Observe how well pupils: Use their mathematical understanding when completing the worksheet in task 1.2 Interpret the data, comparing different animals to draw reasoned conclusions Worksheet from task 1.2 Questions to ask: How did you work out your answers? What accuracy did you work to and why? How did you find the birth / adult) weight for a fox / elephant? Did any of the percentages surprise you? Why? Is the table written in any special order? Could you group the data? How? Assessment guidance: Progression in Key Processes Analysing (i) Analysing (ii) Interpreting and evaluating Uses the given method to complete the first 5 rows, mostly working accurately Is confident in converting gms to kgs and kgs to gms Notes simple relationships, eg ‘The marsupials have lower percentages’ Uses realistic figures (estimated or researched) to find a value for humans (likely to be 3 to 5%) Rounds up where appropriate Pupil A Recognises distinct groups, eg marsupials and other animals Uses inefficient methods, eg trial and improvement, to find solutions for fox and elephant Pupil A When asked, can explain why the ratio for dog should be 3.16% rather than 3.15% as shown on the worksheet As above, and that the horse is greater than might be expected in comparison with the other mammals Pupil A Uses efficient methods to find solutions for fox and elephant Is confident about the level of accuracy to use, and can justify decisions As above, and categorises groups effectively, eg marsupials as less than 1% and others as 1 to 10% Sample response: Pupil A Comments Pupil A works confidently and accurately, grouping results effectively. In discussion, she said that she used trial and improvement to find the weights of the fox and elephant. Probing questions and feedback
Assessment guidance: Progression in Key Processes Representing Analysing Interpreting and evaluating Communicating and reflecting Needs teacher support to break down the problem Makes simple relevant calculations Attaches meaning to values obtained, eg ‘cost per day’ Explains the approach in outline Selects appropriate tools, eg chooses to use simple formulae Finds the total number of grams for one day in each of the intervals Recognises that complete bags must be bought Shows partial methods, so that someone else can follow the reasoning Recognises that age (days) refers to multiple days and chooses a method to proceed accurately Multiplies the amount of food needed per day by the number of feeds per day Notes assumptions, and searches for the cheapest solution Pupil pair E Gives a clear explanation of methods and findings Chooses methods that enables the problem to be solved efficiently and concisely Pupil pair E Gives a clear, comprehensive and accurate solution Pupil pair E As and recognises that the solution is a ‘best fit’ given the information provided and assumptions made Uses a of forms to communicate findings effectively and concisely Pupil pair E Sample response: pair E Comments The pupils provided a comprehensive report stating assumptions and showing relevant calculations. Probing questions and feedback How confident are you that the cost will be exactly £214.80? The pupils would benefit from working on other multi-step problems, using a wide range of mathematical techniques.