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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