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National 1 Numeracy

Teacher evidence resources

Practical guidance for planning supported tasks and recording evidence. Use alongside teacher judgement, observation, discussion and classwork.

Evidence may come from observation, discussion, pupil response and classwork. This is a practice/evidence support tool, not a formal SQA judgement.

Evidence task

Number recognition

Learner recognises a number and matches it to the same number or quantity.

Open task

Suggested observation evidence

  • Recognises the target numeral.
  • Matches number to quantity.
  • Uses a response method to show a clear choice.

Printable task ideas

  • Match number cards 1 to 5 to groups.
  • Circle or point to the same number.
  • Match one number to the same quantity.
  • Record support level and response method.

Observation prompt

Show me number 5.

Possible evidence note

The learner practised numbers with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Counting and matching

Learner counts a small set using one-to-one correspondence and matches the same amount.

Open task

Suggested observation evidence

  • Touches, points to or moves one object at a time.
  • Stops at the correct amount.
  • Matches equal groups.

Printable task ideas

  • Count a group of counters.
  • Match two groups with the same amount.
  • Count out a requested number.
  • Record how the learner responded.

Observation prompt

Touch one each time.

Possible evidence note

The learner practised count with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Sorting and comparing

Learner sorts objects using a clear rule and shows or explains the choice.

Open task

Suggested observation evidence

  • Uses a sorting rule.
  • Places objects into correct groups.
  • Communicates the reason through an appropriate method.

Printable task ideas

  • Sort four cards into two groups.
  • Sort objects by colour or size.
  • Choose the odd one out.
  • Record the sorting rule used.

Observation prompt

Same together.

Possible evidence note

The learner practised sort with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Bigger, smaller and same

Learner compares two groups or objects and identifies bigger, smaller, more, fewer or same.

Open task

Suggested observation evidence

  • Looks at both choices.
  • Selects the correct comparison.
  • Uses practical action or communication to show the answer.

Printable task ideas

  • Circle or point to the bigger group.
  • Choose more, fewer or same.
  • Make the two groups the same.
  • Record the comparison word used.

Observation prompt

Which has more?

Possible evidence note

The learner practised compare with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Shape recognition

Learner recognises a named shape and matches it to a card or real object.

Open task

Suggested observation evidence

  • Recognises common 2D shapes.
  • Matches shape to same shape or object.
  • Uses supported communication to show choice.

Printable task ideas

  • Match circle, square, triangle and rectangle cards.
  • Find one classroom object for a shape.
  • Choose the named shape from two choices.
  • Record response method.

Observation prompt

Find the circle.

Possible evidence note

The learner practised shapes with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Pattern and sequencing

Learner copies or continues a simple pattern, or sequences two or three picture cards.

Open task

Suggested observation evidence

  • Copies a modelled pattern.
  • Chooses the next item.
  • Uses first, next or last with support.

Printable task ideas

  • Copy the AB pattern.
  • Choose what comes next.
  • Continue a shape pattern.
  • Sequence three routine cards.

Observation prompt

What comes next?

Possible evidence note

The learner practised patterns with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Time and daily routines

Learner sequences daily events or matches an event to a time of day.

Open task

Suggested observation evidence

  • Uses routine cards in order.
  • Identifies before or after.
  • Matches an event to morning, afternoon or evening.

Printable task ideas

  • Put two routine cards in order.
  • Choose morning, afternoon or evening.
  • Match an event to time of day.
  • Record support and response method.

Observation prompt

What happens first?

Possible evidence note

The learner practised routines with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Money recognition

Learner recognises UK coins or chooses enough money for a simple item.

Open task

Suggested observation evidence

  • Recognises the target coin.
  • Matches coin to value.
  • Uses cost, enough money, cheaper or more expensive with support.

Printable task ideas

  • Match coin to value.
  • Find 1p, 2p, 5p and 10p.
  • Choose enough money for a simple price.
  • Record whether real coins or pictures were used.

Observation prompt

Find 10p.

Possible evidence note

The learner practised money with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Simple measure

Learner selects an appropriate measuring tool and completes a practical comparison.

Open task

Suggested observation evidence

  • Chooses ruler, scales or jug for the task.
  • Compares length, mass or capacity.
  • Completes a practical action with recorded support level.

Printable task ideas

  • Choose the measuring tool.
  • Compare longer and shorter objects.
  • Compare heavier and lighter objects.
  • Record support level and evidence type.

Observation prompt

Which tool do we need?

Possible evidence note

The learner practised measure with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Simple data and choices

Learner reads a simple picture chart, tally or sorted group and answers a one-step data question.

Open task

Suggested observation evidence

  • Counts pictures or tally marks.
  • Chooses most, least or same.
  • Answers by speech, pointing, selecting, matching, gesture, AAC or practical action.

Printable task ideas

  • Count a two-row pictogram.
  • Choose most or least.
  • Match tally marks to a number.
  • Sort objects and count each group.

Observation prompt

Count this row.

Possible evidence note

The learner practised data with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context

Evidence task

Practical classroom evidence

Teacher records the skill, activity, support level, response method, evidence type and next step.

Open task

Suggested observation evidence

  • Evidence states what the learner did.
  • Support level is clear.
  • Next step is practical and achievable.

Printable task ideas

  • Complete one evidence record.
  • Add support level.
  • Add response method.
  • Add evidence type and next step.

Observation prompt

Record the successful action.

Possible evidence note

The learner practised evidence with [support used] and responded by [spoken / pointing / selecting / practical action].

Supports-used checklist

visual promptreal objectsverbal promptadult modellingAAC / pointingrepeated context