Maths Overview WB 11.5.20

Recepti

on

Topic:

Object

ives:

This week we will be exploring the number 19 and how

to share.

Monday:

Starter: All about the number 19! Can the children

show you different ways to make the number 19? Can

they jump 19 times, clap 19 times? Can they accurately

count 19 objects?

Activity: Can the children tell you how to share? Using

coins or sweets and two plates, can the children share?

(Ask the children to count the whole amount first- for

example if they have 14 sweets. Then ask to share into

two)

Tuesday:

Starter: Learning about the number 19, can the

children watch this number blocks video all about the

number 19?

https://www.youtube.com/watch?v=LGNiocFTyBQ

Activity:

With a playdough cookie (please see Mrs Lowe’s

playdough making video) pose a story problem about

having to share it with a friend. How could you do this?

Cut or break it into two pieces and keep the bigger

‘half’ yourself. Ask the children what they think about

this. Present a range of materials such as paper shapes,

string and bananas. Challenge children to halve them

and then discuss and display the results. How do you know that they are halves?

How can you check they are the same size? What can he do if he gets the wrong number/not

enough/he has too many?

Wednesday:

Starter: Can the children complete this Number 19

presentation?

https://www.twinkl.co.uk/resource/t-n-2546640-all-

about-number-19-powerpoint

Activity:

https://www.twinkl.co.uk/resource/halving-fruits-for-

parrots-powerpoint-t-n-2546972 Can the children complete this online halving activity-

do the children understand that they must be equal?

Thursday:

Starter: Can the children practise different ways to

make the number 19? Using 19 objects, can they split it

into 19 in different ways? (for example: 10 and 9, 12

and 7) then practise it as a number sentence- 10 + 9=

19

Different ways to practise sharing/halving

Maths Overview WB 11.5.20

Activity: Can the children complete any of the

activities on the next column? Remember to share your

wonderful work on Purple Mash for us to see!

Friday:

Starter: Can children practise their adding skills and

number understanding with the Purple Mash Quiz? Can

the children order their number from 0-20?

Activity: Can the children complete the Purple Mash

sharing activity?

Can you make or bake something with your adult,

practising halving and sharing the ingredients?

Year 1

Topic:

Mental

calculat

ion and

problem

solving

Objecti

ves:

To

solve

one

step

addition

and

subtrac

tion

problem

s using

differe

nt

method

s

This week we are going to revisit solving addition and

subtraction word problems.

Monday

Starter – doubling and halving numbers

https://www.topmarks.co.uk/Flash.aspx?f=dartboarddo

ublesandhalves

Main – Today we are going to look at the vocabulary

linked to addition and subtraction word problems.

Before you look at the sheet, how many words can you

think of that mean either add or subtract. Then sort

the words into those that are linked to + and those

linked to -.

Tuesday

Starter – counting in steps of 2, 5 and 10

https://www.bbc.co.uk/teach/supermovers/ks1-maths-

counting-with-john-farnworth/zbct8xs

Main – Today you are going to solve some addition word

problems. Think about the methods you have practised

to add numbers (objects, drawing pictures, using a

number line).

Wednesday

Starter - put the numbers in the correct order (Purple

Mash activity)

Main - Today you are going to solve some subtraction

word problems. Think about the methods you have

practised to subtract numbers (objects, drawing

pictures and crossing some off, using a number line to

find the difference between two numbers).

Thursday

Starter - name the shape (Purple Mash activity)

Main – Today you are going to use your maths skills to

work out whether the statements are true or false.

Think carefully about which method to use (addition or

subtraction). If the answer is false, what should the

correct answer be?

Friday

Starter – sort the numbers into odd and even (Purple

Mash activity)

Main - Today you are going to make up your own word

problems. Either think about things you have around

Vocabulary linked to addition and

subtraction

Use RUCSAC to help solve word

problems

Maths Overview WB 11.5.20

you in your home (people, toys, objects) or you can see

from your window. Or you could use the pictures on

the sheet for inspiration. Why not take a picture of

your finished problems and post in the Purple Mash blog

to see if other children can solve them.

Example: Miss Osborne’s guinea pigs ate 2 mini

cucumbers, 3 bits of sweetcorn and 4 bits of broccoli.

How many bits of food did they eat altogether?

Year 2

Topic:

Data

Handli

ng

Monday:

Pictograms

Stand outside your home/look out of the window

and conduct a traffic survey. There is a 2do on

PurpleMash called 2count where you can easily

represent the data. For a bigger challenge, create

your own using drawings or real objects. Here are

some examples:

This can be a great way to get the children

writing too. In the past, we have investigated how

many skittles are in a pack. Have a look at the

example above – if green is your favourite, how

would you feel? Get the children to write a

persuasive letter to Skittles about fairness and

include their findings.

Introduce a key. What if each smile represented

2 children? How could you represent an odd

number?

Tuesday:

Tally and data tables 2do on PurpleMash.

Wednesday:

PurpleMash 2do – Charts.

Today there will be questions that ask how many

more children like x than y? You will need to

compare the values. This can be done as a simple

https://www.bbc.co.uk/teach/skillswise/graphs-and-charts/zjwky9q

Comparing data:

Thursday and Friday:

Consolidate learning: https://wrm-13b48.kxcdn.com/wp-content/uploads/2019/SoLs/Primary/Year-2-2018-19-Spring-Term-Block-2-FINAL.pdf

https://www.tes.com/teaching-resource/interpreting-bar-charts-ks1-5-7-yr-olds-6150435 https://content.twinkl.co.uk/resource/9c/e2/t-n-2544857-year-2-maths-statistics-activity-sheet-_ver_4.pdf?__token__=exp=1588594170~acl=%2Fresource%2F9c%2Fe2%2Ft-n-2544857-year-2-maths-statistics-activity-sheet-_ver_4.pdf%2A~hmac=4f42b701f161cb53d0830670e218f6eb9becda772ed4707784ffd39a8d20fc93

Maths Overview WB 11.5.20

subtraction/find the difference or using a ruler.

Place the ruler on the lower of the bars and count

the difference. Example in opposite column.

Carry out an investigation at home – which is your

favourite fruit? If you need more data, call

friends or family and ask them too. Share your

bar charts with us on twitter or via email.

Thursday and Friday:

Use the documents in the opposite column to

consolidate the learning from this week.

https://www.twinkl.co.uk/resource/t-n-2544855-year-2-statistics-warm-up-powerpoint https://www.twinkl.co.uk/resource/t-pa-048-year-2-maths-assessment-statistics https://www.twinkl.co.uk/resource/t2-m-1390-new-interpreting-pictograms-activity-sheets

Year 3

Topic:

Objecti

ves

Write

and

calculat

e x/÷

TU x U

mentall

y →

formal

written

method

s

Solve

problem

s, incl

missing

nos

Number bonds

Revisit your knowledge of number bonds, by playing number

bond task on Purple Mash.

Arithmetic

Complete Arithmetic test 3

Daily warm up - Count in multiples of 50’s and 100’s up to

1000 and back.

Monday - multiply using the written method.

23 x 5 20 x 5 = 100

/ \ 3 x 5 = 15

20 3 115

Generate 2-digit numbers followed by a 1 digit and multiply

using the above method and solve.

Tuesday - divide using a written method.

Divide using a number line - fluency and reasoning, remainders.

Jump groups of using a number line

Use what you know first 10x, 5x, 2x

Choose a work sheet that you can access – there are 2 plus an

extension – worded problems.

Wednesday & Thursday - solve missing worded problems for

both multiplication and division (See resources)

Friday - Reasoning and Problem Solving Multiplication and Division Consolidation – (See resources)

See resources on the Dilkes website in Year 3

https://www.dilkesacademy.org.uk/year-3/

TTRockstars and Numbots are easy ways to get the

children practising quick recall.

Use TTRockstars for your 4 and 8 times tables or/& use

these links

https://www.timestables.co.uk/8-times-table.html

https://www.timestables.co.uk/3-times-table.html

https://www.timestables.co.uk/4-times-table.html

Again practice these daily

Calculation policy multiplication and division

Monday challenge – is it the same?

Tuesday challenge – True or False?

Maths Overview WB 11.5.20

Wednesday challenge – Which picture?

Thursday challenge –

Which answer?

Useful websites: https://www.bbc.co.uk/bitesize/topics/z36tyrd/articles/zwghk2p https://www.purplemash.com/#tab/pm-home/maths/tabletoons https://www.bbc.co.uk/teach/supermovers/ks2-maths-collection/z7frpg8 https://www.topmarks.co.uk/maths-games/hit-the-button https://mathsframe.co.uk/en/resources/resource/468/Maths-Maze-Monsters-Multiplication

Year 4

Topic:

Divisio

n

Monday

Starter: Times Table recall – hit the button or

TTRockstars https://www.topmarks.co.uk/maths-

games/hit-the-button

Main: Formal Division – Recap the bus stop

division method (see adult help from calculation

policy)

Try the following sums

774 ÷ 3

632 ÷ 4

405 ÷ 5

976 ÷ 8

Tuesday

Starter: Time game – Telling the time to the

nearest five minutes or

minutehttps://mathsframe.co.uk/en/resources/r

esource/116/telling-the-time

Main: Formal division with remainders – Use the

same method as yesterday, but factor in that

they will have remainders!

RUCSAC - ·

Read - Read the question carefully. Read it

twice if needed and pick out any important

information.

Understand - Do you understand the question?

What are you trying to find out? ·

Choose - Choose a method you will use to solve

the question. What sums do you need to

perform? ·

Solve - Perform your calculations and come to

your solution. ·

Answer - Answer your question. Does this

answer fit what you were trying to find out? ·

Check - Always check your work. Use the

inverse to check your working out.

Maths Overview WB 11.5.20

Try the following sums

583 ÷ 2

694 ÷ 5

836÷ 3

1837 ÷ 4

Wednesday

Starter: Times Table recall – hit the button or

TTRockstars https://www.topmarks.co.uk/maths-

games/hit-the-button

Main: to use division to solve worded problems

using RUCSAC. See the resources folder for

Rally Coach worded problems

Thursday

Starter: Time game – Telling the time to the

nearest five minutes or

minutehttps://mathsframe.co.uk/en/resources/r

esource/116/telling-the-time

Main: Problem solving - dividing by 10, 100, 1000.

Pathway

Can you find a path from 6000 to 0.06?

You are not allowed to make diagonal moves. Eg. If I

start at 6000 and go down a square and do ÷ 100, my

answer will be 60. Would that be a good step if I want

to end up at 0.06? Try another way and then keep

moving on, marking your path.

6000 ÷10 ÷10

÷100 ÷1000 ÷100

÷1000 ÷10 0.06

Friday

Starter: Times Table recall – hit the button or

TTRockstars https://www.topmarks.co.uk/maths-

games/hit-the-button

Maths Overview WB 11.5.20

Main: Missing numbers – dividing by 10, 100, 1000.

Remember to draw yourself a place value grid if

you need to! Think about the inverse.

A. ÷ 10 = 72

B. ÷ 100 = 35.18

C. ÷ 10 = 452

D. ÷ 1000 = 156

E. ÷ 100 = 86.19

F. ÷ 1000 = 5.973

G. 1000 ÷ = 10

H. 1900 ÷ = 19

I. 1250 ÷ = 125

Year 5

Topic:

Division

Monday – Division by 10, 100 and 1000.

Starter: Play the division board game:

Today we are looking at dividing by 10, 100 and

1000. Check your understanding using the poster

on the right.

Have a go at answering the questions dividing by

10, 100 and 1000.

Ask an adult to help you check your answers

afterwards.

Answers for dividing by 10, 100 and 1000.

Maths Overview WB 11.5.20

Tuesday –

Try the following questions and ask an adult to

help you mark them.

Challenge:

Play the short division snakes and ladders game.

For 2-4 players. Need one dice (or you can make a

spinner). Players take it in turns to thrown the

dice. When you land on a square you have to

answer the division question. If there is a

remainder, you can move on that number of

squares but don’t need to answer the question

square you land on. Watch out for the snakes! If

you land on square with the snake’s head on it, you

must go back down to the bottom of the snake’s

tail. The winner is the first player to reach the

finish!

Answers for short division:

Maths Overview WB 11.5.20

Watch the following video:

https://www.bbc.co.uk/bitesize/topics/z36tyrd/a

rticles/zcjh8mn

Challenge:

Thursday–

Division time travel – watch the link and then

answer the questions throughout the video.

http://www.iseemaths.com/lessons56/

Friday –

How many different rectangular-shaped boxes

can you make using 36 squares?

Could you make boxes in any other shape?

Answers for snakes and ladders short division game:

Parent hint: When children are working on problems with remainders they need to ensure that they understand the context of the problem. For example: There are 346 eggs how many boxes will be full (69) which is different to how many boxes would be needed for all of the eggs (70).

Sweet problem possible solutions:

Maths Overview WB 11.5.20

Problem:

Sweets in a Box

A sweet manufacturer has decided to design

some gift boxes for a new kind of sweet.

Each box is to contain 36 sweets placed in lines in

a single layer in a geometric shape without gaps or

fillers.How many different shaped boxes can you

design? The sweets come in 4 colours, 9 of each

colour. Arrange the sweets so that no sweets of

the same colour are adjacent to (that is 'next

to') each other in any direction. In the picture

below, none of the squares marked x can have a

red sweet in them.

Arrange the sweets in some of the boxes you have

drawn. Now try making boxes of 36 sweets in 2, 3 or 4

layers. Can you arrange the sweets, 9 each of 4 colours,

so that none of the same colour are on top of each

other as well as not adjacent to each other in any

direction? See if you can invent a good way of showing

your arrangement. Try different numbers of sweets

such as 24 or 60 in each box.

Year 6

Topic:

Object

ives:

L.I.:

to

solve

proble

ms

involvi

ng

algebr

a

Here are some very useful videos to help

with algebra. Start with them before moving

onto the problems:

https://www.youtube.com/watch?v=NybHckS

EQBI

https://www.youtube.com/watch?v=l3XzepN

03KQ

https://www.youtube.com/watch?v=Qyd_v3D

GzTM

https://www.youtube.com/watch?v=LDIiYKYv

vdA

Now try to solve the problems provided.

There are answers available as well.