2 Introduction This booklet aims to show you how we teach the 4 main operations (addition, subtraction, multiplication and division) at St. Helen s College. It gives you some handy activities that you can do with your child to consolidate key ideas. It also contains a maths dictionary of core language. It is important to note that this by no means covers all of the maths topics that we teach your children.
3 Language of addition ADDITION ADDITION addition, add, find the sum of, find the total of, increase double ( ), near double ( ) count on, count back carry forward Mental strategies for addition Adding two-digit / three-digit multiples of 10: = 12 so = 120 and = = 27 so = 270 Adding two two-digit / three digit numbers: = 81 (partition into tens and units) = 70, = 11 ( = 81) = 637 (partition into hundreds, tens and units) =500, = 130, = 7 ( = 637) Adding doubles / near doubles: = = 100, = = = = 132 Adding doubles of multiples of 10: = 126 so = 1260 Addition of three-digit numbers: = = 400, = 70, = 8
4 Standard written methods of addition A standard vertical recording Always begin with the units column An addition which involves a carry Forward / over Write the digit carried underneath the next column along An addition which involves two or more carry forwards An addition which involves four or five numbers with different numbers of digits IMPORTANT...DIGITS MUST BE RECORDED IN THE CORRECT PLACE VALUE COLUMNS WITH ONE DIGIT PER SQUARE.
5 SUBTRACTION SUBTRACTION Language of subtraction subtraction, subtract, take away, minus, reduce, decrease, less difference between count on, count back exchange, column Mental strategies for subtraction Subtracting a multiple of 10: = 36 7 tens take away 4 tens equals 3 tens Subtracting a two-digit number: = 36 (take away tens and then the units) = = = = 36, 36 8 = 28 Subtracting a near-multiple of 10: = = 776, = = = 278, = 276 Subtracting two-digit / three-digit multiples of 10: = 14 so = 140
6 Standard written methods of subtraction A subtraction without exchanging Always begin with the units column Exchanging a thousand Start at the units and work left. Firstly 8-4=4. Secondly 7-1= When a number cannot be subtracted you will need to exchange. In this case, exchange from the thousands Exchanging a thousand and a hundred Exchanging a thousand, a hundred, and a ten
7 MULTIPLICATION MULTIPLICATION Language of multiplication times, multiply, multiplied by, product, double, halve factor, multiple groups, sets, lots of, teams Mental strategies for multiplication Multiplication facts for 2 to 10: Six times four. What is the product of nine and four? Multiply three by seven. Finding products mentally involving multiples of 10 / 100 / 1000: 7 x 9 = 63 so 70 x 9 = x 8 = 32 so 4 x 800 = x 3 = 18 so 6 x 3000 = Multiplying a two-digit number by a single digit: 6 x 37 6 x 30 = = x 7 = 42 Mental multiplication by 99, 100, 101: 100 x 34 = x 34 = 3366 is the same as 100 sets of 34 (3400) minus one set of = x 34 = 3434 is the same as 100 sets of 34 (3400) plus one set of = 3434
8 Standard written methods of multiplication Short Multiplication Multiplying a two-digit number by a one-digit number Long method 38 x 5 40 (5x8) (5x30) 190 Short method 38 x Long Multiplication Multiplying a two-digit number by a two-digit number 65 x (4x65) (30x65) When multiplying by the tens (30) you must put a zero as a place marker before calculating 3 x 5 Multiplying a three-digit number By a two-digit number 328 x (5 x 328) (40 x 328)
9 DIVISION Language of division share equally between, divide, divided by, quotient, divisible by, left over, remainder, round to the nearest ten / hundred Mental strategies for division Division facts for 2-10, varying the division language: Divide thirty-six by nine. How many sixes are in forty-two? What divided by eight gives four? Share fifty-six equally among eight. What is one fifth of thirty-five? Mental divisions where there will be a remainder: Describe a scenario where 17 mats are shared equally among 5 restaurant tables and ask How many mats will be on each table? Three... and how many mats will be left over? Two 175 = 3 r 2 Halving Find half of 178: Half of 100 is 50. Half of 78 is 39. So half of 178 is 50 plus 39. That s 89.
10 Standard written methods of division Short method r = 322 r will go into 9 three times. 3 will go into 6 twice. 3 will go into 8 twice and there will be two left (the remainder) r = 1143 r will go into 9 once and there will be one left. 8 will go into 11 once and there will be three left. 8 will go into 34 four times and there will be two left. 8 will go into 25 three times and there will be one left (the remainder). Long method 2 2 r will go into 51 twice. (23 x 2 = 46) Take away 46 from 51 (51 46 = 5) Bring down 1 to become will go into 51 twice (23 x 2 = 46) Take away 46 from 51 (51 46 = 5) 5 is the remainder r You must estimate and find out how many times 34 will go into 87: (34 x 2 = 68) Take 68 away from 87. (87-68 = 19) Bring down 5 to become 195. You must estimate and find out how many times 34 will go into 195: (34 x 5 = 170) Take away 170 from 195 ( = 25) 25 is the remainder.
11 Generic activities which can be adapted for different topics and levels of mathematics 1) Target Ask your child to make a target number, specifying the rule or rules they should apply. For example:...by adding two single-digit numbers (9 + 8 = 17) Make seventeen......by adding a teens number ( = 17)...by adding three numbers ( = 17)...by subtracting 10 from a number Make fifty-three......by subtracting from sixty 2) Describe a number Write a two-digit number and ask your child to say as many different things as possible about it. For example: 36 it is one more than thirtyfive it is between thirty and forty its two digits make nine when you add them it is four less than forty
12 3) Number Chains A number chain builds through a series of instructions which requires your child to calculate mentally while keeping a running total in their head. Initially chains should contain only two or three instructions. A chain can deal with a single aspect of number or a variety of aspects. For example: Adding: Adding/Subtracting/Doubling: Start with five Start with three Add three Add four Add seven Double the number Add ten Subtract two Add thirty Add ten What number do you have? What number do you have? Fifty-five Twenty-two Change the starting number to repeat the task.
13 NUMBERS TO 100, then 1000 Language: Counting on and back in ones, twos, threes, fours, fives, tens, hundreds, odd, even, larger, smaller, largest, smallest, order, before, after, between, one more, two more, one less, two less. The hundred square: Display a hundred square and ask your child to: Say a sequence, for example, from 20 to 30, forwards and backwards Continue the sequence, from any number, forwards and backwards Point to numbers given orally Give the numbers before/after a given number Give the numbers 1 or 2 more/less than a given number State a number between, for example, 22 and 24 Display a hundred square and ask your child to identify patterns: Count from ten in tens to 100 (10, 20, 30, 40 etc.) Count from a one-digit number in tens to 100 (3, 13, 23, 33 etc.) Further counting activities: Count in 2s to 100 Count in 5s to 100 Place Value: Number 23 is made up of 2 tens and 3 units - Drawing your own number line: Your child will be taught how to draw their own number line to enable them to calculate answers = = =
14 ADDITION Language: Add, makes, gives, equals, plus, double, How many altogether?, total, one-digit number, two-digit number, teens number Addition to 20: Number bonds A ten frame can help your child learn number bonds to ten = 10 Use two ten-frames to help with number bonds to twenty. Doubles/Near Doubles Memorise doubles to = = = = 20 Use knowledge of doubles to calculate near doubles = 12 so = 13 Adding 10: = 13 Using cubes/counters Ask your child to lay out three cubes and a tens stick. How many cubes are there altogether? = 13 Adding a single digit to a teens number: = 19 a) Using a number line, start at fourteen (the bigger number) and count/jump on 5. b) Lay out a stick of ten cubes and four loose cubes. Lay out a further five loose cubes. Count the cubes. Point out that they added the four to the five, as the stick of ten was already complete. Highlight the link with a known fact = 19 so = = 18 so = 18 c) Hold 14 (the biggest number) in your head and count on 5.
15 Addition to 100: Adding mentally using known facts: = = = = 37 etc Use a number line and discuss how a known fact such as = 7 is related to = 17: Adding mentally multiples of 10 using known facts: = 7 so = 70 Adding 10 and a two-digit number: = 42 a) Using a number line, start at 32 (the bigger number) and count on ten. b) Using a hundred square, start at 32 and count on ten/ move to the number underneath. Highlight that the units stay the same and the tens column increases by one. Adding a two-digit number and a multiple of 10: = Use knowledge of adding 10 and count on the correct number of tens either on a number line or on a hundred square. Your child may be able to count on using their fingers each finger represents 10. Or = 70 and = 76 Adding on in ones to bridge 20: = 22 a) Using a number line or hundred square, start at 17 and count on 5 highlight that 3 more makes 20 and then add 2 more. b) Hold 17 in your head and count on 5. Adding on 11 and 21: If your child can mentally add a two-digit number and a multiple of 10 they may be able to extend this to add on 11 and = = = = = = 57
16 Adding a teens number and a two-digit number: = 39 a) Lay out 2 tens sticks and 3 loose cubes. Lay out 1 tens stick and 6 loose cubes. Count up the tens and continue with the units. b) Start at 23 add 10 and then 6 your child could draw their own number line to calculate this SUBTRACTION Language: Take away, subtract, minus, leaves, How many are left?, difference between, How many more?, take four from seventeen,, subtract eight from sixteen, three less than twelve. Subtraction to 20: Linking to addition a) Display two ten-frames, side-by-side, with fifteen green circles and five orange circles = 20 so 20 5 = 15 b) Display a strip like this How many red and blue squares are there? (9 and 8) What is the sum of nine and seven? = 17 The related subtractions 17 8 = 9 and 17 9 = 8 Subtracting a single-digit number: 17 4 = 3 a) Using a number line, start at seventeen (the bigger number) and count/jump back 4. b) Lay out a stick of ten cubes and seven loose cubes. Take away/set aside three. Count the cubes. Point out that 7 4 leaves 3. The answer is 10 and 3, 13. c) Hold 17 in your head and count back 4.
17 Subtraction to 100: Linking to known subtraction facts: Show a subtraction such as 9 5 and calculate 9 5 = 4 Link to facts 9 5 = = = 24 Subtracting 10: = 32 a) Using a number line, start at 42 (the bigger number) and count back ten. b) Using a hundred square, start at 42 and count back ten/ move to the number above. Highlight that the units stay the same and the tens column decreases by one. Subtracting mentally multiples of 10 using known facts: 7 3 = 4 so = = 4 so = 40 Subtracting a teens number from a two-digit number: = 22 a) Using a number line or hundred square, start at 38 and count back 16. c) Lay out 3 tens sticks and 8 loose cubes. Take away 1 ten and 6 units (loose cubes). c) Hold 38 in your head and count back 16. d) Take away a 10 and then 6: = = 22 Finding a small difference What is the difference between between 38 and 3841? and 41? Place counters on a number line. Count back from 41 to 38 or on from 38 to 41 to show that the difference is 3. Record: = 3 The answer can be found mentally, perhaps using fingers, by counting on from 38 or counting back from 41.
18 MULTIPLICATION Language: Two sets of four, three times two, four fives, multiply, double, repeated addition. Activities for multiplication Multiplication is introduced by laying out sets of, for example: 3 sets of 2 3 x 2 = 6 Answers can be found by using repeated addition. ( = 6) Point out that 2 x 3 and 3 x 2 have the same answer, 6 (they are commutative) The two times-table Make a drawing of a set of 2 1 x 2 = 2 Add another set of 2 2 x 2 = 4 Continue with 3 sets of 2 3 x 2 = 6 Work up to 10 sets of 2 10 x 2 = 20 Continue to learn the two times-table by saying them in order and ask your child questions which requires them to know them out of order. For example 7 x 2, 2 times 8, 5 twos, 2 nines. The ten times-table Count on and back in tens from Point out the numbers 10, 20, are called multiples of 10. Build up tables : 0 x 10 = 0 1 x 10 = 10 2 x 10 = 20 3 x 10 = x 10 = 100 You could use apparatus such as cubes to demonstrate. Continue to learn the ten times-table by saying them in order and ask your child questions which requires them to know them out of order. For example 7 x 10, 8 times 10, 5 tens, 10 nines. Ask your child to use their knowledge to answer x 10 = 60 The five times-table Count on and back in fives from Point out the numbers 5, 10, 15, end in 0 and 5 alternately. Display a dot pattern for 5 (as on a dice) 1 x 5 = 5 Build up tables: 0 x 5 = 0 1 x 5 = 5 2 x 5 = 10 3 x 5 = x 5 = 50
19 DIVISION Language: Share, group, halve, half, divide, divided by, How many twos are in twenty?, How many in each share? Activities for division Division is introduced by sharing using materials. Using pencils/counters share out an equal amount of objects, for example: Show how to record: 12 3 = 4 Use language twelve divided by three is four twelve shared among three is four MONEY Language: Buy, spend, cost, sell, money, coins, amount, pay, change, pence, pounds, How much altogether?, same value, fewest coins. Activities with money Display a collection of coins (10p, 5p, 2p, 1p). How much money is there? Encourage your child to start with the coin of greatest value. When your child is confident in using 10p, 5p, 2p and 1p, introduce the 20p coin. Attach prices to objects and ask your child to count out coins that would be needed to pay for the item. Encourage your child to use the fewest coins possible. When your child is confident in using 10p, 5p, 2p and 1p, introduce the 20p coin. Find different ways of making 20p, for example: 10p + 5p + 2p +2p +1p = 20p or 5p + 5p + 5p +5p = 20p Introduce the 50p coin and find ways of making 50p, for example: 20p + 20p + 10p = 50p or 10p + 10p +10p + 10p + 5p + 5p = 50p 20p + 20p + 2p + 2p + 2p + 2p +2p = 50p Introduce the 1 coin and find ways of making one pound, for example: 50p + 50p = 1 or 20p + 20p + 20p + 20p + 20p = 1
20 Maths Dictionary angles - Type of Angle Description Acute Angle an angle that is less than 90 Right Angle an angle that is 90 exactly Obtuse Angle an angle that is greater than 90 but less than 180 Straight Angle an angle that is 180 exactly Reflex Angle an angle that is greater than 180 area area is a measure of the total surface of a shape or object. You can find the area of a square or a rectangle by multiplying its length by its width area = length x width capacity the capacity of a container is the amount of water or other liquid that it will hold. conversions - Length 1 km = 1000m 1m = 100cm 1cm = 10mm Weight 1 tonne = 1000kg 1kg = 1000g 1g = 1000mg Capacity 1l = 1000ml 1cl = 10ml circumference the circumference is the distance all the way around the edge of a shape. congruent two shapes are congruent if they are exactly the same. One shape can be placed exactly on the other. cubic number when you multiply a whole number by itself twice, the answer is called a cubic number. 3 x 3 x 3 = 27 denominator the denominator is the number below the line in a fraction. diameter a diameter is a line that cuts a circle in half. It passes through the centre of the circle. difference the difference is the number you must count on to get from a smaller number to a bigger one. digit a digit is any one of the following: 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The number 143 is made up of three digits. equation an equation says that one thing is equal to another. Every equation has an equals sign, which shows that the numbers to the left of the sign are the same as, or equal to, the numbers to the right of it. factor a factor is a number that you can divide into another number without leaving a remainder. For example, 2 divides into 8 four times with no remainders. So 2 is a factor of 8. Ten has four factors : 1, 2, 5 and 10 hypotenuse the hypotenuse is the longest side of a right-angled triangle.
21 integer an integer is a whole number. An integer can be a positive number such as 1, 2, 3 etc., or a negative number such as -1, -2, -3 etc. Zero is also an integer. Quadrilateral A shape with 4 sides, 4 vertices and the interior angles add up to 360 mean the mean of a set of numbers is one way of measuring the average. You find the mean by adding all the numbers together and dividing by how many numbers there are. median the median is the middle, or central, number in a set of numbers. If you line up five children in the order of their heights, the child in the middle has the median height. The median is often close to, but not always the same as, the mean. multiple - an answer in a given times-table: 4, 8, 12, 16, 20 are multiples of 4 6, 12, 18, 24, 30 are multiples of 6. mode the mode is the most common number in a set of numbers. numerator the numerator is the number above the line in a fraction. perfect number - a perfect number is a number whose factors (apart from itself) add up to the number. For example, the proper factors of 6 are 1, 2 and = 6 perimeter the perimeter is the edge, or boundary, of an area. The perimeter of a curved shape is the same as its circumference. perpendicular two lines are perpendicular if they meet or cross at a right angle. Place value - The value of where the digit is in the number, such as: units, tens, hundreds, etc. Example: In 352, the place value of the 5 is "tens" Example: In , the place value of the 9 is "hundredths" polygon a polygon is a flat, or plane, shape with three or more straight sides. Number of Sides Name of Polygon 3 Triangle 4 Quadrilateral 5 Pentagon 6 Hexagon 7 Heptagon 8 Octagon 9 Nonagon 10 Decagon 11 Hendecagon 12 Dodecagon polyhedron a polyhedron is a solid shape with straight edges. When each of the faces of a polyhedron is identical, we call it a regular polyhedron. There are five different regular polyhedra: Tetrahedron 4 triangular faces Cube 6 square faces Octahedron 8 triangular faces Dodecahedron 12 pentagonal faces Icosahedron 20 triangular faces.
22 prime number a prime number is any whole number, apart from 1, that can only be divided by itself and by 1 without leaving a remainder. The first four prime numbers are 2, 3, 5 and 7. prism a prism is a solid shape with matching ends. The ends are shaped like triangles, squares or polygons. A prism has the same cross-section all the way along its length. product the product is the answer you get when you multiply together two or more numbers. The product of 2 and 3 is 6. 2 x 3 = 6 quotient the quotient is the number of times that one number will divide into another number. It is the whole number part of the answer to a division sum. radius the radius is the length of a straight line from the centre of a circle to its circumference. rotation a rotation means a turn. A complete turn always brings a shape back to its starting point. We say that shapes like squares and equilateral triangles have rotational symmetry because they look the same after less than a full turn. square number when you multiply a whole number by itself the answer is called a square number. 3 x 3 =9 7 x 7 = 49 The square root of 9 is 3 The square root of 49 is 7 sum the sum of two or more numbers is the answer you get when you add them together. The sum of 2 and 3 is = 5 symmetry a shape has symmetry when two or more of its parts are matching shapes. There are different kinds of symmetry: Rotational symmetry when an object looks exactly the same when it is turned by an angle less than 360 degrees. Reflection/mirror symmetry when one half of a shape is the mirror image of the other half. three-dimensional a solid shape is three-dimensional because it has length, width and height. time - Normally the time is shown as Hours : Minutes. There are 24 Hours in a day and 60 minutes in each hour. There are two main ways to show the time: "24 Hour Clock" or "AM/PM": total the total is the result when you add together a group of numbers. The total of 6 and 4 is = 10 translation a translation is a movement of a shape in a straight line. triangular number a triangular number can be arranged as dots in the shape of a triangle. The number of dots is the same as the number itself. The first five triangular numbers are 1, 3, 6, 10, and Add another row of dots to the base of the triangle to find the next triangular number. two-dimensional a two-dimensional shape has length and width but no height. A plane shape is two-dimensional.
The Willows Primary School Mental Mathematics Policy The Willows Primary Mental Maths Policy Teaching methodology and organisation Teaching time All pupils will receive between 10 and 15 minutes of mental
Mark / 63 % 1) Change words to numbers a) three thousand, eight hundred and seventy-nine b) three million, four hundred and forty-five thousand, eight hundred and eighty-five 2) Write the number in words
DOWNSEND SCHOOL YEAR 5 EASTER REVISION BOOKLET This booklet is an optional revision aid for the Summer Exam Name: Maths Teacher: Revision List for Summer Exam Topic Junior Maths Bk 3 Place Value Chapter
Level Problem Solving 6 General Terms acute angle an angle measuring less than 90 addend a number being added angle formed by two rays that share a common endpoint area the size of a surface; always expressed
4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures
Grade 6 Play! Mathematics Answer Book 67 Section : Whole Numbers Question Value and Place Value of 7-digit Numbers TERM 2. Study: a) million 000 000 A million has 6 zeros. b) million 00 00 therefore million
Mathematics Third Practice Test A, B & C - Mental Maths Mark schemes Introduction This booklet contains the mark schemes for the higher tiers tests (Tests A and B) and the lower tier test (Test C). The
Whole Numbers 1 Know that a whole number is a normal counting MNU 0-0a number such as 0, 1,, 3, 4, Count past 10 MNU 0-03a 3 Know why place value is important MNU 1-0a 4 Know that approximating means to
These tests contain questions ranging from Level to Level. Children should have five seconds to answer questions in each test, ten seconds to answer questions and fifteen seconds to answer questions -.
& Who Knows 83 Vocabulary Arithmetic Operations Difference the result or answer to a subtraction problem. Example: The difference of 5 and is 4. Product the result or answer to a multiplication problem.
1 What is 14+22? 2 What is 68-37? 3 What is 14+27+62+108? 4 What are 911-289 and 31,100-19,876? (Two-part answer) 5 What are 4 6, 7 8, and 12 5? (Three-part answer) 6 How many inches are in 4 feet? 7 How
Mrs. Ambre s Math Notebook Almost everything you need to know for 7 th grade math Plus a little about 6 th grade math And a little about 8 th grade math 1 Table of Contents by Outcome Outcome Topic Page
Ma KEY STAGE LOWER TIER & HIGHER TIERS 004 Mathematics tests Mark schemes for Mental mathematics Tests A, B and C 004 First published in 004 Qualifications and Curriculum Authority 004 Reproduction, storage,
4 th Grade Math Notebook By: Aligned to the VA SOLs Table of Contents Quarter 1 Table of Contents Quarter 2 Table of Contents Quarter 3 Table of Contents Quarter 4 Hundred Millions Ten Millions Millions
Year 5 Mental Arithmetic Tests 1 Equipment Required Printed question and answer sheet for the reader Printed blank answer page for child Stopwatch or timer Pencil No other equipment is required to complete
Link to examining board: http://www.edexcel.com The question paper associated with these solutions is available to download for free from the Edexcel website. The navigation around the website sometimes
Y oundation-year 7 Y across backwards calendar deep group half add balance cents eight fast guess halves add on before difference eighteen few heavier after between clock different eleven fewer heaviest
Hyde Community College Numeracy Booklet 1 Introduction What is the purpose of this booklet? This booklet has been produced to give guidance to pupils and parents on how certain common Numeracy topics are
Home Link 8-1 Shapes In this lesson children examined different shapes, such as triangles, quadrilaterals, pentagons, and hexagons. They also discussed these shapes attributes or characteristics such as
Key Stage 3 Mathematics Key Facts Common entrance revision Number and Algebra Solve the equation x³ + x = 20 Using trial and improvement and give your answer to the nearest tenth Guess Check Too Big/Too
WHOLE NUMBERS PASSPORT www.mathletics.co.uk It is important to be able to identify the different types of whole numbers and recognise their properties so that we can apply the correct strategies needed
Maths Makes Sense 3 Medium-term plan 2 Maths Makes Sense 3 Block 1 End-of-block objectives Arithmetic 1 Respond to I will act the Real Story, you write the Maths Story (including the answer), for addition
rk bo k,let t r a h Maths Basic Skills Week 1 Name Date Class. 1. What are the next two numbers? 11. Six times a number is forty two. 21. In a sale, there is twenty-five per -19' -15' -11'... '... What
2.1 1. How many groups of ten can be made out of 100 marbles? 2.2 2. Order these numbers starting with the smallest: 49, 27, 17, 34 2.2 3. Write the number one hundred and nineteen in digits. 2.3 4. Write
Level 3 & Who Knows Drill 283 Vocabulary Arithmetic Operations Difference the result or answer to a subtraction problem. Example: The difference of 5 and 1 is 4. Product the result or answer to a multiplication
Emerging ANSWERS NUMBER ALGEBRA RATIO GEOMETRY PROBABILITY N1a... Place Value - Integers... 1A, 1B N1b... Place Value - Decimals... 1C N1c... Place Value - Measures... 1D N2a... Ordering Numbers - Integers...
Written Methods& Mental Methods & A D D I T I O N FOUNDATION STAGE YEAR 1 YEAR 2 Count with 1:1 correspondence Recognise numbers Count to 20 and beyond Write numbers Order numbers to 20 Know one more than
Year 5 Mental Arithmetic Tests Equipment Required Printed question and answer sheet for the reader Printed blank answer page for child Stopwatch or timer Pencil No other equipment is required to complete
Elko County School District 5 th Grade Math Learning Targets Nevada Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;
Numeracy Warm Up Introduction Numeracy Warm Up is a set of numeracy exercises that can be used for starters, main lessons and plenaries. It is aimed at Numeracy lessons covering National Curriculum Levels
Mental Arithmetic Questions. The tally chart shows the number of questions a teacher asked in a lesson. How many questions did the teacher ask? 22 KS MATHEMATICS 0 4 0 Level 4 Answers Day 2. How many seconds
DAY 1 ANSWERS Mental questions 1 Multiply seven by seven. 49 2 How many nines are there in fifty-four? 54 9 = 6 6 3 What number should you add to negative three to get the answer five? -3 0 5 8 4 Add two
Stage 2 PROMPT sheet 2/3 Estimate numbers Eyeball estimate Here are 3 sweets 2/1 Know the 2, 3, 5, 10 times tables 0 x 2 = 0 1 x 2 = 2 2 x 2 = 4 3 x 2 = 6 4 x 2 = 8 5 x 2 = 10 6 x 2 = 12 7 x 2 = 14 8 x
tens units tens units Stage 2 PROMPT sheet 2/3 Estimate numbers Eyeball estimate Here are 3 sweets 2/1 Know the 2, 3, 5, 10 times tables 0 x 2 = 0 1 x 2 = 2 2 x 2 = 4 3 x 2 = 6 4 x 2 = 8 5 x 2 = 10 6 x
0-0_5_78537MWVEMC_CM.indd 78537MWVEMC CM 3//09 9:7:8 four hundred six thousand, three hundred fifty-two Number Explosion Number Explosion Objective: Students will use place value to represent whole numbers.
Math Review Questions Working with Feet and Inches A foot is broken up into twelve equal parts called inches. On a tape measure, each inch is divided into sixteenths. To add or subtract, arrange the feet
Curriculum Ready www.mathletics.com It is important to be able to identify the different types of whole numbers and recognize their properties so that we can apply the correct strategies needed when completing
1 TEST 5 1. Complete the picture so that it has 7 dots. 2. What is the number shown? 0 5 10 3. Fill in the missing numbers. 2 + 3 = 4 1 = (c) 3 + 4 = (d) 4 + = 9 (e) 8 = 3 (f) + 7 = 7 4. Write these numbers
qwertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopasdfghjklzxcvbnmq wertyuiopasdfghjklzxcvbnmqwertyuiopasdfghjklz Crook County School District
LESSON Name 2 Teacher Notes: page 27 Triangles, Rectangles, Squares, and Circles Refer students to Circle on page 4 in the Student Reference Guide. Post Reference Chart Circle. Use the compasses from the
Math + 4 (Red) This research-based course focuses on computational fluency, conceptual understanding, and problem-solving. The engaging course features new graphics, learning tools, and games; adaptive
Properties of Numbers 1. Write the number twelve thousand and forty-eight in figures. 2. Round two hundred and thirty-five to the nearest ten. 3. Which of these numbers is not a multiple of eight? Fifty-four,
Minute 1 1. Simplify: 1( + 7 + 1) =. 7 = 10 10. Circle all of the following equal to : 0. 0% 5 100. 10 = 5 5. Cross out the three-dimensional shape. 6. Each side of the regular pentagon is 5 centimeters.
GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as
Grade Play! Mathematics Answer Book 0 Section : Whole Numbers TERM Question Place Value and Value: -digit Numbers. Write down the place value of each underlined digit. a) 0 HTh b) T c) Th d) H e) TTh f)
COMMON CORE STATE STANDARDS FOR MATHEMATICS K-2 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Domain: Counting and Cardinality Know number names and the count
Focus on Mathematics Year 4 Pre-Learning Tasks Number Pre-learning tasks are used at the start of each new topic in Maths. The children are grouped after the pre-learning task is marked to ensure the work
Mathematics First Practice Test 2 Levels 3-5 Calculator allowed First name Last name School Remember The test is 1 hour long. You may use a calculator for any question in this test. You will need: pen,
LIST OF HANDS-ON ACTIVITIES IN MATHEMATICS FOR CLASSES III TO VIII Mathematics Laboratory The concept of Mathematics Laboratory has been introduced by the Board in its affiliated schools with the objective
EVALUATE- work out CALCULATE work out EXPRESS show PRODUCT- multiply SUM/TOTAL- add SIMPLIFY make easier A number with only 2 factors- 1 and itself 2 3 5 7 11 13 17 19 23 29 31 37 41 (Note 1 is not a prime
GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial
November 4, 016 Total Correct: KEY STUDENT NAME: School Name: Proctor Name: Team #: Room #: 7 th & 8 th Grade Individual Contest Score Sheet DO NOT WRITE IN SHADED REGIONS Answer 1 or 0 1 or 0 Answer 1
Answer Key Easy Peasy All-In-One-Homeschool 4 5 6 Telling Time Adding 2-Digits Fractions Subtracting 2-Digits Adding and Subtracting Money A. Draw the hands on each clock face to show the time. 12:20 6:05
California 1 st Grade Standards / Excel Math Correlation by Lesson Lesson () L1 Using the numerals 0 to 9 Sense: L2 Selecting the correct numeral for a Sense: 2 given set of pictures Grouping and counting
LESSON 51 Rounding Decimal Name To round decimal numbers: Numbers (page 268) 1. Underline the place value you are rounding to. 2. Circle the digit to its right. 3. If the circled number is 5 or more, add
Whatcom County Math Championship 201 Individual 4 th Grade 1. If 2 3 is written as a mixed fraction, what is the difference between the numerator and the denominator? 2. Write 0.92 as a reduced fraction.
Use of Sticks as an Aid to Learning of Mathematics for classes I-VIII Harinder Mahajan (nee Nanda) Models and manipulatives are valuable for learning mathematics especially in primary school. These can
Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problem-solving strategies as they pose and solve problems and conduct investigations, to
Name 0 Summer Math Packet Students entering Fifth Grade Math Rachel Carson Elementary PACKET MUST INCLUDE COVER SHEET WITH THE FOLLOWING INFORMATION CLEARLY PRINTED Students Name (first & last) 0-0 Homeroom
1st July 19! = 1,000 750 822 On the grid is one side of a quadrilateral with 3 acute angles. Complete the quadrilateral Georgia and Emma share 40 sweets in the ratio 3:5. How many sweets does Emma get?
Trimester 1 OA: Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction. 1. Use addition and subtraction within 100 to solve oneand two-step word problems involving
Standards Quarter 1 2.OA.2. Fluently add and subtract within 20 using mental strategies.* By end of Grade 2, know from memory all sums of two one-digit numbers. 2.OA.3. Determine whether a group of objects
Workshops: The heart of the MagiKats Programme Every student is assigned to a Stage, based on their academic year and assessed study level. Stage 2 students are approximately 8 to 10 years old. The sheets
Saxon Math 2 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
SHAPE level 2 questions 1. Match each shape to its name. One is done for you. International School of Madrid 1 2. Write each word in the correct box. faces edges vertices 3. Here is half of a symmetrical
St. Michael s Episcopal School Summer Math for rising 6 th grade students 2016 Students entering Sixth Grade should have mastered all basic facts, understand and identify place values to hundred thousandths,
These tests contain questions ranging from Level to Level. They get progressively more difficult. Children should have five seconds to answer questions in each test and ten seconds to answer questions.
Saxon Math 3 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multi-digit multiplication,
Second Grade Fourth Nine- Week Study Guide Use the study guide to help prepare your child for the fourth nine-week math assessment. The following standards will be assessed on this test. 2.G.1 1. Tom drew
Math Review Packet for th 5 th 6 Grades Multiplication, Division, Decimals, Fractions, Metric & Customary Measurements, & Volume 206 Math in the Middle Multiplying Whole Numbers. Write the problem vertically
Name : Class:.. Homework Rubric : ( 10 marks ) 8 marks for accuracy.( To be complete and correct ) 1 mark for punctuality. ( To be delivered on time ) 1 mark for organization ( To be clean, neat and tidy
Grade 2 Arkansas Mathematics Standards Operations and Algebraic Thinking Represent and solve problems involving addition and subtraction AR.Math.Content.2.OA.A.1 Use addition and subtraction within 100