Mathematics: checks, worked… | Year 2 Maths · T1 W1–2 · Assessment

These are formative samples, not a Year 2 achievement-standard rubric. Keep a 4-column roster: learner / exact response or model / independent or prompt + access / next move. Choose 2–3 focus learners each day, rotate, and fill gaps in quiet stations. Not yet observed is a useful record. The whole class may attempt each check, but do not infer an individual strategy from a chorus answer.

Quick answer key by day

Day	Prompt	Expected answer and decisive evidence	If this goes wrong, teach next
1	Show 205	2 hundreds, 0 tens, 5 ones; zero holds tens place	Put 205 beside 25; exchange bundles and read each place.
2	Match 206	2H, 0T, 6O, distinct from 260 and 26	Keep all three columns; mark the empty tens with a card.
3	Larger: 309 or 390	390; hundreds tie, 9 tens exceed 0 tens	Compare first differing place with pieces.
4	`205, 215, __`	225; add one ten, ones remain 5	Build each term, say rule before filling blank.
5A	Show 306	3H, 0T, 6O; may also be 2H,10T,6O	Rebuild 306/36; ask which place changed.
5B	Order 317,371,307	307 < 317 < 371; pattern gap 337	Compare tens first, then map approximate positions.
6	`7+5=12; 12−7=?`	5; whole is 12, one part is 7	Physically cover one part and name missing part.
7	18 + 4	22; 18 + 2 + 2, or another valid strategy	Fill ten-frame from 18 to 20, then count remainder.
8	31 − 6	25; check 25 + 6 = 31	Exchange one ten for ten ones or count up 25→31.
9	Choice A/B	A: 23 cards; B: 25 seats, with correct model/unit	Act out the story and identify whether objects arrive or leave.
10	407 vs 470; 26 − 9	407 has 0 tens; 470 larger; 17 cards remain	See specific follow-up below; keep place and operation evidence separate.

Day 5 check A — 5-minute independent sampling over rotations

Show: 306 with mat or words. Explain: what the zero is doing. Order: 317, 371, 307 least to greatest. Continue: 317, 327, __, 347.

Keyed examples: A learner writes 3 hundreds, 0 tens, 6 ones and orders 307, 317, 371, then writes 337: strong evidence for this small sample. A learner writes 36 for 306 but orders the other three correctly: place notation needs the next model, while comparison may be emerging. A learner writes 326 in the pattern: ask them to show the ten that is being added, then try 205, 215, __. Record whether the correction was independent or prompted.

Next move: one to two short sessions with H/T/O bundles for a place error; two number-line comparisons for an ordering error; two physical +10 sequences for a pattern error. Recheck with different numbers such as 405, 450, 415/451 and a +10 run from 208. Do not repeatedly give the same key as “practice”.

Day 10 check B — model, calculate, interpret

Prompt 1: Show 407; identify the empty place; decide which is larger, 407 or 470, with a reason. Key: 4H, 0T, 7O; 470 is larger because 7 tens is greater than 0 tens after equal hundreds. Prompt 2: “A tray has 26 cards. Nine are taken to another table. How many stay?” Key: 17 cards; one model is 26 − 6 − 3 = 17, checking 17 + 9 = 26. A learner may use counters, an open number line or part circles.

Example decisions:

407 < 470 with correct tens explanation; 26 − 9 = 17, but no unit: ask “17 what?” and keep the otherwise correct computation.
407 > 470 because 7 > 0: stop at the first differing place (tens) and rebuild both. Do not drill comparison symbols alone.
26 + 9 = 35 for cards taken: enact taking away and redraw part/whole before repeating with 24 − 8.
26 − 9 = 15 with a visible count-back jump error: rehearse the jump 26→20 (6), 20→17 (3), then check with addition.

Evidence boundary: one correct result with a copied method is insufficient to claim independent strategy. Record reading/dictation support separately from mathematical prompting. Ask the child to show how they know using the same quantity in another representation. Share family-facing feedback as the exact skill being practised, not an ability label.