Calculation Policy Fractions


 Chad Freeman
 1 years ago
 Views:
Transcription
1 Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised to meet the requirements of the National Curriculum 05, for the teaching and learning of mathematics. It is designed to give pupils a consistent and smooth progression of learning fractions across the school, using concrete experiences and representations to develop an understanding of the underlying mathematical concepts. The policy builds progressively on from the content and methods established in the Early Years Foundation Stage, who follow the Development Matters EYFS document. In line with the National Curriculum 05, the calculation policy is organised according to year groups, addressing the age related expectations. However, it is vital that pupils are taught at the stage that they are ready for, being moved onto the next stage as soon as the concept or method is secure, or working at a lower stage until they are secure to move on. When planning, it is important that you consider the following to enable children to make cognitive connections and be effective learner s of mathematics: the use of concrete resources (representations) to support conceptual understanding or pictures and images such as number lines and 00 squares to support mental imagery the language that will be modelled and used the symbols that will be used Reallife contexts which are meaningful and will support understanding and provide opportunities to use and apply problem solving approaches which will help children to recognise when to use certain operations and methods when faced with problems The Connections Model: Using and Applying (AT) opportunities must be a priority within maths lessons. It is important to distinguish between children knowing facts and children using methods to get to an answer, using the facts they know. 'Knowledgeled curriculum' with three forms of knowledge:
2 Factual: I know that... Procedural: I know how... Conceptual: I know why... Encourage children to be using the language of I know that/how/why... Year Representations to support the learning of objectives in bold Understand halves of shapes and sets of objects as two equal parts Group and share objects equally and relate to halves Understand halves of shapes and sets of objects as two equal parts Understand onehalf as one of two equal parts Understand the word fraction as equal parts of a whole Group and share objects equally and relate to halves Understand onehalf as one of two equal parts Understand the word fraction as equal parts of a whole Understand quarters of shapes and sets of objects as four equal parts Understand onequarter as one of four equal parts Understand quarters of shapes and sets of objects as four equal parts
3 Understand onequarter as one of four equal parts Onequarter of the whole is blue
4 Counting: Pupils should count in fractions up to 0, starting from any number and using the ½ and ¼ equivalence on the number line. Year Representations to support the learning of objectives in bold Find halves and quarters of lengths and quantities practically Read, write and understand ½ Read, write and understand ¼ Know that twoquarters are equivalent to onehalf Find halves and quarters of lengths and quantities practically Read, write and understand ½ whole whole Read, write and understand ¼ Know that twoquarters are equivalent to one half Find threequarters of a set of objects or shape Recognise unitary fractions ½, /3, ¼, /5 of shapes whole split
5 into equal parts (denominator) part is shaded (numerator) whole is split into equal parts (denominator) part is shaded (numerator) Find threequarters of a set of objects or shape 3 Recognise unitary fractions ½, /3, ¼, /5 of shapes
6 Year 3 Representations to support the learning of objectives in bold
7 Counting: Count up and down in tenths. Find fractions of quantities practically unitary fractions Find fractions of quantities practically unitary fractions 5 of 0 Understand how to calculate unitary fractions of quantities by dividing Find ¼, /, ¾ and / of shapes, lengths and objects Understand the numerator and denominator in proper fractions (3/, /3, /5 ), Understand how to calculate nonunitary fractions of quantities Understand equivalence of fractions through practical activities Compare and order fractions with the same denominator Add and subtract fractions with the same denominator up to whole Problem Solving: Solve problems that involve all of the above. of 0 3 of 9
8 Understand how to calculate unitary fractions of quantities by dividing 7 of 7 of 7 =? = 7 into 7 groups beads divided (numerator) group? (denominator) 7 How many beads are there in How many 7s are in? 7 How many 7s are in? Find ¼, /, ¾ and / of shapes, lengths and objects
9 3 Understand the numerator and denominator in proper fractions (3/, /3, /5 ), 5 whole is split into 5 equal parts (denominator) parts are shaded (numerator) 3 8 Denominator = = whole = total 3 counters = whole 7 split into 7 equal groups Numerator = how many parts are in the group. 3 groups out of the 7 = 3 7
10 Understand how to calculate nonunitary fractions of quantities of of 7 = = A 7 groups) Numerator = 3 (3 9 (8 9 = ) = 8 9 A x 3 =? 3 7 Understand equivalence of fractions through practical activities
11 Folding strips Fraction wall using individual cards Compare and order fractions with the same denominator 3 Add and subtract fractions with the same denominator up to whole 5 = whole = whole 5 5 lots of a lots of a 5 = whole Understand that the denominator = whole lots of a = whole  3 = lots of a  3 lots of a = quarter of a whole
12 Counting: Count up and down in hundredths. Year Representations to support the learning of objectives in bold Identify pairs of fractions that total Recognise that hundredths arise when dividing an object by 00 whole whole Compare numbers with the same number of decimal places up to d.p. Round decimals with d.p. to the nearest whole number. Identify pairs of fractions that total Use of fraction cards Work out equivalent fractions using diagrams Work out equivalent fractions using diagrams
13 Recognise and write decimal equivalents of any number of tenths or hundredths. Recognise and write decimal equivalents to ¼, ½, ¾ 5 Find the effect of dividing a or digit number by 0, 00, identifying the value of digits in the answer as ones, tenths and hundredths Problem Solving: Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including nonunit fractions where the answer is a whole number. Solve simple measure and money problems involving fractions and decimals to d.p What is the same? What is different? Look at the relationships. Build on reasoning and algebraic idea. Year 5 Representations to support the learning of objectives in bold
14 Counting: Continue to develop and embed. Use mixed numbers and improper fractions Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents. Use mixed numbers and improper fractions 3 = 5 7 = 5 Add and subtract improper fractions with the same denominator Compare and order mixed numbers and improper fractions with the same denominator Read, write, order and compare numbers with up to 3 d.p. Round decimals with d.p. to the nearest whole number and to d.p. Read and write decimal numbers as fractions Recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents Recognise the per cent symbol (%) and understand that the per cent relates to number of parts per hundred, and write percentages as a fraction with denominator 00 as a decimal fraction Explore patterns of equivalent fractions Multiply proper fractions and mixed numbers by whole numbers Solve problems involving numbers up to 3 d.p. Solve problems which require knowing percentage and decimal equivalence of ½, ¼, /5, /5, /5 and
15 those with a denominator of a multiple of 0 or 5 Add and subtract improper fractions with the same denominator = 5 = 5 = 3 wholes 5 = whole Compare and order mixed numbers and improper fractions with the same denominator
16 Explore patterns of equivalent fractions ? 6 5 6? Multiply proper fractions and mixed numbers by whole numbers x ½ x =
17 6 ½ ½ ½ ½ ½ ½ ½ ½ ½ ½ ½ ½ x ½ = +6 = 8 x ½=8 Year 6 Representations to support the learning of objectives in bold
18 Counting: Continue to develop and embed. Use common multiples to show equivalent fractions Identify the value of each digit in numbers given to 3 d.p. Solve problems which require answers to be rounded to specified degrees of accuracy Associate a fraction with a division and calculate decimal fraction equivalents (e.g ) for a simple fraction (e.g.3/8) Recall and use equivalences between simple fractions, decimals and percentages, including in different contexts Use common multiples to show equivalent fractions Use common factors to simplify fractions Compare and order fractions by converting them to fractions with a common denominator Add and subtract fractions with different denominators Multiply proper fractions and mixed numbers by whole numbers Divide proper fractions and mixed numbers by whole numbers Multiply digit numbers with up to d.p. by whole numbers 3 Multilply both the numerator and denominator by = 3 6 Or 3 Multilply both the numerator and denominator by 5 = 0 3 5
19 Multiply and divide numbers by 0, 00 and 000 where the answers are up to 3 d.p. Identify the value of each digit to 3 d.p. and multiply and divide numbers by 0, 00 and 000 where the answers are up to 3 d.p. Use written division methods in cases where the answer has up to d.p. Problem Solving: provide a wide range of problem solving opportunities involving fractions, decimals and percentages Use common factors to simplify fractions 6 Find the smallest number, other than, which is a factor of 8 both the numerator and denominator. (3) Find the smallest number, other than, which is a factor of both the numerator and denominator. (3) 9 The smallest number, other than, which is a factor of both the numerator and denominator is 3 Simplify both the numerator and denominator by dividing each by = 8 6 Simplify both the numerator and denominator by dividing each by = 3
20 Compare and order fractions by converting them to fractions with a common denominator 8 Find the smallest number, other than, which is a factor of both the denominators. Both denominators are divisible by =?? = Whatever you do to the denominator you do to the numerator. / Whatever you do to the bottom, you do to the top = 3 3
21 7 8 = Compare 3 3 also use: < > = Compare 8 also use: < > = Add and subtract fractions with different denominators First, find the common denominator. Build on children s knowledge of arrays x = common denominator = = 5 0?? 0 0 Whatever you do to the denominator you do to the numerator. / Whatever you do to the bottom, you do to the top. = 0 0
22 x x 5 = = x x = Subtract fractions with different denominators First, find the common denominator. Build on children s knowledge of arrays x = common denominator = 03 = 5 0?? = 0
23 0 0 Whatever you do to the denominator you do to the numerator. / Whatever you do to the bottom, you do to the top. 0 3 x x 5 3 = = x x 50 = Multiply proper fractions and mixed numbers by whole numbers x ½ x =
24 6 ½ ½ ½ ½ ½ ½ ½ ½ ½ ½ ½ ½ x ½ = +6 = 8 x ½=8 Divide proper fractions by whole numbers /3 divided by = /6 whole split into thirds third divided by = /6
Number: Fractions (including Decimals and Percentages) Reasoning
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 COUNTING IN FRACTIONAL STEPS Pupils should count in fractions up to 10, starting from any number and using the1/2 and 2/4 equivalence on the number line (Non Statutory
More informationCALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS
CALCULATION POLICY NEW CURRICULUM 2014 MENTAL AND WRITTEN CALCULATIONS 1 This policy outlines both the mental and written methods that should be taught from Year 1 to Year 6. The policy has been written
More informationFractions. Cavendish Community Primary School
Fractions Children in the Foundation Stage should be introduced to the concept of halves and quarters through play and practical activities in preparation for calculation at Key Stage One. Y Understand
More informationThe Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
More informationAddition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15
Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123
More informationMaths Assessment Year 4: Fractions
Name: Maths Assessment Year : Fractions 1. Recognise and show, using diagrams, families of common equivalent fractions. 2. Count up and down in hundredths. 3. Solve problems involving increasingly harder
More informationCalculation strategies for subtraction
Calculation strategies for subtraction 1 Year 1 Subtract numbers up to 20. Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways
More informationIntroduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
More informationUnit 11 Fractions and decimals
Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;
More informationYear 1 maths expectations (New Curriculum)
Year 1 maths expectations Counts to and across 100, forwards and backwards, beginning with 0 or one, or from any given number Counts, reads and writes numbers to 100 in numerals; counts in multiples of
More informationTeaching Pupils to calculate
Teaching Pupils to calculate It is vital that all schools have a calculation policy that is followed throughout the school. The calculation policy should allow the methods to build upon prior learning
More informationAddition and subtraction. Key Stage 1:
Key Stage 1: The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve
More informationMaths Progressions Number and algebra
This document was created by Clevedon School staff using the NZC, Maths Standards and Numeracy Framework, with support from Cognition Education consultants. It is indicative of the maths knowledge and
More informationAddition. They use numbered number lines to add, by counting on in ones. Children are encouraged to start with the larger number and count on.
Year 1 add with numbers up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,
More informationAutumn  12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014
A Year 5 Mathematician Planning of coverage and resources. Autumn  12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place
More informationCharlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
More informationSwavesey Primary School Calculation Policy. Addition and Subtraction
Addition and Subtraction Key Objectives KS1 Foundation Stage Say and use number names in order in familiar contexts Know that a number identifies how many objects in a set Count reliably up to 10 everyday
More informationMATHEMATICS LOWER KS2
MATHEMATICS LOWER KS2 The principal focus of mathematics teaching in lower key stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts
More informationYear 1. Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on.
Year 1 Add with numbers up to 20 Use numbered number lines to add, by counting on in ones. Encourage children to start with the larger number and count on. +1 +1 +1 Children should: Have access to a wide
More informationStandards Correlation: Symphony Math and the National Curriculum in England
Standards Correlation: and the National Curriculum in England National Curriculum Key and Year Key stage 1year 1: Numbernumber and place value count to and across 100, forwards and backwards, beginning
More informationMaths Targets Year 1 Addition and Subtraction Measures. N / A in year 1.
Number and place value Maths Targets Year 1 Addition and Subtraction Count to and across 100, forwards and backwards beginning with 0 or 1 or from any given number. Count, read and write numbers to 100
More informationAddition and subtraction
Addition and subtraction numbers using concrete objects, pictorial representations. All number facts 10 are secure by the end of Year 1 in order to progress and consolidate decimal numbers in KS2. From
More informationSummary Of Mental Maths Targets EYFS Yr 6. Year 3. Count from 0 in multiples of 4 & 8, 50 & 100. Count back in 100s, 10s, 1s eg.
Autumn 1 Say the number names in order to 10. Read and write from 1 to 20 in numerals and words. Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward. Count from 0 in
More informationCalculation Policy Version 1 January 2015
2015 Calculation Policy Version 1 January 2015 NATIONAL CURRICULUM 2014 ABBOTSMEDE PRIMARY SCHOOL CASTOR C OF E PRIMARY SCHOOL DISCOVERY PRIMARY SCHOOL DOGSTHORPE INFANTS EYE C OF E PRIMARY SCHOOOL NENE
More informationNational Curriculum 2014 Numeracy Objectives Number Number and Place Value Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Number Number and Place Value Pupils should be taught to and backwards, beginning with 0 or 1, or from any given number 0, and in tens from any number, forward and backward 50 and 100; find 10 or 100 more
More informationCount back in ones on a numbered number line to take away, with numbers up to 20
SUBTRACTION Stage 1 Subtract from numbers up to 20 Children consolidate understanding of subtraction practically, showing subtraction on bead strings, using cubes etc. and in familiar contexts, and are
More informationPrimary Curriculum 2014
Primary Curriculum 2014 Suggested Key Objectives for Mathematics at Key Stages 1 and 2 Year 1 Maths Key Objectives Taken from the National Curriculum 1 Count to and across 100, forwards and backwards,
More informationPUTTERIDGE PRIMARY SCHOOL
Calculations policy Version 3 PUTTERIDGE PRIMARY SCHOOL Autumn 2015 Authored by: Rob Weightman Written Methods& Mental Methods & A D D I T I O N FOUNDATION STAGE YEAR 1 YEAR 2 Count with 1:1 correspondence
More informationFive daily lessons. Page 23. Page 25. Page 29. Pages 31
Unit 4 Fractions and decimals Five daily lessons Year 5 Spring term Unit Objectives Year 5 Order a set of fractions, such as 2, 2¾, 1¾, 1½, and position them on a number line. Relate fractions to division
More informationMULTIPLICATION. Present practical problem solving activities involving counting equal sets or groups, as above.
MULTIPLICATION Stage 1 Multiply with concrete objects, arrays and pictorial representations How many legs will 3 teddies have? 2 + 2 + 2 = 6 There are 3 sweets in one bag. How many sweets are in 5 bags
More informationFractions to decimals
Worksheet.4 Fractions and Decimals Section Fractions to decimals The most common method of converting fractions to decimals is to use a calculator. A fraction represents a division so is another way of
More informationPROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION
PROGRESSION THROUGH CALCULATIONS FOR MULTIPLICATION THE FOLLOWING ARE STANDARDS THAT WE EXPECT THE MAJORITY OF CHILDREN TO ACHIEVE BY THE END OF THE YEAR. YR Related objectives: Count repeated groups of
More informationRead and write numbers to at least 1000 in numerals and in words.
Year 1 Year 2 Year 3 Number, place value, rounding, approximation and estimation Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count, read and write
More informationMy Year 1 Maths Targets
My Year 1 Maths Targets Number number and place value I can count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. I can count in multiples of twos, fives and
More informationThe National Curriculum 2014 Programmes of Study for Mathematics
The National Curriculum 2014 Programmes of Study for Mathematics Information inserted by the Lancashire Mathematics Team to support schools and teachers in identifying elements of the curriculum that have
More informationYear 2 Maths Objectives
Year 2 Maths Objectives Counting Number  number and place value Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward Place Value Comparing and Ordering Read and write
More informationTYPES OF NUMBERS. Example 2. Example 1. Problems. Answers
TYPES OF NUMBERS When two or more integers are multiplied together, each number is a factor of the product. Nonnegative integers that have exactly two factors, namely, one and itself, are called prime
More informationMaths Module 2. Working with Fractions. This module covers fraction concepts such as:
Maths Module Working with Fractions This module covers fraction concepts such as: identifying different types of fractions converting fractions addition and subtraction of fractions multiplication and
More informationAddition and Subtraction
Year 2 Addition and Subtraction Recall and use addition and subtraction facts up to 20 fluently, and derive and use related facts up to 100. Add and subtract with concrete objects, representations and
More informationNumber: Multiplication and Division
MULTIPLICATION & DIVISION FACTS count in steps of 2, 3, and 5 count from 0 in multiples of 4, 8, 50 count in multiples of 6, count forwards or backwards from 0, and in tens from any and 100 7, 9, 25 and
More informationI know when I have written a number backwards and can correct it when it is pointed out to me I can arrange numbers in order from 1 to 10
Mathematics Targets Moving from Level W and working towards level 1c I can count from 1 to 10 I know and write all my numbers to 10 I know when I have written a number backwards and can correct it when
More informationSubtraction. Year 1 subtract from numbers up to 20
Year 1 subtract from up to 20 Children are encouraged to develop a mental picture of the number system in their heads to use for calculation. They develop ways of recording calculations using pictures,
More informationParamedic Program PreAdmission Mathematics Test Study Guide
Paramedic Program PreAdmission Mathematics Test Study Guide 05/13 1 Table of Contents Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page
More informationScope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
More information1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions
Numeracy assessment guidelines: 1 Name 1. Number 2. Addition and Subtraction 3. Multiplication and Division 4. Fractions 1 Count to and across 100, forwards and backwards, beginning with 0 or 1, or from
More informationNational Curriculum for England 2014 Abacus Year 4 Medium Term Plan
National Curriculum for England 2014 Year 4 always covers the content of the National Curriculum within the paired age range (i.e. Y1/2, Y3/4, 5/6). Very occasionally postpones something from the first
More informationSubtraction Year 1 6 2 = 4
Subtraction Year 1 Key Vocabulary Key skills for subtraction at Y1: Given a number, say one more or one less. Count to and over 100, forward and back, from any number. Represent and use subtraction facts
More informationMultiplication. Year 1 multiply with concrete objects, arrays and pictorial representations
Year 1 multiply with concrete objects, arrays and pictorial representations Children will experience equal groups of objects and will count in 2s and 10s and begin to count in 5s. They will work on practical
More informationArithmetic 1 Progress Ladder
Arithmetic 1 Progress Ladder Maths Makes Sense Foundation Endofyear objectives page 2 Maths Makes Sense 1 2 Endofblock objectives page 3 Maths Makes Sense 3 4 Endofblock objectives page 4 Maths Makes
More informationOral and Mental calculation
Oral and Mental calculation Read and write any integer and know what each digit represents. Read and write decimal notation for tenths and hundredths and know what each digit represents. Order and compare
More information+ Addition + Tips for mental / oral session 1 Early addition. Combining groups of objects to find the total. Then adding on to a set, one by one
+ Addition + We encourage children to use mental methods whenever possible Children may not need to be taught every step STEP Tips for mental / oral session Counting Concept & images Comments Early addition
More informationNumerator Denominator
Fractions A fraction is any part of a group, number or whole. Fractions are always written as Numerator Denominator A unitary fraction is one where the numerator is always 1 e.g 1 1 1 1 1...etc... 2 3
More informationREVIEW SHEETS BASIC MATHEMATICS MATH 010
REVIEW SHEETS BASIC MATHEMATICS MATH 010 A Summary of Concepts Needed to be Successful in Mathematics The following sheets list the key concepts that are taught in the specified math course. The sheets
More informationPROGRESSION MAP Multiplication This must be viewed alongside the division map so that connections can be made. YR Y1 Y2 Y3 Y4 Y5 Y6
PROGRESSION MAP Multiplication This must be viewed alongside the division map so that connections can be made. YR Y1 Y2 Y3 Y4 Y5 Y6 Begin to understand multiplication by using concrete objects, pictorial
More informationparent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE
TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE 3 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply
More informationYear 2 Maths Objectives
Year 2 Maths Objectives Place Value COUNTING COMPARING NUMBERS IDENTIFYING, REPRESENTING & ESTIMATING NUMBERS count in steps of 1, 2, 3, and 5 from 0, and in tens from any twodigit number, forward or
More informationLESSON PLANS FOR PERCENTAGES, FRACTIONS, DECIMALS, AND ORDERING Lesson Purpose: The students will be able to:
LESSON PLANS FOR PERCENTAGES, FRACTIONS, DECIMALS, AND ORDERING Lesson Purpose: The students will be able to: 1. Change fractions to decimals. 2. Change decimals to fractions. 3. Change percents to decimals.
More informationMaths Level Targets. This booklet outlines the maths targets for each sublevel in maths from Level 1 to Level 5.
Maths Level Targets This booklet outlines the maths targets for each sublevel in maths from Level 1 to Level 5. Expected National Curriculum levels for the end of each year group are: Year 1 Year 2 Year
More informationMathematical goals. Starting points. Materials required. Time needed
Level N of challenge: B N Mathematical goals Starting points Materials required Time needed Ordering fractions and decimals To help learners to: interpret decimals and fractions using scales and areas;
More informationMedium term Plan for Summer Year 3
Medium term Plan for Summer Year 3 Week Main focus of teaching and activities each day Starter Outcomes of each day 1 Place Value and number Day 1: Partition and represent 3digit numbers using Place Value
More informationMaths Workshop for Parents 2. Fractions and Algebra
Maths Workshop for Parents 2 Fractions and Algebra What is a fraction? A fraction is a part of a whole. There are two numbers to every fraction: 2 7 Numerator Denominator 2 7 This is a proper (or common)
More informationMultiplication & Division. Years 3 & 4
Multiplication & Division Years 3 & 4 A booklet for parents Help your child with mathematics Multiplication & Division Year 3 Current Objectives Pupils should be taught to: Derive and recall multiplication
More information2. Perform the division as if the numbers were whole numbers. You may need to add zeros to the back of the dividend to complete the division
Math Section 5. Dividing Decimals 5. Dividing Decimals Review from Section.: Quotients, Dividends, and Divisors. In the expression,, the number is called the dividend, is called the divisor, and is called
More informationPROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION
PROGRESSION THROUGH CALCULATIONS FOR SUBTRACTION By the end of year 6, children will have a range of calculation methods, mental and written. Selection will depend upon the numbers involved. Children should
More informationOur Lady of the Visitation Catholic Primary School. CalculationDivision Policy Years 16
Our Lady of the Visitation Catholic Primary School CalculationDivision Policy Years 16 Date of Ratification: Signed: Miss K. Coll (HEAD TEACHER) Review date: Mrs H.McKenzie (CHAIR OF GOVERNORS) Signed:
More informationMake the denominators the same, convert the numerators by multiplying, then add the numerators.
Experience & Outcome: MNU 207a I have investigated the everyday contexts in which simple fractions, percentages or decimal fractions are used and can carry out the necessary calculations to solve related
More informationEYFS. Learning Objectives Success criteria Method. Mickleover Primary School Calculation Policy Division. Solve problems involving halving and sharing
Mickleover Primary School Calculation Policy Division Learning Objectives Success criteria Method Solve problems involving halving and sharing Using concrete apparatus, children will be able to find a
More informationparent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE FIVE
TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE FIVE 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply does
More informationSIL Maths Plans Year 3_Layout 1 06/05/2014 13:48 Page 2 Maths Plans Year 3
Maths Plans Year 3 Contents Introduction Introduction 1 Using the Plans 2 Autumn 1 7 Autumn 2 21 Spring 1 43 Spring 2 59 Summer 1 75 Basic Skills 89 Progression 97 The Liverpool Maths team have developed
More informationExcel Math Fourth Grade Standards for Mathematical Practice
Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these
More informationLESSON 5  DECIMALS INTRODUCTION
LESSON 5  DECIMALS INTRODUCTION Now that we know something about whole numbers and fractions, we will begin working with types of numbers that are extensions of whole numbers and related to fractions.
More informationMathematics Policy April 2016
Mathematics Policy April 2016 At The Village Primary we believe that Maths should be progressive, thorough and stimulating. Teachers strive to provide high quality teaching which is engaging, interactive
More informationMaths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. use number facts to solve problems
Maths Year 2 Step 1 Targets Number and place value count in steps of 2 and 5 from 0; forwards and backwards. Begin to use the term multiple identify and represent numbers using different representations
More informationNumber: Multiplication and Division with Reasoning
count in multiples of twos, fives and tens (copied from Number and Number: Multiplication and Division with Reasoning MULTIPLICATION & DIVISION FACTS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 count in
More informationDr Brian Beaudrie pg. 1
Multiplication of Decimals Name: Multiplication of a decimal by a whole number can be represented by the repeated addition model. For example, 3 0.14 means add 0.14 three times, regroup, and simplify,
More informationStudents are able to represent and solve problems involving multiplication and division.
Grade 3 Learning Targets and I Can Statements Operations and Algebraic Thinking Students are able to represent and solve problems involving multiplication and division. o I understand the product of multiplication
More informationNational Curriculum for England 2014 Abacus Year 2 Medium Term Plan
National Curriculum for Engl 2014 Year 2 always covers the content of the National Curriculum within the paired age range (i.e. Y1/2, Y3/4, 5/6). Very occasionally postpones something from the first year
More informationDecimals and Percentages
Decimals and Percentages Specimen Worksheets for Selected Aspects Paul Harling b recognise the number relationship between coordinates in the first quadrant of related points Key Stage 2 (AT2) on a line
More informationMath, Grades 13 TEKS and TAKS Alignment
111.13. Mathematics, Grade 1. 111.14. Mathematics, Grade 2. 111.15. Mathematics, Grade 3. (a) Introduction. (1) Within a wellbalanced mathematics curriculum, the primary focal points are adding and subtracting
More informationHow we teach calculations in Maths A Parent s Guide
How we teach calculations in Maths A Parent s Guide Belmont Maths Department 2011 1 Contents Introduction...Page 3 Maths at Belmont...Page 4 Addition...Page 5 Subtraction...Page 7 Multiplication...Page
More informationMathematics. Parent Information
Mathematics Parent Information What is Maths? Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history s most intriguing
More informationDifferent types of fraction
N/E. Different types of fraction There are different types of fraction. Two types are unit fractions and nonunit fractions. Unit fractions Unit means one. Here are some examples of unit fractions: Can
More informationYear R Maths Objectives
Year R Maths Objectives In order to meet the Early Learning Goals at the end of Year R children must be able to: Numbers Count reliably with numbers from 0, place them in order and say which number is
More informationSolve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
More information+ = has become. has become. Maths in School. Fraction Calculations in School. by Kate Robinson
+ has become 0 Maths in School has become 0 Fraction Calculations in School by Kate Robinson Fractions Calculations in School Contents Introduction p. Simplifying fractions (cancelling down) p. Adding
More informationAssociative Property The property that states that the way addends are grouped or factors are grouped does not change the sum or the product.
addend A number that is added to another in an addition problem. 2 + 3 = 5 The addends are 2 and 3. area The number of square units needed to cover a surface. area = 9 square units array An arrangement
More informationGrade 4  Module 5: Fraction Equivalence, Ordering, and Operations
Grade 4  Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)
More informationGrade 5 Mathematics Performance Level Descriptors
Limited Grade 5 Mathematics Performance Level Descriptors A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Grade 5 Mathematics. A student at this
More informationFraction Vocabulary. It is important that vocabulary terms are taught to students.
Rational Numbers Fractions Decimals Percents It is important for students to know how these 3 concepts relate to each other and how they can be interchanged. Fraction Vocabulary It is important that vocabulary
More informationHow do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.
The verbal answers to all of the following questions should be memorized before completion of prealgebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
More informationMATHS LEVEL DESCRIPTORS
MATHS LEVEL DESCRIPTORS Number Level 3 Understand the place value of numbers up to thousands. Order numbers up to 9999. Round numbers to the nearest 10 or 100. Understand the number line below zero, and
More informationThe student will be able to... The teacher will... SKILLS/CONCEPTS K
MATHEMATCS Subject Area: Component V: MATHEMATCS WHOLE NUMBER SENSE ndiana Academic Standard 1: Number Sense and Computation Understanding the number system is the basis of mathematics. Students develop
More informationSimonside Primary School Progression in Multiplication
Simonside Primary School Progression in Multiplication Year Objective Method Pictorial/ EYFS Chanting of counting in 2s Repeated ing Counting in pairs Doubling / recorded using ICT (eg digital photos /
More informationNumber Sense and Numeration, Grades 4 to 6
Number Sense and Numeration, Grades 4 to 6 Volume 3 Multiplication A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 2006 Every effort has been made in this publication to identify
More informationMath 0306 Final Exam Review
Math 006 Final Exam Review Problem Section Answers Whole Numbers 1. According to the 1990 census, the population of Nebraska is 1,8,8, the population of Nevada is 1,01,8, the population of New Hampshire
More informationModule 2: Working with Fractions and Mixed Numbers. 2.1 Review of Fractions. 1. Understand Fractions on a Number Line
Module : Working with Fractions and Mixed Numbers.1 Review of Fractions 1. Understand Fractions on a Number Line Fractions are used to represent quantities between the whole numbers on a number line. A
More informationUnit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
More informationMaths Calculation Policy September 2014
Maths Calculation Policy September 2014 Addition and Subtraction Progression Policy Adapted March 2014 to incorporate Years 12 and 7+ Visual Images??? Children should be selecting one of these three visual
More informationIn the number 55.55, each digit is 5, but the value of the digits is different because of the placement.
FIFTH GRADE MATHEMATICS UNIT 2 STANDARDS Dear Parents, As we shift to Common Core Standards, we want to make sure that you have an understanding of the mathematics your child will be learning this year.
More informationAreas of numeracy covered by the professional skills test
Areas of numeracy covered by the professional skills test December 2014 Contents Averages 4 Mean, median and mode 4 Mean 4 Median 4 Mode 5 Avoiding common errors 8 Bar charts 9 Worked examples 11 Box and
More information