Likely NC level for these questions please.

[Wizard19]

Can any teachers and others familiar with nc levels, please advise the likely level of a child who would be able to answer all these questions correctly in 3 minutes.

1. Find the perimeter of a pentagon with sides of 7 centimetres.

1. Tom buys 3 books costing 50 pence each. How much change does he get from £5?

1. What is 1/4 + 1/2 ?

1. In a classroom 17 children chose their favourite colours. 6 chose red, 4 chose blue, the rest chose green. Show this information in a pictogram.

Thanks

Huitre
Thanks.
She has covered stuff randomly, as and when. Knows her times tables, prime numbers. Dealing with 3+ digit numbers in addition subtraction division. 2 digit multiplication
understands factors, and prime factorisation - done accidentally when we looked at division. Can round to nearest 10, 100, 1000 etc.
I realise most of this stuff is beyond yr2, so her level is always going to appear skewed.

at '3 less than 7'- perfectly logical.

The teacher should have time to address those issues. Certainly the sorting numbers, as that's such a basic thing in KS1.

Thinking about it more, I would look at the new national curriculum rather than level descriptors, as that's what she'll be going on to in Y3. Check she can do all the Y1 and 2 maths targets,and continue supporting her at home.

MrsK
Best one was when she was asked how many stars were on a page.
She answered 15 in about 1 second
Got it wrong, as there were 16 - . Later she told me that

1. She knows that I know that she can count things.
2. The question did not ask her to count how many they were.
3. Because of 1 & 2 above assumed she was supposed to guess(estimate)

Mrsk
Certainly the sorting numbers, as that's such a basic thing in KS1.
In year 1 they would only sort 3 numbers into order.

It would be very difficult to work out why she was getting it wrong, because sometimes would be right. Only when I gave her sets of 5 numbers and asked her to put them in order did it click as to what was happening.

Here are the level descriptors for maths

kangaroomaths.com/free_resources/ks3/schedules/level_descriptors.doc

Simple pictograms are level 2, but one where a symbol represents more than one person is level 3.

I just gave the questions to DD to see what she'd make of them and for comparison with a child who is working very confidently within L3 (and she likes Maths so was pleased to get something like that to do). She had the numerical answers (in her head) in well under thirty seconds. She then tackled the pictogram and got very frustrated because she couldn't make it look as neat as it was in her head, but had produced one that would be perfectly OK within another thirty seconds (then she crossed it out and started again and was still going trying to improve it five minutes later, slightly annoyed with herself).

Thanks Noble
Thanks Huitre
Same here the pictogram had to be perfect, got labels and shading, probably took half the time.

Been to open eve today, teacher says will enter her for level 3 in sats, also noticed getting a little more word problems in school book.

DD's had bubble writing for all the labels and stripes on the blocks, of different shades of the various colours.

My y2 DD is a 3c in maths. She answered all your questions without any help, except for the perimeter question. However, less than a minute of me explaining how to work out the perimeter of something she knew she needed to do 7x5.

The things you say your DD can do are a little further on than my DD so she would be a L3 at our school. But then I suppose all schools have their own take on levels

Hi Wizard,

It might be a bit late but I just came across these and thought you might find them useful. Each question is levelled, although only level 2 questions are sublevelled.

Year 2 levelled questions (questions levelled from 2c - 3)

(level 3 questions only)

They are from the DofCSF National Strategies website and there's lots more info and resources available if you're interested.

On the Y2 levelled qs from 2c

I thought the squares of chocolate adding up to 16 was harder than the questions at the top about rulers pencils and crayons in centimetres. Yet the pencils q is 2a and the chocolate q is 2c.

For me the chocolate is harder because you need to scan and discount spurious data (mulit-task). The pencils is just answering simple questions.

I guess technique is important because you could plan to calculate only till 16 and then ignore the other sums.

But that goes back to carefully reading the question because sometimes test questions say choose all that apply. It's unfair in some respects because learning how to do something is done in class.

But exams and tests are deliberately designed to catch the pupil out. (Which requires slightly different skills to deal with.)

Maybe some sympathy can go to teachers who have children sitting lots of practice tests because tests do require a certain kind of (weird) mentality.

(When you buy something in a shop the price doesn't have a tick all of the prices that apply matrix printed on it.) That's a very artificial form of data presentation.

The chocolate question is easy because all you need to do is count the squares of chocolate on each piece and recognise the numbers written down. In the ruler question, you need to work out half of thirty, which is harder than just counting things and requires you to do an actual calculation.

mum! read the question properly!! I missed the bit about matching the picture!

Thanks tired,
Thank you all for engaging, and the links are very useful.