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Is Developing, Is Learning To, Can, With Support Needs Support To Enable Him/her To, Is Beginning To

The document contains assessments of several students' progress in mathematics. It discusses their attitudes towards math, progress made, ability to use math concepts, checking of work, mental math and times table skills, and homework completion. The assessments provide feedback on strengths and areas for improvement in order to help students develop further in their math abilities.

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Eleanor Nayoga
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202 views3 pages

Is Developing, Is Learning To, Can, With Support Needs Support To Enable Him/her To, Is Beginning To

The document contains assessments of several students' progress in mathematics. It discusses their attitudes towards math, progress made, ability to use math concepts, checking of work, mental math and times table skills, and homework completion. The assessments provide feedback on strengths and areas for improvement in order to help students develop further in their math abilities.

Uploaded by

Eleanor Nayoga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Is developing, is learning to, can, with support

Needs support to enable him/her to, is beginning to

Attitude
 approaches maths enthusiastically
 increase her working pace.
 Please improve presentation
 enjoys maths and is confident working in all aspects of the subject.
 made steady progress this year
 made excellent progress this year
 enjoys working in all areas of maths
 the ability to ask when she needs help.
 could make more progress if he had a little more faith in his ability – I know you can
do it!
 shows he is capable of working to a high level.
 has worked hard in maths lessons this year.
 is starting to develop more confidence in her own ability.
 enjoys maths and is confident working in all aspects of the subject.
 now needs to ensure she applies herself fully all the time so that this progress is
sustained.
 is gaining confidence in her own ability and applies herself well to all areas of the
subject.
 I would now like her to speak up more in class.
 has shown her enthusiasm for the subject and for a challenge.
 now needs to try to remain more focused and not distract others around him in
lessons.
 Increased concentration will help him progress further.
 could make more progress if he took his time and was not distracted by what others
are doing.
 he must ensure he applies himself to the full at all times and complete sufficient
amount of work each lesson.
 approaches maths enthusiastically and has a very good understanding of the topics
covered this year.
 must stay focused and contribute to discussions.
 very enthusiastic but is unable to access much of the numeracy curriculum
 is starting to develop more confidence in her own ability.

Progress
 has made progress
 made good progress
 made steady progress and has shown a sound understanding of the maths concepts
covered
 has made solid progress

Use of maths
 can select appropriate operations when solving more complex, multi-step word
problems with success.
 has secure subject knowledge in shape, measuring and data handling.
 has a very good understanding of the topics covered.
 With support, can choose the most appropriate operation when solving simple word
problems.
 is becoming more adept in applying her knowledge to problem solving situations
 can measure, classify shapes, handle data and recall most times tables accurately.
 With help, he can solve problems and handle data.
 has shown good application in all aspects of mathematics
 is able to apply what he has learnt to problem solving situations.
Is developing, is learning to, can, with support
Needs support to enable him/her to, is beginning to

 is beginning to use simple mathematical vocabulary


 often able to choose the most appropriate operation when solving simple word
problems/ solving two-step word problems with success.
 has a good understanding of the topics covered this year.
 is beginning to apply his knowledge and understanding to different mathematical
situations.
 can use mathematical language to explain why an answer is correct.
 is developing his confidence with different approaches to solving problems
 has shown great application in all aspects of mathematics and shows he is capable
of working to a high level
 can classify shapes and handle data well
 is beginning to use simple mathematical vocabulary.
 is becoming more adept in applying her knowledge to problem solving situations
 is often able to choose the most appropriate operation when solving simple word
problems;
 she must now start to check results thoroughly and increase her working pace
 With help, he can solve problems and handle data
 can use some simple mathematical terms
 has a secure knowledge of shape and measure.
 With some initial help she can go on to solve problems and handle data
 is starting to use mathematical vocabulary in his explanations.

Checking
 must, though, check his work to ensure answers are realistic. Failure to do this
resulted in a disappointing test result.

 now start to check results thoroughly


 capable of working to a high level but must check her work carefully for accuracy.
Lack of this resulted in a disappointing test result.
 must also check his work to ensure sensible answers are given at all times
 does need to make sure that he checks his written calculations to make sure he does
not make unnecessary errors.
 he must now start to check results before moving on.
 to make sure that she takes her time to read and understand word problems in order
to avoid unnecessary mistakes.
 is able to use the right operation when solving a problem but needs to be more
careful with his working out and check his answers to avoid simple mistakes.
 is beginning to solve word problems, but needs to remember to read questions
carefully and check her working out.

Mental maths

 Recall of his tables is also good enabling him to utilize them to good effect in mental
maths calculations
 now needs to speed up recall of number facts to become more efficient in mental
calculations.
 mental maths and times table recall are secure.
 demonstrates strong mental maths skills and times table recall
 next step is to have a quicker recall of multiplication tables and to check his working
out.
 has a good knowledge of her times tables and can apply them to mental calculations
 now needs to develop his own strategies for mental arithmetic so that speed and
accuracy in calculations is improved.
Is developing, is learning to, can, with support
Needs support to enable him/her to, is beginning to

 mental maths and times table recall is improving


 now needs to concentrate on mental maths skills and learning all her times tables.
 mental maths and times table recall are secure. is developing more strategies in order
to become more proficient in mental calculations.
 is gaining confidence in reciting and recalling simple times tables.
 mental maths and times table recall is improving.
 must now try to develop more strategies in order to become more proficient in mental
calculations.
 mental maths and times table recall is secure.
 mental maths and times table recall is improving.
 demonstrates strong mental maths skills and times table recall.
 knowledge of her times tables ensures accurate and efficient results in mental
calculations.
 must now speed up his recall of number facts so he can become more proficient in
mental calculations.
 mental maths and times table recall are inconsistent.
 mental maths skills and times table recall are developing but still need regular
practice to ensure rapid recall.
 is gaining confidence in reciting and recalling times tables.

 Homework
 Homework is always completed and handed in on time
 has a good knowledge of his tables and now needs to speed up his recollection of
them in order to become more proficient in mental maths.
 has developed very good strategies to enable her to become efficient and accurate in
mental maths problems.

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