WE EXPECT THE CHILDREN TO KNOW THEM UP TO 12 X 12

WE WORK ON THEM EVERYDAY

We chant through them from the 6x onwards

We ask individual questions.

We do reverse operations, ie

I am thinking of a number divided by 6 equals seven, what is the number?

What you can do?

Go over times tables, make it into a Game

To answer quickly, there are a few tricks we use

Doubling and halving to calculate

Partitioning eg 14 x 13

14 x 10 = 140 14 x 3 = 42 and

add together

Rounding numbers

£1.99 x 3

Try £2.00 x 3 = £6, and then subtract the three pence, which will give you the answer of £5.97.

SUBTRACTING MONEY ETC BY COUNTING ON.

If we had the question

£1.00 subtract 64 pence

We would add on rather that take away

ie How many is it from 64 to 70

The answer is 6

How many is it from 70 to 100

The answer is 30

From 64 to 100 is 36 then.

We need to know the sequence of square numbers up to 100.

A number that is multiplied by itself equals a square number

1 4 9

16 25 36

49 64 81

100

We need to know the sequence of prime numbers up to 30.

A number that cannot be divided by any number apart from 1 and itself is a prime number

1 2 3

5 7 11

13 17 19

23 29

AREA PERIMETER

We work on strategies to calculate the area of a rectangle or square.

We talk about multiplying the length by the width to find the answer.

We add together all of the sides to find the perimeter.

One way to do this is to add the length by the width and multiply by two.

We think of a hexagon with a side of 6cm and ask to calculate the perimeter

We need to know about 2D shape, such as

Quadrilaterals eg Square Rectangle Trapezium Rhombus Parallelogram Kite ----- as well as Pentagons,

Hexagons and Octogans

Triangles ie Equilateral Isosceles Scalene

We need to know about

Diagonals Parallel lines Angles

We need to know about 3 D shape

Cube Cuboid Triangular Prism Square Based

Pyramid Triangular Based

Pyramid Kite Cone

For each shape we need to know

How many faces How many edges How many vertices

We also look at angles, ie how many degrees in ½ a right angle? How many between the numbers 6 and 7 on a clock?

WE CALCULATE HOW TO WORK OUT PERCENTAGES OF NUMBERS

We start off by working out 10% of numbers including money.

ie 10% of £200 is £20 10% of £56 is £5.60

We can then work out 20% of a number by finding 10% and doubling the answer.

A typical question would be.

I buy a television from a shop for £500, but get 20% discount. What is the price that I would pay?

We also find 5% by finding 10% and then halving the answer.

WE THINK ABOUT THE RELATIONSHIP BETWEEN DECIMALS

We look at the sequences of decimals, ie 0.25, 0.5, 0.75

We look at adding these type of decimals together.

We have to know the relationship between them, ie

1/5 equals 0.2 4/5 equals 0.8 ¼ equals 0.25 ½ equals 0.5 ¾ equals 0.75

THERE ARE MANY TIME RELATED QUESTIONS This includes recording

how long it took children to complete a race

Tom took 15.4 seconds John took 12.06

seconds Fiona took 15.32

seconds. Who won the race?

We get the children to balance up the decimals.

This gives 15.40 12.06 15.32

This makes it easier to see the sequence of decimals

WE ALSO NEED TO MEASURE TIME INTERVALS

Questions that ask how long a TV program is if it starts at 10am, and concludes at 11.35am

The way to do this is to use a number line.

We would work out that it is 1 hour from 10 am to 11 am, then add the 35 minutes on to make the answer 1 hour 35 minutes

LENGTH, WEIGHT AND CAPACITY

We use the metric measures.

100 cm in a metre

1000 m in a kilometre

1000 grams in a kilogram

1000 millilitres in a litre

We ask questions such as

Convert 1.2kg into grams 1200g

Convert 3450 millilitres into litres 3.450 l

Convert 32 cm into metres.

You get questions like this.

Put these decimals in order starting with the smallest.

1.23 1.234 1.5 1.48 1.241

Some think that 1.234 or 1.241 is the biggest because they have more numbers in it.

We balance them out by adding 0’s so they have the same number of integers after the decimal point

1.230 1.234 1.500 1.480 1.241 It is then easier to see

which is the smallest.

At the start of each lesson, we spend 10 to 15 minutes on mental maths. All of these areas of study have been covered since September.

We use digit cards or whiteboards to show answers

We try to inject a bit of fun into this activity.

Questions are on a quick fire basis, we have to be on the ball to be successful.

We look at strategies to calculate accurately, and have assessments to check progress

We also look at the type of questions that are causing the most difficulty

In the test there are a mixture of questions, some need to be done in 5 seconds, others 10 and some 15.

They are on a CD so the timing is strict, they are read out twice and then have to be worked out.

We try to get the children to jot down any working out that they can, ie a simple addition to get the answer.

They means that they can possibly go back to it later if they have time.

There are 20 questions on the test.

TABLES CALCULATIONS

Work on them daily, make it into a game or a competition, it will all help.

Look at some of the questions that we have provided, again make them into a game

Let the children ask you some questions, they will like to show off their skills.