My gap in learning is Rounding a number with up to one decimal place to the nearest whole number. Learn the rounding poem off by heart. It will help you every time you are rounding numbers. Find the number, Look RIGHT next door, 5 or higher, add one more, 4 or less, let it rest. When you are rounding to the nearest WHOLE number, the number you need to find is the ones number. 34, 567.23 Find the number (7), look RIGHT next door (2). As this is less than 5, you let the ones number rest. = 34, 567 Remember, when rounding to the nearest whole number, you do not need a decimal point or ANY numbers to the right of the decimal point. 23,456.86 = Round these to the nearest whole number. 57,256.99= 26,890.88 = 45,267.23= 67, 345.91= 89, 256.13 123,786.89= 245,875.39= 78,245.21= 78,356.32= 345,897.95= 78,256.42=
My gap in learning is estimating answers. When estimating answers, you need to use your rounding skills. Take a look at this calculation- 23,456 + 18,972= When estimating, you need to be able to do it quickly, accurately and in your head. So you could round in your head to the nearest 10,000 (20,000 + 20,000= 40,000) or to the nearest 1,000 (23,000 + 19,000 = 42,000). 35,567 + 26, 873 = 78, 456 + 45, 782= 123, 567 + 34, 782 = 67,982 + 17,356 = 36,789 + 28,782= 98,256 +17,284= 67,345 23, 678 = 83,256 47,267 = 92,672-24,467= 98,245 25,783= 99,267 14,789= 123,903-80,478 =
My gap in learning is addition of whole numbers with 4 digits and one decimal place using the compact written method. + 6783.5 3467.9 10251.4 1 1 1 1 1 6345.6 + 2345.3 = 7825.4 + 3456.4 = 8732.6 + 2398.3 = 8934.3 + 4565.6= 6736.5 + 3872.2=
My gap in learning is subtraction of whole numbers with 4 digits and one decimal place using the compact written method. - 8 14 15 4 9 56. 1 3 2 7 8 7. 9 2 1 6 8. 4 5673.2-3467.9= 8374.2-7895.5= 9835.4-8956.6= 3894.5-1986.7= 9712.6-8723.7= 8645.3-6532.9=
My gap in learning is solving addition and subtraction multistep problems in contexts, deciding which operations to use. The methods I need to revise Take your time to work out which calculations you need to use. Then calculate carefully. 1. I went to the shop and I bought three items: a coat costing 135.99, a jumper costing 27.99 and a pair of jeans costing 59.99. I had 300 in my bank account at the beginning of my shopping trip, how much did I have at the end? 1. I earned 400 throughout the summer doing jobs for my parents. I decided to give 29.47 to my brother as a gift and 67.89 was spent on treats for myself. How much did I have left?
My gap in learning is estimating answers to multiplications. Use your rounding skills to help you estimate answers. 23,567 x 12 = You could round to the nearest 10,000 and the nearest 10 (20,000 x 10 = 200,000). Or you could round to the nearest 1000 and nearest 10 (24,000 x 10 = 240,000) 34,567 x 13 = 87,356 x 15 = 83,784 x 13 = 98,456 x 12 = 69,567 x 14 = 99,457x 12 = 68,476 x 11 =
My gap in learning is to multiply numbers up to 4 digits by one and two digit numbers. The methods I need to revise 4367 x 7 = 7825 x 6 = 6935 x 5= 6299 x 4 = 8235 x 17= 6234 x 12 = 7428 x 23 =
My gap in learning is dividing numbers up to 4 digits by a one digit number using a compact written method. 3456 8 = 6754 7 = 8945 9 = 5695 6 =
My gap in learning is to solve problems involving multiplication and division. The methods I will need 1. I made 26 fairy cakes on Monday. I made the same amount on Tuesday, Wednesday and Thursday. If I shared my fairy cakes out between 8 people, how many would they get each? 2. Lola gives 655 to two charities; Donkey Rescue Centre and Home for Stray Dogs. She shares it so that the Donkey Rescue Centre gets 4 times as much money as the Home for Stray Dogs. How much does each charity receive?
My gap in learning is to interpret remainders in the context of the question. The key to these questions is to think about the context of the questions. Will you need to round the remainder up or down? There are 487 children and teachers going to see a concert. Each row of chairs can seat 9 people. How many rows of chairs will the school need? 487 divided by 9 = 54 remainder 1. Therefore, they will need 55 rows of chairs so that everyone has a seat. 1. I have a summer job fruit picking. On the first day I pick 312 apples, on the second day 516, on the third day 467 and the fourth day 678. The farmer can only sell the apples in bags of 6. How many bags will he need? 2. I love pick and mix sweets! I select 39 cola bottles, 27 fizzy dummies and 89 jelly strawberries! The problem is, the bags are sooo tiny, they only fit 9 sweets in them! How many bags will I need?
My gap in learning is solving problems using and applying the knowledge of factors, multiples, square numbers and cube numbers. What is a factor? A whole number that divides exactly into another number. 6 2 = 3 A whole number that multiplies with another number to make a third number 3 x 4 = 12. What is a square number? What is a cube number? What is a multiple? 1. Sarah has the 4 th cube number and David has the 6 th square number. Who has the biggest number and how do you know? 2. Stefan has 2 bags filled with number cards. Bag 1 has numbers 1 to 50 in it. Bag 2 has numbers 51 to 100 in it. He says that bag 2 has more multiples of 9 in it. Is he right? How do you know?
My gap in learning is reading and writing decimal numbers as fractions and vice versa. The methods I need to revise 1 whole split into 10 equal pieces = 1 10 or 0.1 1 whole split into 8 equal pieces = 1 8 or 0.125 1 whole split into 6 equal pieces = 1 6 or 0.167 1 whole split into 5 equal pieces = 1 5 or 0.2 1 whole split into 4 equal pieces = 1 4 or 0.25 1 whole split into 3 equal pieces = 1 3 or 0.33 1 whole split into 2 equal pieces = 1 2 or 0.5
My gap in learning is to count on and back in fractions. Like we do in our lessons on a bead string, you can also count on and back in fractions when ever you can- in the car, when walking along with your parent, around the dinner table, whilst playing catch- any opportunity is a great chance for your neurons to grow. 1/3, 2/3, 3/3 or 1, 1 and 1/3, 1 and 2/3, 1 and 3/3 or 2,2 and 1/3, 2 and 2/3 2 and 3/3 or 4. Practise counting on and back in 1/5, ¼, 1/6, 1/7 1/8 and 1/10 1)... ¾, 1, 1 ¼,..., 1 ¾,..., 2 ¼, 2 2/4 2) 6 1/3,... 6 3/3 or 7, 71/3, 7 2/3,..., 8 1/3 3)...,..., 5/8, 6/8,...,..., 1 1/8,...
My gap in learning is solving problems involving fractions. You need to be able to compare fractions by finding a common denominator. You need your times tables knowledge for this. 2/3 and 4/12 which is bigger? (Some times you can start by looking at the biggest denominator to see if the other denominator is a factor of that number. If it is, you can use it as your common denominator). 2/3 4/12 x4 x4 8/12 4 /12 Start with the denominators and say to yourself what did I do to the 3 to get to 12? (x4) Now do the same to the numerator. When you have converted the fractions to the same denominator, you can easily see 2/3 is bigger than 4/12. 1) Jamie ate ¾ of a cake. Sophie ate 8/12 of a cake the same size. Who ate more? 2) David drank 3/6 of a bottle of water whilst Sarah drank 9/18 or a bottle of water the same size. Who drank more? 3) Sally ate 4/5 of a bag of sweets whilst her brother Daniel ate 9/20 of a bag of sweets the same size. Who ate more? x1 x1
My gap in learning is comparing and ordering fractions where the denominators are all multiples of the same number. You need to be able to compare fractions by finding a common denominator. You need your times tables knowledge for this. 2/3, 5/6 and 4/12 which is bigger? (Some times you can start by looking at the biggest denominator to see if the other denominators are a factor of that number. If they are, you can use it as your common denominator) 2/3 5/6 4/12 x4 x2 x2 x4 x1 8/12 10/12 4 /12 Start with the denominator and say to yourself what did I do to the 3 to get to 12? (x4) Now do the same to the numerator. When you have converted the fractions to the same denominator, you can easily see 5/6 is the biggest, then 2/3 and finally the smallest is 4/12. Order these fractions from the largest to the smallest. 1) 2/5, 5/10, 11/20 2) 2/4, 3/8, 9/12 3) ½, 3/8, 4/16 4) 9/12, 11/24, 34/48 5) 3/6, 4/12, 2/3 x1
My gap in learning is reading, writing and converting time between analogue and digital. 1) I need to catch the train from West Malling station at 5:30pm. What time should I be looking for on the 24 hour timetable? 2) I get into London at 18:45. How can I write this time in the analogue clock? 3) I start watching a TV show at 17:50 and it lasts 40 minutes. What time will the TV show finish? 4) My football training starts at 14:30 on a Saturday and finishes three hours and 10 minutes later. What time will it finish?
My gap in learning is completing, reading and interpreting information in timetables.
My gap in learning is solve problems involving converting between units of time. 60 seconds= 1 minute 60 minutes = 1 hour. 24 hours = 1 day 7 days = 1 week. 365 days = 1 year. 1. My mum spent three and a quarter hours shopping in the NEXT January sale. How many minutes was this? 2. My favourite television show last for 35 minutes. How many seconds is this? 3. It took me four hours and 34 minutes to complete the Amsterdam marathon. How many minutes is this? 4. Sarah is 9 years and 27 days old. How old is Sarah in days? 5. Simon managed to swim for 4 hours and 27 minutes. How many minutes is this? How many seconds is this?
My gap in learning is to know the difference between discrete and continuous data. Are these data types discrete or continuous? 1) The number of children travelling on a bus. 2) The temperature of the swimming pool on holiday. 3) The number of ice creams I bought whilst on holiday. 4) The number of ice creams I ate whilst on holiday. 5) The number of puppies in a litter.
My gap in learning is To read and interpret scales including estimating points that are between numbers marked on the scales. Some extra practice to help my neurons connect. Start by looking at the line graph to figure out what data it is showing. Look at the scale on the Y axis to work out what interval it goes up in. 1) How many children attended the homework club on Wednesday? 2) How many children attended the homework club on Friday? 3) How many children in total attended the homework club?
My gap in learning is To solve comparison, sum and difference problems using information presented in a line graph. Some extra practice to help my neurons connect. 1)How many more children attended the homework club on Wednesday rather than Tuesday? 2)What was the total number of children who attended the homework club on a Monday and Wednesday? 3) The homework club teacher needs to buy enough cookies for each child to have two each. How many cookies will she need to buy for the week?
My gap in learning is to complete, read and interpret information in tables, including timestables, linking to the 24 hour clock. Some extra practice to help my neurons connect. 1) If I wanted to be at Mitcham junction by 12:05, which train should I catch from Sutton? 2) If I wanted to get to Luton by three fifteen in the afternoon, what train should I catch from Streatham? 3) Which trains could I catch to Wimbledon? 4) If I left Tooting at eight minutes past three in the afternoon, what time would I arrive at Luton?
My gap in learning is to know Roman Numerals to 1000 Use the game on the website to help your neurons connect. https://uk.ixl.com/math/year-5/roman-numerals
My gap in learning is to read numbers to 100,000 in numerals and words. You need to be able to say these numbers confidently out loud, for example 32,456= thirty two thousand, four hundred and fifty six. 46,789= 23,632= 56,932= 98,310= 69,207= 51,903= 65,321= 84,351= 98,203= 99,218=
My gap in learning is to write numbers to 100,000 in numerals and words. You need to be able to write these numbers correctly, for example 32,456= thirty two thousand, four hundred and fifty six. 46,789= 23,632= 56,932= 98,310= 69,207= 51,903= 65,321= 84,351= 98,203= 99,218=
My gap in learning is to order and compare whole numbers up to 100,000, negative numbers and decimals with up to one decimal place. When ordering negative numbers think about temperature. The further away from zero the negative number is, the colder it is. For example; -20 is colder than -2. Order the numbers -13, -3, -48, -26, 26 and 37 (Make sure you look carefully as there are some negative and some positive numbers!) Answer Coldest -48, -26, -13, -3, 26 and 37 hottest When comparing decimals, remember to place them one above the other and work from the largest place value column comparing each digit. 27,3456.67 4 27,456.67 1 27,455.67 2 27,451.67 3 Order these numbers 1. 34,567.8, 34,567.9, 34,566.9, 34,577.9 2. -21, -12, 12, 21, -2, 2
My gap in learning is to compare numbers using < or >. Have a look at the two symbols. Can you work out why the one on the left shows GREATER THAN an the one on the right shows LESS THAN? Remember what you found out to fill in the correct symbol between the numbers below. 1. 23,567 23, 657 2. 78,345 78,433 3. 88,673 88,854
My gap in learning is to know what each digit represents in numbers up to 100,000 By using the place value gird above, we can identify the value of each number up to 100,000. 89,327= 80,000+ 9,000+ 300+ 20+ 7 54,321= 50,000+ 4,000+ 300+20+ 1 1. 46,743 = 2. 98,271 = 3. 97,283 = 4. 89,213 = 5. 89,321 = Identify the value of each digit in the numbers below.
My gap in learning is Read and write decimal numbers to one place and know what each number represents. 27.2 Tens Units. Tenths Twenty seven point two 20 + 7 + 0.2 Write these numbers in words: 23.7 12.3 43.9 20.4 Write the value of the highlighted number: 47.2 94.5 19.2 74.6
My gap in learning is Count on or back in steps of 0.01, 0.1, 1, 10, 100 or 1000 from any number including decimals. You can count on and back in decimals as well as whole numbers. 0.02, 0.03, 0.04, 0.05, 0.06, 0.07, 0.08, 0.09, 0.1, 0.11, 0.12 0.3, 0.4, 0.5, 0.6, 0.7, 0.8, 0.9, 1.0, 1.1, 1.2, 1.3, 1.4 0.2, 0.4, 0.6, 0.8, 1.0, 1.2, 1.4 0.1 0.03 0.5 30 Count on in: Count back in: 0.01 starting from 6 20 starting from 240 0.3 starting from 3 0.02 starting from 20
My gap in learning is Count on or back fractions You can count on and back in fractions. 1/3, 2/3, 1, 1 and 1/3, 1 and 2/3, 2, 2 and 1/3, 2 and 2/3 6, 5 and 3/4, 5 and 2/4, 5 and 1/4, 5, 4 and 3/4, 4 and 2/4 Count on in: 1/6 starting from 2 1/3 starting from 1 1/10 starting from 5 Count back in: 1/5 starting from 6 1/4 starting from 10 1/7 starting from 3
My gap in learning is Know by heart facts for all multiplication tables up to 12 x 12 Knowing your multiplication tables are really important as it allows you to quickly work out questions in your head, as well as help you in other areas of mathematics. See how quickly you can answer these questions using your multiplication tables. 10 x 3 = 7 x 9 = 6 x 8 = 12 x 4 = 2 x 3 = 9 x 6 = 3 x 7 = 8 x 4 = 12 x 4 = 2 x 6 = 12 x 12 = 7 x 8 = 10 x 3 = 4 x 11 = 2 x 2 = 9 x 7 =
My gap in learning is Use facts to 12 x 12 and partitioning to multiply larger numbers or divide numbers larger than 144 mentally Once you know your multiplication tables you can use this to help you to multiply and divide larger numbers. This can be done through the use of partitioning. 26 x 3 = 20 x 3 + 6 x 3 = 78 286 2 = 143 200 2, 80 2, 6 2 Using your multiplication table knowledge, see how quickly you can answer these questions: 26 x 5 = 83 x 3 = 37 x 12 = 29 x 7 = 396 3 = 155 5 = 714 7 = 189 9 =
My gap in learning is Add and subtract numbers mentally including decimals to one decimal place with jottings. When adding and subtracting numbers, refer back to your number bonds. By doing this you will be able to group pairs of numbers together. 27 + 23 = 7 + 3 = 10 + 20 = 30 + 20 = 50 You can also use partitioning to help you add and subtract numbers mentally. 43 + 33 = 76 40 + 30 = 70 3 + 3 = 6 70 + 6 = 76 38 + 72 = 63 21 = 94 + 26 = 74 52 = Mentally work these out:
My gap in learning is Use partitioning to double and halve any number, including decimals to one decimal place. Partition numbers into each place value column, 26.4 would be 20, 6 and 0.4 Double 20 6 0.4 Halve 20 6 0.4 40 12 0.8 40 + 12 + 0.8 = 52.8 10 3 0.2 10 + 3 + 0.2= 13.2 Use partitioning to double these numbers 45.6 24.1 67.3 124.5 Use partitioning to halve these numbers 46.8 24.2 86.6 316.4
My gap in learning is Derive related facts from known facts Use your knowledge of x and by 10, 100 and 1000 to find related facts. For example: 6 x 4 = 24 so 60 x 4 = 240 600 x 4 = 2,400 6000 x 4 = 24,000 Suggest related numbers facts to these given known facts 5 x 5 = 25 3 x 12 = 36 400 200 = 2 10,000 2 = 5,000 9 x 9 = 81 25 x 10 = 2,500
My gap in learning is Multiplying and dividing whole numbers and decimals with up to one decimal place mentally by 10 or 100. 6 5 9.4 6 5 9 4 659.4 x 10 x by 10 = move left one decimal place x by 100 = move left two decimal places by 10 = move right one decimal place by 100 = move right two decimal places For each number below x by 10 and x by 100 45.3 23.9 456.2 2,349.7 For each number below by 10 and by 100 456.9 890.7 3, 678.5 9,563.9
My gap in learning is Round whole number to the nearest 10, 100 or 1000. Learn the rounding poem off by heart. It will help you every time you are rounding numbers. Find the number, Look RIGHT next door, 5 or higher, add one more, 4 or less, let it rest. When you are rounding to the nearest TEN number, the number you need to find is the tens number. 34, 567.23 Find the number (60), look RIGHT next door (7). As this is higher than 5, you add one more to the tens number = 34, 570 Round the numbers below to the nearest 10, 100 and 1000 5,678.9 4,572.4 1,282.2 67,567.9 14,241.8 347,920.3
My gap in learning is Round a number with up to one decimal place to the nearest whole number Learn the rounding poem off by heart. It will help you every time you are rounding numbers. Find the number, Look RIGHT next door, 5 or higher, add one more, 4 or less, let it rest. When you are rounding to the nearest WHOLE number, the number you need to find is the ones number. 34, 567.23 Find the number (7), look RIGHT next door (2). As this is less than 5, you let the ones number rest. = 34, 567 Remember, when rounding to the nearest whole number, you do not need a decimal point or ANY numbers to the right of the decimal point. Round the numbers below to the nearest whole number 5,678.9 4,572.4 1,282.2 67,567.9 14,241.8 347,920.3