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KS3 mathematics: Number

Number

Number task 1: Make tens game

(Level 1 and level 2; for up to 4 pupils)

  • Part 1 – reading and counting using numbers up to 10, finding the difference between 10 and numbers less than 10.
  • Part 2 – making sensible mental estimates to calculations, with totals up to 20, and checking estimates.
  • Part 3 – reading whole numbers, recognising that the position of a digit gives its value.

Number task 2: Largest or smallest game

(Level 1 and level 2; for up to 4 pupils)

  • Part 1 – reading numbers up to 10 and ordering numbers by size; selecting digits to make the largest possible two-digit numbers and completing addition calculations.
  • Part 2 – selecting digits to make the smallest possible two-digit numbers and subtracting a single digit number from a two-digit number.

Number task 3: Patterned paths

(Level 1 and level 2; for up to 4 pupils)

  • Part 1 – creating an alternating pattern using two colours of cubes and identifying the number of cubes in each repeat.
  • Part 2 – creating a repeating pattern using three colours of cubes and identifying the number of cubes in each repeat.
  • Part 3 – creating a repeating pattern using three colours of cubes, which includes a double and identifying the number of cubes in each repeat.
  • Part 4 – writing numbers up to 10, identifying the numbers that correspond to one colour in an alternating pattern and continuing the sequence that these numbers create.

Number task 4: Give half game

(Level 1 and level 2; for up to four pupils)

  • Understanding odd and even numbers up to nine and finding half of a given even number of 1p coins.

Number task 5: Arithmagons

(Level 1 and level 2; for up to four pupils)

  • Part 1 – finding three single digit numbers that total 10.
  • Part 2 – finding three single digit numbers that add to make specified totals greater than 10, finding more than one way to make each total.

Number task 1: Make tens game

Assessment focus

Number

  • Count reliably up to 10 objects (1/Ma2/2a)
  • Read numbers to 10 (1/Ma2/2c)
  • Understand addition; understand subtraction as both 'take away' and 'difference' (1/Ma2/3a
  • Read whole numbers, recognising that the position of a digit gives its value (2/Ma2/2c)
  • Recall addition and subtraction facts for each number to 20 (2/Ma2/3d)

Using and applying mathematics

  • Make mental estimates of the answers to calculations; check results (2/Ma2/1e)

Resources

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Number task 2: Largest or smallest

Assessment focus

Number

  • Read and write numbers to 10; understand and use the vocabulary of comparing and ordering these numbers; order a set of one-digit numbers (1/Ma2/2c)
  • Read, write and order whole numbers, recognising that the position of a digit signifies its value (2/Ma2/2c)
  • Add or subtract any pair of two-digit whole numbers (2/Ma2/3e)
  • Use written methods to add or subtract positive integers (2/Ma2/3i)

Using and applying mathematics

  • present results in an organised way (1/Ma2/1g)

Resources

  • a pack of mini sticky-notes or one copy of the Pupil resource sheet (ideally this should be copied onto card and cut up before the assessment)
    [If mini sticky-notes are not available you may use the Pupil resource sheet. All further references to mini sticky-notes can be read to include the use of the Pupil resource sheet.]
  • Number task 2 instructions and record sheets
  • a blank six-sided dice (marked 7, 7, 8, 8, 9 and 9 prior to the assessment)
  • a dice numbered 1 to 6
  • a pen or pencil for each pupil
  • a sheet of plain paper for each pupil.

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Number task 3: Patterned paths

Assessment focus

Number

  • Create and describe number patterns (1/Ma2/2b)
  • Read and write numbers to 10 (1/Ma2/2c)
  • Recognise and describe number patterns and make predictions, including multiples of 2, recognise their patterns and use these to make predictions (2/Ma2/2b)
  • Read and write whole numbers (2/Ma2/2c)

Resources

  • a copy of the Patterned paths teacher example sheet (this sheet is for your reference only; you should copy the patterns onto a pupil resource sheet using coloured pencils prior to the start of the task)
    [Using a coloured Pupil resource sheet is helpful for all pupils, especially those with poor sight.]
  • Number task 3 instructions and record sheets
  • a copy of the Patterned paths pupil resource sheet for each pupil
  • eighteen coloured cubes (six of three different colours) for each pupil
    [Counters can be used as an alternative to cubes. Pupils who are colour blind should be supported in their choice of distinguishable colours.]
  • three colouring pens or pencils for each pupil, the same colours as the cubes
  • a pen or pencil for each pupil.

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Number task 4: Give half game

Assessement focus

Number

  • Count reliably up to 10 objects (1/Ma2/2a)
  • Read numbers to 10(1/Ma2/2c)
  • Begin to understand division as grouping (1/Ma2/3b)
  • Find fractions of quantities (2/Ma2/2d)
  • Recall addition and subtraction facts for each number to 20 (2/Ma2/3d)
  • Choose, use and combine any of the four operations to solve problems involving money (2/Ma2/4a)

Using and applying mathematics

  • communicate mathematically, including the use of mathematical language (2/Ma2/1i)

Resources

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Number task 5: Arithmagons

Assessment focus

Number

  • Read and write numbers to 10 (1/Ma2/2c)
  • Understand addition; recognise that addition can be done in any order; understand subtraction as both ‘take away’ and ‘difference’ and use the related vocabulary; solve simple missing number problems (1/Ma2/3a)
  • Recall all addition and subtraction facts for each number to 20 (2/ma2/3d)

Using and applying mathematics

  • Understand a general statement and investigate whether particular cases match it (1/Ma2/1h)
  • Find different ways of approaching a problem in order to overcome any difficulties (2/Ma2/1d)
  • Understand and investigate general statements (2/Ma2/1j)

Resources

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