<p>This is a set of 9 worksheets which I mostly used with UKS2 classes, to help pupils apply their understanding of the 4 rules of number. These activities were inspired by the number questions in the show “Countdown” where contestants are given 6 numbers and asked to try to achieve a given total. With Yr 6 I used these successfully as extension activities and to develop independent numerical thinking.</p> <p>There are 4 “Use these numbers” sheets, each of which provides pupils with a different set of 6 numbers (usually 5 small and one big). These take pupils through a variety of calculations, including the use of brackets, in order to achieve different totals.</p> <p>There are 5 “Use to make” sheets, again which provides pupils with a different set of 6 numbers but this time allows space for pupils to explore the totals they can achieve before identifying a given total they should attempt to make. Each of these sheets also come with a second answer sheet that shows how to achieve the desired number.</p>

<p>This is a set of 9 worksheets and materials. I used some or all of these with Year 2 and LKS2 classes, to help pupils gain an understanding of symmetry in shapes and extending to coloured patterns in different arrangements. Depending on the pupil’s understanding, I encouraged them to work individually, with a partner or in a guided group to complete these. I also provided mirrors for these activities but tried to encourage pupils to use these as a form of checking answers as these could sometimes cause confusion rather than aid answering.</p> <p>The 9 sets of sheets are;</p> <ol> <li>Lines of Symmetry shapes – these two sheets encourage pupils to identify all the lines of symmetry in given shapes.</li> <li>Lines of Symmetry shapes ANSWERS – these two sheets are the answers to the above to aid with marking.</li> <li>Symmetry letters low – this sheet allows pupils to organise given letters and symbols depending on whether or not they have lines of symmetry.</li> <li>Symmetry letters top – this sheet is as above but for more able pupils requiring them to identify if the letters and symbols have one, more than one or no line of symmetry.</li> <li>Symmetry letters cards – this is a master set of the cards required for sheets 3 and 4 above.</li> <li>Symmetrical Patterns bl &amp; wh – this sheet has an arrangement of 8 patterns represented on grids which are to be completed with regard to the vertical mirror line shown.</li> <li>Symmetrical Patterns colour – this sheet is set out as the black and white version above but pupils are required to consider the placement of different colours. This could be used either as an extension activity or as a form of differentiation given only to more able pupils.</li> <li>Symmetrical Patterns blank – this sheet is set out as the black and white and coloured versions above but are blank grids. This allows pupils to create their own patterns for symmetrical completion either by themselves or for swapping with a partner.</li> <li>Symmetrical colour patterns – these three sheets follow a similar principle to that used in sheets 6, 7 and 8 however it extends to thinking about horizontal mirror lines and culminating in a grid that can be used to create symmetrical patterns across 4 quadrants.</li> </ol>

<p>I used this worksheet with various KS2 classes, to help pupils identify and compare patterns in times tables as well as identifying commonalities between certain times tables. They also proved useful to reinforce learning times tables. The first sheet provides detailed instructions for how to carry out the activity on the second sheet.</p>

<p>I used these worksheets with a Year 1 class, when pupils were first introduced to representing money calculations in written forms. They worked with plastic coins to represent these and gradually moved towards calculations without these as appropriate.</p> <p>The sheets are;</p> <ol> <li>Adding 1p and 2p – three sheets that largely require the identification of amounts from given arrangements of 1p and 2p coin representations.</li> <li>Add 1p and 2p problem – this sheet shows 3 children with different representations of coins and asks which of them could buy a ball costing 5p.</li> <li>Adding 5p and 10p – this sheet requires the identification of amounts from given arrangements of 5p and 10p coin representations.</li> </ol>

<p>I first used these worksheets with Year 3 and Year 4 classes, when exploring topics around living things, identifying similarities and differences between different creatures that I stipulated for them. Later they then selected their own to repeat the exercise. With experience, I found that it was useful as a class and then as groups / partners to play the “Yes No” game ie. “I’m thinking of an animal” and then the person can only answer Yes or No, encouraging the partners to generate questions that can only have a yes or no answer.<br /> The two sheets differ in the number of items that are expected to be sorted and have lines on which to write the sequential yes / no questions.<br /> The sheets could be used for other scientific areas and, I found, have also proved successful when sorting materials and minibeasts.</p>

<p>I used these worksheets with Year 3 and Year 4 classes, when finding out about aspects of Ancient Egypt. They were intended as the start of independent research, to encourage the use of different sources of information and the use of these sources to check and extend what is found out.<br /> The sheets are;</p> <ol> <li>What I know about Ancient Egypt – Used at the start of the topic to establish a pupil’s existing knowledge and encourage them to think about what they could research.</li> <li>Gods meaning challenge – This sheet gives pupils the names of 8 of the most common Egyptian gods and goddesses to make key notes about.</li> <li>People places meaning challenge – These two sheets give pupils 9 terms or names of people and places most commonly associated with Ancient Egypt to make key notes about.</li> <li>Word meaning challenge – This sheet gives pupils 5 further terms most commonly associated with Ancient Egypt to make key notes about.</li> </ol>

<p>I used these worksheets with Year 2 and Year 3 classes, to help pupils learn patterns in certain times tables as well as identifying commonalities between certain times tables. They also proved useful when first learning certain times tables. Depending on the pupil’s understanding, I encouraged them to work individually, with a partner or in a guided group to complete these.<br /> The sheets are;</p> <ol> <li>adding and tables - a sheet that helps to clarify the link between cumulative addition and times tables.</li> <li>Count in Steps of 3 and 5 – these two sheets help pupils to identify and compare multiples of the 3 and 5 times tables respectively.</li> <li>Count in steps of 4 – this sheet helps pupils to identify and compare multiples of the 4 times table.</li> <li>Count in steps of 6 – this sheet helps pupils to identify and compare multiples of the 4 times table.</li> <li>Comparing patterns grid – this allows pupils to directly compare the patterns of any three times tables and establish common multiples. In this range of sheets, it can be used to establish the multiples of the 7, 8 and 9 times tables.</li> <li>Pattern when counting grid – this sheet was an easy way to establish purely the pattern of multiples for any times table up to 40. This could be used as an introduction activity or as differentiation with lower ability pupils.</li> </ol>

<p>I used these worksheets with Year 2 and Year 3 classes. Pupils gained experience of using tally marks to collect information and then represent this data in the form of a graph. Depending on pupil abilities, I encouraged them to work individually, with a partner or in a guided group to complete these activities. There are also differentiated versions of some of these activities.</p> <p>The worksheets included are;</p> <ol> <li>Bag of cubes – used as an easy introduction to data collection and graphing, it requires pupils to be provided with a bag of mixed cubes to systematically tally according to colour and then complete the prepared graph.</li> <li>Smarties easy – Always popular and creating great enthusiasm as sweets are involved! Two sheets, largely pre-prepared where pupils in pairs or small groups are given boxes (or 2 tubes) of Smarties, to predict what the most and least colour represented will be before collecting data and completing a graph of results.</li> <li>Smarties mid – as above but the data collection grid and graph are in a minimal form requiring pupils to fill in the required details.</li> <li>Smarties top – as above but data collection requires the use and interpretation of tally marks and the graphing sheet is purely a squared grid allowing more able to compile their graph from scratch.</li> <li>Birthdays – Pupils use tally marks to record the birthdays of their peers (this needs to be done systematically and requires organising to avoid missing anyone or counting people twice!). Once collected they use either 5a. Birthdays Graph filled – a prelabelled graph format sheet or 5b. Birthdays Graph to fill – a basic, unlabelled graph format sheet to compile their graphs.</li> </ol>

<p>I used these worksheets with Year 2 and Year 3 classes, to help pupils learn and compare the relationships between different dates and times. Depending on pupil abilities, I encouraged them to either write out the facts and answers in their books or provided them with the cloze procedure style worksheet version.</p>

<p>I used this worksheet with mixed ability KS1 classes, usually Year 1, when developing the ability to analyse positive and negative features of a design.<br /> Initially this can be used to think about the straw, stick and brick houses but could equally be used to analyse more imaginative pupil designs for pig house “upgrades”.</p>

<p>I used these worksheets with KS1 classes, especially Year 2, when encouraging the application of addition and subtraction skills within simple problems. Depending on the pupil’s understanding, I encouraged them to work individually, with a partner or in a guided group. It also proved useful, in certain cases, to encourage the use of cubes to visualise calculations.<br /> The three sheets are;</p> <ol> <li>Using the numbers 1 – 20 to generate suitable addition or subtraction statements.</li> <li>Using 1, 2 or 3 in the sides of a triangle to reach a total of 5. (I adapted this to allow 0 to be used as appropriate.)</li> <li>John has 3 more felt pens than Tom. How many could each boy have?</li> </ol>

<p>I used these worksheets with mixed ability KS1 classes, usually Year 2, when developing an understanding of story content and structure.<br /> There are two worksheets providing differentiated opportunities for pupils to record ideas when retelling the story “Whatever Next” by Jill Murphy. They then used these ideas within more extended pieces of writing in later lessons.</p>

<p>I used this worksheet with mixed ability KS1 classes, when first introducing the idea of division. Of course, a first step was getting children to use practical materials, such as cubes or sweets etc, to understand the concept of division.<br /> These sheets are a next step and use drawn representations to allow pupils to calculate simple divisions by colouring in or labelling before completing the same as mathematical sentences.</p>

<p>This bundle of worksheet materials was used with a mixed ability UKS2 class during a visit to Bridlington with a strong Geography focus.<br /> The Street Survey sheets encourage pupils to consider in greater detail the characteristics and make-up of a street and could be combined easily as a booklet. I gave these to pairs of pupils and employed simpler sheets, such as the alphabetic search, with less able pupils. Although my use was with primary pupils, I could see these being equally useful with KS3 students.<br /> The compass rose sheet encouraged pupils to stand at various given points and identify what could be seen in the different directions.</p>

<p>This bundle of guided / shared reading material, and the page numbers referenced therein, relates to “Oliver Twist” by Charles Dickens; specifically, the edition retold by Gill Tavner and published by Real Reads Ltd in 2018. Used initially with a lower ability Year 4 set.<br /> Split over 6 weeks, each week works on a format where;</p> <ul> <li>Day 1 is a first read using a word detective exercise which allows pupils to explore some of the more unusual vocabulary they encounter. A simple version of this is also included as differentiation.</li> <li>Days 2 &amp; 3 allow for further reads of the same section of the text, employing diverse sets of questions presented in a SATs style format with an indication in brackets of the VIPERS focus involved (ie. Vocabulary, Inference, Predict, Explain, Retrieve, Summarise).</li> <li>Day 4 requires a further read of the same section of the text, encouraging pupils to generate their own questions with a VIPERS focus.</li> <li>Day 5 allows for a contrasting non-fiction text to be considered (PLEASE NOTE THIS IS NOT PROVIDED)<br /> In addition, the standard questions for days 1 – 4 are all combined in a PowerPoint presentation.</li> </ul>

<p>These are resources intended for use on Bee Lady Day (May 13th), the day intended to commemorate Jean Bishop, who was an amazing fundraiser for ageUK in Hull. I have deliberately chosen to put these on here for free and so, if you choose to download, I would appreciate it if you could make a minimum £1 donation to ageUK Hull at your earliest opportunity.<br /> There are three activities (4 sheets), intended as fun activities for the day. These are;</p> <ol> <li>Helping Others – intended for KS1, this sheet introduces the idea of volunteering and encourages pupils to think about how they themselves already help other people.</li> <li>Bee Lady Day Wordsearch – this sheet combines a 20 word fun wordsearch with a simple cloze procedure exercise relating to Jean Bishop’s fundraising activities.</li> <li>Bee Lady Day Wordsearch ANSWERS – this sheet provides teachers with answers to the above.</li> <li>Bee character colouring sheet – as the name suggests, a simple A4 sheet to colour in.</li> </ol>

<p>This bundle of guided / shared reading material, and the page numbers referenced therein, relates to “Cliffhanger” by Jacqueline Wilson; specifically, the Corgi Yearling edition published in 2009. I used this text and material with a mixed ability Year 3 class, a Year 4 class and with an EAL group.<br /> Each chapter has a diverse set of questions presented in a SATs style format with an indication in brackets of the VIPERS focus involved (ie. Vocabulary, Inference, Predict, Explain, Retrieve, Summarise). Chapters 1 - 5 have these sub-divided into two sets and, have two word detective exercises which allow pupils to explore some of the more unusual vocabulary they encounter. In addition, the questions are all combined in both ActivInspire and PowerPoint presentations.</p>

<p>This bundle of guided / shared reading material, and the page numbers referenced therein, relates to “Stig of the Dump” by Clive King; specifically, the Puffin Book edition reissued in 2014. I used this text and material with a mixed ability Year 3 class, a Year 4 class and with EAL pupils.<br /> Each chapter has a diverse set of questions presented in a SATs style format with an indication in brackets of the VIPERS focus involved (ie. Vocabulary, Inference, Predict, Explain, Retrieve, Summarise). Most chapters have these sub-divided into at least two sets and, often, have word detective exercises which allow pupils to explore some of the more unusual vocabulary they encounter. In addition, the questions for each chapter are all combined and sequenced in both ActivInspire and PowerPoint presentations.</p>

<p>This bundle of guided / shared reading material, and the page numbers referenced therein, relates to “The Nothing To See Here Hotel” by Steven Butler, published by Simon &amp; Schuster UK Ltd in 2018. I used this text and material with a mixed ability Year 4 class.<br /> Each of the 26 chapters has a diverse set of questions presented in a SATs style format with an indication in brackets of the VIPERS focus involved (ie. Vocabulary, Inference, Predict, Explain, Retrieve, Summarise).<br /> A few of the lengthier chapters also have word detective exercises which allow pupils to explore some of the more unusual vocabulary they encounter. In addition, the questions are all combined in both ActivInspire and PowerPoint presentations.</p>

<p>This bundle of guided / shared reading material, and the page numbers referenced therein, relates to “The Lion And The Unicorn” by Shirley Hughes; specifically, the edition published by Red Fox in 2000. Used initially with a Year 3/4 class, it also worked well with a Year 6 EAL group who needed an alternative WW2 themed text.<br /> Split over 5 weeks, each week works on a format where; Day 1 is a first read using a word detective exercise which allows pupils to explore some of the more unusual vocabulary they encounter Days 2 &amp; 3 allow for further reads of the same section of the text, employing diverse sets of questions presented in a SATs style format with an indication in brackets of the VIPERS focus involved (ie. Vocabulary, Inference, Predict, Explain, Retrieve, Summarise).<br /> Day 4 requires a further read of the same section of the text, encouraging pupils to generate their own questions with a VIPERS focus. Day 5 allows for a contrasting non-fiction text to be considered (PLEASE NOTE THIS IS NOT PROVIDED)<br /> In addition, the standard questions for days 1 – 4 are all combined in a PowerPoint presentation.</p>

<p>This bundle of guided / shared reading material, and the page numbers referenced therein, relates to “One Boy’s War” by Lynn Huggins-Cooper, published by Frances Lincoln Publishers Ltd. Used initially with a Year 3/4 class, linked to a deeper themed understanding of WW1.<br /> Split over 3 weeks, each week works on a format where;</p> <ul> <li>Day 1 is a first read using a word detective exercise which allows pupils to explore some of the more unusual vocabulary they encounter</li> <li>Days 2 &amp; 3 allow for further reads of the same section of the text, employing diverse sets of questions presented in a SATs style format with an indication in brackets of the VIPERS focus involved (ie. Vocabulary, Inference, Predict, Explain, Retrieve, Summarise).</li> <li>Day 4 requires a further read of the same section of the text, encouraging pupils to generate their own questions with a VIPERS focus.</li> <li>Day 5 allows for a contrasting non-fiction text to be considered (PLEASE NOTE THIS IS NOT PROVIDED)<br /> In addition, the standard questions for days 1 – 4 are all combined in a PowerPoint presentation.</li> </ul>