These are three differentiated worksheets. Recall multiplication and division facts for multiplication tables up to 12 × 12. Recognise and use factor pairs and commutativity in mental calculations. The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. Watch for: Children may think that any number with 3 ones is a multiple of 3. An early mistake when counting in 3s will affect all subsequent multiples. Children may always begin counting from 3 to find a larger multiple of 3, when they could use the multiples they already know to find the new information. In the higher ability worksheet ( with three faces), children explore how to recognise if a number is a multiple of 3 by finding its digit sum: if the sum of the digits of a number is a multiple of 3, then the number itself is also a multiple of 3. Challenge by asking : How do you find the digit sum of a number? How can you tell if a number is a multiple of 3? Are the multiples of 3 odd or even? In the foundation worksheet (one face), children explore the link between counting in 3s and the 3 times-table to understand multiples of 3 in a range of contexts. They use number tracks and hundred squares to represent multiples of 3. Ask: What is the next multiple of 3? What is the multiple of 3 before? How many 3s are there in?

In these three worksheets, children build on their knowledge of ordering a set of three or more fractions. The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. If equivalent fractions are needed, then one denominator will be a multiple of the other or others. Bar models, fraction walls and number lines will still be useful to help children to see the relative sizes of the fractions, especially when conversions are needed. Children should look at the set of fractions as a whole before deciding their approach, as comparing numerators could still be a better strategy for some sets of fractions.

Use these worksheets to help children develop their understanding of adding and subtracting fractions with the same denominator, and denominators that are multiples of the same number. The first worksheet is aimed at those working below age expected. The second worksheet is aimed at those working at age expected. The third worksheet is aimed at those working at greater depth. This worksheet includes a challenge to help deepen children’s understanding and problem-solving skills. Answer sheets attached.

There are two worksheets featuring long division pf 4-digit numbers by 2-digit numbers. The first worksheet is aimed at those working age expected. The second worksheet is aimed at those working at greater depth.

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. In these worksheets, children deal with larger numbers while consolidating their understanding of the place value columns. They partition numbers in the standard way (for example, into thousands, hundreds, tens and ones) as well as in more flexible ways (for example, 16,875 = 14,875 + 2,000 and 15,875 = 12,475 + 3,400). Watch for: Children may make mistakes with the order of the digits when partitioning/recombining numbers with many digits.

Add and subtract numbers mentally with increasingly large numbers. The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. In these worksheets, children recap and build on their learning from previous years to mentally calculate sums and differences using partitioning. They use their knowledge of number bonds and place value to add and subtract multiples of powers of 10. If they know that 3 + 4 = 7, then 3 thousand + 4 thousand = 7 thousand and 3,000 + 4,000 = 7,000. Children need to be fluent in their knowledge of number bonds to support the mental strategies. How does knowing that 6 + 3 = 9 help you to work out 60,000 + 30,000? “How can the numbers be partitioned to help add/subtract them?” "Are any of the numbers multiples of powers of 10? " “How does this help you to add/subtract them?”

Includes: Support mat divide 1 digit number by 10 decimals as tenths - Foundation , core and higher tenths on a place value chart - Foundation , core and higher with extra 7 reasoning sheets The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. Model making, drawing and writing decimal numbers, showing that the decimal point is used to separate whole numbers from decimals. Children look at a variety of representations of tenths as decimals, up to the value of 1 whole. This leads to adding the tenths column to a place value chart for children to see how tenths fit with the rest of the number system and to understand the need for the decimal point. Children may forget to include the decimal point. If the number of tenths reaches 10, children may call this “zero point ten” and write 0.10 rather than exchanging for 1 one. Children may confuse the words “tens” and “tenths”. Questions to help with understaning the topic: If a whole is divided into 10 equal parts, what is the value of each part? How can you represent the decimal How are decimals like fractions? using a model? How can you convert between tenths as fractions and tenths as decimals? How is 1/10 like 0.1? How is it different?

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. The focus is on rounding numbers to the nearest 10, 100 or 1,000. It is important that children hear and use the language of “rounding to the nearest” rather than “rounding up” and “rounding down”, as this can lead to errors. Number lines are a particularly useful tool to support this, as children can see which multiples of 10, 100 or 1,000 the given numbers are closer to. When there is a 5 in the relevant place value column, despite being exactly halfway between the two multiples, we round to the next one. Watch for : The language “round down”/”round up” and so round 62,180 to 61,000 (or 61,180) when asked to round to the nearest 1,000.

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. Children add two 4-digit numbers with one exchange in any column. The numbers can be made using place value counters in a place value chart, alongside the formal written method. When discussing where to start an addition, it is important to use language such as begin from the “smallest value column” rather than the “ones column” to avoid any misconceptions when decimals are introduced later in the year. After each column is added, ask, “Do you have enough ones/ tens/hundreds to make an exchange?" This question will be an important one in this worksheet , as the children do not know which column will be the one where an exchange is needed. Extra reasoning activity sheets

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. In these worksheets, children develop their understanding of place value by exploring the relationship between numbers in different columns. As well as adjacent columns, they look at columns that are further apart, for example considering the number of tens needed to make 2,000 and then multiples of 2,000. Children can use both place value charts and charts to support their understanding. Exchanging with place value counters as extra support is also helpful. Ask, “How can you tell if a number is a power of 10?” “Is this number a multiple of a power of 10?” “How can you tell?” Watch for: Children may not realise that the overall effect of, for example, × 10 followed by × 10 is × 100.

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. In these worksheets, children explore numbers up to 100,000. They are introduced to the ten-thousands column in a place value chart and begin to understand the multiples of 10,000. This can be reinforced using a number line to 100,000. Both place value counters and plain counters are used in place value charts, allowing for discussion about the values of the columns.

These are differentiated worksheets to support and challenge adding and subtracting 1s , 10s , 100s and 1,000 from any number. The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth.

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. In these well differentiated worksheets, children order a set of two or more fractions. If equivalent fractions are needed, then one denominator will be a multiple of the other(s) so that conversions will not be complicated. Compare fractions Order fractions less than 1 Extra reasoning sheets attached Bar models, fraction walls and number lines are used to help children to see the relative sizes of the fractions, especially when conversions are needed. Children should look at the set of numerators especially when the denominators are the same. At first, children may need support to decide the best strategy when there are more than two fractions. Children may not look at both parts of the fractions when making their decisions about the order. Useful supporting sentences for parents. When fractions have the same denominator, the one with the_____ numerator is the greatest fraction. When fractions have the same numerator, the one with the ______ denominator is the greatest fraction. Key questions for parents: If a set of fractions all have the same denominator, how can you tell which is greatest? If a set of fractions all have the same numerator, how can you tell which is greatest?

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. Children subtract whole numbers including using formal written methods (columnar subtraction). Place value chart and place value counters can be used for support. It is useful when performing calculations that require an exchange. Squared paper and labelled columns will support children in placing the digits in the correct columns. Children experience both questions and answers where zero appears in columns as a placeholder.

The worksheets increase in challenge. The Foundation worksheet is aimed at those working towards age expected. The Core worksheet is aimed at those working at age expected. The Higher worksheet is aimed at those working at greater depth. In these worksheets, children revisit the use of the column method for addition and learn to apply this method to numbers with more than four digits. As a support in this step the place value counters, and place value charts will be extremely helpful. These representations are particularly useful when performing calculations that require an exchange. Ask, “Will you need to make an exchange?” “Which columns will be affected if you do need exchange?” " How do you know?" Watch for: Children may not line up the numbers in the columns correctly.