YEAR 1

Norfolk and Suffolk Primary Assessment Working Party

This project was led by the Educator Solutions Mathematics Team

and funded by the Norfolk and Suffolk Maths Hub.

Year 1

Guidance on formative assessment materials

to exemplify fluency, reasoning and problem solving

For more information and to make a booking

.uk or call 01603 307710

Dear Colleague

Please find attached guidance written by Norfolk and Suffolk Primary teachers to help unpick

what fluency, reasoning and problem solving looks like in year groups 1-6.

Rationale

These materials were produced because teachers highlighted a gap on how to teach and

assess the Purpose of Study and the three aims of the Primary mathematics curriculum (DfE,

2013). Previous incarnations of the Primary Mathematics National Curriculum have always

included guidance (and usually objectives) on this area, although they have been known under

many different names such as using and applying, working mathematically, problem solving or

investigations.

Although each year group contains objectives for the content of the new curriculum (DfE, 2013),

there are few references in the body of the National Curriculum that exemplify fluency,

reasoning or problem solving, and yet these three aims will be observed, examined and tested.

In addition to these measures there are many (e.g. NRICH) who believe these aims are

particularly important within the learning of mathematics for all children.

Organisation of material

The materials have been produced in single age year groups.

Teachers looked at and identified the big ideas in mathematics. Ten big ideas were identified

across every year group. These were informed by the National Curriculum objectives, the NAHT

KPI¡¯s (key performance indicators) and other sources such as NCETM and NRICH. These big

ideas are only suggestions and could be changed, deleted or added to depending on school

specific criteria and foci.

Under each big idea are three boxes for fluency, reasoning and problem solving. The first part of

each box includes some exemplification for each aim. These statements are intended to help

support the understanding of each aim within the big idea. However, as above, they are not a

definitive or complete list and teachers should change and alter them accordingly.

The second part of the box includes some possible activities that could help support the

exemplification of each aim. These activities have been selected by the teachers and are there

to support the teaching and learning of each aim, but are not meant to become a checklist.

Many of the activities are the teacher¡¯s own, but if they belong to a source this has been

acknowledged underneath the activity. However, while this section is useful, the box which

offers possible exemplification for each aim is more important in understanding the purpose of

study of the mathematics curriculum.

For more information and to make a booking

.uk or call 01603 307710

Working Party

This project was led by the Educator Solutions Mathematics Team (Alison Borthwick) and

funded by the Norfolk and Suffolk Maths Hub .

Helen Chatfield (Cavendish Primary, Suffolk)

Liz Bonnelykke (Stanton Primary, Suffolk)

Alison Borthwick (Mathematics Adviser)

David Board (St John¡¯s Primary, Norfolk)

Helen Norris (Dussingdale Primary, Norfolk)

Cherri Moseley (Freelance Consultant)

Ros Miller (Hethersett Junior, Norfolk)

Victoria Gateshill (Harleston Primary, Norfolk)

Lorna Denham (Saxmundham Primary, Suffolk)

People who contributed to the materials

Sheila Day (Windmill Federation, Norfolk)

Copyright and usage of the materials

Reproduced with kind permission of NRICH, University of Cambridge.

Examples from Teaching for Mastery materials, text ? Crown Copyright 2015, illustration and

design ? Oxford University Press 2015, are reproduced with the kind permission of the NCETM

and Oxford University Press. The Teaching for Mastery materials can be found in full on the

NCETM website .uk/resources/46689 and the Oxford Owl website https://

oxfordowl.co.uk/for-school/1816

Within the possible activities to exemplify fluency, reasoning and problem solving, teacher¡¯s

chose activities from a variety of sources, including their own which they felt supported this

mathematical area. However this does not mean that these activities are limited to this section,

and would be suitable for use in each area of fluency, reasoning and problem solving.

Department for Education (DfE), (2013), Mathematics

Programme of Study Key Stages 1 and 2. London: DfE.

McIntosh, J. (2015) Final Report of the Commission on

Assessment Without Levels. London: Crown Copyright.

NRICH. .uk

References

On behalf of The Norfolk and Suffolk Primary Assessment Working Party

Best wishes,

Alison Borthwick

alison.borthwick@.uk

For more information and to make a booking

.uk or call 01603 307710

8.

7.

6.

5.

4.

3.

2.

1.

Recognise and use the properties of shapes, including position and direction.

Become familiar with a variety of units of measure to an appropriate level of accuracy.

(a) Recognise fractions of shapes, objects and quantities (halves and quarters).

Use algebra to express patterns and generalisations within mathematics.

Multiply and divide numbers, recognising that these are inverse operations (using concrete

and pictorial representations).

Add and subtract numbers, recognising that these are inverse operations (up to 20).

Develop number sense to support mental calculation.

Recognise and use the positional and additive aspects of place value (to at least 20).

Count, compare and order numbers (up to 100).

Overview of the Big ideas in Year 1

9.

10. Collect, organise and interpret data.

For more information and to make a booking

.uk or call 01603 307710

Year 1

Big idea 1: Count, compare and order numbers (up to 100)

Fluency

Exemplification of fluency

?

?

?

Demonstrate secure one to one

correspondence, cardinality and

conservation of number

Count on and back in ones from

any start number

Know the next and previous

number in the sequence

?

Order numbers from smallest to

largest

?

Identify one more and one less

?

Represent numbers conceptually

?

Represent numbers pictorially

?

Represent the same number in

different way

?

Partition numbers in different ways

Reasoning

Problem solving

Exemplification of reasoning

Exemplification of problem solving

?

Use mathematical language more than, less

than and equal to when comparing numbers

?

Subitize small quantities and compare them

?

?

?

Fill in missing numbers in a sequence,

for example on a number line or 100

square. Explain how they know

?

Recognise and continue patterns in a

counting sequence

?

Use apparatus and/or diagrams to

represent problems and organise

thinking

Use counting in twos to identify even and odd

numbers

st

nd

rd

Link counting to ordering 1 , 2 , 3 ¡­

For more information and to make a booking

.uk or call 01603 307710

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