The post Year 5: Sum of angles of a triangle appeared first on URBrainy.

]]>Many years ago, when I was at Grammar School (Year 7/8) I learnt that the angles of a triangle added up to 180 degrees. Expectations have changed since those days and now Year 5 children measure and draw given angles and calculate missing angles in triangles. To help with this we have just published some great pages on triangles.

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]]>The post Ratio in Year 6 appeared first on URBrainy.

]]>Written problems involving ratio are a popular topic for the KS2 SATs so it is important that children get plenty of opportunities to become familiar with the type of question set. Key points to remember are that ratio compares part to part and like fractions they can be reduced to their simplest terms. e.g. a ratio of 6 to 18 means 6 for every 18 and can be reduced to 1 to 3 or 1 : 3.

Try our great Year 6 resources on ratio and proportion.

Go to Year 6 Ratio and Proportion

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]]>The post Counting on and back for young children appeared first on URBrainy.

]]>Our counting on and back worksheets are just the job to ensure that children get plenty of practice with small numbers. We have recently published four new sets featuring penguins, ships, trains and milk bottles.

If you have young children who are beginning to learn to count, our early Reception resources are an absolute must!

Go to Early Reception: Counting On and Back

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]]>The post Valentine’s Day worksheets appeared first on URBrainy.

]]>I always look forward to writing about Valentine’s Day as it means that spring is on the way and we can enjoy some brilliant crisp sunny days in the next few weeks.

Valentine’s Day is on the 14th of February and we have a fun selection of maths worksheets with a Valentine’s Day theme; all of which are freely available. They are a great way to look forward to spring as well as doing some light hearted maths.

The worksheets include counting hearts in twos, and some hearty addition and subtraction questions.

For older children we have a Valentine Special on making a total of 100 and, hardest of all, is a set of number sequences which includes negative numbers.

We have also produced an excellent comprehension which looks at the origin of Valentine’s Day as well as a tricky word problem page. These can be found at:

Special Occasions Valentine’s Day English category

Special Occasions Valentine’s Day Maths Worksheets

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]]>The post Estimating addition in Year 4 appeared first on URBrainy.

]]>When carrying out any written calculation it is well worth carrying out a quick mental estimation first and then using this estimation to check that the answer, once worked out, is sensible. It is surprising how often a silly answer goes unchecked because an estimation has not been carried out.

We have just published two sets of worksheets on estimating the answers to written addition in our Year 4 section. The first looks at rounding 3-digit numbers to the nearest hundred and the second looks at rounding four digit numbers to the nearest thousand. The two numbers are rounded to the nearest hundred or thousand and the rounded numbers added. For this exercise we do not ask for the children to work out the correct answer, although this could be done as well.

It is perhaps surprising that some children do not like the vagueness of an estimated answer and will try and mentally work out the exact answer in their heads. Whilst there is nothing wrong with this it is the almost instant estimation which takes just a second or two to do which is most helpful, especially when calculators are used in secondary school.

Go to Estimating addition in Year 4

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]]>The post Year 4 weekly programme – autumn 2 appeared first on URBrainy.

]]>We are pleased to announce that the next 6 sets of worksheets for our Year 4 Weekly Programme have just been published. Ideal for those of you with little time to spare, they provide a good selection of worksheets following the National Curriculum and are ideal as a backup to the school curriculum.

This half term consolidates what was learnt in the first half term as well as moving on to new work, especially with multiplication.

Week 7 looks at comparing and ordering larger numbers, rounding to the nearest 10 and learning the 9x table.

Week 8 moves on to rounding decimals to the nearest whole one, ordering decimals and further work on the 7x and 9x tables as well as some tricky doubling and halving.

In Week 9 formal written addition and subtraction are revised and we take a quick look at interpreting pictograms and graphs.

Week 10 provides plenty of work on formal written methods of addition and subtraction, a vital part of Year 4 work. There are also pages on finding fractions of units of measurement and converting measurements.

Week 11 makes good use of the 7x table and 9x table with some formal written multiplication. If those times tables have not been learnt then these pages will take quite some time to complete!

Finally, in Week 12 we take a look at time, using am and pm as well as the 24 hour clock. Once again we revisit the 7x and 9x tables and complete the term with some changer from £5 and £10.

Go to Year 4 weekly programme – autumn 2

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]]>The post Order of adjectives worksheets appeared first on URBrainy.

]]>Much of the grammar we use on a daily basis is second nature to us; we do it correctly without even thinking about it. One such example is the order we use adjectives when putting two or more together to describe something.

‘A white large hat’ sounds odd and indeed is incorrect, because we should order adjectives so that size comes before colour. ‘A large white hat’ sounds much better.

The order can be explained as:

SIZE – AGE – SHAPE – COLOUR – ORIGIN – MATERIAL

‘An old Dutch painting’ is correct because the age is placed before the origin. (A Dutch old painting sounds odd.)

The above adjectives are all ‘fact’ adjectives; they tell us more facts about the noun. But there are also ‘opinion’ adjectives which tell us more about what somebody thinks about something or somebody. These ‘opinion’ adjectives usually come before any of the fact adjectives above.

‘A hot lovely day’ just doesn’t sound right and of course, according to these rules, it should be;

‘A lovely hot day.’

We have just published some great pages explaining all these ideas. Most of it we do without thinking, but it is nevertheless an interesting topic. When doing these pages children will need to be warned that many people think that it is unnecessary to put more than two adjectives in a row!

Go to order of adjectives worksheets

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]]>The post Arrays in Year 1 appeared first on URBrainy.

]]>The new primary maths curriculum does not have a great deal to say about multiplication in Year 1, apart from that pupils should understand multiplication by grouping small quantities, and calculating using arrays with the support of the teacher. This used to be part of the Year 2 curriculum but has been taken down to Year 1.

A key part of this is that multiplication needs to be understood as repeated addition e.g. 5 added together 3 times is 5 + 5 + 5 or 3 lots of 5 or 3 times 5 or 3 x 5 (or 5 x 3).

One way to show this pictorially is with an array, e.g. 3 rows of 5 or 5 rows of 3, and this helps with understanding that multiplication can be done in any order.

We have just added a new set of colourful worksheets on arrays to our multiplication resources, all of which can be found at:

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]]>The post KS2 Maths SATs revision appeared first on URBrainy.

]]>Key Stage 2 Maths SAT papers are always a popular resource at this time of year. With just a few weeks left until the tests, going through some past papers is a great way to find areas of strength and weakness. It is very good practice for children to have a go at past papers to get used to taking a test, but it can be quite a chore marking and going through the whole paper with your children in one go! This is where our special page by page questions, answers and suggested methods saves the day.

We have split up past papers into single sheets, each with a further page on how the answers can be marked and suggested ways of approaching the questions. Taking one or two questions at a time is much better than trying to do the whole paper in one go, and, with the range of hints and tips included in the suggested methods, it gives parents and children plenty to talk about.

This makes it much easier for a parent to help. If a child gets the answer correct that is great, but it is still well worth talking about how they did it and compare their methods with the suggested methods we have given. If the child gets the answer wrong, then again, talk about it and look at the suggested methods. It might well be a good idea to have a go at some of the URBrainy worksheets on the same subject. Doing one or two questions allows you to spend worthwhile time on each question rather than rushing through the whole paper.

As well as these step by step questions we also have an excellent selection of past papers in full, including answers.

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]]>The post Year 1: Multiplication and Division Programme of Study (statutory requirements) appeared first on URBrainy.

]]>**Multiplication and division**

Pupils should be taught to:

• solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

**What’s new and comments**

Multiplication and division problems including arrays are now included, whilst previously these were expectations for Year 2 onwards.

Doubling small numbers is an important part of this year’s work. Plenty of opportunity should also be given to counting, using 2p, 5p and 10p pieces, both counting up and down. Similar activities can be carried out with pairs of socks, gloves etc. Once again, it is better to use real life objects when beginning to combine groups.

The worksheets should not be introduced until children have had plenty of practical hands on experience with coins and other objects. Practice should be given at counting up in twos before moving on to fives or tens and can be shown as arrays or number patterns.

Division can be understood in two ways:

1. Sharing equally e.g. 6 bars of chocolate are shared between 2 people.

How many bars does each person get?

This concept is best introduced with practical apparatus – bowls of sweets, counters, buttons etc. are ideal for sharing into equal groups, and then counting the number in the group.

2. Grouping, or repeated subtraction e.g. 8 divided by 2

can be seen as how many lots of two can I take from eight?

Again, this is best done with apparatus at first and it is a slightly different process to sharing equally

(where one item is given to each person in turn).

This can be answered by repeatedly taking two from the pile and then counting how many lots of two have been taken altogether.

We have a great range of resources, not only colourful worksheets, but also maths games covering doubling and halving small numbers, combining groups and sharing.

Go to Year 1 Multiplication and Division resources

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