- Norbridge Academy
- Stanley Street, Worksop,
- Nottinghamshire, S81 7HX
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- Email:office@norbridge.notts.sch.uk

# Maths

## Summer 2: w/c 06.07.2020

**Monday:** Children use litres, millilitres and standard scales to explore capacity. In this step, children focus on the capacity in either litres or millilitres and not as a mixed measurement, for example 5 l and 500 ml. Children continue to use place value skills to explore scales. Children build on their knowledge from KS1, recognising the capacity is the amount of liquid a container can hold and the volume is how much liquid is in the container.

Children work through the Power Point and answer questions.

**Tuesday: **What’s the same and what’s different about capacity and volume?

What does capacity mean? What does volume mean?

What do we measure capacity and volume in?

What unit of measure (ml or l) would we use to measure ____ ?

How much liquid is in the container?

What is the scale going up in?

Children complete the worksheet attached.

**Wednesday: **Children use litres and millilitres and standard scales to explore capacity. Children measure capacity with litres and millilitres together and record measurements as __ l and __ ml, for example 5 l and 500 ml. Children continue to use place value skills to read and interpret scales.

Children work through the Power Point.

**Thursday:** How many millilitres are in 1 litre? If we know this, what else do we know?

Look at the scale, show me where ____ would be.

What is the capacity of the ______? How can we record this as l and ml?

How would I show how much water is left on the scale?

Children work through the worksheet attached.

**Friday: **Children practice their times tables using Times Table Rockstars or the worksheets attached.

## Worksheets

## Power Points

## Answers

## Times Tables

## Summer 2: w/c 29.06.2020

**Monday: **Children build on Year 2 knowledge and use ‘lighter’ and ‘heavier’ to compare mass. They use their understanding that kilograms are used for heavier objects and will use this to help them compare mass. For example 500 g is less than 500 kg. Children compare mixed measurements using the inequality symbols. For example, 1 kg and 500 g < 2 kg.

Children work through the Power Point.

**Tuesday: **Which item is heavier or lighter?

How do you know?

Using the symbols <, > or =, what can you tell me about each of the scales?

If I added an extra item, what would happen?

Can I work out how much one item weighs? Would this be more or less than the other item?

Children work through the worksheets attached below.

**Wednesday:** Children add and subtract mass. They use a range of mental and written methods, choosing the most efficient one for each question.

Children may use concrete resources to represent kilograms and grams. Children could also use bar models to support them to represent calculations.

Children work through the Power Point.

**Thursday:** How many grams are in a kilogram? How could I represent this using concrete resources?

What do you know about kilograms or grams that can help you solve this question?

How can you represent this problem with a bar model?

Children work through the worksheets attached below.

**Friday:** Children practice their times table using Times Table Rockstars or the worksheets attached below.

## Power Points

## Worksheets

## Answers

## Times Tables

## Summer 2- w/c 22.06.2020

## Mass and Capacity

**Monday-Measure Mass**

Children learn how to read a range of scales to measure mass, including scales with missing intervals. In this step, children read scales in either kilograms or grams.

Use kilogram and gram weights to reinforce the difference in the units. Represent the intervals on the scale on a straight number line to highlight the link back to place value.

Children work through the Power Point.

**Tuesday-Measure Mass**

How can we measure the mass of an object?

When would we use kilograms or grams to measure the mass of something?

What’s the same, what’s different about the scales?

How do we know what each interval is worth?

Children complete the worksheet and check over their answers.

**Wednesday-Measure Mass**

Children measure the mass of objects and record them as a mixed measurement in kilograms and grams. When given a mixed measurement, children can record the mass on scales by calculating the intervals and identifying where the arrow will go. Recap counting in different multiples to support children’s reading of scales with different intervals.

Children work through the Power Point.

**Thursday-Measure Mass**

Which is heavier, 7 kilograms or 8 grams?

How is a scale like a number line?

Does drawing a number line help you to find the intervals?

Where do we use measuring mass on a daily basis?

Children complete the worksheet and check over their answers.

**Friday-Times table practice**

Children can use the worksheets attached below or go on Times Table Rockstars.

## Power Points

## Worksheets

## Answers

## Times Tables

## Summer 2-Times Table w/c 15.06.2020

This week we would like you to recap your times tables. You should now be confident in 2, 3, 4, 5, 8 and the 10 times table. You should be able to answer multiplication and division questions quickly and accurately. Please use the times table document below to help you practice or you could log on to Times Table Rockstars.

If you feel you are confident in the above times tables try learning the 6 and 7 times tables.

## Summer 2- Properties of Shape w/c 08.06.2020

**Monday-Horizontal and Vertical **

Children identify and find horizontal and vertical lines in a range of contexts.

They identify horizontal and vertical lines of symmetry in shapes and symbols.

Work through the Power Point and Worksheets below.

**Tuesday-Parallel and Perpendicular **

Children identify and find parallel and perpendicular lines in a range of practical contexts. They use the arrow notation to represent parallel lines and the right angle notation for perpendicular lines. Ensure that children are presented with lines that are not horizontal and vertical. Children may need to use their right-angle tester to help them check that lines are perpendicular.

Work through the Power Point and Worksheets below.

**Wednesday- 2-D shapes**

Children recognise, describe and draw 2-D shapes accurately. They use properties including types of angles, lines, symmetry and lengths of sides to describe the shape. They could be given opportunities to identify/draw a hidden shape from a description given and also describe a shape for a friend to identify/draw.

Work through the Power Point and Worksheets below.

**Thursday-3-D shapes**

Children recognise and describe 3-D shapes in different orientations. They use properties including the number of faces, edges and vertices to describe the shape. Where a shape has a curved surface, children should know that this is not called a face. e.g. a cylinder has 2 circular faces and a curved surface. Teachers should explore the difference between a prism, which has the same shape all the way through, and a pyramid, which tapers to a point.

Work through the Power Point and Worksheets below.

**Friday-3-D shapes**

Children make 3-D shapes (cubes, cuboids, prisms, cylinders, pyramids, cones, spheres) using construction materials.

They use correct mathematical language to describe the shapes they have made (edges, faces, vertices, curved surfaces).

Work through the Power Point and Worksheets below.

## Power Points

## Worksheets

## Answers

## Summer 2-Properties of Shape-w/c 01.06.2020

**Monday-Turns and angles**

Children recognise angles as a measure of a turn. They practice making 1 2 , 1 4 , 3 4 and whole turns from different starting points in both clockwise and anti-clockwise directions in practical contexts. They should listen to/follow instructions and also give instructions using the correct mathematical language in different contexts. Children understand that an angle is created when 2 straight lines meet at a point.

-Children to work through the Power Point and complete the worksheet attached below.

**Tuesday- Right angles in shapes**

Children recognise that a right angle is a quarter turn, 2 right angles make a half-turn, 3 right angles make three-quarters of a turn and 4 right angles make a complete turn.

Children need to see examples in different orientations so that they understand that a right angle does not have to be made up of a horizontal and vertical line.

-Children to work through the Power Point and complete the worksheet attached below.

**Wednesday-Compare angles**

Children identify whether an angle is greater than or less than a right angle in shapes and turns, by measuring, comparing and reasoning in practical contexts.

Children are introduced to the words ‘acute’ and ‘obtuse’ as a way of describing angles.

-Children to work through the Power Point and complete the worksheet attached below.

**Thursday-Draw accurately **

Children measure and draw straight lines accurately in centimetres and millimetres. They also practice rounding measurements to the nearest centimetre. Make sure the children correctly position the ruler when measuring/drawing the line, by lining up the 0 with the start of the line.

-Children to work through the Power Point and complete the worksheet attached below.

**Friday-**Practice times tables using the times table document below or Times Table Rockstars.

## Power Points

## Worksheets

## Answers

## Times Tables

**Summer 1-Time**

1-Children look at the concept of years and months. They are introduced to leap years and how they are different from a non-leap year. Children should explore years using calendars to investigate the number of days in each month. Rhymes and songs are helpful for children to remember the number of days in each month.

2-Children recap the number of hours in a day and are introduced to language such as ‘noon’, ‘midday’, ‘midnight’. They do not need to know the difference between a.m. or p.m. at this point. Other facts such as days in a week/month are also reviewed. Attention should be drawn to the difference between a school week and a calendar week and between day-time and a day.

3-Children tell the time to the nearest 5 minutes on an analogue clock. They focus on the language of “past” and “to”, and will recognise and use Roman numerals on a clock face.

Attention should be drawn to the differences between the minute hand and the hour hand. This is especially important for times that are close to the next hour, for example, 5 minutes to 12

4-Children tell time to the nearest minute using an analogue clock. They use the terms ‘past’ and ‘to’. When telling time ‘to’ the next hour, children may need to count on to find how many minutes are left in the hour.

5-Children use ‘morning’, ‘afternoon’, ‘a.m.’ and ‘p.m.’ to describe the time of day.

Children continue using analogue clocks and will be introduced to digital time for the first time.

6-Children are introduced to telling the time on a 24-hour digital clock for the first time.

Children spend time looking at analogue and digital clocks at various times throughout the day, in order to compare what is the same and what is different.

7-Children find the durations of events using both analogue and digital clocks. They should be given opportunities to practically work out durations of time using clocks with moveable hands. Number lines are also a useful model. Children explore the most efficient ways of breaking the time down in order to work out the duration. For example: half hours, quarter of an hour and five minutes,

8-Children compare durations of time using analogue and digital clocks. They could use empty number lines to model the situations as these will assist with bridging over hours.

They use their knowledge of addition and subtraction, and that there are 60 minutes in an hour, to compare the length of time taken by particular events or tasks.

9-Children find start and end times to the nearest minute using both analogue and digital times. They could use real clocks with moveable hands whilst learning how to add and subtract times, and then move to number lines to help calculate start and end times. Part-whole models could also be used to split longer intervals.

10-Children measure and compare durations of time in seconds. It is important for children to have a realistic sense of what time in seconds feels like, as they often count in seconds too quickly. They could use a stopwatch to compare, for example, counting to 10 seconds in their heads with the actual timed duration. They recognise that there are 60 seconds in one minute and use this to write durations of time in different ways e.g. 80 seconds is the same as 1 minute and 20 seconds.

## Summer 1-Fractions (Unit 3)

In this unit children will learn how to compare, order, add and subtract fractions. The Power Points are saved at the bottom of this page to support learning. You can also find the worksheets and answers to each unit.

## Fractions-Unit 2

Throughout this unit children are asked to show tenths as decimals, put fractions on a number line and identify fractions of a set of objects. Children can work through the Power Points with an adult before attempting to answer the worksheets. Their are lots of videos on the White Rose Maths website to support children with these units. If your child is finding the units easy they can access problem questions on the website too.

## Lesson 5-Times tables

Can you use the resources at the bottom of the page to answer questions using your times table knowledge?

## Fractions-Lesson 4

This lesson asks the children to count in tenths, they are then asked to look at some sequences and fill in the missing gaps. Children then are given pictorials to identify what number is represented in each picture. Finally, children use their knowledge from the lesson to answer the problem question.

## Fractions-Lesson 3

Explain to the children that this lesson focuses on tenths. Ask children if they can identify which pictures shows tenths. Children then move on to complete the whole part models using their knowledge on fractions. Can children answer the problem questions using their knowledge from the beginning of the lesson?

## Fractions-Lesson 2

This lesson focuses on 'making the whole'/ Children are given a picture of some counters and are asked to write down how many are red and how many are yellow. This allows children to understand how the whole has been broken down. Children then work through the rest of the worksheets writing down what fraction of each shape is shaded. As children work through the worksheet they will start to understand what fractions are equivalent to a whole.

## Fractions- Lesson 1

We are now starting a new unit-fractions. The first lesson is based on unit and non-unit fractions. A **unit fraction** is any **fraction** where the numerator is 1, eg ¼. A **non**-**unit fraction** is a **fraction** where the numerator is **not** 1, eg ⅘. Mixed **fractions** are a mix of whole numbers and a **fraction** together, eg 1 ¼.. Ask children to use the pictures of the counters to answer the questions. Children then use the picture of the cubes to answer the questions. The next few questions are based on shapes. Explain to the children in order to know what fraction of each shape is shaded they need to count how many parts there are altogether. Children then have a go at colouring each fraction given on the shapes.

**Maths Lesson 5-Times Tables **

Can you recall your 3, 4 and 8 times tables. Remember you can use the YouTube videos to help you. There are some times table worksheets at the bottom of this page.

## Maths Lesson 4-Re-cap

This is now the end of the unit. What we usually do in class is do an end of unit test. You could use the worksheets to collect a few questions or make your own test up based on what the children have learnt. You could quiz them for example on how many mm are in a cm, how many cm are in a m and then some conversion questions.

## Maths Lesson 3-Calculating the perimeter

Ask children to work out the perimeter of the different shapes on the worksheets. Can children spot the mistakes made by the children? Why is it important to add all the sides together? Can children work out the length of the missing sides based on the information they have been given? Remind children that they if the sides are the same length they can use the measurements given for the missing side.

## Maths Lesson 2-Measure perimeter

Explain to children that in order to work out the perimeter of a shape you need to know the length of each side of the shape. Allow children some time to measure the length and height of the shape and then use their number bond knowledge to add these amounts together. Children then have some time to answer the two problem questions on the worksheet.

## Maths Lesson 1-Subtracting Lengths

Ask children to measure the boat and then continue to measure the other objects on the worksheet. Remind children that some of the objects do not start at the beginning of the ruler so look out for that. Remind children that when you compare lengths it is easier to take the smallest amount from the biggest. Some of the questions will require the children to convert the measurements before subtracting them. Remind children that they can use the column method to subtract or the frog method, whichever they find easier.

## Maths Lesson 5-Adding lengths

This lesson uses addition all the way through so I would usually start by recapping number bonds to 10 and number bonds to 100. Remind children that they can use different methods to add lengths, for example: column addition and spotting number bonds. Children can then have a go at adding the different measurements on their worksheets.

## Maths Lesson 4-Comparing lengths

Ask children to compare the lengths using < > signs. Ask children to use the table to complete the sentences. Ask children to write the lengths from shortest to longest. Can children answer the problem questions on the worksheets using their knowledge on measurements?

## Maths Lesson 3-Equivalent measurements cm and mm

Can your child remember how many mm are in a cm? How about 3cm? Ask children to match the equivalent lengths. Can they measure the scissors in cm and mm? Ask children to have a go at measuring items in mm. Can they convert this to cm? Children can then attempt the questions on the worksheets.

## Maths-Lesson 2 Equivalent Length m and cm

Start by explaining to the children that there are 100cm in every metre. If there are 100cm in 1m how many cm would there be in 3? How many cm would there be in 6m? Ask your child to then convert the opposite way. If there are 600cm how many m would you have? What happens if you have 160cm? How many m are there in 160cm? What is left over? Allow children to have a go at completing the worksheets.

## Maths-Lesson 1 Measuring Length

This week we will be focusing on measurement. The first lesson is on measuring length. Children have to measure the different lines on the worksheets and then convert them to mm. I would usually start the lesson by reminding children that there are 10mm in every cm. We would then discuss why we have different units of measurements. Why can't we just measure everything in mm? Children would then have a go at answering the questions on the worksheet. There are some estimating questions on there too. We would usually discuss times when you can estimate and times when measurements would need to be more accurate e.g. if we were measuring a space where a washer needed to fit in. We wouldn't be able to just estimate it would have to be accurate. You can find the Power Point and first worksheet below.