4BA suggests that the child is not confident with different formsof showing a number sentence.Use 100 squares, number lines and tenframes to help children notice patternswhen counting in 5s.Encourage children to representword problems using a range ofrepresentations, including counters andten frames, to help them explore thestructure of the problem.D suggests that the child is not secure with the commutativeproperty of addition.D suggests that the child is not secure with the commutativeproperty of addition.144M03 POWMATH TG Y1B 9815 U09.indd 144Think!Draw the correct numberof objectsCA suggests that the child is not confident with different formsof showing a number sentence.5 7 12number lineLook at the number. Complete the diagram andanswer the questions.AB7 5 12D Practice book 1B p8514C7–5 2M03 POWMATH PB Y1B 9945 U09.indd 117QC or D suggest that the child has not identified the pattern innumbers when counting in 5s.12 7 5B 32 Think!M03 POWMATH PB Y1B 9945 U09.indd 117B suggests that the child has not identified that the numbersequence is counting backwards, not forwards.Asolve the number sentence represented by a word problem. Practice book 1B p85A10/08/2017 12:09Cali has 7 sweets.These wordsmight help you.Eve has 5 sweets.A31PUPIL TEXTBOOK 1B PAGE 116CompleteANSWERS AND COMMENTARYUnit 9: Numbers to 50439ProvideadviceonthehowChildrenwho have masteredlearning towithinstrengthen children'sthis unit will be able to confidently count to 50, and order and compareunderstandingofwillabe topic,numbers below50, justifying their answers. Childrenable to use a to make sure no child isvariety of representations to help them order and compare numbers, andconfidently usethe and signs. They will also be able to identify andleftbehind.10/08/2017 12:09Pair work or small groupsIN FOCUS This question allows children to explore many of the keyconcepts from this unit, including ordering numbers and identifying thenumber of tens and ones within a number below 50. They could base theirdrawing on their concrete representation of 32; if children struggle withthis, support them by helping them to arrange their representation, orBase 10 equipment, on a blank part-whole model.3 PUPIL TEXTBOOK 1B PAGE 116M03 POWMATH PB Y1B 9945 U09.indd 116CExplains the misconceptions revealed by children'schoice of answers.Encourage children to think through or discuss the number and what theyknow about it before writing their answer in My journal.31116WAYS OF WORKING45Which number sentence does not solve the problem?Children will also have the opportunity to revisit key vocabulary andrepresentations, including ‘tens’ and ‘ones’, and the part-whole model andnumber lines.30What is the missing number?3D25Unit 9: Numbers to 50Base 10 equipment, on a blank part-whole model.B30How many sweets are there altogether?23DEve has 5 sweets.1532AThink!BWhat is the missing number?2IN FOCUS Question 4 tests children’s understanding of the commutativityof addition as well as their ability to identify the number sentencesrepresented by a word problem.41034Pair work or small groups4What number comes next?AGroup work – adult ledCIN FOCUS47, 48, 49,WAYS OF WORKING15The Teacher Guides support you in recognisingThis question allows children to explore many of the keymasteryeachconcept,andin identifying andconceptsfrom this unit,ofincludingordering numbersand identifyingthenumber of tens and ones within a number below 50. They could base theirdrawingon their concrete representationof 32; if children struggle withaddressingmisconceptions.this, support them by helping them to arrange their representation, orUnit 9: Numbers to 501D116WAYS OF WORKINGDon’t forget the Power Maths unit assessment grid on p26.1030BM03 POWMATH PB Y1B 9945 U09.indd 116End of unit check50What is the missing number?AEnd of unit checkC23Think!4832AUnit 9: Numbers to 50BWhat is the missing number?2Question 4 tests children’s understanding of the commutativityof addition as well as their ability to identify the number sentencesrepresented by a word problem.IN FOCUSTeacher supportYour teacherwill ask youthese questions.14514404/09/2017 11:06M03 POWMATH TG Y1B 9815 U09.indd 14404/09/2017 11:06
Tracking progressUnit 9: Numbers to 50End of unit checkThe Teacher Guide provides a unitassessment grid, which is a frameworkfor track recording the insights you'vegained from formative and summativeassessments. You can also use it toprogress within and across units.Unit 9: Numbers to 50End of unit checkDon’t forget the Power Maths unit assessment grid on p26.Your teacherwill ask youthese questions.What number comes next?147, 48, 49,AWAYS OF WORKINGGroup work – adult ledIN FOCUS Question 4 tests children’s understanding of the commutativityof addition as well as their ability to identify the number sentencesrepresented by a word problem.41048C50D15D30D31232A3B10C34What is the missing number?345AThink!BWhat is the missing number?2403530B2545C39116PUPIL TEXTBOOK 1B PAGE 116M03 POWMATH PB Y1B 9945 U09.indd 116WAYS OF WORKING10/08/2017 12:09Pair work or small groupsIN FOCUS This question allows children to explore many of the keyconcepts from this unit, including ordering numbers and identifying thenumber of tens and ones within a number below 50. They could base theirdrawing on their concrete representation of 32; if children struggle withthis, support them by helping them to arrange their representation, orBase 10 equipment, on a blank part-whole model.Children will also have the opportunity to revisit key vocabulary andrepresentations, including ‘tens’ and ‘ones’, and the part-whole model andnumber lines.Encourage children to think through or discuss the number and what theyknow about it before writing their answer in My journal.ANSWERS AND COMMENTARY Children who have mastered the learning withinthis unit will be able to confidently count to 50, and order and comparenumbers below 50, justifying their answers. Children will be able to use avariety of representations to help them order and compare numbers, andconfidently use the and signs. They will also be able to identify andsolve the number sentence represented by a word problem.Unit 9: Numbers to 504Cali has 7 sweets.Eve has 5 sweets.How many sweets are there altogether?Which number sentence does not solve the problem?A12 7 5C7 5 12B7–5 2D5 7 12Think!Look at the number. Complete the diagram andanswer the questions.Make the number usingadditionDraw the correct numberof objects32Complete 32 How many tens?How many ones?These wordsmight help you.tensonespart-wholenumber line117 Practice book 1B p85M03 POWMATH PB Y1B 9945 U09.indd 11710/08/2017 12:09PUPIL TEXTBOOK 1B PAGE 117QAWRONG ANSWERS AND MISCONCEPTIONSSTRENGTHENING UNDERSTANDING1CA suggests that the child is not confident with counting acrosstens boundaries, and is not confident with the concept ofexch
Summative assessment Half-termly and end of year tests The Progress Tests in Power Maths are SATs-style tests designed to help you reliably track children's progress against Age Related Expectations. Progress tests at half-termly intervals to fit in with your school's progress reporting. Designed to prepare children for the SATs by slowly
SAU PhD Maths Questions Papers Contents: SAU PhD Maths Que. Paper-2014 SAU PhD Maths Que. Paper-2015 SAU PhD Maths Que. Paper-2016 SAU PhD Maths Que. Paper-2017 SAU PhD Maths Que. Paper-2018 SAU PhD Maths
new new Contents new edition B E A M new APEX MATHS 4–7 CAMBRIDGE MATHS 8–19 DIRECT ACTIVITY AND RESOURCE BOOKS 20–23 20 Talking Points 20 Numbers 21 Playing with Numbers 21 Puzzles, Mazes and Numbers 21 Seven Dizzy Dragons 22 Cambridge Number Rhymes 22 Mathswords 22 Cambridge Maths Assessment CD-ROMs 23 Mental Maths 23 Home Maths 23 INDEX 24
Year 7 & 8 Numeracy Workbook. Week Topic AFL 1 Addition 2 Subtraction 3 Mental Maths 4 Multiplication 5 Division 6 Mental Maths 7 BIDMAS 8 Percentages 9 Mental Maths 10 Simplifying Fractions 11 Adding Fractions 12 Mental Maths 13 Fractions-Decimals-Percentages 14 Ratio 15 Mental Maths 16 Collecting Like terms 17 Substitution 18 Vocabulary and Directed Numbers 19 Word Based Puzzle. Week 1 Maths .
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maths. Below is a list of maths equipment required every maths lesson, and the reasons why they need it: RED PEN – When students are taking key notes in maths, or copying model answers from the teacher, they must use a red pen. WHITEBOARD PEN – During maths lessons, studen
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