Mathematics evidence and keyed… | Year 3 Maths · T1 W1–2 · Assessment

These checks tell the teacher what to model next; they are not a Year 3 achievement-standard decision. Keep exact response or model | access/prompt | mathematical idea shown | next move for a rotating sample. The whole class attempts each exit; observe a planned few closely. Arrange a quiet individual check when independent reasoning is needed and write not yet observed otherwise.

Day	Keyed check	If the response suggests a gap
1	`1 ten-thousand + 3 thousands + 0 hundreds + 2 tens + 5 ones` = 13 025	Rebuild 13 025 beside 1 325; point to the absent hundreds.
2	30 506 has 0 thousands and 0 tens	Say every place while a learner positions each tile.
3	12 405 > 12 045 because hundreds differ first	Align places; compare from left and stop at first difference.
4	18 counters is about 20, more than 10; exact count after estimate	Provide a visible ten benchmark, then count in groups.
5A	14 305 < 14 350 because tens 0 < 5	Keep zero tens visible and compare both on a mat.
5B	38-counter tray: estimate first, then group 3 tens/8 ones	Do not grade closeness alone; practise interval and revision.
6	184 + 137 = 321, with an exchange from 4+7 ones	Use ten single pieces exchanged for one ten, then recompute.
7	302 − 157 = 145, with `145+157=302` as check	Count up 157→200→300→302 if exchange across zero is hard.
8	`□ + 137 = 400` → 263; 400 is whole	Mark whole/parts before choosing subtraction.
9	Book problem 513 books; tile problem 325 tiles	Re-enact which group arrives/leaves, then check unit.
10	14 370 > 14 307; 346+178=524 tickets	Diagnose place comparison and exchange independently.

Day 5 check A: place and estimate

New place prompt: Build 14 305 and 14 350, say each numeral, compare, then explain which digit settles it. Key: both have 1 ten-thousand, 4 thousands, 3 hundreds; 0 tens < 5 tens, so 14 350 is larger. A child who says 14 305 is larger “because 5 is greater than 0” is comparing ones before tens; ask them to point to each place, not rehearse a symbol. A child who reads 14 305 as 1 435 has dropped a place; rebuild in all five labelled columns.

Estimate prompt: show a new tray containing 38 large paper counters for a brief look. Retain the estimate before opening. Group count 3 tens and 8 singles. Strong evidence includes a plausible interval (e.g. between 30 and 50), a reason and willingness to revise. Do not mark an estimate of 35 “incorrect” just because the exact count is 38. If the initial estimate is 300, compare with a visible ten; if the counting result is 37, check one-to-one organisation without treating estimation itself as weak.

Recheck later: use a new numeral, e.g. 16 402 versus 16 420, and a different-size collection with a ten benchmark. Do not repeat only the answer the child has now seen.

Day 10 check B: place plus additive model

Place: 14 307 has 1 ten-thousand, 4 thousands, 3 hundreds, 0 tens, 7 ones. 14 370 is greater: hundreds tie; 7 tens exceed 0 tens. Accept a well-explained equivalent expanded representation.

Problem: “There are 346 tickets in one box and 178 in another. How many tickets altogether?” 524 tickets. A reasonable estimate is near 350 + 180 = 530. A place-value path: 300+100=400, 40+70=110, 6+8=14, total 524. Check 524−178=346 or another correct inverse.

Example feedback decisions:

Child gets 524 with a model but omits “tickets”: ask what is being counted, keep the correct calculation.
Child writes 414 after correctly summing hundreds/ones but dropping a ten exchange: exchange 10 tens for a hundred with cards, then try 257+164.
Child adds 346−178 even though boxes combine: ask them to mark the two parts and draw a whole; use 24+13 before returning to three digits.
Child produces 524 by copying a neighbour but cannot explain any part: mark independent strategy not yet observed and use a private new-number check.

Reading support, translated oral explanation from an appropriate speaker, AAC or a scribe must be recorded, without confusing them with a mathematical prompt. Respond to the child's actual model; do not assign an ability label from a single fortnight.