LO: To use place value manipulation in mental division. Achieve – I can divide multiples of 10,100 and 1000 by 10, 100 and 1000. Challenge – I can manipulate place value to divide numbers by 10, 100 and 1000. Aspire – I can apply place value manipulation for the division of complex decimals Maths. Numeracy lesson for KS2, year 4, 5 or 6 depending on how you aim it. Multiplications starter activity. Connection, removing zeros trick. Activation building on place value shift - have pupils working with number cards. Activity - differentiated to three levels. Demo - applying to SATs style question. Additional sats style questions for appropriate skills.

L.O: To explore the methods for dividing with fractions. Aspire – I can explain the process of ensuring my answers are in their most efficient form. Challenge - I can divide mixed number fractions by a whole number. Achieve – I can divide a proper fraction by a whole number or proper fraction. Maths/Numeracy lesson for KS2, year 4, 5 or 6 depending on how you aim it. Dividing fractions with a focus on using a method called… Keep, change, flip, so that the same methods for handling the multiplication of fractions can be used.

Numeracy lessons for Upper Key Stage 2 - Mathematics Y5 & Y6 (some concept can be adapted to other year groups) Ratio and Proportion - Unequal Sharing. A pack of 4 lessons, building on the concept of ratio and proportion. How to represent ratios and apply these skills to proportion and unequal sharing. This then builds in to skills that can be applied to converting between imperial and metric. Relies on the modeling of teacher, to apply a well considered process using a ratio grid. Lesson 1 - L.O.- To understand the concept of ratio. Lesson 2 - L.O.- To apply ratio confidently in worded problems. Achieve – I can create a ratio to represent a simple relationship between items. Challenge – I ensure ratios are in their correct and simplest form. Aspire – I can apply ratios to problems of unequal sharing. Lesson 3 - L.O.- To apply a considered method to proportion problems. Achieve – I can find the relationship between the two situations. Challenge – I can identify how the relationship needs to be implemented. Aspire – I can accurately adapt the problem according to the relationship. Lesson 4 - L.O.- To be able to convert between common metric and imperial units. Achieve - I can identify the common metric and imperial units and what they measure. Challenge - I can apply given relationships between metric and imperial units to convert them. Aspire - I can explain my own understanding of the relationships between common metric and imperial units.

A mental arithmetic challenge system. Pupils are assigned as red level at the start of the year and given a number. Such as Red = 12 on week 1. They then apply all the arithmetic challenge tasks (20 questions) to the number 12. x 2 so 12 x 2 = 24 find 1/2 find 1/2 of 12 = 6 x 0.5 12 x 0.5 = 6 find 1% 1% of 12 = 0.12 And so on. Give new numbers of a similar difficulty to the colours each week. If they score better than a red score (which would be 12/20 or better) for three tests in a row, they are moved to the next colour level… yellow. Then children who are on red do another easyish number, like 14. Yellow would be a trickier number, such as 27. Pupils work their way up the colour levels.And have to score better than their colour score, three times again to progress. The excel sheet, can quickly calculate the correct answers to allow for peer marking by selecting the answer column then using the plus symbol in the bottom corner and dragging it back through all the levels. Pupils keep a question level analysis tracker to identify any patterns of incorrect answers. Update the records sheet on the excel document in order to track what colour level pupils are on, and their scores as well as looking at progression of the class average. Question types: multiplication division decimals place value manipulation fractions percentages addition subtraction square and cube algebra bodmas The test encourages spotting patterns and equivalent fraction, decimal and percentages to be able to use answers to previous questions or adapt them to make other solutions quicker.

2 follow on lessons for building on skills that allow to find landmark percentages through place value manipulation division. Then building in to combing these percentages for various totals. L.O.-To find percentages of an amount using landmark percentages. Achieve: I can know what to divide by to find 1% or 10% of an amount. Challenge: I can use place value manipulation to find 1% and 10% of an amount. Aspire: I can explain the efficiency of a method to find 1% and 10% of an amount. L.O.-To find percentages of an amount using landmark percentages. Achieve: I can accurately find values of 1% and 10%. Challenge: I can combine landmark percentages to find other values. Aspire: I can explain the efficiency of different landmark percentage combinations to achieve a value.

4 x Arithmetic Tests, Tracking and Question Level Analysis, Notebook skills warmup. Past year 6 KS2 arithmetic SATs test adapted into a consistent word document and alternative versions with the same style questions. Use this to then create a new test each week, following the same patterns of questions. Tracker can be printed off for pupils to stick in back of maths book and track their own errors. Also excel tracker of whole class results to identify progression. Notebook for warmup with class on any required skills or skills forcus for that week.

Design and technology lessons for upper key stage pupils in year 5 and year 6. (could be adapted to others.) These resources are aimed at the Hook for your pupils to enter a new topic to create a wooden automaton toy as a Christmas present. Leading in to two design phase lessons - conducting market research based on the briefing of the customer, followed by looking at creating detailed design drawings. There is also everything for a display board. Resistant Materials - Christmas Automaton Mechanical Systems Toy. Making use of woodwork and cams. L.O. - To conduct market research and outline a design specification. Achieve - I can identify the requirements from a generic design brief. Challenge - I can conduct market research to ensure a product will meet the requirements of the intended user. Aspire - I can explain how my design will be guided by design specifications and user requirements. LO: To reflect on my designs and develop them bearing in mind the way they will be used. Achieve: I can add appropriate design features, using my understanding of familiar products. Challenge: I can create accurate and concise designs using familiar products and prior knowledge. Aspire: I can analyse and comment on my design ideas, methods and approaches used in my own work.