1000 questions Maths Advanced Addition Answer sheets provided. Good for homework Good to fill time Good extension work

Three weeks of planning. Plus you can use other planning included for free from different years. Example To analyse and create a character and setting description for 23 Degrees 5 Minutes North. I can express verbally what a character may be feeling, thinking or doing I can explain why I think a character may feel, think or do something I can describe a setting using figurative language Starter 5 mins Pen portrait of key characters in 23 Degrees 5 Minutes North: Children mind map/annotate information about the key characters that they know so far around an image of The Adventurer and Professor Erit. They add information about the internal feelings, thoughts and emotions within and the external information such as physical description, or known facts Activity 1 5-10 mins Use key questions and discussion in groups to think about answers to questions such as: When is this story set? Who am I? Where am I? Why am I here? Will I be able to find Professor Erit? How will I find him? Emphasise the importance of chn giving evidence to support their opinion when they give a response to these questions. Activity 10 mins Return to image of the Adventurer and Professor Erit. Using a different coloured pencil, chn should add information about these characters Main 20 mins Give chn an image of the setting and ask them to mind-map descriptive words, phrases or sentences they could use to describe the narrative setting. Model using the different kinds of sentence-types to record a setting description, using the vocabulary recorder in the mind-map. Chn use sentences to build suspense if they can.

1000 questions on advanced addition. Pupils write the answers directly on the sheets. There are different numbers of digits that they can add up. Answers all provided.

36 page pdf. Maths for each of 13 weeks. sample : LO: To reflect shapes across a horizontal or vertical mirror line. KEY QUESTION: DO I NEED TO USE A MIRROR TO REFLECT A 2D SHAPE? Review the term reflection with the children. How would the children reflect a simple shape like a square across a mirror line? Show the children a more complex shape. How would the children go about reflecting this shape? Explore the use of a mirror using a large version of a shape on the working wall. If you hadn’t got access to a mirror, how would you go reflect the shape? Focus on process of identifying vertices within shapes, counting to the mirror line. DS: Supports Triangles during teaching. AG: Supports Squares during teaching. LO: To draw and reflect a shape across a 45 degree mirror line. Show the children a shape and have them model how to reflect across a vertical and horizontal mirror line. Show them a mirror line that is set at 45 degrees. Discuss possible strategies for carrying out the task of reflecting across the mirror line. Make sure the children stay on the grid lines and follow to the mirror line, then away from the mirror line to make a right angle. MW: target high Focus Children within teaching. Check during lesson. LO: To reflect a shape that crossing a 45˚ mirror line. KEY QUESTION: HOW CAN I REFLECT A SHAPE THAT CROSSES THE MIRROR LINE? Address misconceptions from previous lesson. Give the children an enlarged version of a triangle that crosses a diagonal mirror line. As a class, identify way in which the shape can be reflected across the mirror line. Take each point and reflect across a perpendicular set of gridlines. Model the use of start and end points. Whatever is in the upper part of the mirror line needs to be in the lower, vice versa. DS: Supports triangles during lesson. AG: Supports Circles during lesson.

1000 questions with answers on Equations. Single variables. Pupils have to work out what y equals.

Weekly plans for the dreaded back to school Autumn term. Cut and paste and adapt for your own personal use. I hated those Sundays ruined by planning. example Today we are learning about decimals to two decimal places. First ask what are decimals? Establish that decimals show us part of the number that is not a whole. Display a number line with 0-1 with 9 unlabelled divisions. In between 0 and 1 we have intervals that represent tenths (not tens). Decimals are like fractions the number line is divided into ten parts so each one is one tenth. Tenths are decimals to one place as there is only one digit after the decimal point. Give children magnified glass and ruler using the ruler ask children to look at the tenths in-between each cm. When we write tenths as a decimals we write 0.1, 0.2… allow children to continue this asking them to stop when they get to the next whole number. What is the decimal point for? To separate the whole from its decimals. In between the tenths there are hundredths (not hundreds) display 0.4 to 0.5 with unmarked intervals in between. Ask can anyone tell me what these intervals will be labelled? 0.41, 0.42… Establish that 3.7 is bigger then 3.56. Ask why might I think 3.56 is bigger? Why is 3.7 bigger? When do we use decimals in real life? Place objects on a each table for the group to feel. Which one is heavier? Lighter? Get children to order them in order of weight. Give each table some scales, ask them to see if they were right and also to write the weights that they can read and make a note of them. Select some children to attempt to read the weights. Who has ever cooked or baked? What units of measurement would you use? What units of measurements have we used here to way our objects? How many grams are there in a kilogram? Give children some examples and ask them to convert the weights. Model how to use scales weigh different objects ask class to read the scale. Read scales and convert from grams to kilograms and vice-versa. L/A TA support To weigh objects and read on a scale. EXT: Order objects in order of weight using estimation skills

Some nice planning. In 4 groups so lots of differentation. Example : L.O To order positive and negative numbers and find differences between numbers (not set) Dividing by 10,100 and 1000 quick fire questions Must: I can order sets of negative numbers Share with the children an image of a thermometer, what is it used for? What do we know about temperature? Children to mark on the thermometer temperatures they know ie body temp, boiling point etc. Can temperature go below zero? What do we call those numbers? Share with the children -15, -2, -20, -9 and -21. Where on the thermometer do these go? Discuss smallest to biggest ordering, which number is smaller/larger. In pairs order a set of numbers (+ and -) L/A Children to order sets of negative numbers. Moving on to reading temperature problems. (activity 1-2 on pg6 NPM 6a) Number lines/thermometer to support?

1000 questions with answers. Pupils have to add up either 3 or 4 numbers under 10.

Please check out my bundles which provide great value. 1000 questions on division. Great for calculator use. Answers provided. Pupils divide a three digit number by a 2 digit one. There are remainders in these questions.

Please check out my bundles which provide great value. 1000 questions on division. There are no remainders Great for calculator use. Answers provided. Pupils divide a three digit number by a 2 digit one.

Please check out my bundles which provide great value. 1000 questions on multiplication. Great for calculator use. Answers provided. Pupils multiply a 2 digit number by a 2 digit one.

Please check out my bundles which provide great value. 1000 questions on multiplication. Great for calculator use. Answers provided. Pupils multiply a 2 digit number by a 2 digit one. The second number is a power of 10 (e.g. 20, 30, 40 etc.)

Please check out my bundles which provide great value. 1000 questions on division. Great for calculator use. Answers provided. Pupils divide a three digit number by a 2 digit one.

1000 questions Answers provided. Pupils have to read the instructions, work out the sum, then write it in. Great for pupils who can multiply but get confused by the word element.

100 worksheets on addition. I’ve used a nice big font. They start off easy then get progressively harder. Answer sheets provided for all worksheets.

Nice lesson. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens. Nice worksheets and powerpoint to do an investigation on the area and perimeter of squares and rectangles. Possible cross curricular links. Outside area planning. Learning Objectives. Ma 1 Organising and explaining Ma 3 Calculate perimeter/area of squares and rectangles. • To explain methods and reasoning • To solve mathematical problems, recognise and explain patterns and relationships. • Calculate perimeters and areas of rectangles. • Find the largest area that can be made with a rectangle that has a perimeter of 26 metres. Success criteria. • To be able to work out the area of a rectangle or square. • To make different rectangles that all have the same perimeter. • To recognise the largest area. • To compare the relationship between the length of the sides and the area of the rectangle. • To explain reasoning. Mental/Oral. 10 mins. LSA to support LA children. The answer is 16. What is the question? Using the yes/no cards hold up the correct side in response to the question. 15 + 1, 10 + 4, 18 – 2, double 2 ……. (12 questions.) Can we think of any more to add to the list? Discuss any misconceptions as they arise, also the quick ways to add numbers mentally. Emphasis on bonds and doubles or near doubles. With a partner, using InWB find as many questions as possible for the statement. The answer is 24. What could the question be? Vocabulary. add subtract multiply divide double near double half equals Resources :- Yes/No cards. InWBs and pens.

Some great planning you can use throughout the year for year 4 Maths. I’ve divided it into 9 blocks. sample planning : Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols MA2 L3 How many _ in each number? Children recognise how many Th, H, T & U are there WALT – Order and partition 3 and 4 digit numbers WILF – knowledge of place value Well organised work Pupils to be reminded of place value. Which column to we go to first to see which the bigger number is? What does it mean to partition a number? Children work though a couple of t. led examples. MA – 4 digit number sheet (MT) A – 3 digit number sheet (Indep) LA – partitioning 2 digit numbers. Discuss what each number is made up of - which is the biggest number in a group. Q? What happens if we swap the t & u around? (JH) Prep for Tue – do any children remember the rule for rounding. Discuss in talk partners and report back Partition, round and order four-digit whole numbers; use positive and negative numbers in context and position them on a number line; state inequalities using the symbols How many _ in each number? Children recognise how many Th, H, T & U are there WALT – round numbers to the nearest 10, 100 and 1000 WILF – rounding numbers accurately Mental addition of 2 digit nos Well organised pencil procedures Remind pupils of the findings from yesterday’s plenary. How do we round to the nearest 10? What about to the nearest hundred. Children put rule to the test using whiteboards to assess understanding. Children will be asked to add two numbers mentally and round the answer. Which mental strategies could we use? Ch discuss best way. MA to use pencil a paper proc with bigger numbers. Differentiated worksheets MA – ind A – MT less able JH Investigation. What is the highest and lowest numbers that will round to 4000. What is the difference? Multiply and divide numbers to 1000 by 10 and then 100 (whole-number answers), understanding the effect Children to use whiteboards – 10 x = Division Q? For MA WALT – multiply divide whole numbers by 10, 100 WILF - Understanding of the process Well organised work Moving onto decimals Mental maths methods What happens to a number when you multiply it by 10? Key points Children will know that add a 0 is not the correct answer. Decimal point stays in the same place. All children start by demonstrating their knowledge of mult by 10 and 100 then dividing by 10 100 MA – working with a mixture of whole and decimal numbers (JH) A – using whole numbers only LA – multiplying by 10 JH Who can explain the rule? Pupils are given 3 minutes to come up with the rule for multiplying by 10 or 100. Feedback to the rest of the class

100worksheets on rounding numbers to the nearest 10 or 100. Answer sheets provided. 20 questions per sheet. A good time filler or easy homework.

100 worksheets with answers provided. 20 questions per sheet. Pupils have to round numbers to the nearest 10. I have included a few that you have to round to the nearest 100. A good time filling exercise or a nice easy homework to reinforce what has been taught in the classroom.

I have designed 100 worksheets on shapes for primary school children. They have to write the name of the shape on the sheet. An answer sheet is in the picture. A great reinforcement exercise or you can give a sheet to a bright pupil to keep them occupied. You can use your professional judgement to choose the appropriate sheet. Answer sheets are provided for all worksheets.