Y5 Full Sample Maths Assessment Tests PDF

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Mathematics
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Curriculum
Assessment Tests:
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Samples
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End of Term
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Mathematics Test
Sample
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SA
Primary
HeadStart Primary End of Term Mathematics Tests
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Teachers’ Notes Year 5
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Introduction - about the tests
The HeadStart Primary End of Term Mathematics Tests have been developed to help teachers
assess children’s progress against the matters, skills and processes (grouped here as ‘objectives’)
contained in the programmes of study for the mathematics curriculum.
The end of term tests (A, B and C) provide the option to administer a test at the end of each term.
The three end of term tests, together, cover all the objectives in the Year 5 mathematics
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curriculum. They provide a summative alternative to the content domain assessments.
However, for the purpose of formative assessment, it is recommended that the domain tests
are used, particularly for the number domains. This ensures thorough analysis of children’s
performance against the curriculum objectives.
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Administration - how to manage the tests
Ideally, the class teacher should administer the tests. This gives an overview of the children’s
performance and a picture of any potential misconceptions as the test is being completed.
Observing and making note of the way children approach and tackle the questions can be an
extremely useful indicator towards future teaching and learning.
A pencil or pen is needed - any other necessary equipment is detailed at the top of the front
cover of each test. No time limit is set for these tests. Depending on the year group, it may be
appropriate to split the tests over two or more sessions.
© Copyright HeadStart Primary Ltd 1

Support during the tests
When deciding upon the amount of support that is appropriate, it is important to remember that
it is maths and not reading that is being tested. If a child needs to have all or some of the test read
to them, this support should be made available. However, it is also necessary to avoid giving too
much assistance; this could mean that results do not realistically reflect a child’s progress in maths.
Teachers have an in-depth knowledge of the children in their care and professional judgement
is always the best guide, when considering how much support to provide. It may be that the
CD-ROM is used in conjunction with a whiteboard to display and read the pages of the test to a
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class or group of children.
The most successful approach is achieved by developing a whole school agreement/policy on

how much support is appropriate for each year group. This ensures effective moderation across
the school year groups.
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Marking - understanding and using the mark scheme
In Year 5, there are 25 questions in each test. Each question carries a maximum of 2 marks.
Ideally, the class teacher should mark the tests. As with the administration of the tests, marking
gives a clear picture of necessary next steps on an individual, group and class basis.
Some of the questions have several parts. If the number of parts is even, 1 mark is awarded if half
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or more of the parts are correct. For example, if a question is comprised of 6 calculations, a child
getting 3, 4 or 5 of the calculations correct is awarded 1 mark.
If a question has an odd number of parts, 1 mark is awarded if more than half the parts have
a correct answer. For example, a 3-part question would need to have 2 parts correct for the
award of 1 mark.
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Many questions have only one possible answer but the question
still carries 2 marks. Some questions have a definite, correct
answer but a child may be awarded 1 mark if appropriate working
or method is evident. Since ‘appropriate working or method’
could involve a number of possible strategies, the final judgement
on whether to award one mark has been left to the professional
judgement of the teacher.

Tracking - using the assessments and scaled scores to track progress
Once a test has been marked, a raw score out of 50 can be awarded. Test raw scores should be
converted to scaled scores (see conversion charts).
The table below can then be used to identify progress against one of the 6 stages.
Year 5
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Scaled Score Stage
0 - 75 Emerging Below average
76 - 95
96 - 100
101 - 112
113 - 122
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Progressing
Secure
Mastering
range
Average
range
Above average
123 + Exceeding range
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The HeadStart assessment and tracking system is intended to be used to support teacher
assessment strategies and professional judgement.
SA
It is important to note that the HeadStart assessments and scaled scores cannot be directly
correlated to national curriculum test scaled scores, for the following reasons:
• HeadStart assessments test every objective of the national curriculum and are intended for
diagnostic purposes as well as summative purposes.
• HeadStart assessments follow the standard deviation of 15, giving a range of scores from <70
to 125+. SATs scaled scores range from 80 - 120.
• HeadStart assessments identify a range of scaled scores within an expected band either side of
a mean score of 100. SATs scores identify the expected score of 100.

Using the scaled score model to make a tracking judgement
Each test should be administered at an appropriate point towards the end of each term.
Some teachers may decide to present the tests to children at the beginning and at the end of
the terms. This would enable progress to be tracked over each term, as well as across the three
terms of the school year.
To establish the stage achieved, the directions in the table below should be followed. The table
shows an example of a child who has completed TEST A.
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A Year 5 child completing TEST A
TEST A: 29 scored out of 50
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Use the raw score/scaled score conversion chart to convert the raw score
of 29 to a scaled score of 102.
Therefore, a child with a scaled score of 102 is working at the ‘Secure’

stage (see table on page 3).
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NB: This data should always be used in conjunction with ongoing
teacher assessment.
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Analysis and assessment for learning - using the objectives analysis
grids to identify strengths and weaknesses
Every test question is underpinned by a statutory objective from the Year 5 mathematics
curriculum. There is an objectives grid for each test, on which children’s performance can be
recorded. The grids can be enlarged to A3 to make recording easier and clearer.
All the national curriculum objectives are covered over the three end of term tests.
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The grids can be used to identify children’s performance against each of the objectives.
The grids can be used, in conjunction with ongoing teacher assessment,

to identify which objectives need further reinforcement.
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This analysis can be used to inform planning. (Identification of strengths and
weaknesses enables teachers to be aware of the necessary emphasis to place
on teaching the objectives when they are next met.)
The grids can be used to identify strengths and weaknesses of the whole class
or groups. Groups might include boys/girls, children with special educational
needs, children who have English as an additional language, pupil premium
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children, high achievers etc.
After all three tests have been completed, diagnostic information can be
passed to the next year group teacher.
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Test analysis software is also available from HeadStart Primary.

Tests can be marked directly into the software; detailed
performance analysis is then automatically generated for
individuals, groups and classes.
Please visit www.headstartprimary.com

for more information.

End of term: TEST B You will need a pencil, a ruler and a protractor. Year 5
Name Class Date
1 Look at the number 761,532.
a What is the value of the digit 1?
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b What is the value of the digit 3?
2 Put a tick (
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What is the value of the digit 6?
) by the fraction(s) that are equivalent to the shaded

shape on the right. One has been done for you.
2 marks
6
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a
10
12
b
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18
18
c
30
6
d
100
2 marks
Y5 End of term:TEST B
© Copyright HeadStart Primary Ltd 1 Page Total

3 Put the following decimal numbers in order of size, starting with
the smallest.
a 57.876 346.97 36.479
smallest largest
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b 68.594 68.94 68.499
4
smallest
PL Is my
secret safe?
largest
2 marks
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Giuseppe has a secret number.

It is between 50 and 70.
It is not a multiple of 7.
It is 1 more or less than 82.
What is Giuseppe’s number?
2 marks

5 Look at the position of the shaded triangle in the grid below.
Translate the triangle 5 units to the right and 5 units down and
draw the translated triangle on the grid.
10
9
8
7
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6
5
4
3
2
1
0
PL0 1 2 3 4 5 6 7 8 9 10
6 Use a formal written method to solve the following.

2 marks
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a 984 ÷ 8 =
b 8175 ÷ 6 =
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Set out your calculations in this box.
2 marks

Look at the line graph below.
Temperature during a day in October

22
20
18
16
14
12
temperature
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o
C 10
8
6
4
2
7
0
8am
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10am 12noon
Now answer questions 7 , 8 and 9 .

2pm
time
By how much did the temperature rise between

10 am and 2 pm?
4pm 6pm 8pm 10pm
o
C
2 marks
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8 What do you think the temperature would be at 3 pm? o
C
2 marks
9 How could you make changes to the scales on the graph so that it
showed more detailed information?
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Use this box to explain.
2 marks

10 12,107 men, 11,936 women and 2832 children went to see the
rock band, Blacksnake.
Circle the best estimate of total attendance.
12,000 + 11,000 + 3000
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2000 + 12,000 + 12,000
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11 Convert between the following units of time.

2 marks
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a 8 minutes =
seconds
b 6 years 9 months =
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months
c 6 hours 50 minutes =
minutes
d 9 weeks 5 days = days

2 marks

12 Put the following numbers in order of size, starting with the largest.
3.5 -3.5 2 -2
largest smallest
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2 marks
13 Complete the following. Use a mental method that you know.
a 237 + 400 =
b 8359 + 430 =
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c 13,628 + 4360 =
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2 marks
14 Look at the formula below for

the perimeter of a rectangle.
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Pssst! I’ll give

you a tip!
a = 8cm
so 2a = 16cm
2a + 2b = 30
What does ‘b’ stand for? cm

2 marks

15 Use lines to match the square or cube numbers to their values.
a 63 144
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b 82 1000
c 103
PL 216
d 122 64 2 marks
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2 marks
16 Look at this problem.

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Mansoor bought a cucumber for 84p and an apple for 65p.
a How much change did he get from £2?
b How many steps are needed to solve

the problem?
2 marks

17 Aurelia was born in the year MMXII.
How old will Aurelia be in the year MMXXVII?
Aurelia will be years old

2 marks
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18 Mel’s fishtank holds 40 litres of water.
Joe’s fishtank holds 45 litres more.
In one week, Joe changes the water
in his tank twice.
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How much water does Joe use?
Use this box for your working out.

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litres
2 marks
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19 Martha is carrying a jug holding 0.75 litres of water. She trips and
spills about half of the water from the jug.
How much do you think is left in the jug?
Circle your answer.
825 ml 625 ml 570 ml 385 ml

2 marks

20 Match the decimal numbers and fractions. Join matching pairs
with a line. One has been done for you.
47
a 0.7
1000
65
b 0.55
100
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5
c 0.047
100
d 0.65
PL 100
55
7
e 0.05 10
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2 marks
21 Write TRUE (T) or FALSE (F) after these statements.

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a A prime number has at least 3 factors.
b Composite (non-prime) numbers are

always even.
c The prime factors of 14 are 2 and 7.

2 marks

22 Draw lines to match the 3D shapes to their names.
square-based
pyramid
cube
cuboid
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triangular prism
sphere
PL cylinder
2 marks
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23 Use a formal written method of column subtraction to solve
the following.
a 69,584 - 2462 =
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b 84,946 - 35,698 =
2 marks

24 Complete the table below by filling in the missing percentages,
fractions or decimals.
% Fraction Decimal
35
35% = =
100
76
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= =
100
= = 0.45
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25 Use your ruler and protractor to draw an angle of 45o from Point B.
2 marks
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B 2 marks
End of Test B Page Total
TEST TOTAL PERCENTAGE SCORE
50 %

ANSWERS: END OF TERM TESTS Year 5
TEST B
1. a)1000 b)30 c)60,000 11. a)480 seconds b)81 months 20. a)0.7 matched to 7/10 b)0.55
(2 marks for all 3 correct, 1 mark c)410 minutes d)68 days matched to 55/100 c)0.047 matched
for 2 correct) (2 marks for all 4 correct, 1 mark for to 47/1000 d)answer given e)0.05
2 or 3 correct) matched to 5/100
2. a)answer given b)not ticked c) (2 marks for all 4 correct, 1 mark
ticked d) not ticked 12. 3.5, 2, -2, -3.5 for 2 or 3 correct)
(2 marks for a correct answer) (2 marks for a correct answer)
(1 mark for appropriate working but 21. a)F b)F c)T
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3. a)36.479, 57.876, 346.97 an incorrect answer) (2 marks for all 3 correct, 1 mark
b)68.499, 68.594, 68.94 for 2 correct)
(2 marks for 2 correct, 1 mark for 1 correct) 13. a)637 b)8789 c)17,988
(2 marks for all 3 correct, 1 mark for 2 22. 3D shapes matched correctly
4. 65 correct) to names
(2 marks for a correct answer) (2 marks for all 6 correct, 1 mark for
14. 7cm
5. shape translated appropriately
(2 marks for a correct answer)
6. a)123 b)1362 r3
7. 8°C
8. 15°C
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(2 marks for 2 correct, 1 mark for 1 correct)
15. a) 6³ matched to 216

b)8² matched to 64 c)10³ matched
to 1000 d)12² matched to 144
(2 marks for all 4 correct, 1 mark
for 2 or 3 correct)
16. a)51p b)2

3, 4 or 5 correct)
23. a)67,122 b)49,248

24. 1st row - 0.35, 2nd row – 76%, 0.76,

3rd row – 45%, 45/100
(2 marks for all 5 correct, 1 mark for
3 or 4 correct)
25. angle drawn in the range of

43° - 47°
17. 15 years old (2 marks for a correct answer)
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9. indication of temp and time (2 marks for a correct answer)
increasing in increments of 1
(2 marks for a correct answer) 18. 170 litres
(1 mark for 1 scale increasing as above) (2 marks for a correct answer)
(1 mark for appropriate working
10. 12,000 + 3000 + 12,000 but an incorrect answer)
19. 385ml circled
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© Copyright HeadStart Primary Ltd

End of term YEAR 5 Children’s Names
Total correct per

TEST B: ANALYSIS GRID
Percentage per
question
question
Question Objectives
recognise the place value of digits in numbers to
1. at least 1,000,000 (npv 1)
identify, name and write equivalent fractions of a given fraction,
2. represented visually, including tenths and hundredths (fdp 2)
read, write, order and compare numbers with up

3. to three decimal places (fdp 9)
solve a problem involving multiples, factors, square
4.
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numbers and division (md 9)
5. translate and represent a shape on a 2D grid (g 7)
divide numbers up to 4 digits by a one-digit number using the

6. formal written method of short division (md 6)
7. solve a problem using information presented in a line graph (s 1)
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8. interpret information presented in a line graph (s 1).
interpret the purpose of a line graph and connect

9. to an appropriate scale (s 1)
solve a problem involving rounding to the nearest
10. 1000 and 10,000 (npv 5)
11. solve problems involving converting beween units

of time (m 6)
interpret, compare and order negative and positive
12. numbers (npv 3)
use a chosen mental method to add increasingly
13. large numbers (as 2)
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calculate the length of a missing measure using
14. algebra (perimeter) (m 3).
recognise and use square numbers and cube numbers

15. and the notation for squared ( 2 ) and cubed ( 3 ) (md 8)
solve a money problem and identify the number of
16. steps needed (as 4)
17. recognise years written in Roman numerals (npv 6)
18. solve a multi-step problem involving addition (as 4)

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19. estimate the amount of water in a container (capacity) (m 5)
20. read and match decimal numbers to fractions (fdp 6)
know and use the vocabulary of prime numbers, prime

21. factors and composite (non-prime) numbers (md 2).
22. identify 3D shapes, including cubes and other cuboids,

from 2D representations (g 1)
use a formal written method of columnar subtraction to
23. subtract whole numbers with more than 4 digits (as 1)
24. recognise the per cent symbol (%) and write percentages as a
fraction with denominator hundred, and as a decimal (fdp 11)
25. draw an angle of a given size (g 3)
Children’s Scores
Scaled Scores
Enlarge to A3 for added clarity © Copyright HeadStart Primary Ltd

HeadStart Primary End of Term Mathematics Tests
Scaled Scores Year 5
Standardising the maths assessments

HeadStart Primary has conducted an extensive analysis, using a national sample of pupils for
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each assessment test, in order to produce a set of scaled (standardised) scores.
Standardising test scores fulfils two primary purposes:
(1) It enables a child's performance to be compared to the performance of other children

taking the same test.
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(2) It enables comparisons of performance across a range of tests, irrespective of
individual test difficulty or number of questions etc.
The standardisation process

The test raw scores have been standardised so that the mean average of the sample is 100,
with a standard deviation of 15. The standard deviation is the measure of the spread of scores
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away from the mean; usually in educational assessments, this is set as 15 for one standard
deviation. Normal distribution suggests that around 68% of scores are within one standard
deviation (i.e. 85-115).
Linking the scaled scores to HeadStart tracking stages

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Scaled Score Stage

0 - 75 Emerging Below average
76 - 95 Developing range
96 - 100 Progressing Average

101 - 112 Secure range
113 - 122 Mastering Above average

123 + Exceeding range

Using the assessments and scaled scores to track progress
The HeadStart assessment and tracking system is intended to be used to support teacher
assessment strategies and professional judgement.
It is important to note that the HeadStart assessments and scaled scores cannot be directly
correlated to national curriculum test scaled scores, for the following reasons:
• HeadStart assessments test every objective of the national curriculum and are intended
for diagnostic purposes as well as summative purposes.
E
• HeadStart assessments follow the standard deviation of 15, giving a range of scores from
<70 to 125+. SATs scaled scores range from 80 - 120.
• HeadStart assessments identify a range of scaled scores within an expected band either
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side of a mean score of 100. SATs scores identify the expected score of 100.
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SA

2
Year 5 - HeadStart Mathematics End of Term Test A
Raw Score Scaled Score Raw Score Scaled Score

0 59 26 97
1 60 27 99
2 62 28 100
3 63 29 102
4 65 30 103
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5 66 31 105
6 68 32 106
7 69 33 108
8
9
10
11
12
PL 71
72
74
75
77
34
35
36
37
38
109
111
112
114
115
13 78 39 117
M
14 80 40 118
15 81 41 120
16 83 42 121
17 84 43 123
SA
18 86 44 124
19 87 45 126
20 88 46 127
21 90 47 128
22 91 48 130
23 93 49 131
24 94 50 133
25 96

Year 5 - HeadStart Mathematics End of Term Test B

0 58 26 94
1 59 27 95
2 61 28 97
3 62 29 98
4 64 30 100
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5 65 31 101
6 66 32 102
7 68 33 104
8
9
10
11
12
PL 69
70
72
73
75
34
35
36
37
38
105
106
108
109
110
13 76 39 112
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14 77 40 113
15 79 41 115
16 80 42 116
17 81 43 117
SA
18 83 44 119
19 84 45 120
20 86 46 121
21 87 47 123
22 88 48 124
23 90 49 126
24 91 50 127
25 92

Year 5 - HeadStart Mathematics End of Term Test C

0 63 26 97
1 65 27 98
2 66 28 99
3 67 29 100
4 68 30 102
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5 70 31 103
6 71 32 105
7 72 33 106
8
9
10
11
12
PL 74
75
76
77
79
34
35
36
37
38
107
108
110
111
112
13 80 39 114
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14 81 40 115
15 83 41 116
16 84 42 117
17 85 43 119
SA
18 86 44 120
19 88 45 121
20 89 46 123
21 90 47 124
22 92 48 125
23 93 49 126
24 94 50 128
25 95

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Content Domain
PL
Mathematics Test
Sample
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SA
Primary
HeadStart Primary Content Domain Mathematics Tests
Teachers’ Notes Year 5
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Introduction - about the tests
The HeadStart Primary Mathematics Tests have been developed to help teachers assess children’s
progress against the matters, skills and processes (grouped here as ‘objectives’) contained in the
programmes of study for the mathematics curriculum.
across the domains.
The domains are:

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In Year 5, there are 7 distinct content domains. This is for organisational purposes but the National
Curriculum stresses the importance of making necessary mathematical concept connections
NUMBER - Number and place value

NUMBER - Addition and subtraction
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NUMBER - Multiplication and division
NUMBER - Fractions (including decimals and percentages)
MEASUREMENT
GEOMETRY - Properties of shapes / Position and direction
STATISTICS
SA
There are 3 tests for each domain - TEST A, B and C. The content of each test is purposely very
similar so that it is possible to assess children’s progress over the year, on a like-for-like basis.
It is not intended that all 3 tests are completed for every domain. Individual schools will
choose to organise the delivery of the maths programmes of study in line with their overall
curriculum design. The HeadStart Primary Tests are designed to fit any curriculum organisation.
It may be, for example, that in Year 5, a school chooses to teach and assess all the ‘NUMBER’
domains every term, but decides to spread the teaching of MEASUREMENT, GEOMETRY and
STATISTICS across the 3 school terms. This could mean that the 4 ‘NUMBER’ domains are tested
every term, but the remaining 3 domains are only tested once in each term over the year. This is
only one possible model, and all permutations of domain teaching and assessing are available,
depending on the requirements of the school.

The tests have been designed to assess a thorough content coverage of each domain.
The statutory objectives are assessed, almost without exception. (A small number of objectives
are related to a practical activity that cannot be assessed using a paper-based test.)
Much of the non-statutory guidance is also covered and assessed, since this often underpins the
conceptual understanding of the statutory objectives. The main purpose of testing should be
a formative one, and only a comprehensive coverage of the curriculum can lead to meaningful
assessment for learning, performance analysis and future planning.
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Timetabling - when to administer the tests
The tests have been designed to provide maximum flexibility regarding when they should be
carried out. It is for schools to decide upon the optimum testing frequency in order to facilitate
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meaningful data analysis, without overloading the curriculum with formal assessments.
Children’s progress can be measured against age-related expectations. The system incorporates
identification of 6 stages; Emerging, Developing, Progressing, Secure, Mastering and Exceeding.
Progress can be tracked at any time throughout the school year. Although it is possible to track
progress after the completion of each test, an overall judgement made every term would present
a clear indication of children’s performance. The test scores can be recorded and converted for
tracking purposes, at an appropriate point, according to the policy of the school. The
information gleaned from making a tracking judgement once a term would be wholly
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appropriate for reporting to parents and as evidence in Ofsted inspections.
Administration - how to manage the tests

SA
Ideally, the class teacher should administer the tests. This gives an overview of the children’s
performance and a picture of any potential misconceptions as the test is being completed.
Observing and making note of the way children approach and tackle the questions can be an
extremely useful indicator towards future teaching and learning.
The test papers can be photocopied from the book or printed from the CD-ROM. The pages are
numbered for the benefit of the children completing the test. At the bottom of each page, the
year group, domain and test is identified. So, ‘Y5: npv - A’ is Year 5, NUMBER - Number and place
value, TEST A.

A pencil or pen is needed - any other necessary equipment is detailed at the top of the front
cover of each test. Since the primary purpose of the tests is formative, no time limits are set
for any of the tests.
Support during the tests
When deciding upon the amount of support that is appropriate, it is important to remember that
it is maths and not reading that is being tested. If a child needs to have all or some of the test read
to them, this support should be made available. However, it is also necessary to avoid giving too
E
much assistance; this could mean that results do not realistically reflect a child’s progress in maths.
Teachers have an in-depth knowledge of the children in their care and professional judgement
is always the best guide, when considering how much support to provide. It may be that the
CD-ROM is used in conjunction with a whiteboard to display and read the pages of the test to a
class or group of children.
PL
The most successful approach is achieved by developing a whole school agreement/policy on
how much support is appropriate for each year group. This ensures effective moderation across
the school year groups.
Marking - understanding and using the mark scheme

M
In Year 5, there are 15 questions in each test. Each question carries a maximum of 2 marks. Ideally,
the class teacher should mark the tests. As with the administration of the tests, marking gives a
clear picture of necessary next steps on an individual, group and class basis.
Some of the questions have several parts. If the number of parts is even, 1 mark is awarded if half
or more of the parts are correct. For example, if a question is comprised of 6 calculations, a child
getting 3, 4 or 5 of the calculations correct is awarded 1 mark.
SA
If a question has an odd number of parts, 1 mark is awarded if more than half the parts have
a correct answer. For example, a 3-part question would need to have 2 parts correct for the
award of 1 mark.
Many questions have only one possible answer but the question still carries 2 marks. Some
questions have a definite, correct answer but a child may be awarded 1 mark if appropriate
working or method is evident. Since ‘appropriate working or method’ could involve a number
of possible strategies, the final judgement on whether to award one mark has been left to the
professional judgement of the teacher.

Tracking - using the tests to track children’s progress
Once a test has been marked, a score out of 30 can be awarded. When a tracking judgement is
required, test scores should be converted to a percentage (see page 5 Teachers’ Notes).
The table below can then be used to identify progress against one of the 6 stages. The table uses
percentage scores for conversion, so tracking judgements can be made after any number of tests
have been completed.
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Year 5
Percentage Score Stage
0 - 25
26 - 50
51 - 63
64 - 75
PL Emerging
Developing
Progressing
Secure
Below average
range
Average range
76 - 88 Mastering Above average

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89 - 100 Exceeding range
0 – 50% Below average range

51 – 75% Average range
SA
76 – 100% Above average range
Although it is possible to make a tracking judgement after the completion of just one test, this
is not recommended. A termly calculation, made after the completion of a number of tests, will
provide more reliable information.
The assessment system is intended to be used by teachers as a tool to support their professional
judgement.

Using the percentage scoring model to make a tracking judgement
An example
A Year 5 teacher has decided to make a tracking judgement for the children in the class at the end
of the autumn term. The children have been taught the content for the following domains and
the tests (TEST A versions) have been completed:
NUMBER - Number and place value
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STATISTICS
PL
Step 1 Add together the test scores for each child.
Step 2 Find the overall percentage score for each child.
Step 3 Identify the stage achieved from the percentage score.
This means that a Year 5 child scoring as follows:

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NUMBER - Number and place value (18 out of 30)
NUMBER - Addition and subtraction (20 out of 30)
NUMBER - Multiplication and division (20 out of 30)
STATISTICS (18 out of 30)
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has a total score of 76 out of 120
76
Percentage score = ( × 100 ) = 63%
120
Therefore, a child scoring 63% is working within the 'Average range' in the
‘Progressing’ stage. (It is worth noting that the child is close to achieving the
‘Secure’ stage.)
NB: This data should always be used in conjunction with ongoing teacher
assessment.

Analysis and assessment for learning - using the objectives grids and
pupil objective record sheets to identify strengths and weaknesses
Every test question is underpinned by a statutory objective or an objective from the non-statutory
notes and guidance. There is an objectives grid for each test, on which children’s performance can
be recorded. The grids can be enlarged to A3 to make recording easier and clearer.
The objectives have been labelled to match the bullet points in the Year 5 Programmes
of Study as follows:
E
NUMBER - Number and place value (npv 1 – 6)
NUMBER - Addition and subtraction (as 1 – 4)
NUMBER - Multiplication and division (md 1 – 11)
NUMBER - Fractions (including decimals and percentages) (fdp 1 – 12)
MEASUREMENT
STATISTICS
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national curriculum objective.

(m
(g
(s
1 – 7)
1 – 7)
1 – 2)
The pupil objective record sheet can be used to measure individual performance against each
The objectives grids and record sheets can be used, in conjunction with ongoing
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teacher assessment, to identify which objectives need further reinforcement.
This analysis can be used to inform planning. (Identification of strengths and

weaknesses enables teachers to be aware of the necessary emphasis to place on
teaching the objectives when they are next met.)
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The grids and record sheets can be used to identify strengths and weaknesses of
the whole class or groups. Groups might include boys/girls, children with special
educational needs, children who have English as an additional language, pupil
premium children, high achievers etc.
Test analysis software is also available from HeadStart Primary. Tests can be marked directly
into the software; detailed performance analysis is then automatically generated for individuals,
groups and classes.
Please visit www.headstartprimary.com for more information.

TEST A You will need a pencil. Year 5
Mathematics Assessment: NUMBER - Addition and subtraction
Name Class Date
1 Solve the following using a method of your choice.
a 3246 + 447 =
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b 6964 - 328 =
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M
2 marks
2 Use a formal written method of column addition to solve the following.
a 57,389 + 21,376 =
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b 86,493 + 35,847 =
2 marks
Y5: as-A

the following.
a 98,646 - 3422 =
b 63,827 - 24,369 =
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4
PL
Use a formal written method of column addition to solve the following.
a 986,347 + 26 + 32,946 + 968 =

2 marks
M
Set out your calculation in this box.
SA
2 marks
Y5: as-A

the following.
a 5000 - 3240 =
b 905,006 - 237,248 =
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6
PL
Complete the following. Use a mental method that you know.
2 marks
a 346 + 200 =
M
b 9478 + 320 =
c 11,349 + 3430 =
2 marks
SA
7 Complete the following. Use a mental method that you know.
a 982 - 400 =
b 8693 - 280 =
c 18,974 - 6500 =
2 marks
Y5: as-A

8 Kaseem is going to subtract 2938 from 5162. Which of the answers
below would be the best estimate of his calculation?
Circle your answer.
3000 2000 8000 2500
E
2 marks
9 Mrs Doubtful, the cook, wanted to order a drink for all 109 children
in the school.
Was this a good idea?
Tick ( )
PL
To make it easier, she decided to round 109 to the nearest 100 and
then order the drinks.
Yes or No
M
Use the box below to explain your answer.
SA
2 marks
Y5: as-A

10
300ml 300ml
200ml 200ml
100 ml 100 ml
E
Maylin filled the jugs to the levels shown, with home made
apple juice.
How much more would she need to make, so that she had one
litre of apple juice?
PL
M
ml
2 marks
11
SA
Look at this problem.
Mr Greedy bought a bar of chocolate for 96p and a packet

of sweets for 33p.
a How much change did he get from £2?
b How many steps are needed to solve

the problem?
2 marks
Y5: as-A

12 Find 2 consecutive numbers
with a total of 105. Consecutive means
the next number when
counting in ones.
e.g. 24 and 25 are
consecutive.
and
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13
PL
Sadie read 62 pages of her new
book on Saturday. On Sunday,
she read double the pages she had
read on Saturday, but on Monday,
2 marks
she read only half as many as she

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had read on Saturday.
How many pages did she
read altogether?
SA
Show your working out in this box.
pages
2 marks
Y5: as-A

14 Mr Smith’s car holds 70 litres of petrol.
Mrs Jones’ car holds 25 litres more.
In one week, Mrs Jones fills her car twice.
How much petrol does she buy?
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litres
15 PL
Lucy went shopping with £13.76 in her purse. She wanted to buy 2
toys, one costing £2.36 and the other costing £6.49.
She worked out that she would have £4.91 left after buying the toys.
Use the box below to explain which operations Lucy chose to do
and why she chose them.
2 marks
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SA
2 marks
End of Test Page Total
30 %
Y5: as-A

Please mark as Year 5: NUMBER - Addition and subtraction ANALYSIS GRID
TEST
A B or C Children’s Names
Total correct per question
Percentage per question

E
Question Objectives
use a chosen method to add and subtract whole
1. numbers with up to 4 digits (as 1)
use a formal written method of columnar addition to
2.
PL
add whole numbers with more than 4 digits (as 1)
use a formal written method of columnar subtraction to
3. subtract whole numbers with more than 4 digits (as 1)
use a formal written method of columnar addition

4. to add 4 whole numbers with up to 6 digits (as 1)
use a formal written method of columnar subtraction

5. to subtract whole numbers with up to 6 digits (as 1)
use a chosen mental method to add increasingly
6. large numbers (as 2)
use a chosen mental method to subtract
7.
8.
9.
10.
increasingly large numbers (as 2)
use rounding to check an answer to a calculation

(as 3)
determine, in the context of a problem, the

necessary level of accuracy when rounding (as 3)
solve a multi-step problem involving addition and M
SA
subtraction (as 4)
solve a money problem and identify the number of

11. steps needed (as 4)
solve a problem involving consecutive numbers
12. (as 4)
solve a multi-step problem involving doubling,

13. halving and addition (as 4)
14. solve a multi-step problem involving addition (as 4)
decide which operations to use to solve a problem

15. and explain why (as 4)
Children’s Scores
Percentages
Enlarge to A3 for added clarity © Copyright HeadStart Primary Ltd

TEST A You will need a pencil and a ruler. Year 5
Mathematics Assessment: STATISTICS
Name Class Date
Bus travelling time: London to Manchester
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250
200
150
distance
(miles) 100
50
0
9am
PL10am 11am
time
12 noon 1pm 2pm
Now answer these questions.

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1 How far had the bus travelled by 10 am?
miles
2 marks
2 How far did the bus travel, in total,

SA
between 10 am and 11 am, and 1 pm miles

and 2 pm? 2 marks
3 During the journey, the bus made a stop for lunch.
Between which times do you think the bus stopped for lunch?
and
2 marks
Y5: s-A

Look at the Carroll diagram about children in Year 5.
Children who eat at least Children who do not eat at

7 portions of fruit and least 7 portions of fruit and
veg per day veg per day
Kaliq Jonathan Jayden
Boys Marshall Ben Lewis
Ethan Tyler
Lydia Freya Sophie
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Girls Magda Emily Nicole
Evie Poppy
5
PL
How many boys do not eat 7 portions per day?
How many more girls than boys eat 7 portions per day?
2 marks
2 marks
6 If Jonathan, Ben and Tyler started to eat 7 portions

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per day, how many more boys than girls would eat
a healthy amount of fruit and veg? 2 marks
7 From the information presented in the diagram, do you think that

the children in Year 5 eat a healthy diet?
SA
Tick ( ) Yes or No
Use this box to explain your answer.
2 marks
Y5: s-A

Temperature during a day in September

22
20
18
16
14
12
temperature
E
o
C 10
8
6
4
2
8
0
8am 10am
PL
12noon 2pm
time
By how much did the temperature rise between

8 am and 2 pm?
4pm 6pm 8pm 10pm
o
C
2 marks
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9 What do you think the temperature would be at 5 pm? o
C
2 marks
10 What was the temperature 4 hours later than 4 pm? o

C
2 marks
SA
11 How could you make changes to the scales on the graph so that it
showed more detailed information?
2 marks
Y5: s-A

Look at the bar chart below.
Number of people in Lucy’s Larder between 10 am - 11 am
50
40
30
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number of
people 20
10
12
0
Now complete questions

PL
Mon Tues
12 and
Wed
13 .
On Friday, 45 people went into Lucy’s Larder between
10 am and 11 am.
Thurs Fri
M
Draw in the bar to show the information. 2 marks
13 During the next week, on Tuesday and Wednesday, double the

number of people visited Lucy’s Larder.
How would you need to adjust the scale on the graph so that it
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was able to show this information?
2 marks
Y5: s-A

14 Train Timetable
Kempton 09:45 10:10 11:10 12:40
Laceton 10:45 11:50 13:20
Nicetown 11:05 11:25 12:30 14:00
E
Ellie goes to the station in Kempton at 10:50
and catches the next train to Nicetown.
15
PL
At what time does she arrive in Nicetown?
Mr Siddique opened his ice-cream parlour in June.

He wanted to show how his ice-cream sales rose
over the next 12 months.
2 marks
M
Which of the following should he choose to show
this information?
Tick ( ) one box.

SA
Venn diagram line graph pictogram pie chart

2 marks
End of Test Page Total
30 %
Y5: s-A

Year 5 INDIVIDUAL PUPIL OBJECTIVE RECORD SHEET
Name Class Date
Enter marks for each question (0, 1, 2) into the appropriate

NUMBER - Number and place value boxes to calculate percentage correct for each objective
npv1: read, write, order and compare numbers to at least 1 000 000 %
and determine the value of each digit Q1 Q2 Q3 Q4
npv2: count forwards or backwards in steps of powers of 10 for any given

number up to 1 000 000
%
Q5
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npv3: interpret negative numbers in context, count forwards and backwards %
with positive and negative whole numbers, including through zero Q6 Q7
npv4: round any number up to 1 000 000 to the nearest 10, 100, 1000, %
10 000 and 100 000 Q8 Q9
npv5: solve number problems and practical problems that involve %

all of the above
PL
npv6: read Roman numerals to 1000 (M) and recognise years written in Roman
numerals
as1: add and subtract whole numbers with more than 4

digits, including using formal written methods (columnar
addition and subtraction)
Q1
Q10
Q2
Q11 Q12
Q14
TOTAL % SCORE
Q3 Q4
Q13
Q15
Q5
%
%
M
as2: add and subtract numbers mentally with increasingly large numbers %
Q6 Q7
as3: use rounding to check answers to calculations %

and determine, in the context of a problem, Q8 Q9
levels of accuracy
as4: solve addition and subtraction multi-step %
SA
problems in contexts, deciding which operations Q10 Q11 Q12 Q13 Q14 Q15
and methods to use and why
TOTAL % SCORE %
md1: identify multiples and factors, including finding all factor pairs of a %
number, and common factors of two numbers Q1 Q2
md2: know and use the vocabulary of prime numbers, prime factors %
and composite (non-prime) numbers Q3
md3: establish whether a number up to 100 is prime and recall prime numbers %
up to 19 Q4
© Copyright HeadStart Primary Ltd continued on next page

continued from previous page
NUMBER - Multiplication and division (continued)
md4: multiply two-digit and three-digit numbers by a one-digit number using %

formal written layout Q5
md5: multiply and divide numbers mentally drawing upon known facts %
Q6
md6: divide numbers up to 4 digits by a one-digit number using the formal %

written method of short division and interpret remainders appropriately Q7 Q8
for the context
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md7: multiply and divide whole numbers and those involving decimals by 10, %
100 and 1000 Q9
md8: recognise and use square numbers and cube numbers, and the notation %
for squared (2) and cubed (3) Q10
PL
md9: solve problems involving multiplication and division including using
their knowledge of factors and multiples, squares and cubes
md10: solve problems involving addition, subtraction, multiplication and

division and a combination of these, including understanding the
meaning of the equals sign
md11: solve problems involving multiplication and division, including scaling by

simple fractions and problems involving simple rates
NUMBER - Fractions (including decimals and percentages)

Q11
Q13
TOTAL % SCORE
Q12
Q14
Q15
%
%
M
fdp1: compare and order fractions whose denominators are all %
multiples of the same number Q1
fdp2: identify, name and write equivalent fractions of a given fraction, %

represented visually, including tenths and hundredths Q2
fdp3: recognise mixed numbers and improper fractions and convert from one %
form to the other and write mathematical statements > 1 as a mixed Q3
number (for example, 2/5 + 4/5 = 6/5 = 11/5)
SA
fdp4: add and subtract fractions with the same denominator and %
denominators that are multiples of the same number Q4 Q5
fdp5: multiply proper fractions and mixed numbers by whole numbers, supported %
by materials and diagrams Q6
fdp6: read and write decimal numbers as fractions (for example, 0.71 = 71/100) %
Q7
fdp7: recognise and use thousandths and relate them to tenths, hundredths and %
decimal equivalents Q8
fdp8: round decimals with two decimal places to the nearest whole number and to %
one decimal place Q9
fdp9: read, write, order and compare numbers with up to three decimal places %
Q10

NUMBER - Fractions (including decimals and percentages) (continued)
fdp10: solve problems involving number up to three decimal places %

Q11 Q12
fdp11: recognise the per cent symbol (%) and understand that per cent relates
to ‘number of parts per hundred’, and write percentages as a fraction Q13
with denominator 100, and as a decimal
fdp12: solve problems which require knowing percentage and decimal

equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those fractions with a denominator of a Q14 Q15
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multiple of 10 or 25
TOTAL % SCORE %
MEASUREMENT
m1: convert between different units of metric measure (for example, kilometre
%
and metre; centimetre and metre; centimetre and millimetre; gram and
m2:
m3:
m4:
PL
kilogram; litre and millilitre)
understand and use approximate equivalences between metric units and
common imperial units such as inches, pounds and pints
measure and calculate the perimeter of composite rectilinear shapes in

centimetres and metres
calculate and compare the area of rectangles (including squares),
and including using standard units, square centimetres (cm2) and
square metres (m2) and estimate the area of irregular shapes
Q5
Q3
Q6
Q1
Q2
Q4
Q7
%
m5: estimate volume [for example, using 1 cm3 blocks to build

%
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cuboids (including cubes) and capacity (for example, using water) Q8 Q9
m6: solve problems involving converting between units of time

%
Q10
m7: use all four operations to solve problems involving

%
measure (for example, length, mass, volume, money) Q11 Q12 Q13 Q14 Q15
SA
using decimal notation, including scaling
TOTAL % SCORE %
g1: identify 3D shapes, including cubes and other cuboids, from 2D representations
%
Q1
g2: know angles are measured in degrees: estimate and compare acute, %
obtuse and reflex angles Q2 Q3
g3: draw given angles, and measure them in degrees (o) %

Q4 Q5 Q6
g4: identify: %
a) angles at a point and one whole turn (total 360o) Q7
b) angles at a point on a straight line and a turn total 180o
c) other multiples of 90o

GEOMETRY - Properties of shapes / Position and direction (continued)
g5: use the properties of rectangles to deduce related facts and

%
find missing lengths and angles Q8 Q9 Q10 Q11
g6: distinguish between regular and irregular polygons based on reasoning

%
about equal sides and angles Q12 Q13
g7: identify, describe and represent the position of a shape following a

%
reflection or translation, using the appropriate language, and know that Q14 Q15
the shape has not changed
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TOTAL % SCORE %
STATISTICS
s1: solve comparison, sum and difference

%
s2:
line graph
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problems using information presented in a
complete, read and interpret information

in tables, including timetables
Q1
Q4
Q2
Q5
Q3
Q6
Q8
Q7
Q9
Q12
Q10
Q13
TOTAL % SCORE
Test analysis software is also available from HeadStart Primary. Tests can be marked directly
into the software; detailed performance analysis is then automatically generated for individuals,
Q11
Q15
Q14
%
%
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groups and classes.
Please visit www.headstartprimary.com for more information.

SA

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Request your risk-free inspection copies.
PL
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resources, keep them and we will process your order and send the accompanying
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from you free-of-charge.
www.headstartprimary.com/order-inspection-copies/
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If you have any questions regarding our resources or ordering process, please don’t hesitate
to get in touch with us.
Email: info@headstartprimary.com
Phone: 01200 423405
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Administration - how to manage the tests

© Copyright HeadStart Primary Ltd 1

The most successful approach is achieved by developing a whole school agreement/policy on

© Copyright HeadStart Primary Ltd 2

© Copyright HeadStart Primary Ltd 3

TEST A: 29 scored out of 50

Therefore, a child with a scaled score of 102 is working at the ‘Secure’

© Copyright HeadStart Primary Ltd 4

The grids can be used, in conjunction with ongoing teacher assessment,

Test analysis software is also available from HeadStart Primary.

Please visit www.headstartprimary.com

© Copyright HeadStart Primary Ltd 5

Name Class Date

1 Look at the number 761,532.

a What is the value of the digit 1?

) by the fraction(s) that are equivalent to the shaded

© Copyright HeadStart Primary Ltd 1 Page Total

a 57.876 346.97 36.479

Giuseppe has a secret number.

What is Giuseppe’s number?

© Copyright HeadStart Primary Ltd 2 Page Total

6 Use a formal written method to solve the following.

Set out your calculations in this box.

© Copyright HeadStart Primary Ltd 3 Page Total

Temperature during a day in October

Now answer questions 7 , 8 and 9 .

By how much did the temperature rise between

Use this box to explain.

© Copyright HeadStart Primary Ltd 4 Page Total

Circle the best estimate of total attendance.

12,000 + 11,000 + 3000

PL 12,000 + 3000 + 12,000

11 Convert between the following units of time.

d 9 weeks 5 days = days

© Copyright HeadStart Primary Ltd 5 Page Total

13 Complete the following. Use a mental method that you know.

14 Look at the formula below for

Pssst! I’ll give

What does ‘b’ stand for? cm

© Copyright HeadStart Primary Ltd 6 Page Total

16 Look at this problem.

Mansoor bought a cucumber for 84p and an apple for 65p.

a How much change did he get from £2?

b How many steps are needed to solve

© Copyright HeadStart Primary Ltd 7 Page Total

Aurelia will be years old

Use this box for your working out.

How much do you think is left in the jug?

Circle your answer.

825 ml 625 ml 570 ml 385 ml

© Copyright HeadStart Primary Ltd 8 Page Total

21 Write TRUE (T) or FALSE (F) after these statements.

a A prime number has at least 3 factors.

b Composite (non-prime) numbers are

c The prime factors of 14 are 2 and 7.

© Copyright HeadStart Primary Ltd 9 Page Total

Set out your calculations in this box.

© Copyright HeadStart Primary Ltd 10 Page Total

End of Test B Page Total