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Assessment for Learning

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Year 

F

Sort familiar objects to identify their similarities and differences. Count how many objects share a particular property, present results using pictures, drawings or numerals.

eg Use My World Sort, or similar to support , size and sorting tasks. Use Tizzy’s Toybox Activities such as Pencils - comparing length, Caterpillar - colour matching,.....

1

Answer a question by recording information in lists and tables; present outcomes using practical resources, pictures, block graphs or pictograms
Use diagrams to sort objects into groups according to a given criterion; suggest a different criterion for grouping the same objects

eg Children place objects on large diagrams to show Which of these things is heavier than the bag of sand? Find out how many cubes different children in the group can pick up with one hand. Sort objects according to whether they are taller than 1 metre or not

 2

Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not'.

eg Sort 3-D shapes into groups that make good building blocks/do not make good building blocks. Sort a set of dominoes using has 7 spots or more / does not have 7 spots or more. Make a block graph  - What we like to drink and explain what it shows to others.

 3

Answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart.Use Venn diagrams or Carroll diagrams to sort data and objects using more than one criterion.

eg Children pose a problem such as: What is our favourite TV show, sport, comic, colour, ...?  Enter the numbers 1 to 20 onto a Venn diagram and answer questions such as: Which numbers are multiples of 5 but not even?

 4

Answer a question by identifying what data to collect; organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate. Compare the impact of representations where scales have intervals of differing step size.

eg Link to Science Unit 4e: Investigating parachutes and explore a hypothesis such as: The bigger the object, the faster it falls.

 5

eg Place on a probability scale statements such as: Tomorrow will be Sunday. It will rain this month in Delhi.I will eat five portions of fruit and vegetables today...... Answer the question: Do children in our class eat enough fruit and vegetables in a week? Use collated data to respond to questions such as: What are the five most popular boys' names in the school? Which girl's name is the mode within the school?

 6

Describe and predict outcomes from data using the language of chance or likelihood. Solve problems by collecting, selecting, processing, presenting and interpreting data, using ICT where appropriate; draw conclusions and identify further questions to ask. Construct and interpret frequency tables, bar charts with grouped discrete data, and line graphs; interpret pie charts. Describe and interpret results and solutions to problems using the mode, range, median and mean.

eg Interpret simple pie charts, responding to questions such as:What fraction of the people living in Ham village are between 16 and 60 years of age?
If there are 2484 people living in the village, how many people does that represent? Work out the range, mode, mean and median of the temperatures that they have recorded at midday over a given fortnight, or of their scores in a mental mathematics test.