1.	Some children in Class 4 are in a club.
	This table shows the club they are in.

	How many more children go to recorder than chess?

	This graph should show the same data as the table.
	Shade in the correct number of blocks for computer club.

2 marks

2.	Here is a table showing the number of children at five schools.
	  Number of children attending five schools
School	Number of children	
Robin Hill	171	
Maddox	118	
Park	180	
Wooding	109	
Farm Road	155	
	Tick  the school with the most children.
1 mark

3.	Write the name of these creatures in the correct place on the diagram.

	
1 mark

4.	6 children were asked if they liked some kinds of fruits.
	They had to say ‘yes’ or ‘no’.	
	4 children liked oranges; 2 children did not like oranges.
	Show this on the table.
	
1 mark

5.	You can spin any number from 1 to 6 on this spinner.
	
	Write a number that is impossible to spin.
1 mark

6.	A shop sold 10 ice lollies on Wednesday.
	
(a)	How many lollies were sold on Monday?

1 mark
(b)	How many more lollies were sold on Tuesday than on Wednesday?

1 mark

7.	Making and sorting shapes 
(Level 1 and level 2; for up to 4 children)
	Introduction
•	The first part of the activity asks children to make specified shapes using interlocking cubes. 
•	The second part of the activity assesses children’s ability to sort shapes using two criteria on a Carroll diagram. 
•	The third part of the activity assesses children’s ability to interpret their completed Carroll diagram to answer questions. Children are also asked to make further shapes that fulfil given criteria. 
	Resources
•	a copy of Making shapes sheets A, B, C and D (MB.11.R), a different sheet for each child; 
•	a copy of Sorting shapes sheets A, B, C, and D, (MB.11.Q) a different sheet for each child (enlarged to A3 size); 
•	forty interlocking cubes for each child (20 of the same dark colour and 20 of the same light colour); 
•	a copy of the Description of mathematical performance sheet and Record of assessment sheet (MB.11.P). 
	What to do
	Part 1
•	Tell the children they are going to make some shapes using cubes. 
•	Give each child 40 interlocking cubes. 
•	Allow children a few minutes to explore how to make shapes with the interlocking cubes.
[If the interlocking device on the cubes proves too difficult for some children, help can be given to join the cubes together after they have indicated their intention.] 
•	Explain that the activity is about making shapes with cubes and then sorting the shapes that have been made. 
•	Give each child a different Making shapes sheet. 
•	Indicate the example in the box at the top of each sheet and ask the children to make a copy of their example, using their cubes. 
•	Discuss the importance of matching the dark and light cubes and ask children to place their shape over the example on their Making shapes sheet, to check that they have made it correctly. 
•	Each child should then complete their sheet, making all the other shapes by joining dark and light interlocking cubes and then placing them on the Making shapes sheet. 
•	Correct any construction errors before collecting in the Making shapes sheets. 
•	Do not dismantle the shapes because they will be needed for Part 2. 
	Part 2
•	Tell the children they are going to sort their shapes. 
•	Give each child a Sorting shapes sheet. 
•	Read the labels for the rows and columns on the sheets with the children. 
•	Ask the children to sort all their shapes, including the example, according to the criteria on their sheet. They may put one shape, more than one shape or no shapes into each section, as appropriate. Explain that one shape has been included on the sheet to help them.
[If children are unable to use the Sorting shapes sheet, ask them to sort their shapes into two or three groups of their own choice.] 
•	Correct any sorting errors before proceeding to Part 3. 

	Part 3
•	Tell the children you are going to ask them some questions about their Sorting shapes sheet. 
•	Ask each child the following questions about their sorting:
•	Child A:
How many shapes have you got with 3 cubes?
How many shapes have you got with 1 colour?
Child B:
How many shapes have you got with 3 cubes?
How many shapes have you got with 2 colours?
Child C:
How many shapes have you got with 3 cubes?
How many shapes have you got with 1 colour?
•	Child D:
How many shapes have you got with 5 cubes?
How many shapes have you got with 2 colours?
Point out the empty section of the Sorting shapes sheet and ask each child to make a shape that belongs in that section. 

8.

9.	Making shapes sheet A

	Making shapes sheet B

	Making shapes sheet C

	Making shapes sheet D

10.	Sorting shapes sheet A (enlarge to A3)
	1 colour	2 colours	
2
cubes			
3
cubes			
5
cubes			

	Sorting shapes sheet B (enlarge to A3)
	1 colour	2 colours	
2
cubes			
3
cubes			
4
cubes			

	Sorting shapes sheet C (enlarge to A3)
	1 colour	2 colours	
3
cubes			
4
cubes			
5
cubes			

	Sorting shapes sheet C (enlarge to A3)
	1 colour	2 colours	
2
cubes			
4
cubes			
5
cubes			

11.	Domino diagrams 
(Level 1 and level 2; for up to 4 children)
	Introduction
•	The first part of this activity assesses children’s ability to suggest suitable criteria that could be used to sort a set of dominoes. 
•	The second part of this activity assesses children’s ability to sort dominoes on a Venn diagram using one criterion. 
•	The third part of this activity assesses children’s ability to sort dominoes on a Venn diagram according to two criteria. 

	Resources
•	a set of dominoes or a copy of the Domino sheet (MB.12.R) for each child (ideally these should be copied onto a different coloured card for each child and will need to be cut up prior to the assessment); 
•	a copy of Venn diagrams 1 and 2 (MB.12.Q) for each child (enlarged to A3);
[Hoops may be used as an alternative to Venn diagrams 1 and 2] 
•	three sheets of A4 paper cut into three strips lengthwise; 
•	a marker pen; 
•	reusable sticky-tac; 
•	a copy of the Description of mathematical performance sheet and Record of assessment sheet (MB.12.P). 
	What to do
	Part 1
•	Tell the children to make suggestions about how some dominoes could be sorted. Encourage them to suggest numerical criteria. 
•	Give each child a set of dominoes. 
•	Record at least eight suitable criteria on separate strips of paper using a marker pen. For example:
dominoes with a blank;
doubles;
10 (8, 6, or 5 etc) spots;
more than 5 (7, 9 or 10 etc) spots altogether; and
odd (or even) number of spots. 

	Part 2
•	Tell the children they are going to sort their dominoes using one criterion. 
•	Give each child Venn diagram 1 (present the sheet in a landscape orientation). 
•	Give each child a strip of paper with a different sorting criterion and read their criterion with them. This is their label for Venn diagram 1, which should be stuck on Venn diagram 1 using reusable sticky-tac. 
•	Children should then sort their dominoes on Venn diagram 1. Dominoes that fulfill the criterion should be placed in the oval, the other dominoes should be placed on the paper outside the oval. 
•	Collect in copies Venn diagram 1 and the strips of paper. 
	Part 3
•	Tell the children they are going to sort their dominoes using two criteria. 
•	Give each child Venn diagram 2. 
•	Mix up the strips of paper and give each child two strips with sorting criteria. Ensure that some dominoes fulfill both criteria. For example:
dominoes with a blank; and
doubles. 
•	Read their criteria with them. These are their labels for Venn diagram 2.
[Children may need some help allocating each strip of paper/criterion to the two parts of the Venn diagram. The strips of paper could be stuck to the Venn diagram with reusable sticky-tac.] 
•	Children should then sort their dominoes on Venn diagram 2. 
•	Point to the dominoes in each child's overlapping section of Venn diagram 2 and ask them to explain why they have put them there. 

12.

13.	Domino sheet (copy onto card)

14.	Venn diagram 1 (enlarge to A3)

	Venn diagram 2 (enlarge to A3)