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MATHEMATICS - UNIT PLAN 2008-2009 – D2 - CALCULATING, MEASURING AND UNDERSTANDING SHAPE

Teacher: KD/JJ/SB Week beginning: Year group: Six 02/03/09 - W8 (5 days)

09/03/09 – W9 (5 days)

Class set: KD-HA, JJ-MA, SB-LA/SEN Booster/ConsolidationKD-HA, JJ-MA, PM-LA, SB-LA, SW-SENIntervention – LP – springboard/Wave 3

Curricular Target: Solve Mathematical problems and puzzlesLayered Targets:Y4 – Must – VLA Can I solve problems such as exploring different ways of adding 4 odd numbers to make 20?Y5– Must -LA Can I solve problems such as draw 3 rings, use each of the number 1 to 9. Write them in the rings so that each ring has a total of 15. Find different ways to do it?Y6 All - Must: Can I solve problems such as choose any 2 numbers from the grid. Add them up. How many ways can you make 1000?

275 382 81 174206 117 414 262483 173 239 138331 230 325 170

Y6 Most - Should: Can I solve problems such as for how many 3 digit numbers does the sum of the digits equal 25? (997, 979, 799, 889, 898, 988)Y6 Some – Could:

Objectives that have been taken form the Primary Framework for mathematics (Strand in italics):Mental/oral:

A) Knowing and using number facts - :Use knowledge of place value and multiplication facts to 10 x 10 to derive related multiplication and division facts involving decimals (e.g. 0.8 x 7, 4.8 ÷ 6) (Can I rapidly recall my times tables facts?)

B) Using and applying mathematics - :Solve multi-step problems, and problems involving fractions, decimals and percentages; choose and use appropriate calculation strategies at each stage, including calculator use(Can I solve single and multi-step problems using mental strategies?)

C) Calculating – : Calculate mentally with integers and decimals: U.t ± U.t, TU × U, TU ÷ U, U.t × U, U.t ÷ U

(Can I add, subtract, multiply and divide whole numbers and decimals in my head)D)

Main activity:(Can I use the inverse operations and tests of divisibility to check results?)

1. Calculating – : Use a calculator to solve problems involving multi-step calculations(Can I use a calculator to solve problems involving more than one step?): Use efficient written methods to add and subtract integers and decimals, to multiply and divide integers and decimals by a one-digit integer, and to multiply two-digit and three-digit integers by a two-digit integer(Can I add, subtract, multiply and divide whole numbers and decimals using efficient written methods?)

2. Understanding shape - Estimate angles, and use a protractor to measure and draw them, on their own and in shapes; calculate angles in a triangle or around a point(Can I estimate angles, and use a protractor to measure and draw them?)(I know that the angle sum of a triangle is 180° and the sum of angles around a point is 360° ?):Use coordinates in the first quadrant to draw, locate and complete shapes that meet given properties(Can I use coordinates when the x-coordinate and the y-coordinate are both

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positive?):Visualise and draw on grids of different types where a shape will be after reflection, after translations, or after rotation through 90° or 180° about its centre or one of its vertices (I can reflect, rotate and translate shapes on grids?) :Describe, identify and visualise parallel and perpendicular edges or faces; use these properties to classify 2-D shapes and 3-D solids(Can I visualise 3D shapes from 3D drawings and identify different nets for a closed cube?)(Can I use my knowledge of 2D shapes to draw firstly draw it accurately and then identify its properties?)

3. Measuring - :Select and use standard metric units of measure and convert between units, using decimals to two places (e.g. change 2.75 litres to 2750 ml, or vice versa) (Can I convert measures between units including decimal numbers?)

4. Knowing and using number facts – :Use approximations, inverse operations and tests of divisibility to estimate and check results(Can I estimate the result of a calculation?)(I know several ways of checking answers?)

Key objectives in bold

Continuous objectives that have been taken from the Primary Framework for mathematics (Strand in italics):

Using and applying mathematics – Explain reasoning and conclusions, using words, symbols or diagrams as appropriate

Year 6 Block D - Calculating, measuring and understanding shape Speaking and listening objectives for the blockParticipate in a whole-class debate using the conventions and language of debate

Vocabulary

problem, solution, answer, method, strategy, compare, order, explain, predict, reason, reasoning,

pattern, relationship

operation, calculation, calculate, equation, decimal, decimal point, decimal place, add, subtract, multiply,

divide, sum, total, difference, plus, minus, product, quotient, remainder, calculator, memory, display,

key, enter, clear

numerator, denominator, divisible by, multiple, factor

measure, estimate, approximately, metric unit, standard unit, length, distance, perimeter, area, surface

area, mass, weight, capacity, angle, degree ( ), angle measurer, protractor, set-square, balance, scales,

units of measurement and their abbreviations, pound (£), penny/pence (p)

position, direction, reflection, reflective symmetry, line of symmetry, mirror line, rotation, centre of

rotation, clockwise, anticlockwise, translation, origin, coordinates, x-coordinate, y-coordinate, x-axis, y-

axis, axes, quadrant


Building on prior learning and intervention materials (Springboard/Wave 3)Check that children can already:

solve one- and two-step problems involving whole numbers and decimals, explaining their

methods, and using a calculator where appropriate

multiply and divide whole numbers and decimals by 10, 100 or 1000

mentally multiply a two-digit by a one-digit number (e.g. 12 × 9) and multiply by 25 (e.g. 16 ×

25)

use efficient written methods to multiply and divide HTU × U, TU × TU, U.t × U and HTU ÷ U

apply their knowledge of multiplication and division facts to estimate and check results

use standard metric units to estimate and measure length, weight and capacity

convert larger to smaller units using decimals to one place, e.g. change 2.6 kg to 2600 g

measure and calculate the perimeter of regular and irregular polygons; use the formula for the

area of a rectangle to calculate its area

read and plot coordinates in the first quadrant

identify lines of symmetry in 2-D shapes; draw the position of a shape after a reflection or

translation

estimate, draw and measure acute and obtuse angles using an angle measurer or protractor

calculate angles on a straight line

Homework:

SATs unit based questions

Due in by date

Relevant to when homework is set – children to be given 5 school days to complete homework.

Teaching and Learning focus

Introductory teaching to assess and review learning

Direct teaching of new knowledge, skills and concepts, with opportunities to practise and apply learning

Interactive whole class teaching

Consolidation and further practice

Interim review of achievement and progress

Intervention support with groups

Enquiry, extension enrichment work, problem solving, reasoning

Summary assessment of progress over the unit with children


Evaluation (inc brief comments which will inform your future planning i.e. observations/success of lessons/resources/children/concepts that need revisiting):


Mathematics planning – SPR1-WK8-Wb-020309Mental/Oral Main Activity Plenary/Key Questions Assessment for

LearningQuestions and success criteria

1

Learning intentions

A) Multi-step problems using mental strategies?Maths plus from Heinemann - Mental maths practice

Can I solve single and multi-step problems using mental strategies?

Verbal – see resourcesHA/MA/LA20 questionsQ1-10 (5 secs each)Q11-15 (10 secs each)Q16-20 (15 secs each)

Rigid timings for all abilities!

2) Can I estimate angles, and use a protractor to measure and draw them?

Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to within one degreeUse what’s my anglehttp://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html Construct angles on the IWB – table wars – each table discuss and estimate the angle shown. Invite children to use the on-screen protractor to measure and confirm the angles.

What is the difference between an obtuse and acute angle triangle? Demo how to draw angles of a given size – children to offer acute and obtuse angles. Demo drawing a triangle – what is the sum of its internal angles? What is each angle in an equilateral triangle? MA/HA – isosceles triangle – if you are given one angle, what are the others? What is the angle of turn for a straight line?

AfL

A pupil measured the angles in a triangle. She said: 'The angles are 30°, 60° and 100°.' Could she be correct? Give reasons.

What is the angle between the hands of a clock at four o'clock? Explain how you know.

There are nine equal angles around a point. What is the size of each angle?

There are a number of equal angles around a point. The size of each angle is 24°. How many equal angles are there?

Look at the angle.

Ring the measurement that is the approximate size of the angle.

60° 90° 110° 135° 240°Estimate the size of each of these angles. Now measure them to the nearest degree. How close was your estimate?

HA Discuss in groups why the following is not true.

A triangle cannot have two angles greater than 900

Investigate and demonstrate understanding in maths books.

Activity sheet. 8.1Work individually to complete the task -

MA Activity sheet. 8.1Work in pairs to measure-draw the angles stated on resource sheet into their Maths books. One to try A the other BPeer marking – partner to measure and check partners answersOnce completed children to measure all of the angles under A and B – again one measures the other checks.

Which two angles, one from A and one from B, will fit together to make a right angle? Work in pairs and list in maths book.What

Ext. Which angles fit together to make a straight line?

LATA – VLA - Use What’s my angle to practice measuring angles. Once complete move onto resource sheetActivity sheet. 8.1Work in pairs to measure-draw the angles stated on resource sheet into their Maths books. One to try A the other BPeer marking – partner to measure and check partners answersOnce completed children to measure all of the angles under A and B – again one measures the other checks.

Ext. Which two angles, one from A and one from B, will fit together to make a right angle? Work in pairs and list in maths book.


http://www.amblesideprimary.com/ambleweb/mentalmaths/protractor.html

2Learning intentions




2) I know that the angle sum of a triangle is 180° and the sum of angles around a point is 360°

Check that the sum of the angles of a triangle is 1800, Calculate angles in a triangle or around a point.Using the three identical triangles and explaining that they are all the same, place them on the board in any position or orientation.What do we know? Establish that they are all acute angles. Rearrange them to demo angles on a straight line. What do angles a, b & c. If a=400, c=600 what does b equal? Change the orientation of the triangles and establish that changing position is unimportant. MA/HA move onto angles around a point – place 6 triangles on the board – discuss. Ask – if a is 40 0, b is 1100, c is 1300,

what is d? Repeat for other sets of angles

AfL

Draw the following on the board

We need to find the missing angles

HA Work throughKS2 Maths revision and practice.

Angles on a straight lineORAngles at a point ORTargetmaths6 missing angles pg. 109 section B&C

MAAs HA

LAVLA – Red group - SCM47

TA – PCM47 with yellow group

Friday Focus group – PCM47 independent

Teacher green group - PCM47

3

Share Learning intentionsA) Multi-step problems using mental strategies?Maths plus from Heinemann - Mental maths practice

Can I solve single and multi-step problems using mental strategies?Verbal – see resourcesHA/MA20 questionsQ1-10 (5 secs each)Q11-15 (10 secs each)Q16-20 (15 secs each)

LAA)Can I rapidly recall multiplication and division facts up to and including 10 x 10100 club – maths challenge

See 100 club challenge strategy.

2) Can I visualise 3D shapes from 3D drawings and identify different nets for a closed cube?Can I use my knowledge of 2D shapes to draw firstly draw it accurately and then identify its properties?

Describe and visualise properties of solid shapes. Visualise 3D shapes and identify different nets for a closed cube. Ask children to visualise the net for the cardboard box – sketch on wipeboardsWhat is this 3D shape? What 2D shapes does it contain? Inform children that they are going to make nets for a cube. The cube dimensions are 3cm by 3cm by 3cm. HA/MA also to investigate different ways to make pyramids – square based and tetrahedron.

AfL

Draw cube on the board.

Shade

The cube is shaded all the way round so that the top half is grey and the bottom half is white.

Using their wipeboards, draw a net that when folded will have the same shading.

HAAs MA

MAAll to draw nets and then make their cubes.How many different ways can they find?

Investigate different ways to draw and make tetrahedron and square based pyramid

Ext. With the cubes they have made. Mark symbols or add partial shading to finished cube. Challenge others to replicate shading/shapes – they must make new nets.

LAAll to draw nets and then make their cubes.How many different ways can they find?

Use 2D shapes to aid process.Did they all work – why?

Make 2D shapesRectangle, Square, trapezium,

Ext. As MA


a140°

90°65°

55°d

60°

30°

bc




Verbal – see resourcesHA/MA10 questionsQ1-5 (5 secs each)Q6-8 (10 secs each)Q9-10 (15 secs each)LA

A)Can I rapidly recall multiplication and division facts up to and including 10 x 10100 club – maths challengeSee 100 club challenge strategy.

2) Can I visualise 3D shapes from 3D drawings and identify different nets for a closed cube?Can I use my knowledge of 2D shapes to draw firstly draw it accurately and then identify its properties?

Properties of 3D shapesRecap properties – discuss prism and pyramids – What are the differences?

Homework challenge

To make polyhedrons – the platonic shapes.Children to decorate nets and then put them together.Use for display when handed in. The website below is an excellent source of some amazing 3D shapes and their nets.http://www.korthalsaltes.com/

VHA - Share with the class their finished shape – discuss propertiesEdges, vertices and faces.

What problems they encountered and how did they solve them.

HATargetmaths6 Three dimensional shapes pg.96-97Use sheet providedORChildren to work in pairs and answer testbase questionsORKS2 Maths revision and practice - Faces, edges and vertices. Pg.76-77Identifying the properties and finding connections between the number of faces, edges and vertices.

VHA to work together and produce an icosahedrons

Made from equilateral triangles – 20 sided polyhedron

MAAs HA

LAAll to draw nets and then make their cubes.Use examples from KS2 Maths revision and practice pg. 78.

How many different ways can they find?

Investigate different ways to draw and make tetrahedron and square based pyramid

Ext. With the cubes they have made. Mark symbols or add partial shading to finished cube. Challenge others to replicate shading/shapes – they must make new nets.

5

Slide 17 Learning intentions




Booster Maths – consolidation – Recognise and estimate angles. Use a protractor to measure and draw acute and obtuse angles to within one degreeCheck that the sum of the angles of a triangle is 1800

Calculate angles in a triangle or around a point.Describe and visualise properties of solid shapes. Properties of 3D shapes

HA -KD MA-JJ LA - PM LA – SBFocus group6 children, all with confidence issues.Level 4 potentialJemma, Shelley, Sophie, Megan T, Tino, Lucie M

VLA - SW

5 childrenAmelia, Lauren T, Andie, Chloe,

Courtney (30 mins Mrs Powell)


http://www.korthalsaltes.com/

Extension/Practical activities: Resources: Intervention Springboard6: Wave 3: http://www.standards.dfes.gov.uk/primaryframework/downloads/PDF/Wave3_resources.pdf

Mental MathsDay 1 Day 25 second questions 5 second questions1) ? x 3 = 18 1) 37002, 37000, 36998, ?2) -12 + 4 = ? 2) 58 + 38 = ?3) 56 + 15 = ? 3) 61 - ? = 364) 14 x 5 = ? 4) 766 5) 76 - 45 = ? 5) 348 – 217 = ?10 second questions 10 second questions6) 37 ÷ 2 = ? r ? 6) 48 x 7 = ?7) 420 ÷ 60 = ? 7) -15 + 8 -6 = ?8) (0.2 x 100) ÷ 10 = ? 8) 17, 10, 3, ?, ?15 second questions 15 second questions9) What is the perimeter of a rectangle measuring 6cm x 3cm?

9) What is the area of a shape measuring 8mm by 0.4cm?

10) Decrease £20 by 10% 10) 80% 0f 120 = ?

Day 3 Day 45 second questions 5 second questions1) ? x 2 = 14 1) ? x 7 = 632) 12 x 5 = ? 2) What is the product of 15 and 4?3) 63 - 26 = ? 3) 64 - ? = 374) 48 ÷ 8 = ? 4) 2.4 x 10 =?5) 416 + 251 = ? 5) Is 8 a factor of 100?10 second questions 10 second questions6) 50 ÷ 8 = ? r ? 6) ?, 94278, 93278, 922787) 27 + 43 + 19 = ? 7) 16 = ?

24 68) -20 + 6 – 7 = ? 8) 72 – 9 = ?15 second questions 15 second questions9) Complete the ratio, 9:54 1:? 9) over a week, the temperatures were 210C,

200C, 220C, 200C, 210C, 210CWhat is the mode and the range?

10) Increase 2m by 20% 10) 40% 0f 50 = ?


http://www.standards.dfes.gov.uk/primaryframework/downloads/PDF/Wave3_resources.pdf

Mathematics planning – SPR1-WK9-Wb-090309Mental/Oral Main Activity Plenary/Key Questions Assessment for

LearningQuestions and success criteria

1

Learning intentions

A)C) Multi-step problems using mental strategies?Maths plus from Heinemann - Mental maths practice


Verbal – see resourcesHA10 questionsQ1-5 (5 secs each)Q6-8 (10 secs each)Q9-10 (15 secs each)Focus on FDPRP

MA/LA10 questionsQ1-5 (5 secs each)Q6-8 (10 secs each)Q9-10 (15 secs each)Rigid timings for all abilities!

1)3)4) Use decimal notation in the context of measures and convert between units where necessary – to solve word problems.Can I choose the appropriate number operations?Can I check my answers using an equivalent calculation?Can I check my answers using a calculator?Let children know that they will be working on choosing the appropriate number operations to solve problems. Revise terms. When we are presented with a question what are the clues?List words that are associated with the four operations – display on working wall.Ask children why is it important to show all of their workings?Discuss the 5 steps to successful problem solving

Step one: What are the key words and the important numbers in the problem?Step two: What number operations will you need to carry out?Step three: Estimate the answerStep four: Which calculation method is needed: mental, mental with jottings, written or do you need a calculatorStep five: Does the answer makes sense? How will you check your answer?AfLIn a cafe I buy two cups of coffee and a sandwich.Altogether I pay three pounds.The sandwich costs one pound sixty.What is the cost of one cup of coffee?

AfL

The answer is 10.6 kg. What was the question?

Children to offer solutions to the problem posed.Explain the mental calculations that you did to solve this problem.

HA

HA –L Abacus6 SDM – pg21 – Mixed problems.

HA –M/H Abacus7 – pg.90Weight capacity problems.

All calculation steps to be shown.

MAMA-L Scholastic football factsheet.Children to work through problems

MA-M Scholastic football factsheet.Children to work through problems-focus upon multi-step questions

MA-H Abacus6 SDM – pg21 – Mixed problems.

All calculation steps to be shown.

VLACourtney McAulay – computerhttp://www.educationcity.com/start/ Curriculum map/maths/keystage 2/year3/using and applying

Cash only and Hot seat

Record success on success tracker. More than one attempt permitted for each activity.

Working wall

Addition key words – add, plus, greater than, count on, and, sum, more than, total, altogetherSubtraction key words – subtract, take away, difference between, minus, less than, fewer than, fromMultiplication key words –multiplied by, lots of, times, productDivision key words –divided by, shared between, goes into, lots of

LAKS2 Maths revision and practice – pg.7 additionLA- M/LA-HScholastic football factsheet.Children to work through problems


http://www.educationcity.com/start/




Verbal – see resourcesHA10 questionsQ1-5 (5 secs each)Q6-8 (10 secs each)Q9-10 (15 secs each)Focus on FDPRP

MA/LA10 questionsQ1-5 (5 secs each)Q6-8 (10 secs each)Q9-10 (15 secs each)

1)3)4) Can I use all four operations to solve problems involving ‘real life’?Can I choose appropriate operations and calculation methods?Can I explain my methods?Can I use a calculator effectively?

Address any misconceptions and errors identified from previous dayRecap 5 steps to success.AfLMr Singh buys paving slabs to go around his pond.

He buys 4 rectangular slabs and 4 square slabs. What is the total cost of the slabs he buys?Mr Singh says: ‘It would cost more to use square slabs all the way round.’ Explain why Mr Singh is correct.How did you decide whether Mr Singh was right or wrong? What calculations did you do?

LA - If necessary recap AfL question

HA - Abacus7 – pg.90Weight capacity problems.Question 8.

MA – Letts – Key stage 2 Numeracy activity book 6 pg 96Mixed operations 10.9 question B4

HA

HA –L Abacus7 – pg.90Weight capacity problems.Teacher group

HA –M/HLetts – Key stage 2 Numeracy pupil’s book 6 pg 40

Unit 2.4 Money problems – Holidays in America.

MA

Targetmaths6 – real life problems pg.70-71LA – section BMA/HA – section C

OR

Letts – Key stage 2 Numeracy activity book 6 pg 96Mixed operations 10.9


Hot seat and Stig and the busRecord success on success tracker. More than one attempt permitted for each activity.

LAKS2 Maths revision and practice – pg.20 subtractionLA- M/LA-HContinue with Scholastic football factsheet.Children to work through problems



3Share Learning intentionsA) Multi-step problems using mental strategies?Maths plus from Heinemann - Mental maths practice


Mental Maths SATs 1999Practice – tape version

1)3)4) Can I choose appropriate operations and calculation methods?Can I explain my methods and reasoning?

Recap where necessary – work through AfL questionUse wipeboards LA-use calculators, MA/HA – written methodsAfLCashew nuts cost 90p for 100 grams.What is the cost of 450 grams of cashew nuts?Currants cost 40p for 100 grams.Maria pays £3 for a bag of currants.How many grams of currants does she get?Show me the calculations that you did to solve these problems. Could there be a more efficient way?

AfL Cashew nuts cost 90p for 100 grams.What is the cost of 450 grams of cashew nuts?Currants cost 40p for 100 grams.Maria pays £3 for a bag of currants.How many grams of currants does she get?

Show me the calculations that you did to solve these problems. Could there be a more efficient way?

HA

HA-L/M to work in pairs to solve problem

HA-H independently

Problem solving – Cola costs ACola costs B

MA Continue with yesterdays problemsTargetmaths6 – real life problems pg.70-71LA – section BMA/HA – section C

OR

Letts – Key stage 2 Numeracy activity book 6 pg 96Mixed operations 10.9Ext. Cola Costs A

VLACourtney McAulay – Mrs Powell ILCLATargetmaths6-money problemsSection CLA- MTargetmaths6-money problemsSection B

LA-HTargetmaths6-money problemsSection A





Verbal – see resourcesHA/MA10 questionsQ1-5 (5 secs each)Q6-8 (10 secs each)Q9-10 (15 secs each)

LAA)Can I rapidly recall multiplication and division facts up to and including 10 x 10100 club – maths challenge

See 100 club challenge strategy.

1)3)4) Can I choose appropriate operations and calculation methods?Can I explain my methods?

Children to look at previous days work. Discuss with a partner and feedback to class any areas that they believe they have been successful. Share success! Not Failure!

AfLI want to divide a number by 8 but the ‘8’ key on my calculator is broken. How could I do it?My calculator shows:

My question was about length. Complete this:3.5 means 3 centimetres and ... millimetres.My question was about capacity. Complete this:3.5 means 3 litres and ... millilitres.My question was about time. Complete this:3.5 means 3 hours and ... minutes.

Set homework - HA/MA testbase questions level 4/5/6

LA KS2 Maths revision and practice – pg.49 mixedaritmetic exercise 2

HA

HA-L Letts – Key stage 2 Numeracy activity book 6 pg 96Mixed operations 10.9Children work as a group- discuss questions and strategies for solutionTeacher group

HA –M/HLetts – Key stage 2 Numeracy pupil’s book 6 pg 64

Unit 3.3 Money and measures

MA

Problem solving – Cola costs ACola costs B

Split class into two groups – assign Cola A and B accordingly.

Children to discuss strategies and solutions – They should fed back to the other group their methods and answers during the plenary.

Challenge children to explain in detail their answers and methodology.


Hyper marketRecord success on success tracker. More than one attempt permitted for each activity.

LA – continue with yesterdays problemsTargetmaths6-money problemsSection CLA- MTargetmaths6-money problemsSection B

LA-HTargetmaths6-money problemsSection Aproblems

5

Slide 17 Learning intentions




1)3)4) Booster Maths – consolidation

Review areas identified by AfL.

Mathematical challenges for able keystage 2 childrenPuzzles and problems for years 5 and 6

Activity 62 - MazeHA -KD MA-JJ LA - PM LA – SB

Focus group6 children, all with confidence issues.Level 4 potentialJemma, Shelley, Sophie, Megan T, Tino, Lucie M

VLA - SW

5 childrenAmelia, Lauren T, Andie, Chloe,

Courtney (30 mins Mrs Powell)



Extension/Practical activities: Resources: InterventionSpringboard6:Wave 3:

Objectives for Springboard intervention unit Springboard unitSpringboard 5

Develop and refine written methods for subtraction, building on mental methods. Reinforce the fact that subtraction is the inverse of addition

Springboard 5 Unit 8 (PDF 245KB) Springboard 5 Unit 8a Part 1 supplementary (PDF 77KB)Springboard 5 Unit 8a Part 2 supplementary (PDF 75KB)

Springboard 6

Calculate angles in a triangle and around a point Springboard 6 Unit 14 (PDF 379KB)

SUPPORTING CHILDREN WITH GAPS IN THEIR MATHEMATICAL UNDERSTANDING (WAVE 3) Diagnostic focus Describes the operation of multiplying by 10 as adding a nought/zero

Has an insecure understanding of the number system resulting in addition and subtraction errors and difficulty estimating

Does not make sensible decisions about when to use calculations laid out in columns

Has difficulty with adding three numbers in a column

Does not apply partitioning and recombining when multiplying and confuses the value of two digit numbers

Assumes the commutative law holds for division also

Writes a remainder that is larger than the divisor

Discards the remainder; does not understand its significance

Does not recognise when the remainder is significant when rounding up or down

Continues to subtract 2s without using knowledge of times tables

Has difficulty partitioning numbers with zero place holders and/or numbers less than one

Resource3 Y4 ×/÷ DfES 1152-2005 (PDF 68KB)

1 Y4 /- DfES 1128-2005 (PDF 101KB)

3 Y4 /- DfES 1130-2005 (PDF 101KB)

4 Y4 /- DfES 1131-2005 (PDF 95KB)

4 Y4 ×/÷ DfES 1153-2005 (PDF 104KB)

5 Y4 ×/÷ DfES 1154-2005 (PDF 85KB)

6a Y4 ×/÷ DfES 1155-2005 (PDF 76KB)

6b Y4 ×/÷ DfES 1156-2005 (PDF 93KB)

6c Y4 ×/÷ DfES 1157-2005 (PDF 65KB)

7 Y4 ×/÷ DfES 1158-2005 (PDF 89KB)

3 Y6 /- DfES 1134-2005 (PDF 90KB)


Mental Maths – MA/LADay 1 Day 25 second questions 5 second questions1) What number should you subtract from 51 to get the answer 24?

1) 3285, 295, ? ,3315

2) -12 + 4 = ? 2) 265 + 423 = ?3) 72 + 19 = ? 3) 67 - ? = 384) 8 x 9 = ? 4) half plus a quarter equals ?5) 76 - 45 = ? 5) 348 – 217 = ?10 second questions 10 second questions6) 35 ÷ 7 = 6) 58 – 12 – 24 = ?7) 490 ÷ 70 = ? 7) 23 + 23 + 12 = ?8) 23 x 5 = ? 8) (5 x 4) – 6 = ?15 second questions 15 second questions9) Chocolate biscuits come in packets of 6. Gitta buys 8 packets. How many biscuits does she get?

9) I catch a train at 6.15pm. The journey is 1hr and 5 minutes long. What time does the train arrive?

10) What is 25% of 120 10) I spend £8.78 and pay with a £10 note. How many one pound coins will I get in my change?

Day 3 Day 45 second questions 5 second questions1) 7 x ? = 42 1) 4 x 9 = ?2) 3754, 3755, ? , 3757 2) 53 + 21 +23 = ?3) 52 - 26 = ? 3) 27 ÷ 3 = ?4) 0.75 + 0.5 = ? 4) 4.02 x 100 =?5) 42 = ? 5) 98 - ? = 3510 second questions 10 second questions6) 61 ÷ 4 = ? r ? 6) 7421, 7412, 7403, ?7) 436 + 423 = ? 7) 12 = ?

18 38) -9 + 6 + 2 = ? 8) 52 + 5 = ?15 second questions 15 second questions9) Stevie has 43 apples. If she shared them between 9 children how would they each have?

9) Pens cost 72p each. How many can Andrew buy if he has £3.60?

10) 70% of 30 ? 10) complete the ration 1:7, 5: ?


Mental Maths – HADay 1 Day 25 second questions 5 second questions1) ½ of £8.20 ? 1) ¼ of 28 litres?2) ¼ of 24kg ? 2) 1/3 of 63cm?3) 60% of 80? 3) 40% of 28?4) 12:120 1:? 4) 4:48 1:?5) what is 4 x 0.75? 5) what is 15 x 0.5?10 second questions 10 second questions6) 1/100 of £5000? 6) 1/20 of 300mm? 7) 12 = ? 54 9

7) 30 = ? 240 8

8) What is 90% of €100 plus 56cents 8) What is 75% of €10 plus 40cents15 second questions 15 second questions

9) One marble is chosen at random from a bag of 120 marbles? What is the probability of choosing a red marble if there are 40 red marbles?

9) There are 12 coins in abag. 4 of the coins are silver. What is the probability of not picking a silver coin?

10) Increase 7.5m by 20%? 10) A hen weighs 3Kg. After laying an egg a hens weight is reduced by 2%. What is her new weight?

Day 3 Day 45 second questions 5 second questions1) 1/3 of 60kg? 1) ½ of 15m?2) ? 2) ?3) 30% of 36? 3) 1000% of 80?4) 12:72 1:? 4) 16:48 1:?5) what is 12 x 0.1? 5) what is 20 x 0.25?10 second questions 10 second questions6) ¼ of 288m? 6) 1/9 of 729kg?7) What is the probability that a card selected from a pack of cards will be an ‘ace’?

7) What is 75% of €10 plus 40cents?

8) 90 = ? 150 5

8) 1 = 0.? 8

15 second questions 15 second questions9) There are ten pieces of fruit in a bag. 3 pieces are apples. What is the probability of picking an apple?

9) There are ten pieces of fruit in a bag. 3 pieces are apples. What is the probability of not picking an apple?

10) Increase £3.50 by 15%? 10) Decrease £4.50 by 10% then add 50p?


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