Friday 22nd May
This will be the last Maths activity I set for a couple of weeks as it should be our 2 week holiday. If you want to do some maths over the next 2 weeks you can: scroll through and complete anything that you have missed, go on Education City, go on Times Tables Rockstars, have a go at some of the practical ideas.
Today. I want you to solve some challenges based on what you have learnt this week!
Thursday 21st May
Today, we are going to learn about types of lines and what they are called. Focusing on Horizontal, Vertical, Parallel and Perpendicular lines.
Here's another song which will help you to remember which is which between parallel and perpendicular!
Wednesday 20th May
Today, we are going to compare angles as not all angles are right angles. Sometimes they are less than < a right angle and sometimes they are greater than > a right angle.
Angles that are less than a right angle are called acute (because they are small and cute)
Angles that are greater than a right angle are called obtuse (because they are so big they could be obese)
Watch this song to help you remember. (You know I love a good song! )
Tuesday 19th May
Today, we are going to focus solely on right angles! Remember, a quarter turn is a right angle and a square has 4 right angles. A right angle is the same as 90 degrees!
I have attached various activities that you can do to help you understand and identify right angles! Take your pick
I have also attached a printable right angle finder which you can print off and use you to help identify right angles.
Monday 18th May
This week I want us to look at 2D shapes. Learning to sort and compare them based on their angles and lines! I will set some activities to do with this on EducationCity as well!
To start us off - I want us to learn all about angles!
Angles are created when 2 straight lines meet!
They can also be used to describe turns!
Every time you make a quarter turn you turn 90 degrees (a right angle). So if you make a half turn (the same as 2 quarter turns) you turn 180 degrees. 3 quarter turns is 270 degrees. A full turn (4 quarter turns) is 360 degrees.
Friday 15th May
I'm going to put 2 lots of work on today so you can take some of it to the weekend and so we can start fresh with something new on Monday.
First, I want us to look at scaling using bar models to help!
So if the orange caterpillar is 5cm long and the brown caterpillar is 3x longer then you need to do 5x3=15 so the brown caterpillar is 15cm long!
I agree with Dora. Her tower is 4 cubes tall. Mo’s tower is 12 cubes tall. 12 is 3 times as big as 4. Mo has just counted his cubes and not compared them to Dora’s tower.
There are 10 boys in the playground.
There are 6 pink counters.
Now I want us to use all the knowledge we have been learning in multiplication and division to solve some problems called: How many ways?
You will need to work systematically which means working in an order to help you. It is a good idea to make notes when doing this to make it easier and to help you to keep track!
There are 15 possibilities. AW AC AO PW PC PO SW SC SO DW DC DO BW BC BO 3 ways contain an apple.
He could have:
1 jumper and 15 pairs of trousers.
3 jumpers and 5 pairs of trousers.
15 jumpers and 1 pair of trousers.
5 jumpers and 3 pairs of trousers.
Thursday 14th May
Let's switch to divide. Remember, we learnt to do this by using our times tables knowledge. When we divide we group using the multiples of what we are dividing by so if I'm dividing by 3 I use multiples of 3 and if I'm dividing by 4, I use multiples of 4!
Have a look at the steps below to help you.
Step 1: Draw a number line from 0 to the number you are dividing by.
Step 2: Think about the 3x tables that you know. You might want to write them down to help you. You need to think of the largest multiple of 3 that you know that is smaller than the number you're dividing by. The largest one I know it 20 x 3 = 60 so I am going to start with that.
Step 3: Next you want to work out how much more you need by counting on from where you're up to. For this example, I need to know the difference between 60 and 87 so I counted on from 60 in tens until I got to 80 (20) and then added 7 more - showing a difference of 27! Then I thought about my 3 x tables and I remembered that 9 x 3 = 27 so I did that as my next jump all the way to the end.
Step 4: Now I need to add up the multiples of 3 to get my answer. I did 1 jump of 20 x 3 and 1 jump of 9 x 3 so I need to add up 20 and 9 to get the answer of 29!
Have a go at some on your own!
Dora has 44 bulbs. Eva has 32 bulbs.
Wednesday 13th May
Today, I want us to practise the grid method for multiplication so that we can multiply a 2-digit number by a 1-digit number. Look at the step by step reminder on how to do this below as an example/reminder.
Step 1: Write down your calculation and draw your grid using the rule of 4 (4 lines, 4 squares long)
Step 2: Partition the 2-digit number and place the numbers of the calculation onto the grid. You can write place value holders (HTO) at the top if it helps you.
Step 3: Multiply the Tens by 8: 40 x 8. Remember to use the facts you know so do 4 x 8 and then make it 10 x bigger like what we practised yesterday. 4 x 8 = 32 so 40 x 8 = 320.
Step 4: Multiply the Ones by 8: 3 x 8 and make sure you place the answer correctly in your grid. 3 x 8 = 24 so make sure it is in the Tens and Ones column of your grid.
Step 5: Add up the answers to both multiplications to put your partitioned calculation back together. In this example you are doing 320 + 24. Make sure you use the column method to do this and start by adding up the Ones! 0 + 4, then the Tens: 2 + 2 and then the Hundreds: 3 + 0. Once you have solved it, make sure you write your answer next to your calculation.
Have a practise of some calculations on some paper (squared if you can as it makes it easier).
True. Both multiplications are equal to 84
13 × 5 = 65
31 × 5 = 155
You can get within 8 of 100
23 × 4 = 92 this is the closest answer.
24 × 3 = 72
32 × 4 = 128
34 × 2 = 68
Tuesday 12th May
Today, I want us to see how some mathematical statements are related and how we can use facts we know to help us with bigger numbers.
For example 40 x 3 =
We don't know the answer to 40 x 3 but we do know the answer to 4 x 3 which is 12. 40 x 3 will be 10 x bigger and therefore, 40 x 3 = 120! Does this ring a bell?
Here's a visual using arrays with place value counters to refresh your memory.
Have a go at the below activities using the place value counters in arrays to help you. Feel free to use equipment at home (counters, buttons, pasta, Lego, anything that you can use to make arrays) or draw pictures! Whichever works for you!
Mo is correct. I know 3 × 4 = 12, so if he has 3 × 40 then his answer will be ten times bigger because 4 has become ten times bigger.
She could use 10, 20, 30, 40, 60, 80 because 240 is a multiple of all of these numbers.
10 × 24 = 240
20 × 12 = 240
30 × 8 = 240
40 × 6 = 240
60 × 4 = 240
80 × 3 = 240
True because they are equal.
Monday 11th May
I want you to look at mathematical statements for multiplication and division today - comparing those statements using arrays to help you!
For example: This array can be written in 6 different ways!
Let's compare this array to a bar model too - can you see how they are similar?
Have a go at these activities where you need to make statements using arrays and then use < > to compare them. Don't forget to draw or make your own arrays to help you and maybe draw some bar models too!
She is wrong because they are equal. 8 x 4 = 32 and 8 x 8 = 64. 8 x 8 is double 8 x 4. Here's the array to prove it.
1 × 3 + 1 × 3 < 21 ÷ 3
1 × 3 + 1 × 3 < 24 ÷ 3
1 × 3 + 1 × 3 < 27 ÷ 3
24 ÷ 4 < 8 × 4 < 12 × 4
16 ÷ 4 < 5 × 4 < 7 × 4
8 ÷ 4 < 3 × 4 < 4 × 4
4 × 8 > 88 ÷ 8 > 1 × 8
2 × 8 > 80 ÷ 8 > 1 × 8
6 × 8 > 96 ÷ 8 > 1 × 8
Thursday 7th May
Now for our 8x tables! I've set a little more work on these as I remember we were still working hard to learn these before we left. I'm going to set enough to keep you going Friday and some at the weekend too if you want to!
When you add an even number to an even number you always make an even number! The 8 times table is repeated addition so it keeps adding an even number each time!
1) Sometimes, every other multiple of 4 is also a multiple of 8. The ones between aren't because the jumps are smaller.
2) Always - 8 is a multiple of 4 therefore all multiples of 8 will be multiples of 4.
2 packs of 4 and 7 packs of 8
4 packs of 4 and 6 packs of 8
6 packs of 4 and 5 packs of 8
8 packs of 4 and 4 packs of 8
10 packs of 4 and 3 packs of 8
12 packs of 4 and 2 packs of 8
14 packs of 4 and 1 pack of 8
Wednesday 6th May
Let's consolidate our 4x tables!
Tommy has four bags with five sweets in each bag.
Annie has 6 bags with 4 sweets in each bag.
Who has more sweets?
How many more sweets do they have?
Draw a picture to help you solve or maybe you could use real sweets!
Annie has 4 more sweets than Tommy
The blue strip is 4cm long.
The orange strip is 16cm long.
The orange strip is 4 times as long as the blue strip, so there are 5 equal parts in total, and the length of each part is:
20 ÷ 5 = 4cm long.
To find the length of the orange part:
4 x 4 = 16.
Tuesday 5th May
I know we were good at our 3x tables before we left but let's practise them to make sure we don't forget! Have a go at these activities and don't forget to go on TTRockstars. Have a go at counting forward and back in 3s as well - see how quick you can go!
There are 8 children.
Each child has 3 sweets.
How many sweets altogether?
Draw a picture to show your working or use equipment (maybe you could use real sweets)!
Can you write out what you did as a multiplication calculation. Can you write it as a repeated addition?
If 5 x 3 = 15, which of these number sentences could help you to work out 6 x 3?
5 x 3 + 6
5 x 3 + 3
15 + 3
15 + 6
3 x 6
Explain how you know and how it helps you to get the answer!
Challenge 1: 24 sweets
Challenge 2: 5x3+3 because 6x3 is 3 more than 5x3 OR 15 + 3 because I know that 5x3 =15 and 6 x 3 would be 3 more.
Monday 4th May
We are going to go on to multiplication and division this week!
Today, I want us to focus on how multiplication and division is linked to equal groups!
How many oranges are there altogether?
You can look at it as 5 groups of 8 oranges - 5 x 8 = 40 or 8 x 5 = 40
Or, you could look at it as a repeated addition: 8 + 8 + 8 + 8 + 8 = 40
Have a go at the sheets and challenges below.
Draw a picture to help!
Look carefully at how many are in each group and explain how you know!
There is more than 1!
Ch1: 4 counters in each group
Ch2: The marbles because there are 4 groups of 5.
1 group of 12 (1x12)
2 groups of 6 (2 x 6)
3 groups of 4 (3 x 4)
4 groups of 3 (4 x 3)
6 groups of 2 (6 x 2)
12 groups of 1 (12 x 1)
Friday 1st May
Last day on money so let's have a look at some problems! I've attached some challenge cards for you to have a go at - pick and choose the ones that suit you!
Thursday 30th April
Today, I want you to go back to finding change using your adding and subtracting skills you've practised. On the sheet it asks you to use a numberline but if you want to do it another way that is fine, choose the method that's right for you!
She receives £2 and 24p change. There are various answers for which coins it could be, e.g. £1, £1, 10p, 10p, 2p, 2p.
The first bar model is correct as the whole is £4 and we are calculating a part as Amir has spent money. Amir receives £1 and 35p change.
Wednesday 29th April
We are going to practise subtracting money today. Have a go at this and the sheets. Remember that when you subtract using the column method that you might need to knock next door if your top number is less than the number you're taking away!
Jack: £2 & 90p Teddy: £8 & 70p Rosie: £17 & 40p Teddy has £5 and 80p more than Jack. Rosie has £14 and 50p more than Jack. Use coins to support children in calculating.
Annie’s second step of calculation is incorrect. Teddy and Eva both got the correct answer using different methods. Children may choose which method they prefer or discuss pros and cons of each.
Tuesday 28th April
Today, I want you to practise adding money together. Have a go at the activities below! I would try all levels starting at Level 1 and go as far as you can!
Challenge 1: Dora spent 105p or £1 and 5p. Tommy bought 9 muffins. He spent 315p or £3 and 15p. Tommy spent 210p or £2 and 10p more than Dora.
Challenge 2: £3 and 35p + 85p + 85p = £5 and 5p She does not have enough money. Rosie could buy 1 car and 2 balloons 1 car, 1 apple and 1 balloon 1 magazine and 2 apples
Monday 27th April
Welcome to a new week. We are continuing with money. I want you to have a practise at converting between pounds and pence.Remember, there are 100 pennies in a pound! Have a go at these activities on the pictures and the activity sheets below.
Scroll to the bottom of the challenges for answers.
Dexter has 202 pence.
He has one pound coin.
Show 5 possible combinations of coins he may have.
Challenge 1: Children may work systematically and look at combinations of coins that make £1 to help them.
Challenge 2: Whitney is wrong, she has £12 and 1p. Whitney has not considered the value of the coins she has.
Challenge 3: Dora is incorrect. There is £6 and 30p. This is greater than £6
Friday 24th April
Today, I want you to consolidate your knowledge of money in terms of recognising coins and notes and making/comparing amounts.
Have a go at the activity sheets below using Charlie Crocodile to compare the money and drawing your own coins and notes. The answers are posted with the sheets so you can see how you did.
Fancy a challenge? Have a go at the 2 challenges I've left you below. I will post the answers with Monday's activity!
Scroll down for answers.
Rosie has 5 silver coins in her purse.
She can make 40p with three coins.
She can also make 75p with three coins.
What 5 coins does she have?
How much money does she have in total?
Challenge 1 answer: Rosie has 95 pence in her purse. She has one 20p coin, one 50p coin, two 10p coins and one 5p coin.
Challenge 2 answer: Greatest = £3 and 80p Least = 38p
Thursday 23rd April
Let's have a look at finding change using the correct coins.
How much change would you get for these amounts?
Consider if they have used the least amount of coins when giving change - could they have given different coins for the amount of change?
Level 1: How many items could you buy for just £1? What would be your change?
Level 2: How many items could you buy for £5? What would be your change?
Level 3: How many items could you buy for £10? What would be your change?
Wednesday 22nd April
We're keeping with the theme of money this week!
Have a go at these sheets where you need to make the total.
Challenge yourselves to use the least amount of coins.
How many different ways can you make 1 amount?
How much change would you get from £1, £2, £5, £10?
Tuesday 21st April
Look at the activity sheets below and choose your level (1 star, 2 star or 3 star).
Use your knowledge of coins to count the coins in the jar but also to make value totals for amount of money using the least amount of coins possible!
Challenge: Order the money totals from smallest to largest!