Year 3 worksheets / assessment based on measuring the perimeter of simple shapes. Differentiated and includes a greater depth question on A AA sheet. Links with year 3 National Curriculum and Rising Stars objectives.

Reasoning and problem solving questions supporting WRM Small step - Bar Charts.

This resource supports Year 4 WRM small step ‘Subtracting two fractions’, and focuses on using a number line for varied fluency 3 questions. It follows a concrete – pictorial – abstract approach. It includes differentiated worksheets and answers. Curriculum links • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. • Add and subtract fractions with the same denominator. I hope you find this resource useful x

This resource supports Year 1 Measurment - Comparing heights. Children compare heights of a variety of objects using the vocabulary ‘taller’ and ‘shorter’. Answers are included in the PDF. Curriculum links Compare, describe and solve practical problems for: lengths and heights (for example, long/short, longer/shorter, tall/short. Enjoy x All images used in this resource are from

This resource supports WRM Year 1 Spring block 3 Measurement comparing length and height (Fluency task 3). Children write sentences to compare length and height using key vocabulary - taller, longer, shorter, smaller, bigger, equal, same etc…

These resources suppot WRM Spring block 3 Measurement Small Step: Compare length and height. Curriculum links Compare, describe and solve ractical problems for: lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)

This resource includes varied fluency questions focusing on finding fractions of a quantity. It follows a concrete – pictorial – abstract approach for mastery and includes opportunities to use bar modelling. It also includes reasoning and problem solving questions. Differentiated two ways and includes answers. WRM Small Steps: Calculate fractions of a quantity National Curriculum Links • Recognise and show, using diagrams, families of common equivalent fractions. • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. • Add and subtract fractions with the same denominator.

This resource includes varied fluency questions that focus on calculating fractions of quantities. It follows a concrete – pictorial – abstract approach for mastery and includes opportunities to use bar modelling and concrete materials. It also includes reasoning and problem-solving questions. Differentiated two ways and includes answers. WRM Small Steps: Calculate fractions of a quantity Problem Solving - Calculating Quantities National Curriculum Links • Recognise and show, using diagrams, families of common equivalent fractions. • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. • Add and subtract fractions with the same denominator. Your feedback is always welcome x

This is a fun and active way to get your class reviewing and consolidating their understanding of calculating quantities. Great as a lesson warm up, end of lesson plenary or test prep. Children work co-operatively with different partners to quiz each other on a variety of questions. If a child gets a question wrong, they give clues and ‘tutor’ them, so that they can both be successful. This product includes 36 quiz cards plus a blank template for children to make their own! Enjoy! You freedback is always welcome x

This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on counting objects. Resources included in this pack: Power point presentations Working wall display items Student worksheets differentiated lower ability, age related, greater depth (plus answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10 in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on one-to-one correspondence of groups 0-10. Resources included in this pack: Power point presentation Working wall display items Student worksheets differentiated lower ability, age related, greater depth (including answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - Modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on sorting objects. Resources included in this pack: Power point presentations Working wall display items Student worksheets differentiated lower ability, age related, greater depth (plus answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10 in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on couting, reading and writing numbers backwards from any number 10 - 0. Resources included in this pack: Power point presentation Working wall display items Student worksheets differentiated lower ability, age related, greater depth (including answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - Modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on counting one more from any given number 0-10 Resources included in this pack: Power point presentation Working wall display items Student worksheets differentiated lower ability, age related, greater depth (including answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - Modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on finding one less from any given number 0 - 10. Resources included in this pack: Power point presentation Working wall display items Student worksheets differentiated lower ability, age related, greater depth (including answers) Reasoning and problem solving Co-operative Learning game: I have, Who has (Whole class activity - warm up/plenary) Curriculum Links: UK: Count, read and write numbers to 10 in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - Modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on counting forwards from any given number 0-10. Resources included in this pack: Power point presentations Working wall display items Student worksheets differentiated lower ability, age related, greater depth (plus answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10 in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

This resource follows the mastery approach to teaching maths (Concrete-pictorial-abstract). Each practise strip contains Year 3 Place Value questions linked to the first 3 weeks of the Autumn Term. Great for warm ups, plenarys or homework activities.

This resource links to the Year 1, Plavce Value step of ‘Count One More, One less’. It includes 5 different game boards that can be photocopied onto plain or coloured paper plus instructions on how to setup and implement the activity. Great as a warm up or plenary activity. Children move around the cassroom and find different partners who can answer one of the questions on their game board. Theirpartner answers the question and then writes his or her initials. The child then moves around the room again to find another partner. Activity continues until someone completes their whole game board (They MUST have found a different partner for each question).