Contentsd6vsczyu1rky0.cloudfront.net/37668_b/wp-content/... · regular, relevant homework that tests their understanding across the Year 5 objectives and all of the core strands

Year 5 LCP Maths Homework Contents

LCP Maths Homework Year 5 © 2008 LCP Ltd

Contents

Year 5 Introduction Objectives Homework Answer Sheets

Block A Counting, partitioning and calculating Bubbles 1 Let’s See That Working Out 1 Moving Digits 1 On The Plus Side 1 Problems, Problems Using The Right Key 1 What’s It Worth? Writing, Ordering and Rounding Factors and Multiples 1 Making Sure 1 Number Patterns Playing With Decimals 1 Shaking Hands What’s The Quick Way?

Block B Securing number facts, understanding shape Bubbles 2 Got It! Is It or Isn’t It? Playing With Decimals 2 Pyramids What’s in the Net? Calculations Got Them All? Mix and Match Pretty Patterns Shape Sorter

Block C Handling data and measures About Right 1 Healthy or Not? Not a Chance! This or That Mostly! Read That Scale 1 What Does It Show?

Year 5 LCP Maths Homework Contents


Block D Calculating, measuring and understanding shape Read That Scale 2 Areas Angles, Angles Moving Digits 2 Using The Right Key 2 Moving Around What’s On? Measuring Where Does It Go? Making Sure 2 On The Plus Side 2 When’s That? About Right 2 More Angles

Block E Securing number facts, relationships and calculating Express Time The Same The Same Again Out of a Hundred Let's See That Working Out 2 Factors and Multiples 2 I Only Want A Bit! All In Proportion Puzzle It Out How Big?

Year 5 LCP Maths Homework Introduction


Introduction

Year 5 The main purpose of this Mathematics Homework CD is to make your life, as a teacher of Year 5 pupils, as easy as possible. All of the homework activities are based on the renewed Primary Framework for mathematics, which recommends teaching in groups or blocks that contain a number of learning objectives. Blocks can contain new learning objectives or can progress objectives already encountered earlier in the year. As they assess specific learning objectives, they can also be used in conjunction with other planned teaching schemes. Each homework activity addresses a whole, or part, of a learning objective. Some learning objectives in this arrangement can be quite broad in scope and can address more than one distinct area. In these cases you will find more than one homework available. The questions are written to test the understanding of your pupils once they have worked on a topic in the lesson. This in turn will provide you with the information required to assess the pupils’ learning, and will enable you to plan your lessons effectively. With a full set of answers included, you can be confident that your students are getting regular, relevant homework that tests their understanding across the Year 5 objectives and all of the core strands. This easy-to-use CD will reduce the time spent preparing and marking homework, enabling you to use your time as efficiently as possible. The Year 5 curriculum is structured into five blocks, reflecting the same structure as the other primary year groups. Each block is made up of three units, and each unit represents two or three weeks of teaching. The blocks are:

• Block A: Counting, partitioning and calculating • Block B: Securing number facts, understanding shape • Block C: Handling data and measures • Block D: Calculating, measuring and understanding shape • Block E: Securing number facts, relationships and calculating

Each of the above blocks incorporates objectives from two or three core strands as well as Using and Applying Mathematics. A large proportion of the homework activities can be used in one or more blocks, particularly where an objective is repeated in order to consolidate or extend understanding. The homework activities are fully customisable, and will allow you to modify questions or shorten tasks, ensuring that all homework activities are particularly relevant to you and your class. A number of the homework sheets include extra challenges to test the more able pupils within your teaching group. They provide an opportunity for these pupils to use their knowledge to solve more complex problems. The homework activities on this CD link directly into the Year 5 objectives, taken from appropriate units of each of the five blocks.

Year 5 LCP Maths Homework Objectives


Objectives Year 5 Each homework activity sheet covers the following objectives:

Block A Counting, partitioning and calculating

Bubbles 1 Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly division facts

Let’s See That Working Out 1 Refine and use efficient written methods to multiply and divide HTU × U, TU × TU, U.t × U and HTU ÷ U

Moving Digits 1 Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100, 1000

On The Plus Side 1 Use efficient written methods to add and subtract whole numbers and decimals with up to two places

Problems, Problems Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use

Using The Right Key 1 Use a calculator to solve problems, including those involving decimals or fractions (e.g. to find 3/4 of 150); interpret the display correctly in the context of measurement

What’s It Worth? Explain what each digit represents in whole numbers and decimals with up to two decimal places, and partition, round and order these numbers

Writing, Ordering and Rounding Explain what each digit represents in whole numbers and decimals with up to two decimal places, and partition, round and order these numbers

Factors and Multiples 1 Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. of 6 and 9)

Making Sure 1 Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations



Number Patterns Count from any given number in whole number and decimal steps, extending beyond zero when counting backwards; relate the numbers to their position on the number line

Playing With Decimals 1 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7, double 0.34)

Shaking Hands Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols

What’s The Quick Way? Extend mental methods for whole number calculations, for example to multiply a two-digit number by a one-digit number (e.g. 12 × 9), to multiply by 25 (e.g. 16 × 25), to subtract one near multiple of 1000 from another (e.g. 6070 – 4097)



Block B Securing number facts, understanding shape

Bubbles 2 Recall quickly multiplication facts up to 10 × 10 and use them to multiply pairs of multiples of 10 and 100; derive quickly corresponding division facts

Got It! Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem

Is It or Isn’t It? Explore patterns, properties and relationships and propose a general statement involving number or shapes; identify examples for which the statement is true or false

Playing With Decimals 2 Use knowledge of place value and addition and subtraction of two-digit numbers to derive sums and differences and doubles and halves of decimals (e.g. 6.5 ± 2.7, half of 5.6, double 0.34)

Pyramids Use efficient written methods to add and subtract whole numbers and decimals with up to two places

What’s in the Net? Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes

Calculations Use a calculator to solve problems, including those involving decimals or fractions; interpret the display correctly in the context of measurement

Got Them All? Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. for 6 and 9)

Mix and Match Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations

Pretty Patterns Complete patterns with up to two lines of symmetry; draw the position of a shape after a reflection or translation

Shape Sorter Identify, visualise and describe properties of rectangles, triangles, regular polygons and 3-D solids; use knowledge of properties to draw 2-D shapes and identify and draw nets of 3-D shapes



Block C Handling data and measures

About Right 1 Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6 kg to 2600 g)

Healthy or Not? Explain reasoning using diagrams, graphs and text; refine ways of recording using images and symbols

Not a Chance! Describe the occurrence of familiar events using the language of chance or likelihood

This or That Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6 kg to 2600 g)

Mostly! Find and interpret the mode of a set of data

Read That Scale 1 Interpret a reading that lies between two unnumbered divisions on a scale

What Does It Show? Construct frequency tables, pictograms and bar and line graphs to represent the frequencies of events and changes over time



Block D Calculating, measuring and understanding shape

Read That Scale 2 Interpret a reading that lies between two unnumbered divisions on a scale

Areas Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate the rectangle’s area

Angles, Angles Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a suitable degree of accuracy; calculate angles on a straight line

Moving Digits 2 Use understanding of place value to multiply and divide whole numbers and decimals by 10, 100 or 1000

Using The Right Key 2 Use a calculator to solve problems, including those involving decimals and fractions (e.g. 3/4 of 150 g); interpret the display correctly in the context of measurement

Moving Around Complete patterns with up to two lines of symmetry; draw the position of a shape after a reflection or translation

What’s On? Read timetables and time using 24-hr clock notation; use a calendar to calculate time intervals Measuring Draw and measure lines to the nearest millimetre; measure and calculate the perimeter of regular and irregular polygons; use the formula for the area of a rectangle to calculate the rectangle’s area

Where Does It Go? Read and plot coordinates in the first quadrant; recognise parallel and perpendicular lines in grids and shapes; use a set square and ruler to draw shapes with perpendicular or parallel sides

Making Sure 2 Use knowledge of rounding, place value, number facts and inverse operations to estimate and check calculations

On The Plus Side 2 Use efficient written methods to add and subtract whole numbers and decimals with up to two decimals places

When’s That? Read timetables and time using 24-hr clock notation; use a calendar to calculate time intervals



About Right 2 Read, choose, use and record standard metric units to estimate and measure length, weight and capacity to a suitable degree of accuracy (e.g. nearest centimetre); convert larger to smaller units using decimals to one place (e.g. change 2.6 kg to 2600 g)

More Angles Estimate, draw and measure acute and obtuse angles using an angle measurer or protractor to a suitable degree of accuracy; calculate angles on a straight line



Block E Securing number facts, relationships and calculating

Express Time Express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is 5/8); find equivalent fractions (e.g. 7/10 = 14/20, or 19/10 = 19/10); relate fractions to their decimal representation

The Same Express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is 5/8); find equivalent fractions (e.g. 7/10 = 14/20, or 19/10 = 19/10); relate fractions to their decimal representation

The Same Again Express a smaller whole number as a fraction of a larger one (e.g. recognise that 5 out of 8 is 5/8); find equivalent fractions (e.g. 7/10 = 14/20, or 19/10 = 19/10); relate fractions to their decimal representation

Out of a Hundred Understand percentage as the number of parts in every 100 and express tenths and hundredths as percentages Let's See That Working Out 2 Refine and use efficient written methods to multiply and divide HTU × U, TU × TU, U.t × U, HTU ÷ U

Factors and Multiples 2 Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. of 6 and 9)

I Only Want A Bit! Find fractions using division (e.g. 1/100 of 5 kg), and percentages of numbers and quantities (e.g. 10%, 5% and 15% of 80)

All In Proportion Use sequences to scale numbers up and down; solve problems involving proportions of quantities (e.g. decrease quantities in a recipe designed to feed six people)

Puzzle It Out Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use

How Big? Represent a puzzle or problem by identifying and recording the information or calculations needed to solve it; find possible solutions and confirm them in the context of the problem

Year 5 Block A Counting, partitioning and calculating

Bubbles 1


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Use multiplication facts to solve multiplication and division problems. Parent Tip: Knowing multiplication and division facts to 10 × 10 is the core requirement for these questions. 1) Fill in each bubble as quickly as you can.

2) For these questions you will find your answers to question 1 very useful!

5 × 6 =

_________

7 × 7 =

_________

7 × 6 =

_________

8 × 9 =

_________

8 × 4 =

_________

70 × 7 =

_________

300 ÷ 50 =

_________

700 × 600 =

_________

72 ÷ 9 =

_________

420 ÷ 7 =

_________

800 × 4 =

_________

720 ÷ 9 =

_________

80 × 90 =

_________

Year 5 Block A Counting, partitioning and calculating Bubbles 1


Challenge! When two numbers are multiplied together, the answer is 280. What could the numbers be? (Clue: there are four possible pairs!)


Let's See That Working Out 1


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: To use multiplication and division techniques in more challenging calculations. Parent Tip: The emphasis here is choosing and using an appropriate written method to solve a problem. 1) Paul is trying to multiply 34 × 23. He is using the grid method for this. Fill in the missing values and find the answer.

×

30

4

20

80

3

2) There are 365 days in a year. How many days are there in 6 years? ______________________________________________________________ ______________________________________________________________ 3) Leroy has worked out that his baby sister is 252 days old. How many weeks old

is she? ______________________________________________________________ ______________________________________________________________ 4) Pippa cycles to her gran's house. The distance is 6.4 miles. Next week she will cycle that distance 7 times. How many miles will that be in total? ______________________________________________________________ ______________________________________________________________


Moving Digits 1


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Multiplying and dividing by 10, 100 and 1000 with whole numbers and decimals. Parent Tip: A place value table like the one below, to show the movement of digits, is very useful. 1) Fill in the answers for each of these sums.

2) I think of a number and multiply it by 100. The answer is 500. What is the first number I thought of? ______________________________________________________________ ______________________________________________________________ 3) Samina has £500 in £10 notes. How many £10 notes does she have? ______________________________________________________________ ______________________________________________________________

7 × 100

0.6 × 10 1.3 × 1000

3000 ÷ 10

6400 ÷ 100

0.24 × 100

Year 5 Block A Counting, partitioning and calculating Moving Digits 1


4) Tom's model car is 4.5 cm long. The length of the actual car is 100 times bigger. How long is the real car?

______________________________________________________________ ______________________________________________________________ Challenge! I think of a number and I multiply it by 100. Then I multiply it by 100 again and

divide it by 1000. If the answer I get is 25, what was the number I first thought of? ______________________________________________________________ ______________________________________________________________


On The Plus Side 1


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: To use addition and subtraction techniques with whole numbers and decimals. Parent Tip: Students need to choose and use an appropriate written method to solve each problem. 1) The distance from Bristol to London is 134 miles. The distance from London to

Edinburgh is 379 miles. A lorry travels from Bristol to Edinburgh but has to go through London. How many miles does it travel? ______________________________________________________________ ______________________________________________________________ 2) Which pair of numbers have the bigger difference?

341 and 247 572 and 481 ______________________________________________________________ 3) Sanjit is looking through a catalogue. He sees a football for £5.46 and a pair of

goalkeeper’s gloves for £3.79. How much would they cost in total? ______________________________________________________________ 4) Nicole is 1.32 metres tall. Her pet dog is 0.47 metres tall. How much taller is

Nicole than her dog? ______________________________________________________________

Year 5 Block A Counting, partitioning and calculating On The Plus Side 1


Challenge! Two numbers have a difference of 3.74. If one number is 4.67, what could the

other number be? (Careful – there may be more than one answer!) ______________________________________________________________ ______________________________________________________________


Problems, Problems


2) Mum is buying a loaf of bread (£1.10), some milk (96p), and a cake (£2.75) at the supermarket.

How much change will she get from a £10 note?

__________________________________________________________________ __________________________________________________________________

1) A packet of crisps costs 35p. How many packets could I buy with £3?

__________________________________________________________________ __________________________________________________________________

3) Iqbal gets £2.80 a week for pocket money. He is saving up for a computer game that costs £25.

How many weeks will he have to wait before he can buy it?

__________________________________________________________________ __________________________________________________________________

Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: To solve problems where it may be necessary to do more than one calculation. Parent Tip: Students should try and decide the best way to solve the problem. Where the numbers are large, or include a more challenging decimal, a calculator could be used.

Year 5 Block A Counting, partitioning and calculating Problems, Problems


4) David has bought a 5 m roll of tape. He wraps two presents using 2.36 m and 84 cm of the tape.

How much has he got left?

__________________________________________________________________ __________________________________________________________________

5) Fill in the missing numbers: a) 297 + = 524 b) – 15 = 38 c) 24 × = 264 d) 12 ÷ 1.5 = 6) Look at the entrance charges to the Adventure Park: Ali is going to the park with his two sisters and his mum and dad. How much will it cost? ______________________________________________________________ 7) Amy is going on holiday and needs to buy some Euros. a) How many Euros will she get for £10? ______________________________________________________________ b) How many Euros will she get for £14? ______________________________________________________________

Entrance Prices Adult £7.50 Child £3.25

Exchange Rate £1 buys

1.42 Euros


Using The Right Key 1


1) Sharonjit is buying some ingredients for a cake. She buys flour (£1.24), margarine (37p) and sugar (£1.07).

How much will the ingredients cost altogether?

__________________________________________________________________ __________________________________________________________________

2) Tim's Animal Facts book tells him that the height of a fully grown

giraffe is about 14 feet. Tim knows that 1 foot = 30 cm. How tall is the giraffe in centimetres?

__________________________________________________________________ __________________________________________________________________

3) Jade has a piece of pink ribbon that is 2.3 m long. She needs to

divide it into 5 equal pieces. How long will each piece be?

__________________________________________________________________ __________________________________________________________________

Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Use a calculator to solve problems, taking account of units being used. Parent Tip: When calculating, it is important that all values have the same unit size.

Year 5 Block A Counting, partitioning and calculating Using The Right Key 1


4) A regular hexagon has a perimeter of 75 cm. How long is each side?

__________________________________________________________________ __________________________________________________________________

5) Which is bigger: two-fifths of 19 or three-eighths of 20? Give a reason.

__________________________________________________________________ __________________________________________________________________

Challenge! How many seconds are there in a day? ______________________________________________________________ ______________________________________________________________


What’s It Worth?


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Explain what each digit is worth in whole and decimal numbers. Parent Tip: A place value table like the one below can be useful here. Remember: The 6 in 5,632 represents 600 Now try these: 1) The 3 in 1 273 represents 2) The 5 in 35 187 represents 3) The 6 in 64 283 represents 4) The 2 in 1.24 represents For each of the next questions, write down the number in figures. 5) What number has 1 hundred, 3 tens and zero units? ______________________________________________________________ 6) What number has 10 thousands, four hundreds, 7 tens and three units? ______________________________________________________________ 7) What number has 2 units and 1 tenth? ______________________________________________________________ 8) What number has 1 unit, 6 tenths and 2 hundredths? ______________________________________________________________

Year 5 Block A Counting, partitioning and calculating What’s It Worth?


Challenge! The Lottery Jackpot is £3 952 124. How much money does the three represent? ______________________________________________________________ ______________________________________________________________


Writing, Ordering and Rounding


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Write numbers in words; be able to order and round whole numbers and decimals. 1) Write the number thirty seven thousand, four hundred and twenty three in figures. ______________________________________________________________ 2) Write the number three point two six in figures. ______________________________________________________________ 3) Look at these decimals:

4.6 6.4 6.46 4.46 Write them down in order, smallest first. ______________________________________________________________ 4) Which is the biggest: 3.4 or 3.44? Explain why. The biggest is __________________________________________________ Because ______________________________________________________ 5) Write down any decimal that contains five hundredths. ______________________________________________________________

Year 5 Block A Counting, partitioning and calculating Writing, Ordering and Rounding


6) Look at these two numbers: 2.8 3.22

Which number is closest to 3? Explain why. ______________________________________________________________ ______________________________________________________________ 7) The number 377 has been rounded in the table. Complete the table by rounding the other numbers.

Number Nearest 100 Nearest 10 377 400 380 409

1247 Challenge! When a number is rounded to the nearest 100, the answer is 500. When the same number is rounded to the nearest 10, the answer is 480. If the units digit of the number is 7, what is the number? ______________________________________________________________ ______________________________________________________________


Factors and Multiples 1


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Identify pairs of factors of two-digit whole numbers and find common multiples (e.g. of 6 and 9). Parent Tip: If 3 × 4 = 12 then both 3 and 4 are factors of 12. Therefore, 3 and 4 are a factor pair. 1) Look at these numbers:

1 2 3 4 6 7 8 12 14 16 24 32 These numbers contain all the factor pairs of the numbers below. Complete the rest of the table.

Number Factor Pairs

6

1 and 6, 2 and 3

14

24

32

2) a) Write the first six multiples of 3. ______________________________________________________________ b) Write down the first six multiples of 5. ______________________________________________________________ c) Look at both of your lists of multiples. Write down a common multiple of

3 and 5. ______________________________________________________________

Year 5 Block A Counting, partitioning and calculating Factors and Multiples 1


3) Look at these four number cards. a) Which three numbers are factors of 48? ______________________________________________________________ b) Which three numbers are factors of 84? ______________________________________________________________ c) Which two numbers have a common multiple of 56? ______________________________________________________________ Challenge! A quick way of multiplying large numbers is to use their factor pairs. 15 × 8 = 3 × 5 × 2 × 4 = 10 × 12 = 120 Use this method to find: a) 15 × 24 b) 35 × 12

8

7

12

6


Making Sure 1


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Estimating and checking calculations. 1) Before James calculates 39 × 18, he wants to estimate the answer. Put a ring around the best estimate.

40 × 15 35 × 20 40 × 20 35 × 15 Would your estimate be more or less than the actual answer? Explain why. ______________________________________________________________ ______________________________________________________________ 2) Anna buys a computer game for £6.46. She pays with a £10 note and gets £3.34

change. Write down a calculation she could do to check if her change is correct. Did she get the correct change? ______________________________________________________________ ______________________________________________________________ 3) Habib thinks that 0.82 is closer to 1 than to 1.16. Is he correct? Explain why. ______________________________________________________________ ______________________________________________________________

Year 5 Block A Counting, partitioning and calculating Making Sure 1


4) Naomi is trying to multiply 72 x 39. Look at her working: Estimate 70 x 40 = 2800 72 × 39 648 216 864 She cannot understand why her estimate is so different from her answer. What has she done wrong? ______________________________________________________________ ______________________________________________________________ Challenge! A number has two digits and is even. When it is rounded to the nearest 10, the

answer is 60. If the number is divided by 7, there is no remainder. What is the number? ______________________________________________________________ ______________________________________________________________


Number Patterns


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: To be confident using whole and decimal numbers in a sequence. Parent Tip: Students should be able to use sequences with negative values. Sometimes a number scale can be a useful reference.

1) Fill in the missing numbers in each sequence. a) 3, 5, 7, , b) 0.3, 0.6, 0.9, , c) , –4, –1, 2, d) –0.8, –0.4, , 2) Fill in the missing numbers in each sequence. a) 9, 5, 1 , b) 1.5, 1.3, 1.1, , c) , –0.5, –0.2, 0.1, 3) Look at this sequence: 1, 4, 7, 10, 13, 16, 19 This sequence contains the number 7. Write down another sequence that has a 7 in it. ______________________________________________________________ ______________________________________________________________

Year 5 Block A Counting, partitioning and calculating Number Patterns


4) Create a sequence of five numbers that has 2.4 in it. ______________________________________________________________ ______________________________________________________________ 5) Look at this sequence: 0.2, 0.5, 0.8, 1.1, 1.4 The RULE for the sequence is + 0.3 Write down the rule for each of the following: a) 14, 22, 30, 38, 46 Rule is ____________________________________________________ b) 0.6, 1.1, 1.6, 2.1, 2.6 Rule is ____________________________________________________ c) 72, 63, 54, 45, 36 Rule is ____________________________________________________ d) 2.4, 1.3, 0.2, –0.9, –2.0 Rule is ____________________________________________________


Playing With Decimals 1


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: To calculate sums, differences, doubles and halves of decimals to two decimal places. Half of 0.6 Half of 4.6 Half of 5.4 Half of 1.46

= = = =

_________ _________ _________ _________

Half of 0.74 Double 0.4 Double 7.7 Double 3.34

= = = =

_________ _________ _________ _________ Complete the calculation in each of these boxes: 4.5 + 2.3 = 2.7 + 4.8 = 3.14 + 5.33 = 6.8 – 4.5 = 7.3 – 5.9 = 6.68 – 3.86 =

Use this area for any calculations you need to do:


Shaking Hands


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: Recording findings in order to find information about a situation. Whenever John meets with his two friends, he always shakes their hands in greeting. On Monday he met Parvinder and Tim on the way to school, so: John shook hands with Parvinder, and then John shook hands with Tim, and then Tim shook hands with Parvinder. Altogether there were 3 handshakes between the three friends (using the coding JP, JT, TP will be useful). Look at the table below. It records the total number of handshakes for different numbers of friends. 1) Work out how many handshakes would be needed if John met his three friends

Olga, Marlon and Cath. ______________________________________________________________ ______________________________________________________________ 2) Work out how many handshakes would be needed if John met his friends Olga,

Marlon, Cath and Denzil (you can use the results of question 1 to help here!). ______________________________________________________________ ______________________________________________________________

Number of Friends

Number of Handshakes

1 0 2 1 3 3 4 5 6

Year 5 Block A Counting, partitioning and calculating Shaking Hands


3) Is there a pattern to the number of handshakes? Describe it. ______________________________________________________________ ______________________________________________________________ 4) Use the pattern to fill in the rest of the table. 5) If John had 10 friends, how many handshakes would there be? ______________________________________________________________ ______________________________________________________________


What's The Quick Way?


Name:____________________________________________________________ Class:_________________________ Date:___________________________ Objective: To use mental methods in problems where the numbers appear challenging. Parent Tip: Look for clues in the numbers so that a simpler calculating technique can be used. For these questions, you can only write down the final answer – the rest you have to do in your head! 271 + 97 = 312 – 293 = 14 × 9 = 8 × 25 = 2061 – 1999 = 164 ÷ 4 = 3030 – 2050 = 963 ÷ 3 = 50 × 84 = Challenge! 1 + 2 + 3 + 4 + 5 + 6 + 7 + 8 + 9 + 10 What does this total? (Clue: Look for tens!) ______________________________________________________________ ______________________________________________________________

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Contentsd6vsczyu1rky0.cloudfront.net/37668_b/wp-content/... · regular, relevant homework that tests their understanding across the Year 5 objectives and all of the core strands