For daily checks record exact task / response / representation / adult prompt / independent or shared / next move. A correct answer copied from a partner is not evidence of independent reasoning. This fortnight is a small part of Year 5 mathematics, not a full achievement judgement.
| Day | Exit | Key and useful follow-up |
|---|---|---|
| 1 | Value of 5 in 1.205 |
0.005, five thousandths. If 0.05, rebuild four columns and move only the 5 card. |
| 2 | 1.25 compared with 1.250 |
Equal. If longer number judged larger, write both with three decimal places. |
| 3 | Tick after 1.245 on provided line |
1.250. If 1.246, re-read line interval 0.005; a number can fall between ticks. |
| 4 | Longer of C 1.250 and B 1.253 |
B by 0.003 km; compare thousandths after aligned earlier places. |
| 5 | Fresh decimal check | See A below. |
| 6 | Is 8 a factor of 24? | Yes, 8×3=24. If only “yes”, ask for inverse or array. |
| 7 | Is 24 a multiple of 6? | Yes, 6×4=24. Ask learner to distinguish “24 is a multiple of 6” from “6 is a factor of 24”. |
| 8 | Is 36 divisible by 5 with whole equal groups? | No; five groups of seven use 35 and leave one. |
| 9 | Four boxes of nine immediately? | Arithmetic works, but each available box holds at most eight. Separate mathematical possibility from practical capacity. |
| 10 | Fresh grouping check | See B below. |
Day 5 check A
Give the learner these new numbers: 3.207, 3.27, 3.072, 0.678, 0.687, 1.406. Ask: (a) order the first three from least to greatest; (b) choose the larger of 0.678 and 0.687 and explain the first differing place; (c) place 1.406 between labelled 1.400 and 1.410, saying which end is nearer. Permit tactile, enlarged, typed or spoken place-value representation. Do not supply a worked answer during the check.
Key: (a) 3.072 < 3.207 < 3.270 (3.27=3.270); (b) 0.687>0.678 because hundredths are 8 versus 7 after equal ones and tenths; (c) 1.406 is between, closer to 1.410 (0.004 away versus 0.006). If part (a) is wrong but columns correct, ask learner to read the inequality direction. If the learner compares 207 to 27 as whole numbers, place trailing zero in 3.270. If (c) is uncertain, make a ten-step tactile strip from 1.400 to 1.410 with each step 0.001.
Day 10 check B
Fresh fictional prompt: “There are 42 whole cards. They must be shared equally into trays. Seven trays are available. Each tray can hold at least 6 cards. Could seven trays use all 42? Could six trays? Could five trays, with no card left over? List every unordered factor pair of 42. What would you need to know before saying which tray plan costs least?”
Key: seven trays of six, 7×6=42, work. Six trays of seven also work mathematically, but the scenario says only seven trays are available, so six of those could be used if reuse of one is allowed; do not infer price. Five trays cannot share all 42 equally with whole cards: five eights use 40, two remain. Factor pairs 1×42, 2×21, 3×14, 6×7; factors {1,2,3,6,7,14,21,42}. Need prices and any availability/reuse constraints before calling a plan cheapest. Accept a different valid interpretation of “six trays” if the learner states it clearly; capacity only gives a lower bound, and the prompt does not set a maximum capacity.
Decision rubric for reteaching
| Evidence | Secure in this task | Developing | Next move |
|---|---|---|---|
| Place value | Names digit value; aligns equal places; orders and locates three-place decimals | Treats decimal part as whole-number string or ignores zero | Build four columns, add trailing zeros, then compare first differing place |
| Factor structure | Finds complete unordered pairs and checks with multiplication | Gives some factors but no pair/check | Tile 42 counters, keep a two-column pair table, stop when pairs repeat |
| Context | Distinguishes equal sharing, capacity, availability and unknown cost | Computes correctly but drops a stated condition | Underline each constraint; test proposed plan against each |
| Explanation | Makes an answer inspectable through fact, array, line or place columns | Answer without a reason, or uses an inaccessible tool | Invite a different representation and a private recheck |
Use secure / developing / not yet observed, not a whole-year grade. A rapid accurate mental answer can be secure if the child explains it; a slow tactile array can be secure too. If a learner struggles with English wording, present the numeric situation with accessible objects and check the mathematics separately. Recheck after teaching with changed numbers, not the same memorised item.
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