# Supporting your child with maths

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 Granby Primary School Year 5 & 6 Supporting your child with maths A handbook for year 5 & 6 parents H M Hopps 2016 G r a n b y P r i m a r y S c h o o l 1 P a g e

2 Many parents want to help their children with their maths work, but with so many curriculum changes over the years, they can sometimes struggle to know the correct methods to use to support their kids. With this in mind, this booklet has been produced to support the parents of year 5 and 6 pupils, and help them to help their children to become maths stars!!! The good news is that the new curriculum is going back to the methods that you probably learned when you were at school! 2 P a g e

3 Adding Vocabulary for adding! add altogether total sum increase plus and more score addition Children within year 5 and 6 will need to use both efficient mental strategies and formal written methods to work out addition calculations. Mental calculations: Children can use partitioning to add numbers. For example: = = = = = = = = P a g e

4 Numbers which are close to tens numbers can be rounded and adjusted to make mental calculations easy = ( = 90) = 127 (then take away the 1 you added = 126) = (21 1 = 20) = 67 (then add on the one you took away = 68) Written methods for addition To add larger numbers, they need to be written in a column (see below). Firstly, the numbers need to be lined up, with the digits in the correct columns. Then the numbers in each column can be added, starting from RIGHT to LEFT. For example: H T U P a g e

5 By year six, they will be confident with doing this and their calculations will need to include decimals! For example: 48p Add the columns from right to left. When numbers add up to more than ten, the tens need to be carried over to the next column to be added. The ones get written below as part of the answer. The numbers need to line up in columns, and so does the decimal point. 5 P a g e

6 Subtraction Vocabulary for subtracting! Minus less difference take away how much change what s left how many more Just like when they add, pupils in years five and six will need to use both mental and written calculations to subtract. Mental methods for subtraction Partitioning is again the best method for some numbers, as with the one below, splitting it into its tens and ones makes it easier to do. For example: = 26 2 = 24 Another example is: = = = P a g e

7 Numbers close to tens numbers can again be rounded to make mental calculations quick and simple! For example: = ( = 240) = = 134 Then take away the one you added: = 133 Written methods for subtraction In the same way as with adding, when we subtract more difficult numbers, we need to do it using what is known as a formal written method. Firstly, just like when we add, we need to line up the digits in the correct columns (all of the units in a column, then the tens etc). With subtraction, the largest number needs to go at the top, go from right to left, taking the number(s) below, away from the top number. Although the biggest number is at the top, sometimes, there will be a smaller digit at the top, which we will need to take a larger digit away from in the calculation below, in the units column, we need to take 5 (the bottom number) away from 2 (the top number). We can solve this by making the top number bigger by regrouping (what used to be called borrowing). H T U is made from 3 tens and 2 ones (or units) which can be regrouped to 2 tens and 12 ones or units 7 P a g e

8 Another example of this is shown below: H T U When the digit on top is smaller than the bottom digit, you need to regroup by taking a ten from the next column is the biggest number, so this goes at the top! 8 P a g e

9 Multiplying Vocabulary for multiplying! double lots of groups of times multiply multiplication multiplied by multiple of product once, twice, three times.. ten times times as (big, long, wide.. and so on) repeated addition array Multiplying by different numbers needs to be done in a variety of different ways of course there are some quick tricks to help with mental calculations! Because our number system is in base 10, that makes it easy to multiply by 10, 100 and If we multiply any number by 10, we make it 10 times bigger, so the number needs to move over to the next place value column, with a zero on the end as the number is now a multiple of 10! For example: 75 x 10 = with a zero on the end is 750!!! When we multiply by 100, the original number needs to move two place value places and be ended with two zeros as it s now a multiple of 100! 9 P a g e

10 So: 75 x 100 = with two zeros on the end becomes 7500! Multiplying by 1000 follows the same process, but this time the original number moves three places and because the answer will be a multiple of 1000, it will have 3 zeros on the end! 75 x 1000 = We can multiply decimals in the same way, the number still moves one place value column when we multiply by 10, two places when we multiply by 100 and three places when we multiply by 1000, but we only add zeros as place holders when numbers move into the tens, hundred, thousands columns etc x 10 = x 100 = 75 (or 75.0) 0.75 x 1000 = 750 (or 750.0) 75 with three zeros is 75000! 10 P a g e

11 When we multiply by 2 it is exactly the same as doubling. You can double either whole numbers, or it might be easier to partition numbers into their different parts, for example: 876 x 2 (double 876) can be done by partitioning Double 800 = 1600 Double 70 = 140 Double 6 = 12 Then add the three parts together, giving you When we multiply by 4, it is the same as doubling, then doubling again! For example: 327 x 4 = Double 300 = 600, double it again = 1200 Double 27 = 54, double it again = 104 Then add them together to give you 1304 You can of course just double the whole numbers, only partition when necessary. You may have already guessed the easy way to multiply by 8 would be to double, double it again, and then double it again! 11 P a g e

12 For example: 254 x 8 = Double 254 = 508 Double it again = 1016 Double it again = 2032 As these are all calculation which can be done in your head, this is a much quicker way of multiplying these numbers! Similarly, you can do the same with other numbers. To multiply by 5, it s easy to multiply by 10 (because that s an easy calculation) then halve it (because 5 is half of 10!). 75 x 5 = 75 x 10 = 750 halve it = 375 To multiply by 50, you can follow a similar process, firstly multiplying by 100, then halving it (because 50 is half of 100!) 75 x 50 = 75 x 100 = 7500 halve it P a g e

13 To multiply by 25, it s easier to multiply by 100, then 4 (because there are 4 25s in 100) which we do by halving, and halving again. 75 x 25 = 75 x 100 = 7500 halve it = 3750, then halve it again = 1875 By year six, pupils will be expected to use these mental strategies to make multiplying quick and easy! That s a whole lot of mental methods, but for some numbers, pupils need to use a formal written method! Written methods for multiplying As part of SATs testing at the end of year six, children all over the country will be expected to multiply using the same method, which again involves writing a column calculation. When multiplying a large number by a single digit, the calculation needs to be done this way: H T U X Starting with the units column, every number on the top needs to be multiplied by the number on the bottom. In this calculation, firstly 7 x 4, writing the answer under the units column, carrying any tens over to the next column to be added on. Next, 7 x 7 following the same process, finally 7 x P a g e

14 When multiplying by a 2 digit number, it gets a little more complicated, so we ll do it step by step! 374 x 27 = Th H T U Firstly, you need to multiply each digit in the top number by the units digit in the bottom number in the same way as above. So 7 x 4, then 7 x 7, finally 7 x 3 - recording your answers below. X Next, each of the digits on the top need to be multiplied by the tens digit on the bottom. We can do this my adding a zero placeholder in the units column (because the answers in this column will be a multiple of 10 because we re multiplying by 10), then multiplying the 3 digits by 2. 2 x 4, then 2 x 7, finally 2 x 3. Finally, add the two rows of numbers together in the same way as when we add in column method. 14 P a g e

15 You would do the same to multiply by a 3 digit number, this time you d get 3 rows of numbers, and when multiplying by the hundreds digit, the answers will be multiples of 100, so there will be two zeros as place holders. Th H T U x x4=28, 7x7=49, 7x3=21 0 place holder then: 2x4=8, 2x7=14, 2x3=6 00 place holders, then: 2x4=8, 2x7=14, 2x3= P a g e

16 Dividing Vocabulary for dividing! halve share share equally One each, two each, three each.. group in pairs threes tens equal groups of divide division divided by Division is the inverse of multiplication, which means the opposite. Many of the mental division strategies involve basically doing the opposite steps that are done when multiplying! When dividing by 10, 100 and 1000 the number gets one place value place smaller, by moving 1 place to the right for each = 75 move each digit 1 place to the right = 7.5 move each digit 2 places to the right = 0.75 move each digit 3 places to the right As numbers get smaller, they may become decimals by passing the decimal point! To divide by 2, just halve the number: 842 = 421 To divide by 4, halve it, then halve it again: 842 = 421 = P a g e

17 To divide by 8, halve it, halve it, then halve it again! 842 = 421 = = To divide by 5, first divide by 10, then double it = 84.2 double it = To divide by 50, first divide by 100, then double it! = 8.42 double it = To divide by 25, first divide by 100, then times by = 8.42 double it = double it again = P a g e

18 Written methods for dividing Unlike the other calculations we ve looked at so far, division isn t done in a column calculation. The method used is known as bus shelter (because it looks a bit like a bus shelter!). There are two different methods to use: short division, which is used when dividing by a single digit, and long division (which the children are a bit frightened of!). Short division: = The number you re dividing (dividend) by goes inside the bus shelter. The number you re dividing (the divisor) by goes in front of the Answers are written above the bus shelter, above the digit being divided Then, you need to divide each digit inside the bus shelter (the dividend) by the number you re dividing by (the divisor). In these calculations, you go from left to right. In this calculation, you would see how many 5s there are in 7 firstly, which is 1 there are 2 left over, so this needs to be carried over to the next digit inside the bus shelter making it 28. Then you need to see how many 5s in 28 following the same process! Another example would be: = P a g e

19 Sometimes there will be a remainder left over when we divide. We can either leave our remainders as decimals or fractions. So, = 119 r3 Don t forget to add the decimal point into the same place in the answer above! Divide the number in the same way as above When you ve divided the whole number, but you still have a remainder, you need to go into decimal numbers, by adding a decimal point and a zero after your whole number, and carry your remainder over, then continue to add zeros whilst you still have a remainder. Keep on dividing in the same way until there s no remainder left. To leave a remainder as a fraction is easy! With the same calculation as above, you get the answer 112 with a remainder of 1. This means that you have 1 part of the 4 you were dividing by, which give you a fraction of ¼! Another example of this is: r So, = 59 8 / 9 (8 remaining out of the 9 dividing by). 19 P a g e

20 We need to use long division when we re dividing by 2 digit numbers. For example: = Firstly, you need to know (work out) your 24 times table. 1 x 24 =24 2 x 4 = 48 3 x 24 = 72 4 x 24 = 96 You need to work out the multiples of the number you re dividing by, as this will make the calculations later easier 5 x 24 = x 24 = x 24 = x 24 = x 24 = x 24 = 240 You then need to place the numbers into a bus shelter, just like with short division: After this, it becomes a bit different. 20 P a g e

21 Step by step, this is what you do! Firstly, divide the first digit, in this calculation: how many 24s are there in 7. Record the answer above (0) then write how much 0 lots of 7 is below, and take this away from 7. Take away the number (in this case 7 0) then move down the next digit which is being divided. This give us the number 78 which we now need to divide by 24, we can do this by looking at our 24 times tables and seeing how many 24s there are in 78 which is 3 which adds up 72, record the 3 lots of 24 above the bus shelter, and take the amount of 3 lots of 24 away from the 78 then move down the next digit to be divided, giving us 69, which we then divide by 24. Repeat this process, how many 24s in 69? 2 x 24 = 48 record the 2 above, and take the 48 away from the 69, which leaves 21, then move the next digit to be divided down. Repeat again, how many 24s in 214? 24 x 8 = 192. Write the 8 lots of 24 above the bus shelter, and take the 192 away from 214. This gives us our answer of: = 328 r22 Another example: = x 17 = 17 2 x 17 = 34 3 x 17 = 51 4 x 17 = 68 5 x 17 = 85 6 x 17 = x 17 = x 17 = x 17 = x 17 = P a g e

22 The different areas of maths In Upper Key Stage 2 years 5 & 6 the maths curriculum is broken down into different sections: Number, measurement, geometry, ratio and proportion, algebra and statistics. What each of these sections involves and what your child should be able to do by the end of year six is explained below. Number: Read and write numbers up to ten million 10,000,000 Understand the place value of numbers up to 10,000,000 Round a number to the nearest hundredth, tenth, whole number, hundred, ten, thousand etc. Use negative numbers, counting backwards through zero Read and write Roman Numerals (including reading years) Add, subtract, multiply and divide using formal written methods (including solving multi-step problems) Recognise factors, multiples and prime numbers Simplify, add, subtract, multiply and divide fractions Know the equivalences between fractions, decimals and percentages Understand numbers to three decimal places. Measurement: Convert between metric units of measurement (centimetres to meters, millimetres to metres etc) Convert between metric and imperial units (km to miles, litres to pints etc) Measure and calculate the perimeter of rectangles, parallelograms, triangles and compound shapes in mm, cm and m. Measure and calculate the area of rectangles, triangles and compound shapes understanding that we measure the space within a shape in squares mm 2, cm 2, m 2 Measure and calculate the volume of 3D shapes understanding that we measure the space within a 3D shape in cubes mm 3, cm 3, m 3 Solve problems involving measurement 22 P a g e

23 Geometry: Recognise regular and irregular 2D shapes by their properties Recognise 3D shapes by 2D representations and by their properties Recognise nets of 3D shapes Draw 2D shapes using given dimensions and angles Build simple 3D shapes, creating nets Classify and compare geometric shapes based upon their properties Understand and name the parts of a circle, naming the radius, diameter and circumference Find missing angle sizes Use and understand the language of position and how to read and record coordinates Ratio and Proportion (year 6): Solve problems involving finding percentages of amounts (e.g. 15% of 360) Recognise the ratio of two different amounts (e.g. 3:2) Use ratios to solve problems involving scale Use ratio and proportion to understand unequal sharing and grouping of numbers Algebra (year 6): Use simple formulae Generate and describe number sequences Solve missing number problems algebraically Find pairs of missing numbers that satisfy an equation with two missing numbers Finding possible variables Statistics: Interpreting pie charts and line graphs, including finding fractions and percentages Draw graphs which show two variables Convert km to miles, showing this in graph form Find the mean and range of sets of data 23 P a g e

### Maths 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

### Charlesworth 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

### Oral 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

### I 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

### Maths Level Targets. This booklet outlines the maths targets for each sub-level in maths from Level 1 to Level 5.

Maths Level Targets This booklet outlines the maths targets for each sub-level 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

### Primary 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,

### National 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

### MATHEMATICS - SCHEMES OF WORK

MATHEMATICS - SCHEMES OF WORK For Children Aged 7 to 12 Mathematics Lessons Structure Time Approx. 90 minutes 1. Remind class of last topic area explored and relate to current topic. 2. Discuss and explore

### Year 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

### How 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 pre-algebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics

### Scope 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

### Knowing and Using Number Facts

Knowing and Using Number Facts Use knowledge of place value and Use knowledge of place value and addition and subtraction of two-digit multiplication facts to 10 10 to numbers to derive sums and derive

### Addition 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

### My 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

### Autumn - 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

### Numeracy Targets. I can count at least 20 objects

Targets 1c I can read numbers up to 10 I can count up to 10 objects I can say the number names in order up to 20 I can write at least 4 numbers up to 10. When someone gives me a small number of objects

### Mathematics. Steps to Success. and. Top Tips. Year 5

Pownall Green Primary School Mathematics and Year 5 1 Contents Page 1. Multiplication and Division 3 2. Positive and Negative Numbers 4 3. Decimal Notation 4. Reading Decimals 5 5. Fractions Linked to

### 1. 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

### Quick Reference ebook

This file is distributed FREE OF CHARGE by the publisher Quick Reference Handbooks and the author. Quick Reference ebook Click on Contents or Index in the left panel to locate a topic. The math facts listed

### National 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

### Maths Calculation Booklet for parents

Maths Calculation Booklet for parents INTRODUCTION This booklet is intended to explain the ways in which your children are taught to write down their calculations. We have revised the school calculation

### Grade 5 Math Content 1

Grade 5 Math Content 1 Number and Operations: Whole Numbers Multiplication and Division In Grade 5, students consolidate their understanding of the computational strategies they use for multiplication.

### MATHS 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

### The 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

### Number: 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

### LESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,

Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.

### MATHS ACTIVITIES FOR REGISTRATION TIME

MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.

### Florida Math 0018. Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower

Florida Math 0018 Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower Whole Numbers MDECL1: Perform operations on whole numbers (with applications, including

### CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS curriculum TERM 1 CONTENT Mental calculations Revise: Multiplication of whole numbers to at least 12 12 Ordering and comparing whole numbers Revise prime numbers to

### Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.

Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L-34) is a summary BLM for the material

### Maths methods Key Stage 2: Year 3 and Year 4

Maths methods Key Stage 2: Year 3 and Year 4 Maths methods and strategies taught in school now are very different from those that many parents learned at school. This can often cause confusion when parents

### CONNECT: Areas, Perimeters

CONNECT: Areas, Perimeters 1. AREAS OF PLANE SHAPES A plane figure or shape is a two-dimensional, flat shape. Here are 3 plane shapes: All of them have two dimensions that we usually call length and width

### Math syllabus Kindergarten 1

Math syllabus Kindergarten 1 Number strand: Count forward and backwards to 10 Identify numbers to 10 on a number line Use ordinal numbers first (1 st ) to fifth (5 th ) correctly Recognize and play with

### St Ninian s High School. I understand this part of the course = I am unsure of this part of the course =

St Ninian s High School Mathematics Department Curriculum for Excellence TJ Book E Pupil Learning Log I understand this part of the course = I am unsure of this part of the course = I do not understand

### Math 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

### Revision Notes Adult Numeracy Level 2

Revision Notes Adult Numeracy Level 2 Place Value The use of place value from earlier levels applies but is extended to all sizes of numbers. The values of columns are: Millions Hundred thousands Ten thousands

### The 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

### Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

### Medium term Plans for Spring Year 5

Medium term Plans for Spring Year 5 Help these children be in a better position to achieve good results in the Y6 Sats in 2015. Although these tests will officially be based on the old curriculum, it is

### Paramedic Program Pre-Admission Mathematics Test Study Guide

Paramedic Program Pre-Admission 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

### ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers Basic Math 1.2 - The Number Line Basic Math 1.3 - Addition of Whole Numbers, Part I

ModuMath Basic Math Basic Math 1.1 - Naming Whole Numbers 1) Read whole numbers. 2) Write whole numbers in words. 3) Change whole numbers stated in words into decimal numeral form. 4) Write numerals in

### Count 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

### Swavesey 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

### What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

### EXPONENTS. To the applicant: KEY WORDS AND CONVERTING WORDS TO EQUATIONS

To the applicant: The following information will help you review math that is included in the Paraprofessional written examination for the Conejo Valley Unified School District. The Education Code requires

### Number: 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

### Year 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

### Dr 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,

### National curriculum tests. Key stage 2. Mathematics test framework. National curriculum tests from 2016. For test developers

National curriculum tests Key stage 2 Mathematics test framework National curriculum tests from 2016 For test developers Crown copyright 2015 2016 key stage 2 mathematics test framework: national curriculum

### Level 1 - Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3

Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels

### Year 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

### Multiplication. 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

### 2. 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

### Summary 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

### How 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

### MATHEMATICS 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

### Math 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.

Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used

### MULTIPLICATION. 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

### A level is a level. Compiled for 2008

Level5opaedia A level is a level Compiled for www.glosmaths.org, 2008 Please note that Using and Applying assessment criteria are not included within the Levelopaedia Numbers and the Number System Use

### 20 Maths Wordsearch Puzzles

20 Maths Wordsearch Puzzles Licence Duncan Keith 2005 (maths@subtangent.com) This document is released under the Creative Commons Attribution-NonCommercial- ShareAlike 1.0 (UK) licence. You can find the

### Decimals 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

### Chapter 2 Formulas and Decimals

Chapter Formulas and Decimals Section A Rounding, Comparing, Adding and Subtracting Decimals Look at the following formulas. The first formula (P = A + B + C) is one we use to calculate perimeter of a

### Ingleby Manor Scheme of Work : Year 7. Objectives Support L3/4 Core L4/5/6 Extension L6/7

Autumn 1 Mathematics Objectives Support L3/4 Core L4/5/6 Extension L6/7 Week 1: Algebra 1 (6 hours) Sequences and functions - Recognize and extend number sequences - Identify the term to term rule - Know

### CALCULATIONS. Understand the operation of addition and the associated vocabulary, and its relationship to subtraction

CALCULATIONS Pupils should be taught to: Understand the operation of addition and the associated vocabulary, and its relationship to subtraction As outcomes, Year 4 pupils should, for example: Use, read

### Maths Vocabulary for the New National Curriculum

Maths Vocabulary for the New National Curriculum This document sets out Key Stage 1 (KS1) and Key Stage 2 (KS2) maths vocabulary under the new National Curriculum. The tables can be used to check pupils

### Maths 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

### Year 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 two-digit number, forward or

### Maths Calculation Policy September 2014

Maths Calculation Policy September 2014 Addition and Subtraction Progression Policy Adapted March 2014 to incorporate Years 1-2 and 7+ Visual Images??? Children should be selecting one of these three visual

### + 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

### DATE PERIOD. Estimate the product of a decimal and a whole number by rounding the Estimation

A Multiplying Decimals by Whole Numbers (pages 135 138) When you multiply a decimal by a whole number, you can estimate to find where to put the decimal point in the product. You can also place the decimal

### NUMBER CORNER YEARLONG CONTENT OVERVIEW

August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently

### New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and Quick Review Math Handbook Book 1

New York State Mathematics Content Strands, Grade 6, Correlated to Glencoe MathScape, Course 1 and The lessons that address each Performance Indicator are listed, and those in which the Performance Indicator

### of surface, 569-571, 576-577, 578-581 of triangle, 548 Associative Property of addition, 12, 331 of multiplication, 18, 433

Absolute Value and arithmetic, 730-733 defined, 730 Acute angle, 477 Acute triangle, 497 Addend, 12 Addition associative property of, (see Commutative Property) carrying in, 11, 92 commutative property

### Number Sense and Operations

Number Sense and Operations representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 6.N.12 6.N.13. 6.N.14 6.N.15 Demonstrate an understanding of positive integer exponents

### Bridging Documents for Mathematics

Bridging Documents for Mathematics 5 th /6 th Class, Primary Junior Cycle, Post-Primary Primary Post-Primary Card # Strand(s): Number, Measure Number (Strand 3) 2-5 Strand: Shape and Space Geometry and

### numerical place value additional topics rounding off numbers power of numbers negative numbers addition with materials fundamentals

Math Scope & Sequence fundamentals number sense and numeration of the decimal system Count to 10 by units Associate number to numeral (1-10) KN 1 KN 1 KN 2 KN 2 Identify odd and even numbers/numerals and

### Florida Math Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper

Florida Math 0022 Correlation of the ALEKS course Florida Math 0022 to the Florida Mathematics Competencies - Lower and Upper Whole Numbers MDECL1: Perform operations on whole numbers (with applications,

### 10-4-10 Year 9 mathematics: holiday revision. 2 How many nines are there in fifty-four?

DAY 1 Mental questions 1 Multiply seven by seven. 49 2 How many nines are there in fifty-four? 54 9 = 6 6 3 What number should you add to negative three to get the answer five? 8 4 Add two point five to

### INFORMATION FOR PARENTS AND CARERS TARGETS IN MATHEMATICS

Emerging towards the expected Year 1 level I can share 6 objects between 2 children. I can write and use numbers (less than 10) in role play. I can compare bigger than and smaller than in role play. I

### PUTTERIDGE 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

### EVERY DAY COUNTS CALENDAR MATH 2005 correlated to

EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:

### Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008. Chapter 1: Place, Value, Adding, and Subtracting

Grade 5 Math Pacing Guide Page 1 of 9 Grade 5 Mathematics Curriculum Guideline Scott Foresman - Addison Wesley 2008 Test Preparation Timeline Recommendation: September - November Chapters 1-5 December

### Vocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1

1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication

### Addition 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

### FOREWORD. Executive Secretary

FOREWORD The Botswana Examinations Council is pleased to authorise the publication of the revised assessment procedures for the Junior Certificate Examination programme. According to the Revised National

### CAMI Education linked to CAPS: Mathematics

- 1 - TOPIC 1.1 Whole numbers _CAPS Curriculum TERM 1 CONTENT Properties of numbers Describe the real number system by recognizing, defining and distinguishing properties of: Natural numbers Whole numbers

### Mathematics K 6 continuum of key ideas

Mathematics K 6 continuum of key ideas Number and Algebra Count forwards to 30 from a given number Count backwards from a given number in the range 0 to 20 Compare, order, read and represent to at least

### Mathematics. Steps to Success. and. Top Tips. Year 6

Pownall Green Primary School Mathematics and Year 6 1 Contents Page 1. Multiply and Divide Decimals 3 2. Multiply Whole Numbers 3. Order Decimals 4 4. Reduce Fractions 5. Find Fractions of Numbers 5 6.

### 1 foot (ft) = 12 inches (in) 1 yard (yd) = 3 feet (ft) 1 mile (mi) = 5280 feet (ft) Replace 1 with 1 ft/12 in. 1ft

2 MODULE 6. GEOMETRY AND UNIT CONVERSION 6a Applications The most common units of length in the American system are inch, foot, yard, and mile. Converting from one unit of length to another is a requisite

### Unit Essential Question: When do we need standard symbols, operations, and rules in mathematics? (CAIU)

Page 1 Whole Numbers Unit Essential : When do we need standard symbols, operations, and rules in mathematics? (CAIU) M6.A.3.2.1 Whole Number Operations Dividing with one digit (showing three forms of answers)

What five coins add up to a nickel? five pennies (1 + 1 + 1 + 1 + 1 = 5) Which is longest: a foot, a yard or an inch? a yard (3 feet = 1 yard; 12 inches = 1 foot) What do you call the answer to a multiplication

### Autumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place value. Counting. 2 Sequences and place value.

Autumn 1 Maths Overview. Year groups Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 1 Number and place Counting. 2 Sequences and place Number facts and counting. Money and time. Length, position and

### Year 3 Year 4 Year 5 Year 6. Strand 1 Number

NRICH http://nrich.maths.org problems linked to the primary national curriculum for mathematics in Years 3, 4, 5 and 6 The stars indicate the level of confidence and competence needed to begin the activity.

### Calculation 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

### Manitoba Curriculum. Alignment with Mathletics. Supported by independent evidence-based research and practice. Powerful reporting.

Supported by independent evidence-based research practice. Follows provincial curricula Powerful reporting Student centred Content Kindergarten Grade 1 Grade 2 02 04 08 Grade 10 Applied & Pre-Calculus

### ALGEBRA. sequence, term, nth term, consecutive, rule, relationship, generate, predict, continue increase, decrease finite, infinite

ALGEBRA Pupils should be taught to: Generate and describe sequences As outcomes, Year 7 pupils should, for example: Use, read and write, spelling correctly: sequence, term, nth term, consecutive, rule,