Maths KS1 SATs question

[Grouphugs]

DD7 brought home a practice Maths SAT paper before the schools closed.

I appreciate she won't be sitting the SATs, but there was no indication on the paper of what the score she achieved means, and I'd like to benchmark her in terms of the sort of work I should be doing with her.

The paper had 25 possible marks to give, of which she scored 21. How would I go about understanding if this is low, average or above average? She is old for her school year, if that makes a difference.

I don't want to bother the school about this because literally nobody apart from me cares!

Bump please!

www.gov.uk/government/publications/2019-scaled-scores-at-key-stage-1

Have a look at that link OP. I'm not a teacher and bear in mind its last years, but I believe there are two maths papers which together come to 60 which is the 'Raw' score and then you need to compare it to this table. If it's over 100 on the scales score than that's met standard (or whatever the term is) and anything over 110 (I think) is 'greater depth'.

If you google the years paper that you have you will be able to find the mark scheme and standardised scores etc.

21/25 is going to be good, because if it isn't then how will they work out the good ones?

In terms of what work to do with her, see what she got wrong and work on that. See what she got right, and work on slightly 'harder' versions.

e.g. Can add 2 two digit numbers fine. Can she add 3 two digit, or add 2 three digit?

Can she bridge through 10s but not through 100s? Work on that.

Ditto other skills.

Thank you. The one she really struggled with was taking away when it crosses the 10 barrier - eg 73-58. They haven't been taught the column method yet - is this still a thing? How is it taught these days?

They will be taught the column method eventually (I'll come back to that), but I might expect her to do that either by counting on or on a number line.

Counting on A:
Start at 58.
Add 10 to get to 68
Add 2 to get to 70
Add 3 to get to 73
Total added 15 -> Answer = 15.

counting on B:
Start at 58.
Add 2 to get to 60
Add 10 to get to 70
Add 3 to get to 73
Total added 15 -> Answer = 15

Number line can be used just like the counting on method, just with a picture.

Or number line with 73 at the right hand.

Subtract 5 loops of 10 landing at 63, 53, 43, 33, 23
Subtract 8 loops of 1 landing at 22, 21, 20, 19, 18, 17, 16, 15

(Loops can be done in larger chunks if she can).

These methods help her get a 'picture' of what is happening. If you go to column subtraction too soon, they don't get the picture/feel for everything and it can make later maths harder / less easy to see when an answer doesn't look 'right'.

To help preparing for / teaching column method, use of 10p and 1p coins (plus £1 coins later) can help.

I start by just using coins, then move to coins plus paper, then paper first with coins and eventually paper only.

If you want to do 45 - 21
Get 4 x 10p and 5x1p

First she has to give you 1p, then 2x10p, what's left?

Gets harder if it is 41-25
Get 4x10p and 1x1p
First she has to give you 5x1p (always the units first!)
She can't.
So she takes 1 of her 10ps to the bank (set up a separate area on the table for the bank) and exchanges it for 10x1p
Now she has 3x10p and 11x1p
So now she can give you the 5x1p and the 2x10p
What's left is the answer.

When she can do that, you can write down using column notation what she is doing (crossing out the 4 replacing with a 3, putting 1 infront of the 1 to make 11).
When she can tell you what to write, move to writing first then coins.

But I think year 2 would not normally do this (though I know curriculum has been shifted around since mine were primary).

That's brilliant, @TeenPlusTwenties, thank you so much.

I don't think Year 2 do column subtraction either, which is why I was a bit surprised at this question (which admittedly was one of the last on the paper, so presumably considered to be trickier). They had also printed squares as if you were expected to line up tens and units.

Do you know if they get a number line or square for Y2 SATS? If that's the case, I think she would probably have got that question correct, but I didn't give one to her.

Your answer was so helpful - thank you.

I don’t think they would get a numberline, but they may have been taught to draw their own, using the method teenpkustwenties outlines.

Column addition and subtraction aren’t usually introduced until year 3 I don’t think. The squares may just be there because children are given squared books ( usually) so it’s trying to replicate this, plus some children may have been taught Column method as an extension/at home etc.

No, there are no number lines or hundred squares in ks1 sats.

As an aside OP, number lines but with time on them are very good for time based problems. eg bus leaves at 11:15am and arrived 1:05pm how log is the journey.

Y2 teacher here. We teach column addition and subtraction as well as other methods. The curriculum gives the outcome ie/ can add or subtract 2 2-digit numbers and the scheme that your child’s school uses Will give ways to teach it. There should be a calculation policy on their website so you can see how they teach it.
21/25 in paper 1 is a solid score. This is added to the paper 2 score to give a raw score which is then converted to a scaled score of which 100 is ‘working at the expected level’. Contrary to belief , there is NO score for greater depth, that comes from teacher assessment. However I would expect my GD children to score highly.

If she struggled to subtract crossing a ten. You could teach her to do it visually by drawing the tens and ones. Using your example, 73-58, explain that when not crossing a ten you can just draw 7 tens (just straight lines) and 3 ones (3 circles or dots) . But as the ones in the number you are taking away are greater than the number you are taking from, you can still draw 7 tens but make the 7th ten 10 dots. (So she will have 6 tens and 13 dots) Remind her not to forget to draw the 3 dots too, children sometimes do this.
Then she can cross out 5 tens and 8 ones.
This would be an acceptable method to work out on a SATS paper.

This is all brilliant, thank you.