Fluency, reasoning and problem solving on finding fractions of an amount.

A variety of activities to help children understand equivalent fractions.

Here are a set of problem cards to get children thinking about place value with decimals.

A resource to extend and deepen children's understanding of place value.

This worksheet support concrete learning with Straws, Base 10 and counters

This worksheet is part of our November resources competition. The worksheet checks understanding of the 3 times table in numerous different ways, Remember to submit your own resource for your chance to win a prize in our November resource competition. More details can be found here. http://whiterosemathshub.co.uk/wrmhtescomp/

Direct link to our Y5 scheme.

This worksheet checks pupils understanding of 4 digit numbers. It is designed to be used more at the end of a sequence of work on place value (4 digit numbers). Pupils should be encouraged to use place value cards and counters to help them understand, reason and explain what they are doing. The questions start quite fluency based testing students understanding of place value in numbers. They then have to find 10, 100 and 1000 more than given numbers. They then have to order numbers and identify values on a number line.

Problem solving with roman numerals.

A collection of worded problems. Children should have access to concrete objects to explain their calculations.

A year 1 resource for addition and subtraction.

This resource is great if you have been using counters as a concrete model before moving onto pictorial and abstract.

A variety of questions to help children demonstrate their understanding of addition and subtraction.

Direct link to our Y5 scheme.

Direct link to our Y3 scheme.

A year 2 resource for weight.

A simple division investigation that asks pupils to show what happens when you divide. Pupils make whole squares to represent dividing by 4. You will need to make the link to the calculation explicit. Pupils will hopefully be able to see from the investigation what it means to make the whole and what the remain represents. Pupils can then start to reason why the remainder can never big bigger than what you are dividing by. They also look for a pattern in the remainder too.

Direct link to our Y5 scheme.

Direct link to our Y6 scheme.

Direct link to our Y6 scheme.