Q1

10,30,50,100

1

Q2

Eight hundred and nineteen

1

Must be written in words

820

1

Also accept answer in words

Q3

2

Award one mark for two correct answers

Q4

63 and 63

1

Q5

4

1

16

1

Look for evidence of children’s working out.

Have they worked out that each space is

worth 4 and there are 4 jumps of four. Have

they used the jumps of 8? Or have they

worked out the value of every counter and

then subtracted to find the difference.

4

14

20

Q6

43

1

Have children recognised that this

calculation can be done mentally as it is a

number bond to 100?

Q7

6

2

Accept responses that show partial

understanding of the question. For example,

20 or 30.

Q8

861 > 681 > 186 > 168

1

Only award a mark for the right answer,

however if a child has answered: 168, 186,

681, 861, they are showing understanding of

the value of each number, but may be

unsure about the inequality symbols.

Q9

289

1

Look out for children who may have

misinterpreted ‘more’ as meaning addition

in this problem.

Q10

2

Award one mark for 2 or 3 correct answers.

343

777

2

908

Q11

2

Award one mark for one or two correct
answers.
Look out for whether children understand
the exchange in the questions and how this
affects the other digits in the calculation.

Q12

2

Award one mark for showing their working

that recognises a turtle = 8, a chick = 3 and

an elephant = 10, but yet they have made a

simple calculation error when adding 8 + 3

+ 10.

Q13

No. With a reason…

1

Possible responses may acknowledge that

Beth has actually made 52. And/or that the

rods are worth ten, not 100. And/or that if

she has 12 ones, she can exchange ten

ones for one ten, giving her five tens and 2

ones.

Q14

39

cm

2

Award one mark for recognising that seven

equal pieces of 5

cm

is 35

cm.

Q15

300, 350, 400

2

Award one mark for 2 correct numbers.

Award one mark for all correct answers and

either 250, or 450.

3

0

3

21

Q16

3 × 8 = 24
8 × 3 = 24

24 ÷ 8 = 3
24 ÷ 3 = 8

2

Award one mark for two correct number

sentences.

Q17

191

2

Award one mark for recognising the

required calculations and completing 430 =

121 = 309. Then making a mistake when

calculating 500 – 309.

Look out for children’s chosen methods, are

they heavily reliant upon column method, or

are they being more creative and efficient

with their methods. For example, counting

up from 309 to 500. Or 500 – 1 = 499 and

309 – 1 = 308, so 499 – 308 would be the

same as 500 – 309.

Q18

5

1

It must be the same digit.

Q19

470

2

Have children recognised
that it is 6 jumps of 5
which would be 30. 500 – 30
= 470