This test is longer than the starter — 18 questions. They get a bit trickier as you go: fact families, missing numbers, two-digit sums, and word problems.
Don't worry if some are hard! Read the question carefully. If you don't know, take your best guess — the screen will explain the answer either way, so you'll learn from every question.
You can pause and come back if you need a break. Try your best!
This is the schoolbook-depth assessment. It covers everything your child should know by the end of Year 2 in addition and subtraction — the same breadth they'd meet in an end-of-unit school test.
Topics included: reading number sentences, number bonds to 10 and 20, fact families (e.g. 8+5=13 → 13-5=8), two-digit + and − (mentally), commutativity (knowing 7+5 = 5+7), inverse-as-check, and one-step word problems across money and quantities.
Allow about 10–15 minutes. The 70% pass mark roughly mirrors a "secure" judgement against age-related expectations. Below 50% is a clear signal to revisit a few sub-topics — the Review screen will show exactly which questions tripped them up.
Comprehensive end-of-unit assessment for the Year 1 + Year 2 addition and subtraction programme of study. Maps to the full DfE NC Mathematics PoS for KS1, including: 1NF-1 (additive facts within 10), 1NF-2 (number facts), 2AS-1 (mental addition and subtraction), 2AS-2 (inverse relationship).
Question distribution: 3 on reading number sentences, 4 on number bonds and fact families, 4 on two-digit ±, 3 on missing-number problems, 2 on commutativity vs subtraction order, 2 on inverse-as-check.
Best used as: end-of-unit summative assessment; gap analysis before SATs-style revision; year-on-year comparison data (Y1 vs Y2 cohort scores).
Differentiation: direct lower-attaining pupils to the Starter Test first; direct higher-attaining pupils to the Challenge Test after this one.
Marking is automatic. The Review screen shows the breakdown by question with the explanation for each — going through this together is the highest-value part of the activity. You don't need a mark scheme.
For diagnostic purposes, look at which question type caused the most errors:
• Missing-number problems? Practise inverse operations.
• Two-digit ± errors? Revisit place value first.
• Word problem errors? Practise highlighting the maths verb ("altogether", "left", "how many more").
