Y4 Number and Place Value
Baseline Assessment Mark Scheme
Answer Assessment Focus Possible Misconceptions and Interventions
1 2 marks 0, 4, 8, 12, 16, 20, 24, 28 Count from 0 Children may have identified the pattern of counting in tens but may have difficulties when applying
in multiples of this knowledge to counting in hundreds.
1 mark for two 24, 32, 40, 48, 56, 64, 72, 80 4, 8 and 100
Use Y3 Same-Day Intervention: Counting in Steps of 100
number tracks
completed correctly 0, 100, 200, 300, 400, 500, 600, 700 https://www.twinkl.co.uk/resource/year-3-maths-same-day-intervention-plan-counting-in-steps-of-
100-t-m-32366
2 marks for all three
When counting in steps of 4, some children might not have ‘seen’ the counting pattern on a hundred
number tracks square and may not recognise how this links to their prior learning of counting in steps of 2.
completed correctly
Use Y3 Same-Day Intervention: Counting in Steps of 4
https://www.twinkl.co.uk/resource/year-3-same-day-maths-intervention-plan-counting-in-steps-of-
4-t-m-32511
When counting in steps of 8 from 0, children may revert to counting in ones to find the next multiple.
children need to see the patterns created by counting in steps of 8 and also how these link to the step
counting they have already learned.
Use Y3 Same-Day Intervention: Counting in Steps of 8
https://www.twinkl.co.uk/resource/year-3-maths-same-day-intervention-plan-counting-in-steps-of-
8-t-m-32525
2 1 mark 517 circled Find 10 less than When counting on or back in tens from numbers that are not multiples of ten, children may forget
a given number which digits change and which digits remain the same.
Use Y3 Same-Day Intervention: Counting On and Back in Steps of 10
https://www.twinkl.co.uk/resource/year-3-maths-same-day-intervention-plan-counting-on-and-back-
in-tens-from-any-number-t-m-32576
Number and Place Value | Baseline Assessment Page 1 of 4 visit twinkl.com
Answer Assessment Focus Possible Misconceptions and Interventions
3 2 marks Identify whether In order for children to successfully order and compare numbers, they must have a secure understanding
a number fits of place value. They need to be able to identify whether a number fits into a given range by looking at
1 mark for into a given the value of the digits.
three columns range by looking
at the value of Use Y3 Same-Day Intervention: Ordering and Comparing Numbers
completed correctly the digits
https://www.twinkl.co.uk/resource/year-3-same-day-maths-intervention-plan-ordering-and-
2 marks for all comparing-numbers-t-m-32631
four columns
completed correctly
4 1 mark one hundred and fifty-eight Write When children write three-digit numbers in words, they may write the first part of what they have heard
numbers up to in words, forgetting to say how many hundreds there are before writing the rest in numerals or they
1000 in words may write a mixture of the required words and numerals.
5 2 marks nine hundred and forty-nine = 949 Read and write Children may have written the first part of what they have heard before listening for the rest of the
numbers up to number and processing the need to combine it with the ones.
1 mark for three six hundred and thirty-two = 632 1000 in numerals
and in words Use Y3 Same-Day Intervention: Writing Three-Digit Numbers in Numerals
statements
completed correctly seven hundred and one = 701 https://www.twinkl.co.uk/resource/year-3-same-day-maths-intervention-plan-writing-3-digit-
numbers-in-numerals-t-m-32587
2 marks for all five hundred and eleven = 511
four statements
completed correctly
6 1 mark for all 150, 250, 200 Count from 0 in When children identify and learn about the patterns that emerge when counting in steps, they are not
three numbers multiples of 50 always able to immediately pattern spot in a linked counting step. Counting in steps of 50 generates
a pattern that links to five times table and children may not be aware of this.
circled correctly
Use Y3 Same-Day Intervention: Counting in Steps of 50
https://www.twinkl.co.uk/resource/year-3-maths-same-day-intervention-plan-counting-in-steps-of-
50-t-m-32429
Number and Place Value | Baseline Assessment Page 2 of 4 visit twinkl.com
Answer Assessment Focus Possible Misconceptions and Interventions
7 2 marks Find 10 or When counting on or back in tens from numbers or finding ten more or ten less than numbers that are
100 more or not multiples of ten, children can forget which digits change and which digits remain the same.
1 mark for
less than a
each table Use Y3 Same-Day Intervention: Counting On and Back in Steps of 10
given number
completed correctly
https://www.twinkl.co.uk/resource/year-3-maths-same-day-intervention-plan-counting-on-and-back-
in-tens-from-any-number-t-m-32576
Children can lack fluency and confidence when asked to count on or back from a number that is not a
multiple of 100 and may forget which digits change and which digits remain the same when asked to
find 100 more or 100 less than a number.
Use Y3 Same-Day Intervention: Count On and Back in Steps of 100
https://www.twinkl.co.uk/resource/year-3-maths-same-day-intervention-plan-count-on-and-back-in-
steps-of-100-from-any-number-t-m-32642
8 2 marks Recognise the When children partition numbers, they can confuse identifying the digit and what the value of the digit
place value of is and when recombining numbers represented by part-whole models, they might misinterpret the
1 mark for each each digit in a total value altogether.
part-whole model three-digit
number Use Y3 Same-Day Intervention: Partitioning and Recombining Three-Digit Numbers
completed correctly (hundreds, tens,
https://www.twinkl.co.uk/resource/year-3-maths-same-day-intervention-plan-partitioning-and-
ones)
recombining-three-digit-numbers-t-m-32559
9 1 mark Compare and Children who do not have a secure understanding of place value or know how to apply their knowledge
order numbers will make errors when comparing numbers. They may simply look at the largest digit in each number
up to 1000 and use that to order.
Use Y3 Same-Day Intervention: Ordering and Comparing Numbers
https://www.twinkl.co.uk/resource/year-3-same-day-maths-intervention-plan-ordering-and-
comparing-numbers-t-m-32631
10 1 mark 14 Recognise the When exploring the value of 100, it is important that children can explain that ten tens makes one
place value of hundred. This means than when they are asked to identify the number of tens in a multiple of 10
each digit in a greater than 100 they can use this number fact to answer correctly.
three-digit
number Use Y3 Same Day Intervention: Understanding the Value of 100
(hundreds, tens,
https://www.twinkl.co.uk/resource/year-3-same-day-intervention-plan-understand-the-value-of-
ones)
100-t-m-32544
Number and Place Value | Baseline Assessment Page 3 of 4 visit twinkl.com
Answer Assessment Focus Possible Misconceptions and Interventions
11 1 mark 220 ticked Estimate Children may not be able to use blank number lines without any intervals and with/without some
the position numbered intervals, such as start and end numbers. Estimating the number shown by an arrow
Arrow approximately as indicated of numbers in between a start and end number, requires using the midpoint to help and the range of numbers
using a blank between the given numbers and the midpoint.
number line
Year 3 Same-Day Intervention Plan: Positioning Numbers on a Blank Number Line
https://www.twinkl.co.uk/resource/year-3-same-day-intervention-plan-positioning-numbers-on-a-
blank-number-line-t-m-32673
12 2 marks Partitioning Being able to partition a number in many different ways can prove challenging for some children,
three-digit particularly if they are only used to partitioning into hundreds, tens and ones.
1 mark for each numbers in
different ways Use Year Same-Day Intervention: Partitioning Three-Digit Numbers in Different Ways
part-whole model
completed correctly https://www.twinkl.co.uk/resource/year-3-same-day-maths-intervention-plan-partitioning-three-digit-
numbers-in-different-ways-t-m-32608
13 1 mark 734 Solve number When asked to make the smallest possible number children may be unsure how to order the digits or
problems position the digits correctly, using place value, to make a number larger or smaller. They may then be
involving place unsure which digit they need or where to position it in order to make an even number.
value
14 2 marks Using <, > and Using the < > or = symbols to represent comparisons can cause problems for some if they do not
= to compare conceptually understand what the symbols mean or how they are to be used.
1 mark for two numbers
statements up to 1000 Use Year 3 Same-Day Intervention: Using <, > and = Symbols to Compare Numbers up to 1000
completed correctly
https://www.twinkl.co.uk/resource/year-3-same-day-maths-intervention-plan-using-and-to-compare-
2 marks for all numbers-up-to-1000-t-m-32647
three statements
completed correctly Being able to partition a number in many different ways can prove challenging for some children,
particularly if they are only used to partitioning into hundreds, tens and ones.
Use Year 3 Same-Day Intervention: Partitioning Three-Digit Numbers in Different Ways
https://www.twinkl.co.uk/resource/year-3-same-day-maths-intervention-plan-partitioning-three-digit-
numbers-in-different-ways-t-m-32608
Number and Place Value | Baseline Assessment Page 4 of 4 visit twinkl.com
