Download Revised_Second_Level_Parent_Leaflet_Maths_1_1_1_

St Athanasius’
Primary School
As parents, you will want to know how your child is getting on in maths, and how to support him/her with extra practice
at home. This Parent Information Leaflet shows some of the key skills/ knowledge for Second Level in Numeracy &
Mathematics, along with examples of work your child may be expected to complete at this level. There are many ways
in which you can support your child’s progress in maths.
REMEMBER THIS LEAFLET CONTAINS INFORMATION ON AREAS OF NUMERACY AND MATHEMATICS YOUR
CHILD MAY NOT HAVE COVERED YET. HOMEWORK ACTIVITIES WILL BE A GOOD GUIDE AS TO WHICH
AREAS IN THE BOOKLET YOU CAN USE TO SUPPORT YOUR CHILD AS HE/ SHE PROGRESSES FROM P5 –
P7.
However, we would stress the following points:





Children develop at different rates. Making steady progress is more important than achieving a
particular level by a certain age. 
This is only a sample of the skills/ knowledge children will experience at this level 
We want children to enjoy maths! Practising regularly for short periods may be better than one long
session! Often maths skills can be developed effectively through games, or involvement in real life
situations e.g. shopping. 
Second Level
Numeracy & Mathematics
A Parents’ Guide
Getting Started
Maths Language for Numeracy
Operations
ADDITION
Written Method:
When adding numbers, ensure that the digits are lined up according to place value.
Example:
Start at the right hand side, write down units, and carry tens.
Th H T U
373 3
58 9
2
+
1
3 7 3
+
5 8
2
1
1
3733
589
322
+
1
1 1
3733
589
4322
+
1
1 1
3
9
2






















First add the units 
3 + 9 = 12 
Put down your units (2) and carry your tens (1) 
Place the number carried below the line in the
tens column. 
Next add the tens. 
3 + 8 = 11 + 1 (your carried number) = 12 
Put down your tens (2) and carry your hundreds (1) 
Place the number carried below the line in the
hundreds column. 
Next add the hundreds 
7 + 5 = 12 + 1 (your carried number) = 13 
Put down your hundreds (3) and carry your thousands (1) 
Place the number carried below the line in the
thousands column. 



 Finally add the thousands 
 3 + 0 = 3 + 1 (your carried number) = 4 

 As there are no more numbers left to add or carry your
final total is 4322. 
SUBTRACTION
Written Method:
To subtract we use a method called decomposition.
Example 1:
Th H T U
4
4
589
3 8
2 0
1
2
6
6
 Say, “2 - 6, I can not do.”
 Look to the top digit of the next column.
 There are nine tens. Exchange 1 ten for ten units.
 The 9 tens now become 8 tens and the 2 units become 12 units.
 Then say, “12 – 6 = 6.”
 Now normal subtraction rules can be used to complete the sum.
Example 2:
Th H T U
5
-
6
9
0 0 3
9
5 2
5 2 7
1
9
4
 Say, “3 - 9, I can not do.” 















Look to the top digit of the next column. There are no tens. 
Look to the next column. There are no hundreds. 
Look to the next column. There are 6 thousands. 
Now exchange 1 thousand for 10 hundreds. 
You now have 5 thousands and 10 hundreds. 
Exchange 1 hundred for 10 tens. 
You now have 9 hundreds and 10 tens. 
Exchange 1 ten for 10 units. 
You now have 9 tens and 13 units. 
You can now complete the
normal subtraction method. 
Subtract the units
Now subtract the tens
Next subtract the hundreds
Finally subtract the thousands
sum using the
13 – 9 = 4
9–2=7
9–5=2
5–0=5
MULTIPLICATION 1
Mental Strategies:
At Second Level it is essential that the learner knows all multiplication tables from 1 – 10.A good
guide to how well the learner knows their tables from 1 -10 is if their recall is as quick as being
able to answer their name.
Below are two methods of how to mentally find the answer to the sum 39 x 6
Method 1:
30 x 6 = 180
9 x 6 = 54
180 + 54 = 234
Method 2:
40 x 6 = 240
40 is 1 too many
so take away
6x1
240 – 6 = 234
Multiplication 2
Written Method:
H
T
U
1
4
3
Start at the units. 6 times 3 units is 18 units
X
6
Write 8 in the units column and carry 1 ten.
8
1
H
T
U
1
4
3
Multiply the tens. 6 times 4 tens is 24 tens. Add on 1
X
6
ten carried. Write 5 in the tens column and c arry 2
5
8
hundreds.
2
1
H
T
U
1
4
3
Multiply the hundreds. 6 times 1 hundred is 6 hundreds.
X
6
Add on 2 hundreds carried. Write 8 in the hundreds
8
5
8
column . The answer is 8 hundreds, 5 tens, 8 units = 858.
2
1
Example Using Decimals:
T
U
.
t
h
2
.
4
X
3
9
Start at the hundredths column.
9 times 3 hundredths is 27 hund redths. Write 7 in
7
the hundredths column and carry 2 tenths.
.
2
T
U
.
Tths
h
2
.
4
X
3
9
9 times 4 tenths is 36 tenths. A dd on 2 tenths
carried. Write 8 in the tenths column and carry
.
8
7
3 units.
3
T
2
2
U
.
Tths
Hths
2
.
4
X
3
9
9 times 2 units is 18 units. Add on 3 units carried.
Write 1 in the units column and write 2 tens in the
1
.
8
7
tens column. The answer is 2 te ns, 1 unit, 8 tenths
3
2
and 7 hundredths or 21.87
MULTIPLICATION 3
Multiplying by Multiples of 10 and 100:


 To multiply by 10 you move every digit one place to the left and
add one zero to the end of the number. 
 To multiply by 100 you move every digit two places to the left and
add 2 zeros to the end of the number. 
 To multiply by 1000 you move the digit three places to the left and
add 3 zeros to the end of the number. 
Example:
(a) Multiply 674 by 10
Th H T
6 7
6
(b) Multiply 20.7 by 100
(c) 45 x 20
7
4
U
4
674 x 10 = 6740
0
Th H
T
2
U.
0. 7
2 0
7
0. 0
20.7 x 100 = 2070
To multiply by 20, multiply by 2 then multiply by 10.
45 x 2 = 90
90 x 10 = 900
(d) 215 x 300
To multiply by 300, multiply by 3 then multiply by 100.
215 x 3 = 645
645 x 100 = 64 500
DIVISION
You should be able to divide a single
digit or a multiple of 10 or 100 without
a calculator.
Written Method:
Example 1:
There are 392 pupils in primary seven, shared equally between 7
classes. How many pupils are in each class?
7
3
5
9
6
2
4
There are 56 pupils in each class.
Example 2:
Divide 8.34 by 6
6
1
. 3 9
8 .
2
3
5
4 The answer is 1.39
When dividing a
decimal number by
a whole number
the decimal points
must stay in line!
Division by 10, 100 and 1000
In the First and Second Levels children are expected to be able to divide whole numbers mentally by 10,
100 and 1000.
Dividing by 10
To divide whole numbers by 1 0 we move each digit one place to the right. The units digit
becomes the remainder
For example,
120 ÷ 10
253 ÷ 10
H T U
HTU
1 2 0 ÷ 10
=
2 5 3 ÷ 10
1 2
=
2 5
r 30r25.3
There are no remainders when the units digit is a zero.
Dividing by 100
To divide whole numbers by 1 00, we move the digits two places to the right.
For example, 4500 ÷ 100
TthTh H T U
4 5 0 0 ÷ 100
=
4 5
Dividing by 1000

To divide whole numbers by 1000, we move the digits three plac es to the right. 
For example, 123,000 ÷ 1000
HTth TTh ThH T
1
=
U
2 3 0 0 0 ÷ 1000
1 2 3
Dividing Decimals by 10, 100 or 1000
As with multiplication, the process remains the same when we work with decimals. When dividing
by 10, 100 or 1000 the digits move to the right. The decimal point never moves.
Dividing by 10:
To divide decimals by 10 we move each digit one place to the right. The decimal point
remains in the same position.
For example:
25.1 ÷ 10
=
HTU●
t
2 5 ●
1
2 ●
5
h
÷ 10
1
Dividing by 100:
To divide decimals by 100, we move the digits two places to the right. The decimal point
remains in the same position
For Example: 1451.2 ÷ 100
Th H
1 4
=
T U .
5 1 .
1 4 .
t
2
5
h
th
÷ 100
1
2
Percentages, Fractions & Decimals
Facts to learn to help with calculations
Percentage
50%
25%
10%
75%
20%
5%
30%
40%
60%
70%
80%
90%
100%
1%
33 ⅓%
66 ⅔%
12 ½ %
Fraction
½
¼
1/10
¾
1/5
1/20
3/10
4/10
6/10
7/10
8/10
9/10
1 whole
1/100
1/3
2/3
1/8
Decimal
0·5
0·25
0·1
0·75
0·2
0·05
0·3
0·4
0·6
0·7
0·8
0·9
1·0
0·01
0.33
0.67
0·125
Tips:
To find 50 %( ½) divide by 2
To find 25% (1/4) divide by 4
To find 75% (3/4) divide by 4 and times the answer by 3
To find 10% (1/10) divide by 10
To find 30% (3/10) divide by 10 then times the answer by 3
To find 60% (6/10) divide by 10 and times the answer by 6 To
find 20% (1/5) divide by 5 (or ÷10 the x 2)
To find 5% firstly find 10% (divide by 10) and then half your answer
To find 15% firstly find 10% then find 5% and then add the two answers together
To find 2 ½ % firstly find 10% then half your answer
then half it again (or divide by 4)
To find 33 ⅓% (⅓) divide by 3
To find 66 ⅔% (⅔) divide by 3 then times the answer by 2
To find 1% (1/100) divide by 100
Long Multiplication
Long Multiplication is when you multiply any number with two digits or more by
another number which has two digits or more.
Example:
4 x
3 0 x
5
5
3
3
+ 1
1
x
2
5
8
5
3
1
9
0
3
4
2
0
2
Angles
Children should be able to identify, name and draw these angles, and state their properties.
Right angle
Acute angle
Obtuse angle
(90 degrees or 90)
(Less than 90)
(More than 90 but
Straight angle
(180 degrees
Reflex angle
Full turn
(More than 180 but
(360)
Calculation of Angles at Second Level:
Children should be able to calculate the size of angles in problems like these:
Angles A and B add together to make a right angle, or 90.
Angle A is 43.
To work out Angle B, subtract Angle A from 90,
i.e. 90 - 43 = 47
Therefore Angle B is 47.
A
B
C
D
Angles C and D add together to make a straight angle, or 180
degrees.
Angle C is 132.
To work out Angle D, subtract Angle C from 180,
i.e. 180 – 132 = 48
Therefore Angle D is 48.
E
Angles E and F add together to make one full turn, or 360
degrees.
Angle E is 102.
To work out Angle F, subtract Angle E from 360,
i.e. 360 – 102 = 258
Therefore Angle F is 258.
Perimeter
The perimeter of a shape is the distance all the way round its edges. The measurements needed to
calculate a perimeter depend on the shape.
Rectangles:
For a rectangle you will need to know the length and width of the shape. (It is usual to call the longest side
the length and the shortest the width or breadth.) To calculate the perimeter, you could add the lengths
and breadths of all sides together.
10cm
5cm
For a rectangle with a length (l) of 10cm and a breadth (b) of 5cm the calculation would be: 10 + 5 + 10 +
5 = 30cm.
Or you could use twice the length plus twice the breadth (2 x l) + (2 x b). In this example, (2 x 10) + (2 x
5) = 30cm, so the perimeter of our rectangle is 30cm.
Squares:
To find the perimeter of a square we multiply the length x 4 because we know that all of the sides are
the same length. 3cm
In this example, 4 x 3 = 12cm. The perimeter of this square is therefore 12cm.
Composite Shapes
For complex shapes, for example an L shape, we add the lengths of all sides together to find the
perimeter. For example:
2m
Perimeter (P) = 10m + 7m + 2m + 5m + 8m + 2m = 34m
8m
The perimeter of this shape is therefore 34m.
10m
5m
2m
7m
Area
The area of a shape is its total surface. If you use metres to make your measurement, the area will be
measured in square metres (m2). If centimetres are used, the area will be in square centimetres (cm2).
Rectangles:
We can work out the area of a rectangle by multiplying its length by its breadth.
10cm
5cm
To calculate the area of the above rectangle we multiply the length (10cm) by the breadth (5cm): A = l
xb
= 10cm x 5cm
= 50cm2
The area of our rectangle is therefore 50cm2.
Triangles:
To calculate the area of a right-angled triangle we multiply half of the length (l) by the breadth (b). This is
because a right-angled triangle is always half of the area of a rectangle or square with the same length
and breadth dimensions.
l
b
b
l
b
l
We use the formula: Area (A) = ½ l x b
The triangle below has the following measurements:
Length (l) = 10cm
Breadth (b) = 5cm
Area = ½ l x b
= ½ x (10cm x 5cm)
= ½ x 50cm2
= 25cm2
10cm
The area of the triangle is therefore 25cm2.
5cm
Volume of Cubes and Cuboids
Volume is the amount of space inside a 3-dimensional shape. To find the volume of a cube or cuboid, we
multiply the area of the base of the shape by the height of the shape.
The formula that we use is:
Volume = length x breadth x height (V = l x b x h)
Volume is measured in cubic metres (m3) or in cubic centimetres (cm3).
For example, the sides on the cube below measure 2cm, so the length, breadth and height each
measure 2cm.
Volume = length x breadth x height (V = l x b x h) V
= 2cm x 2cm x 2cm
2 x 2 x 2 = 8, so V = 8cm3
The volume of this cube is therefore 8cm3.
The cuboid below has the following measurements:
Length = 10m
Breadth = 5m
Height = 6m
Volume = length x breadth x height (V = l x b x h)
V = 10m x 5m x 6m
10 x 5 = 50
50 x 6 = 300, so V = 300m3
The volume of this cuboid is therefore 300m3.
2D & 3D Shape
Definitions of Words Associated with 2D and 3D Shapes:
corner or
face
vertex
edge
angle
Face
Corner
Vertex/Vertices
Edge
Angle
Line of
Symmetry
A face is the front surface of a shape. A face can be flat or curved.
A corner is the point where two or more edges meet on a shape.
A vertex is a mathematical term for a corner (plural – vertices).
An edge is the side of a face. An edge can be straight or curved.
An angle is the meeting of two edges or surfaces.
A line of symmetry is a dotted line that shows that the two sides of the
shape are symmetrical and therefore are identical. See examples shown on
2D shapes.
Properties of 2D Shapes:
Rectangle
2 pairs of equal sides
4 right angles
2 lines of symmetry
Kite
2 pairs of equal sides
1 line of symmetry
Square
4 equal sides
4 right angles
4 lines of symmetry
Parallelogram
Opposite sides equal
2 pairs of equal sides
0 lines of symmetry
Opposite angles equal
Rhombus
4 equal sides
2 lines of symmetry
Opposite angles equal
Circle
1 curved edge
(Circumference)
Infinite lines of symmetry
Properties of 2D Shapes:
Regular Hexagon
Regular Pentagon
Trapezium
6 straight edges
6 equal angles
6 lines of symmetry
5 straight edges
5 equal angles
5 lines of symmetry
1 pair of parallel lines
Isosceles Triangle
E quilateral Triangle
Scalene Triangle
3 straight edges
1 pair of equal sides
1 line of symmetry
2 equal angles
3 straight edges
3 equal sides
3 lines of symmetry
3 equal angles
Right-angled Triangle
3 straight edges
1 angle of 90 degrees
3 straight edges
0 equal sides
0 lines of symmetry
Properties of 3D Shapes
Cube
Cuboid
8 vertices (corners)
8 vertices (corners)
6 square faces
12 straight edges
6 rectangular faces
12 straight edges
Triangular Prism
6 vertices
9 straight edges
3 rectangular faces
2 triangular faces
Cylinder
2 curved edges
2 circular faces
1 curved face
No vertices
Triangular Based Pyramid
4 vertices
6 straight edges
4 triangular faces
Sphere
No edges
1 curved face
No vertices
Cone
1 curved face
1 flat face
1 vertex (corner)
1 curved edge
Square Based Pyramid
5 vertices
8 straight edges
4 triangular faces
1 square face
Fun With Maths At
As ‘Second Level’ spans P5 – P7 some activities listed below
will be more suitable for younger or older children. Some of the
Home!
activities can be made easier, or more difficult to challenge your
child. The examples get progressively harder as you advance
through section 1-3
Section 1
Pairs to 100
This is a game for two players.
Each draw 10 circles. Write a different two-digit number in each circle – but not a
multiple of ten (10, 20, 30, 40…).
In turn, choose one of the other player’s numbers.
The other player must then say what to add to that number to make 100, e.g.
choose 64, add 36.
If the other player is right, she crosses out the chosen number. The
first to cross out 6 numbers wins.
Looking around:
Choose a room at home.
Challenge your child to spot 20 right angles in it.
Number Game 1:
You need about 20 counters or coins.
Take turns. Roll two dice to make a two-digit number, e.g. if you roll a 4 and 1, this
could be 41 or 14.
Add these two numbers in your head. If you are right, you win a counter. Tell your
partner how you worked out the sum.
The first to get 10 counters wins.
Now try subtracting the smaller number from the larger one.
Number Game 2
Put some dominoes face
down Shuffle them.
Each choose a domino.
Multiply the two numbers on your domino.
Whoever has the biggest answer keeps the two dominoes.
The winner is the person with the most dominoes when they have all been used.
Number Game 3
Use three dice. If you have only one dice, roll it 3 times.
Make three-digit numbers, e.g. if you roll 2, 4 and 6, you could make 246, 264, 426,
462, 624 and 642.
Ask your child to round the three-digit number to the nearest multiple of 10. Check
whether it is correct, e.g.
o 176 to the nearest multiple of 10 is 180.
o 134 to the nearest multiple of 10 is 130. (A number ending in a
5 always rounds up.)
Roll again. This time round three-digit numbers to the nearest 100.
Dicey Tens
For this game you need a 1–100 square (a snakes and ladders board will do), 20 counters
or coins, and a dice.
Take turns.
Choose a two-digit number on the board e.g. 24.
Roll the dice. If you roll a 6, miss that turn.
Multiply the dice number by 10, e.g. if you roll a 4, it becomes 40.
Either add or subtract this number to or from your two-digit number on the
board, e.g. 24 + 40 = 64.
If you are right, put a coin on the answer.
The first to get 10 coins on the board wins.
Left Overs
Take turns to choose a two-digit number less than 50.
Write it down. Now count up to it in fours. What number is left over? The
number left is the number of points you score, e.g.
Choose 27.
Count: 4, 8, 12, 16, 20, 24.
3 left over to get to 27. So you score 3 points.
The first person to get 12 or more points wins.
Now try the same game counting in threes, or in fives. Can you spot which
numbers will score you points?
Sum it up
Each player needs a dice.
 
 
 

Say: Go! Then each rolls a dice at the same time. 
Add up all the numbers showing on your own dice, at the sides as well as at the top. 
Whoever has the highest total scores 1 point. 
The first to get 10 points wins. 
Dicey Division
You each need a piece of pap er. Each of you should choose five num bers from the list
below and write them on your paper.
5
6 8 9 12 15 20 30 40 50
Take turns to roll a dice. If the number you roll divides exactly into one of your
numbers, then cross it ou t, e.g. you roll a 4, it goes into 8, cross out 8.
If you roll a 1, miss that go. If you roll a 6 have an extra go.
The first to cross out all five of their numbers wins.
Tables
Practise the 3x, 4x and 5 x tables. Say them forwards and backw ards. Ask your child
questions like:
What are five threes? What is 15 divided by 5? Seven times three? How
many threes in 21?
Out and About
o Choose a three-digit car number, e.g. 569.
o Make a subtraction from this, e.g. 56 – 9.
o Work it out in your head. Say the answer. o
If you are right, score a point.
o The first to get 10 points wins.
H569 TPK
Section 2
Battleships
Draw a Battleship Grid
Choose ships of various lengths (use between 2 and 4
squares)
Hide your grid from your partner
Take it in turns to guess the co-ordinates of your
opponents ships.
Respond with “hit” or “miss”
Try to get as close as possible to 555
The winner is the person to sink all their opponent’s ships
How much?
While shopping, point out an item costing less than £1.
Ask your child to work out in their head the cost of 3
items.
Ask them to guess first. See how close they come.
If you see any items labelled, for example, ‘2 for £3.50’, ask
them to work out the cost of 1 item for you, and to explain how
they got the answer.
Finding Areas and Perimeters
Perimeter = distance around the edge of a shape
Area of a rectangle = length x breadth
(width)









Collect 5 or 6 used envelopes of different sizes. 
Ask your child to estimate the perimeter of each one to the nearest centimetre. Write
the estimate on the back. 
Now measure. Write the estimate next to the measurement. 
How close did your child get? 
Now choose 5 or 6 adverts from newspapers or magazines. 
You could do something similar using an old newspaper, e.g.





Ask your child to estimate the area of each advert to the nearest centimetre
squared – write these down. 
Now measure and calculate 
How close did your child get? 
Telephone Challenges
Challenge your child to find numbers in the telephone directory where the digits add up
to 42.
Find as many as possible in 10 minutes.
On another day, see if they can beat their previous total
Telephone: 01264 738 281
Line It Up
You need a ruler marked in centimetres and millimetres.
o Use the ruler to draw 10 different straight lines on a piece of paper.
o Ask your child to estimate the length of each line and write the estimate on the line. o
Now give them the ruler and ask them to measure each line to the nearest millimetre.
o Ask them to write the measurement next to the estimate, and work out the
difference.
o A difference of 5 millimetres or less scores 10 points. A difference of 1 centimetre or less
scores 5 points.
o How close to 100 points can she get?
Dicey Division
For this game you need a 1–100 board (a snakes and ladders board will do), a dice and 20
coins or counters.
Take turns.
Choose a two-digit number. Roll a dice. If you roll 1, roll again.
If your two-digit number divides exactly by the dice number, put a coin on your chosen twodigit number. Otherwise, miss that turn.
The first to get 10 counters on the board wins.
Target 1000
o
Roll a dice 6 times.
o Use the six digits to make two three-digit numbers. o
Add the two numbers together.
o How close to 1000 can you get?
Guess My Number
Choose a number between 0 and 1 with one decimal place, e.g. 0.6.
Challenge your child to ask you questions to guess your number. You may only answer
‘Yes’ or ‘No’. For example, he could ask questions like ‘Is it less than a half?’
See if he can guess your number in fewer than 5 questions.
Now let your child choose a mystery number for you to guess.
Extend the game by choosing a number with one decimal place between 1 and 10, e.g.
3.6. You may need more questions
Decimal Number Plates
Choose 2 digits from a car registration plate.
FD56 UPN
Make the smallest and largest numbers you can, each with 1 decimal place, e.g. 5.6
and 6.5.
Now find the difference between the two decimal numbers, e.g. 6.5 – 5.6 = 0.9.
Whoever makes the biggest difference scores 10 points.
The person with the most points wins.
Play the game again, but this time score 10 points for the smallest difference, or 10
points for the biggest total.(If you add the numbers)
Section 3
Recipes
Find a recipe for 4 people and re-write it for 8 people.
E.g.
4 People
8 People
125g of flour
250g of flour
50g of butter
100g of butter
75g of sugar
150g of sugar
30ml of treacle
60ml of treacle
I teaspoon of ginger
2 teaspoons of ginger
Can you re-write it for 3 people?
5 people?
Favourite Food





Ask your child the cost of a favourite item of food. 
Ask them to work out what 7 of them would cost, or 8, or 9. How much change would
there be from £50? 
Repeat with his / her least favourite food. 
What is the difference in cost between the two? 
Sale of the century
When you go shopping, or see a shop with a sale on, ask your child to work out what some
items would cost with:
o 50% off
o 25% off
o 10% off
o 5% off
Ask your child to explain how s/he worked it out?
Card Game
Use a pack of playing cards. Take out the jacks, queens and kings.
Take turns.
Take a card and roll a dice.
Multiply the two numbers.
Write down the answer. Keep a running total.
The first to go over 301 wins!
Remainders
Draw a 6 x 6 grid like this and fill in numbers under 100.
82 33 60 11 73 22
65 12 74 28 93 51
37 94 57 13 66 38
19 67 76 41 75 85
86 29 68 58 20 46
50 69 30 78 59 10
o Choose the 7, 8 or 9 times table.
o Take turns.
o Roll a dice.
o Choose a number on the board, e.g. 59. Divide it by the tables number, e.g. 7. If the
remainder for 59 ÷ 7 is the same as the dice number, you can cover the board number
with a counter or coin.
o The first to get three of their counters in a straight line wins,
Fours
Use exactly four 4s each time.
You can add, subtract, multiply or divide them.
Can you make each number from 1 to 100?
Here are some ways of making the first two numbers.
1 = (4 + 4) ÷ (4 + 4)
2 = (4 ÷ 4) + (4 ÷ 4)
Doubles and trebles
Roll two dice.
Multiply the two numbers to get your score.
Roll one of the dice again. If it is an even number, double your score. If it is an odd
number, treble your score.
Keep a running total of your score.
The first to get over 301 wins.
Journeys
Use the chart in the front of a road atlas that tells you the distance between places.
Find the nearest place to you.
Ask your child to work out how long it would take to travel from this place to some other places
in England if you travelled at an average of 60 miles per hour, i.e. 1 mile per minute, e.g.
York to Preston:
90 miles
1 hour 30 minutes
York to Dover:
280 miles
4 hours 40 minutes
Encourage your child to count in 60s to work out the answers mentally. Extend this by
asking questions like “What if you travelled at 30 mph? What if we started at London?
TV Addicts
Ask your child to keep a record of how long he / she watches TV each day for a week. Then ask him
/ her to do the following:
Work out the total watching time for the week.
Work out the average watching time for a day (that is, the total time divided by 7).
Instead of watching TV, you could ask them to keep a record of time spent eating meals, or
playing outdoors, or anything else they do each day. Then work out the daily average.
Four in a line
Draw a 6 x 7 grid.
Fill it with numbers
under 100.
26
9
39
14
45
36
54
25
41
50
29
2
47
67
6
81
72
55
21
56
1
23
34
11
19
31
75
43
7
22
5
49
28
4
58
40
38
13
90
37
17
42
Take turns.
Roll three dice, or roll one dice three times.
Use all three numbers to make a number on the grid.
You can add, subtract, multiply or divide the numbers, e.g. if you roll 3, 4 and 5,
you could make
x 4 – 5 = 7, or 54 ÷ 3 = 18 , (4 + 5) x 3 = 27, and so on.
Cover the number you ma ke with a coin or counter.
The first to get four of their counters in a straight line wins.
Animals
Take turns to think of an animal.
o Use an alphabet code, A = 1, B = 2, C = 3... up to Z = 26.
o Find the numbers for the first and last letters of your animal, e.g. for a TIGER, T =
20, and I = 9,
o Multiply the two numbers together, e.g. 20 x 9 = 180. o
The person with the bigge st answer scores a point.
o The winner is the first to get 5 points.
When you play again you could think of names, food, countries ettc.
Three in a Row
For this game you need a calculator. Draw a line like this:
MC
o Take it in turns to choose a fraction, say 2/5. Use the calculator to convert it to a
decimal (i.e. 2 ÷ 5 = 0.4) a nd mark your initials at this point on the line.
o The aim of the game is to get 3 crosses in a row without any of the other player’s
marks in between.
o Some fractions are harder to place than others, e.g. ninths.
Useful Websites:
http://www.coolmath4kids.com/ http://www.dositey.com/2008/addsub/add3dig.htm
http://resources.woodlands-junior.kent.sch.uk/maths/numberskills.html
http://resources.woodlands-junior.kent.sch.uk/maths/division.htm
http://resources.woodlands-junior.kent.sch.uk/maths/timestable/index.html
http://resources.woodlands-junior.kent.sch.uk/maths/interactive/numbers.htm#Place
http://resources.woodlands-junior.kent.sch.uk/maths/timestable/interactive.htm
http://www.teachingtables.co.uk/ http://www.higherbebington.wirral.sch.uk/plane.html
http://www.bbc.co.uk/bitesize/ks2/maths/number/multiplication_division/play/
http://www.bbc.co.uk/bitesize/ks2/maths/number/mental_maths/play/
http://nrich.maths.org/5468
http://www.bbc.co.uk/bitesize/ks2/maths/number/factors_multiples/play/
http://www.bbc.co.uk/bitesize/ks2/maths/number/addition_subtraction/play/ http://www.mathplay.com/Factors-Millionaire/Factors-Millionaire.html
http://www.mathplayground.com/multiples.html
http://www.bbc.co.uk/bitesize/ks2/maths/number/fractions_basic/play/
http://www.bbc.co.uk/bitesize/ks2/maths/number/equivalent_fractions/play/
http://www.coolmath4kids.com/fractions/ http://resources.woodlandsjunior.kent.sch.uk/maths/fractions/index.htm
http://www.topmarks.co.uk/interactive.aspx?cat=24 http://www.teachingmoney.co.uk/
http://www.bbc.co.uk/bitesize/ks2/maths/number/money/play/
http://www.childrensmoneyworld.com/goto/members-content/browse-content/?region=uk
http://resources.woodlands-junior.kent.sch.uk/maths/measures/money.html
http://resources.woodlands-junior.kent.sch.uk/maths/measures.htm#Time
http://www.teachingtime.co.uk/ http://www.maths-games.org/timegames.html
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/time/play/
http://www.maths-games.org/measurement-games.html
http://resources.woodlands-junior.kent.sch.uk/maths/measures/measure.html#Measure
http://resources.woodlands-junior.kent.sch.uk/maths/measures/measure.html#Area
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/measures/play/
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/2d_shapes/play/
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/3d_shapes/play/ http://resources.woodlandsjunior.kent.sch.uk/maths/shape.htm#Shapes http://www.maths-games.org/shape-games.html
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/angles/play/
http://www.bbc.co.uk/bitesize/ks2/maths/shape_space/symmetry/play/ http://resources.woodlandsjunior.kent.sch.uk/maths/shapes/coordinates.html#Symmetry http://resources.woodlandsjunior.kent.sch.uk/maths/shapes/angles.html#Angles
http://www.mathsisfun.com/geometry/symmetry-artist.html http://www.free-trainingtutorial.com/symmetry-games.html http://www.mathplayground.com/alienangles.html