Year 4 Autumn Term Assessment Tracker

How to use this spreadsheet:

Enter the names of the children who took the test into Column A.
For each question:
a) type 1 into the question cell if that child answered the question correctly (e.g. scored 1 mark);
b) type 0 into the question cell if that child answered the question incorrectly (e.g. scored 0 marks);
c) for questions that score more than 1 point for a correct answer the individual marks are assigned across adjacent columns.

Colour Key
1: Student has answered the question correctly.
0: Student has answered the question incorrectly.

on potential misconceptions and links to interventions that can help address them.
 Assessment: Autumn Term Assessment

Teacher Name: Breakdown of Results by Assessment Focus

Assessment 1 2 3 4 5 6
Focus Code:
Assessment Focus
5 5 5 5 1 4 1 1 5 5 1 1 6 6 5 5 1 1 4 2 3 5 5 1 4 1 4 4 Number of 9 1 1 5 10 2
Marks:
Assessment
Student Name Q1 (mark 1) Q1 (mark 2) Q2 (mark 1) Q2 (mark 2) Q3 Q4 Q5 (mark 1) Q5 (mark 2) Q6 (mark 1) Q6 (mark 2) Q7 (mark 1) Q7 (mark 2) Q8 (mark 1) Q8 (mark 2) Q9 (mark 1) Q9 (mark 2) Q10 (mark 1) Q10 (mark 2) Q11 Q12 Q13 Q14 (mark 1) Q14 (mark 2) Q15 Q16 Q17 Q18 (mark 1) Q18 (mark 2)
Focus
Total Add numbers
Subtract Count
Roman
score Know that 10 hundreds are numbers with backwards Negative Addition and Multiplication Calculating
Recall multiplication and Compare with up to 4 Recognise the place value Recognise and use factor pairs Read Roman Find 1000 more Estimate to Estimate Numerals
equivalent to 1 thousand, and Find the area of rectilinear Count in multiples of 7, 1000 Round any number to the up to 4 digits through zero to Solve addition and subtraction Place Value Numbers Subtraction and Division Area
(max 28 division facts for multiplication Count in multiples of 6 and 9. numbers beyond digits of each digit in a four-digit and commutativity in mental
that 1,000 is 10 times the size of shapes by counting squares. and 25. nearest 10, 100 or 1000. using the include
numerals to Multiply and divide mentally. or less than a check answers numbers on a
two-step problems in context.
marks) tables up to 12 × 12. 1000. using the formal number. calculations. 100. given number. to a calculation. number line.
100. formal written negative
written method.
method. numbers.
Anna 28 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 100% 100% 100% 100% 100% 100%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
0 0% 0% 0% 0% 0% 0%
Cohort Percentage: 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 67% 100% 0% 20% 60% 100%
Question Assessment
Detailed Assessment Focus
Number Focus Code

Recall multiplication and division facts for

1 5
multiplication tables up to 12 × 12.

Count in multiples of 6 and 9.

2 5
 Count in multiples of 6 and 9.
2 5

Compare numbers beyond 1000 using

3 1
different representations.

Add numbers with up to 4 digits using the

4 4 formal written method of column addition.
 Add numbers with up to 4 digits using the
4 4 formal written method of column addition.

Recognise the place value of each digit in a

5 1 four-digit number.

Recognise and use factor pairs and

6 5
commutativity in mental calculations.

Know that 10 hundreds are equivalent to 1

7 1 thousand, and that 1,000 is 10 times the size of
100.

Find the area of rectilinear shapes by counting

8 6 squares.

Count in multiples of 7, 1000 and 25.

9 5
 Count in multiples of 7, 1000 and 25.
9 5

Round any number to the nearest 10, 100 or

10 1
1000.

Subtract numbers with up to 4 digits using the

formal written method of column subtraction.
11 4

Count backwards through zero to include

negative numbers.
12 2

Read Roman numerals to 100.

13 3

14 5 Multiply and divide mentally.

14 5 Multiply and divide mentally.

15 1 Find 1000 more or less than a given number.

Estimate to check answers to a calculation.

16 4

17 1

Estimate numbers on a number line.

Solve addition and subtraction two-step

problems in context.
18 4
 Solve addition and subtraction two-step
problems in context.
18 4
 Possible Misconceptions and Interventions
with download links to evidence-based interventions

Children may lack fluency recalling times table facts.

Year 4 Same-Day Intervention Plan: Recalling the 6 Times Table

Year 4 Maths Same-Day Intervention Plan: Recalling the 7 Times Table

Year 3 Same-Day Intervention Plan: Recalling the 8 Times Table

Year 4 Maths Same-Day Intervention Plan: Recalling the 9 Times

Year 4 Maths Same-Day Intervention Plan: Recalling the 11 Times Table

Table Year 4 Maths Same-Day Intervention Plan: Recalling the 12Times Table

Children may not be able to count fluently in steps of 6 and to see the link to counting in steps of 3.
Y4 Same-Day Intervention: Counting in Steps of 6

Children may not know the pattern of the digits when counting in steps of 9.

Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 9

Children may not be able to identify the value of each digit in a four-digit number.

Year 4 Maths Same-Day Intervention Plan: Partitioning and Recombining Four-Digit Numbers

Children may confuse the inequality symbols.

Year 4 Maths Same-Day Intervention Plan: Using the Less Than, More Than and Equals Symbols to Compare Four-Digit Numbers

Children may not be able to count forwards and backwards in steps of 1000.

Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 1000

Children may not know how to address the need for regrouping and may be unsure of how to record this.
Year 4 Maths Same-Day Intervention Plan: Column Addition of Four-Digit Numbers with Regrouping

Children may not be able to identify the value of each digit in a four-digit number.

Year 4 Maths Same-Day Intervention Plan: Partitioning and Recombining Four-Digit Numbers

Children may confuse the language of ‘factor’ and ‘product’ and may struggle to identify all factors due to a lack of systematic recording.

Year 4 Maths Same-Day Intervention Plan: Identifying Factor Pairs

Children may not understand the value of 1000 using tens and hundreds.

Year 4 Maths Same-Day Intervention Plan: Understanding the Value of 1000

Children may not understand that when counting squares to find the area of a rectilinear shape, the most efficient method is to multiply the number
of squares in each row by the number of squares in each column.

Children may not be able to count fluently in steps of 7.

Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 7

Children may not be able to identify the repeating pattern of counting on or back in steps of 1000.
Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 1000

Children may lack fluency when counting in steps of 25.

Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 25

Children may look at the wrong digit when rounding.

Year 4 Maths Same-Day Intervention Plan: Rounding to the Nearest 10, 100 and 1000

Children may swap the digits over when an exchange is required.

Year 4 Maths Same-Day Intervention Plan: Using Column Subtraction of Four-Digit Numbers with Exchanging
Children may make counting errors when counting backwards through zero.

Year 4 Maths Same-Day Intervention Plan: Counting through Zero to Negative Numbers
Children may not know the conventions of using Roman numerals.

Year 4 Maths Same-Day Intervention Plan: Reading Roman Numerals to 100

Children may not know how to apply the distributive law to simplify the arithmetic.
Year 4 Maths Same-Day Intervention Plan: Understanding the Distributive Law of Multiplication

Children may not be able to count forwards and backwards in steps of 1000.

Year 4 Maths Same-Day Intervention Plan: Counting in Steps of 1000

Children may not be able to use their rounding knowledge to estimate answers.

Year 4 Maths Same-Day Intervention Plan: Estimating Answers Using Rounding

Children may be unable to work out the value of the unlabelled intervals on the number line in order to identify or place a number.

Year 4 Maths Same-Day Intervention Plan: Identifying and Placing Four-Digit Numbers on a Marked, Partially Numbered Number Line

Children may not use strategies such as finding the midpoint or taking into account the range of the number line.

Year 4 Maths Same-Day Intervention Plan: Estimating the Value and Position of a Four-Digit Number on an Unmarked Number Line

Children may not know how to address the need for regrouping and may be unsure of how to record this.
Children may not know how to address the need for regrouping and may be unsure of how to record this.

Year 4 Maths Same-Day Intervention Plan: Column Addition of Four-Digit Numbers with Regrouping

Children may swap the digits over when an exchange is required.

Year 4 Maths Same-Day Intervention Plan: Using Column Subtraction of Four-Digit Numbers with Exchanging