The post Counting and recognising numbers in Reception appeared first on URBrainy.

]]>Children arrive at school for the first time with a very mixed range of experiences, but by the end of their first year they should all be able to count to 10 and beyond and use the number names in familiar contexts. Number rhymes, songs, stories and counting games are just some of the activities which make counting easy and enjoyable. Children relate especially well to puppets such as a toy rabbit. The rabbit can be used to recite nursery rhymes or to match fingers to the numbers spoken, e.g.

“Bunny says he has four friends. Show me four bunnies on your fingers etc.

The puppet can also be used to spot recitation errors, e.g. spotting the error when the rabbit counts up;

‘one, two, three, five’ etc.

Much of this early work is done orally, but there is also a time when worksheets can be very useful, such as when matching numbers to objects or counting on a number line. Our bright and colourful reception worksheets have proved immensely popular over the last four years and are a great additional resource to encourage counting and number recognition.

Go to Early Reception worksheets

Also if you are looking for practical ideas, don’t forget to have a peep at our ‘Practical Ideas’ pages.

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]]>The post Year 6 Statistics Programme of Study (statutory requirements) appeared first on URBrainy.

]]>**Year 6 Statistics Programme of Study**

Pupils should be taught to:

• interpret and construct pie charts and line graphs and use these to solve problems

• calculate and interpret the mean as an average.

What’s new and comments

Just three main targets for year 6, all of which are quite tricky.

Firstly interpreting and constructing pie charts will mean that children will have to use their knowledge of how to measure angle. All but the simplest pie charts can be very difficult to interpret and construct.

Secondly, further work on line graphs will include drawing graphs relating two variables. It is also stated in the guidance that children should connect conversion from kilometres to miles in measurement to its graphical representation.

Thirdly, a further target is that children will know when it is appropriate to find the mean of a data set.

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]]>The post Year 6 Algebra Programme of Study (statutory requirements) appeared first on URBrainy.

]]>This is a brand new category for Year 6 children, as Algebra is introduced for the first time. In fact, there is nothing very much in the way of new maths, more a change of title, as much of the work would have been covered before in other categories.

Children will need to be introduced to the use of symbols and letters to represent variables and unknowns in situations that they already understand. Here are the full statutory requirements:

**Year 6 Algebra Programme of Study (statutory requirements)
**

Pupils should be taught to:

• express missing number problems algebraically

• use simple formulae expressed in words

• generate and describe linear number sequences

• find pairs of numbers that satisfy number sentences involving two unknowns

• enumerate all possibilities of combinations of two variables.

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]]>The post Year 5 Statistics Programme of Study (statutory requirements) appeared first on URBrainy.

]]>Here are the new statutory requirements for Statistics.

**Year 5 Statistics Programme of Study**

Pupils should be taught to:

solve comparison, sum and difference problems using information presented in a line graph

complete, read and interpret information in tables, including timetables.

**What’s new and comments**

Probability has gone out of the Statistics, or Handling Data category. This is a rather pared down set of targets compared to the previous years.

Reading timetables can prove tricky for many children and they need plenty of practice with this.

The Notes and Guidance suggest that,

‘Pupils connect their work on coordinates and scales to their interpretation of time graphs’. children should begin to decide which representations of data are most appropriate and why.’

This is an important target as data is often displayed in inappropriate forms.

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]]>The post Year 6 Ratio and Proportion Programme of Study (statutory requirements) appeared first on URBrainy.

]]>**Year 6 Ratio and Proportion Programme of Study**

Pupils should be taught to:

• solve problems involving the relative sizes of two quantities where missing values can be found by using integer multiplication and division facts

• solve problems involving the calculation of percentages (e.g. of measures) such as 15% of 360 and the use of percentages for comparison

• solve problems involving similar shapes where the scale factor is known or can be found

• solve problems involving unequal sharing and grouping using knowledge of fractions and multiples.

**What’s new and comments**

Whilst this is a new category, much of the work was in the old Programme of Study, such as calculating percentages and ratio, previously in the Number category.

It is suggested that children solve problems using unequal quantities (e.g. ‘for every two eggs you need 3 spoonfuls of flour).

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]]>The post Year 6 Geometry Programme of Study (statutory requirements) appeared first on URBrainy.

]]>**Properties of shapes
**

Pupils should be taught to:

• draw 2-D shapes using given dimensions and angles

• recognise, describe and build simple 3-D shapes, including making nets

• compare and classify geometric shapes based on their properties and sizes and find unknown angles in any triangles, quadrilaterals, and regular polygons

• illustrate and name parts of circles, including radius, diameter and circumference and know that the diameter is twice the radius

• recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles.

**Position and direction**

Pupils should be taught to:

• describe positions on the full coordinate grid (all four quadrants)

• draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

**What’s new and comments**

Pupils draw shapes and nets accurately, using measuring tools and conventional markings and labels for lines and angles.

Pupils describe the properties of shapes and explain how unknown angles and lengths can be derived from known measurements, including knowing the names of parts of the circle.

These relationships might be expressed algebraically e.g. d = 2 × r.

Using all four quadrants to translate and reflect shapes could prove tricky for a lot of children.

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]]>The post Year 5 Geometry Programme of Study appeared first on URBrainy.

]]>Measuring angle is also an important part of this year’s work as well as calculating angles from given information.

In full the new Programme of Study is:

**Properties of shapes**

Pupils should be taught to:

• identify 3-D shapes, including cubes and other cuboids, from 2-D representations

• know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles

• draw given angles, and measure them in degrees

• identify:

angles at a point and one whole turn order ambien line (total 360 degrees)

angles at a point on a straight line and ½ a turn (total 180 degrees)

other multiples of 90 degrees

• use the properties of rectangles to deduce related facts and find missing lengths and angles

• distinguish between regular and irregular polygons based on reasoning about equal sides and angles.

**Position and direction**

Pupils should be taught to:

• identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed.

**What’s new and comments**

Children will be expected to draw lines accurately, to the nearest millimetre and measure with a protractor.

Measuring angle is an important part of this year’s work as well as calculating angles from given information.

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]]>The post Year 6 Measurement Programme of Study (statutory requirements) appeared first on URBrainy.

]]>**Year 6 Measurement**

There are some very hard concepts involved with Measurement in Year 6. Conversion of units of measurement continues to be a key element, and it is suggested that converting between units such as kilometres and miles is done graphically. Converting metric units should be done with up to 3 decimal places.

Calculating the area of shapes, including parallelograms is a new target, with some areas e.g. rectangles, being found by using formulae. By year 6 children should have a secure understanding of the difference between perimeter and area. Many children can be confused as to the difference and will often work out area by measuring round a shape; misunderstanding the rule for calculating the area of a rectangle.

Finding the area of more complex shapes, or shapes which can be split into several rectangles, is also introduced, together with the surface area of boxes. With 3D shapes it is very helpful to have real objects handy to discuss the number of sides etc. The area of right angled triangles is calculated by halving rectangles.

An enjoyable extension activity involving measuring and calculating perimeter and area is to work with circles. There are many examples of circles in the real world that can be used for practical work eg measure round the outside of a baked bean tin etc.

With a little help and a lot of practical work, children should be able to see that there is a relationship between the circumference of a circle and the diameter – the circumference being about 3 times the diameter.

From this pi can be introduced, usually as 3.14 and the sign can also be introduced – p

**Year 6 Measurement Programme of Study
**

Pupils should be taught to:

• solve problems involving the calculation and conversion of units of measure, using decimal notation up to three decimal places where appropriate

• use, read, write and convert between standard units, converting measurements of length, mass, volume and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to up to three decimal places

• convert between miles and kilometres

• recognise that shapes with the same areas can have different perimeters and vice versa

• recognise when it is possible to use formulae for area and volume of shapes

• calculate the area of parallelograms and triangles

• calculate, estimate and compare volume of cubes and cuboids using standard units, including centimetre cubed (cm3) and cubic metres (m3), and extending to other units such as mm3 and km3.

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]]>The post Year 6 Fractions Programme of Study (statutory requirements) appeared first on URBrainy.

]]>We continue to add new resources to our Year 6 Fractions and have just published two sets of worksheets on multiplying and dividing fractions. By the end of Year 6 children will be expected to multiply simple pairs of proper fractions. This is relatively straightforward and should not prove too difficult.

They will also be expected to divide proper fractions by whole numbers which can be done by multiplying!

The full Year 6 Fractions Programme of Study is below:

**Fractions (including decimals and percentages)**

Pupils should be taught to:

• use common factors to simplify fractions; use common multiples to express fractions in the same denomination

• compare and order fractions, including fractions >1

• add and subtract fractions with different denominators and mixed numbers, using the concept of equivalent fractions

• multiply simple pairs of proper fractions, writing the answer in its simplest

form (e.g. 1/4 × 1/2 = 1/8)

• divide proper fractions by whole numbers (1/3 ÷ 2 = 1/6)

• cheap ambien canada pharmacy associate a fraction with division and calculate decimal fraction equivalents (e.g. 0.375) for a simple fraction (e.g. 3/8)

• identify the value of each digit to three decimal places and multiply and divide numbers by 10, 100 and 1000 where the answers are up to three decimal places

• multiply one-digit numbers with up to two decimal places by whole numbers

• use written division methods in cases where the answer has up to two decimal places

• solve problems which require answers to be rounded to specified degrees of accuracy

• recall and use equivalences between simple fractions, decimals and percentages, including in different contexts.

Understanding and working with equivalent fractions forms a major part of the work in Year 6, especially when comparing and ordering fractions. Conversions from fractions to decimal fractions is also emphasised.

Take a look at all our Fractions resources for Year 6, including the new multiplication and division pages.

Fractions, percentages, decimals: Year 6

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]]>The post Year 5 Fractions Programme of Study (statutory requirements) appeared first on URBrainy.

]]>There are some real challenges ahead for children working with fractions in Year 5. In the past this topic has been rather neglected for a variety of reasons, one of them being that teachers find it very hard to teach and tend to shy away from it.

However, in the new Maths Programme of Study there is a real emphasis on fractions and teachers are expected to teach comparing and ordering fractions, writing equivalent fractions, recognising mixed numbers and improper fractions as well as simple addition and subtraction of fractions with the same denominator and multiples of the same number.

Decimals are also included in this category and for the first time children will be expected to work with numbers up to three decimal places. Simple percentages are also introduced.

This might sound quite daunting, but we have just published new sets on adding, subtracting and multiplying fractions to add to our comprehensive collection of worksheets. With clear explanations and plenty of examples they are just the job to help with understanding this tricky subject.

Here is the new Year 5 Fractions Programme of Study (statutory requirements)

**Fractions (including decimals and percentages)**

Pupils should be taught to:

• compare and order fractions whose denominators are all multiples of the same number

• identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths

• recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number (e.g. 2/5 + 4/5 = 6/5 = 1 and 1/5)

• add and subtract fractions with the same denominator and multiples of the same number

• multiply proper fractions and mixed numbers by whole numbers, supported by materials and diagrams

• read and write decimal numbers as fractions (e.g. 0.71 = 71/100)

• recognise and use thousandths and relate them to tenths, hundredths and decimal equivalents

• round decimals with two decimal places to the nearest whole number and to one decimal place

• read, write, order and compare numbers with up to three decimal places

• solve problems involving number up to three decimal places

• recognise the per cent symbol (%) and understand that per cent relates to “number of parts per hundred”, and write percentages as a fraction with denominator hundred, and as a decimal fraction

• solve problems which require knowing percentage and decimal equivalents of 1/2, 1/4, 1/5, 2/5, 4/5 and those with a denominator of a multiple of 10 or 25.

**What’s new and comments**

Plenty here, with a real emphasis on calculating using fractions and using thousandths.

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