Name:

Date:

Whole Number Identification and Sequencing & Ordering

PHASE
E.1

Count forwards from 1 to 10

Can count forwards to 10

Count backwards from 10

Can count backwards from 10

E.1

The student can read & know

the number after & before in
the range
0 - 10

Phase

Read this number and say the number that comes just after
it and just before it.(show cards)
5,

13,
29,
209
2400

19,
99,

12,
30

10
17
100
680,
603 000

999,
3049

900
989 999

0
0
0
0

- 20
- 100
1 000
1 000 000

Date
achieved

E1
M1
1
2
3

Fractional Number Identification and Sequencing & Ordering

(Children manipulate the fraction cards)

The student can

Say each fraction:

identify unit fractions

order unit fractions

Which of these numbers is the same as 8/6?

co-ordinate numerators and

denominators

Put these fractions in order from smallest to largest:

identify equivalent fractions

order mixed fractions

(Children are shown the question and manipulate the cards)

The student knows..

Phase

How many $10 notes in $80?

Put these numbers in order: 488, 539, 602, 540
How many $10 notes in $230
Put these number in order: 4 650, 6 405, 5 046, 5 406
How many $1000 notes in $2 408 000
Put these nos in order: 352 097, 90 325, 79 532, 297 320
How many tenths in all of this number? 4.67
Put these decimals in order: 0.39, 0.478, 0.8
How many hundredths in all of this number? 2.097
Round 7.649 to the nearest tenth
What is 1.25 as a percentage?
Name 37.5% as a decimal

Tens in numbers to 100 &

orders numbers to 1000
Tens in numbers to 1000 &
orders numbers to 10 000
Tens, 100s, 1000s in whole nos
& orders any set of whole nos
Tenths in decimals and orders
decimals to 3 places
Tenths, hundredths &
thousandths in decimals. can
round decimals & name
percentages as decimals

/ 3,

/ 4,

/ 5,

/ 2,

/ 3,

1 2/ 6

/8
/3

/ 4,

/4

/ 5,

1 1/ 3

/5

/2

/ 2,

/9

Date
achieved

/6

Put these fractions in order from smallest to largest:

1

Phase

/6

/14
7

/16

Grouping and Place Value

Date
achieved

2
2
3
4
4

Basic Facts
Tell me the answer to.(this must be given by fluent recall)

The student instantly recalls

Phase

2 + 3,

5 + 4,

6 and what makes 10?

6 + 6,
8 + 6,

9 + 9,
6 + 9,

10 + 4,
8 x 5,

Grouping within 5, with 5 &

within 10
Doubles to 20 & Teen facts
Basic addition facts and
multiplication facts for 2,5,10
Basic subtraction &
multiplication facts
Basic division facts and names
of factors to 100
Common factors of two
numbers to 100 and LCM to 10

17 9,

15 6,

6 x 7,

7 + 10
5x7
8x4

56 7,
63 9,
45 6
Name all the factors of 81
What is the highest common factor of 72 and 81?
What is the least common multiple of 8 and 12?

Date
achieved

1
2
2
3
4

Adapted from Marie Hirst, Numeracy facilitator, TEAM Solutions Faculty of Education, Auckland University; changed to
relate to phases from PYP scope and sequence, I Stanley, GSIS 2012

Notes for this assessment:

Each section of this assessment requires some equipment, cards or manipulatives.
Sets of cards are available to create for your classroom. Refer to the numeracy support book called numeracy
diagnostic materials and photocopy as required. Some materials are the same as in the JAM assessment kit.
Refer to Grade 2 and Kindergarten for help to use this resource.
I Stanley
2012

Adapted from Marie Hirst, Numeracy facilitator, TEAM Solutions Faculty of Education, Auckland University; changed to
relate to phases from PYP scope and sequence, I Stanley, GSIS 2012