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MATHEMATICS HOME LEARNING LOWER KEY STAGE 2 TERMS 3 & 4 Number I know and I can show what I I can apply what I know understand know Numbers and the number system Use the numbers 1, 2 3, 4, 5, 6, 7, 8, 9, 10 Fractions Half of one number is smaller than ¼ of another. Operations and relationships between them Mental methods Solving numerical problems Written methods Find different ways to make 15 using three numbers each time. Is this always true? Is this sometimes true? Is this never true? Using the digits 2, 3, 4 and 5 write as many multiplication statements as you can and their corresponding division sentences. What’s the same and what’s different? Why? What if we made them 10 times bigger? Write in words how you would solve these number sentences… 21 + 42 = £1.99 + £2.99 = 131 – 11 = 36 x 10 = When I multiply a number by 10 the answer is divisible by 5. Is this always true? Sometimes true? Never true? Convince me! Record your written method to solve these calculations… 17 x 3 = £1.72 + 33p = 352 – 101 = I can create Write a 3 digit number. Write the number 100 more than your number. Add the digits of each number. Compare the totals. What do you notice? ⅓ of □ is □ How many ways can you make this true? What do you notice? Two numbers have a difference of 4 and a total of 18. Which numbers are they? Can you create a model to explain place value to a younger child? http://www.counton.org/games/mapfractions/falling/ Can you create a fractions board game to play with someone in your family? 36 ÷ = How many pairs of numbers fit this division? Find different ways to share 48 cubes. Write a multiplication and a division number sentence for each. A poster to explain how the four operations are linked to a Roman child. Make up some more problems like these. Can you find different ways to share 24 cubes? Write a multiplication and a division number sentence for each. Use Mathletics to practice your mental maths skills. Have a go at Mathletics LIVE and challenge yourself by picking a higher level than usual. ab+ac+ad=ea 35 + 67, 27 + 45, 15 + 37, 47 + 25 What's the same, what's different? What if we change the 5 to 6? Why? Create a song to help you learn your 6 times table. http://topicbox.net/mathematics/money/5907/ Can you create a mosaic which reflects this fact: Each letter stands for a different digit. Work out which digit stands for which letter. 24 x 6 = 166 36 ÷ 6 = 6 Use Mathletics to practice your written methods. If you’re finding it easy click on the ‘try something harder’ button. Is this correct? Use partitioning to check. If this statement is incorrect where do you think the mistake was made? There are six weeks in Term Three. You must complete six Create a set of instructions to explain to a Roman how to complete addition and subtraction problems using a written method. pieces of TOPIC Home Learning and six pieces of MATHS Home Learning. Hand in your work as soon as it is ready and record it on the class chart. completed home learning activity counts for the Reward Scheme. Home Learning Club: Wednesday – Every lunchtime in Zephaniah Friday – 3:00 – 4:00 in Brunel (Parents welcome to this session) Each successfully