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 resource contains 33 fraction based vocabulary cards to be used as flash cards or as part of a display on a working wall. It is appropriate for years 2 - 6.
I hope you enjoy this product!
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 year 3 bundle contains 15 question strips related to multiplication and division for the Autumn term. Each strip follows the CPA approach for Maths Mastery and contain varied fluency and reasoning questions.
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 follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on representing 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 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).
This resource links to the Year 1, Place Value step of ‘Count One Less’. It includes 10 game cards that can be photocopied onto plain or coloured paper plus instructions on how to setup and implement the activity.
Great as a small group warm up or plenary activity.
This resource links to the Year 1, Place Value step of ‘Count One More’. It includes 10 game cards that can be photocopied onto plain or coloured paper plus instructions on how to setup and implement the activity.
Great as a small group warm up or plenary activity.
This bundle contains whole class and small group activities suitable for warm ups or plenaries. They are linked to the following key objectives:
Counting 0-10
Counting one more and one less
Reading, writing and counting 0-10
Each activity is designed to be photocopied onto card. Full instructions on how to set up and impliment each activity are included.