Friday 22^{nd} May
Maths
Answers to Thursday’s fluent in 5: 1. 324 2. 17 3. 225 4. 28 5. 3328
Answers to positions and coordinates questions:
Mental fluent in 5 (no pen and paper!):
Times tables: Ask someone to test you on your 3x and 6x table
At least 2 of these tasks:
Draw a grid like yesterday that goes from 0 to 5 on the xaxis, and 0 to 5 on the yaxis (it will have 25 squares altogether). Draw a cross at (1,1) and (4, 1) and (1,4) and (4,4). It should look like this:
The crosses are the corners of the shape. Join them using straight lines. How many squares does each side have? What shape have you made?
Next Draw another grid, just the same, and draw a cross at (1,1) again. Next move 2 squares to the right and draw a cross, then move 3 squares up and draw a cross. It should look like this:
Join the crosses with straight lines. What shape have you made now? Mark the angles on the insides of the corners. One of them is a right angle. Do you remember the special way to draw a right angle?
Choose another Friday challenge to do today.
Thursday 21^{st} May
Maths
Tuesday’s fluent in 5 answers: 1. 48 2. 36 3. 7 4. 8 5. 8
Symmetry answers: Square = 4 lines of symmetry, rectangle = 2 lines of symmetry, equilateral triangle = 3 lines of symmetry, a circle has unlimited or infinite lines of symmetry.
Thursday’s Fluent in 5: 1. 54 x 6 2. 68 ÷ 4 3. 75 x 3 4. 84 ÷ 3 5. 416 x 8
Times tables – write out and say your 3 x and 6 x tables. Which numbers appear in both of these times tables. Can you see why this happens?
Do 2 of the following tasks:
The two lines are called axes ( say axees). Each line is an axis.
Phil starts at 0 on the bottom axis (the xaxis) and 0 on the side axis (the yaxis), so he is standing in the corner. He walks 3 squares along to the number 3 on the xaxis. We would write this as (3,0) because he is at 3 on the xaxis and still 0 on the yaxis.
Now he turns and walks upwards 4 squares, then stops. He is now at (3,4).
Use your pencil to follow Phil’s journey and mark the place he stops with an x.
Now he decides to walk 2 squares forwards, then 1 square up. He stops and looks at his position on the xaxis and on the yaxis. He sees that he is now at (5,5). Lastly, he decides to walk 4 squares back along the xaxis and 2 squares down the yaxis. See his complete journey below.
There is a good video and some activities to do on BBC bitesize: https://www.bbc.co.uk/bitesize/topics/zgthvcw
Remember always go ‘Along the corridor, then up the stairs’
Or if you prefer, try these questions:
Wednesday 20th May
Hi It’s Mrs Murray here and you know how crazy I am about you learning your times tables so here goes…
PART 1 Times Tables
First, I want you to be honest and think of a times table that you know you aren't super fast at. Then I want you to get an adult to google numberjacks times tables followed by the number you want to learn eg. numberjacks times tables 7. Once you have the right one listen to and say it as it goes on at least twice.
I then want you to start by writing out the whole of the times table you have just done numberjacks to 3 TIMES. By that I mean write
1x7 = 7,
2x 7 = 14
3x7=21 do not write
1
2
3
4, then go back and put x x x x then 7,7,7 down the page. Write each line across the page or your brain will get in a muddle
Once you have done it 3 times then it is time to start reading it aloud. Get an adult to time you on their phone and see if you can improve your time. As you get more confident cover up part of the table. Keep going until you can say the whole thing without looking.
Can you dance round your house saying your times tables?
Now I want you to go on to hit the button https://www.topmarks.co.uk/mathsgames/hitthebutton and practice the times table you have been learning for at least 10 minutes
PART 2 – Maths challenges
I want you to continue with the Maths on the move home challenge (document below) that we started last week. If you didn’t do number 10 it is really fun. Remember if you can’t print it our you can just jot the questions and answers down on a page of your book and then cut them out and hide them around the house. If you loved number 10 you can always do it again.
PART 3 – Numbots or Prodigy
I want you to log on to Numbots by clicking here https://play.numbots.com/#/intro or Prodigy https://www.prodigygame.com/ and play for at least 15 minutes.
Tuesday 19^{th} May
Maths
Monday’s Fluent in 5 answers: 1. 477 2. 1285 3. 332 4. 524 5. 18
Answers to order the angles: ADBC
Tuesday’s fluent in 5: 1. 6 x 8 2. 4 x 9 3. 28 ÷ 4 4. 56 ÷ 7 5. 96 ÷ 12
Draw times tables discs for the 6x and 12x tables
Next do 2 of the following activities (you can do all 3 if you want!):
Monday 18^{th} May
Maths for year 3 and 4 (Do what you can in 1 hour)
Friday’s fluent in 5 answers: 1. 20 2. 11 3. 5 4. 600 5. 5
Shapes and angles answers: 1. 360 2. 360 3. Quadrilateral 4. 180 5. Parallel
Today’s Fluent in 5: 1. 326 + 151 2. 698 + 587 3. 753  421 4. 891  367 5. 72 ÷ 4
This week I want you to practise your 3x and 6x table.
Next, do 2 (or more!) of these tasks:
Next, draw the path you have taken in your book. Look at what you have drawn. Colour two lines that are perpendicular in red, then colour two lines that are parallel in blue (or any two colours you have)
Finally, let’s recap what we have learned about types of angles:
A right angle measures 90° and is drawn like a little square. An acute angle is smaller than a right angle (measures less than 90°), an obtuse angle is greater than a right angle (measures more than 90°). Can you spot a right angle, an acute angle and an obtuse angle in the triangles above?
Put the following angles in order from smallest to largest:
Year 4 do Summer term week 2 lesson 4: Ordering money
Friday 15^{th} May
Maths
Answers to Thursday’s fluent in 5: 1. 52 2. 90 3. 7.5 4. 0.8 5. 1.56
Answers to Angles, lines and circles questions:
1. Right angle 2. Perpendicular 3. 4 4. 90 5. 360 6. 180
Mental fluent in 5 (no pen and paper!):
Times tables: Ask someone to test you on your 12 x table
At least 2 of these tasks:
Other shapes have right angles too. Squares and rectangles have right angles on the insides of their corners:
As you can see, squares and rectangles have four right angles. Each right angle is 90°. So the angles inside a square or rectangle add up to 360°. Squares and rectangles are types of quadrilaterals.
Some triangles look like this:
And some are special because they have a right angle in one corner.
They are called rightangled triangles:
Whether a triangle has a right angle or not, its 3 angles always add up to 180°.
Some angles are smaller than right angles – they are called acute angles (because they are small and cute?)
Some angles are bigger than right angles – they are called obtuse angles.
Now try these questions:
Year 3 – Summer term week 4 lesson 4 – Multiplication and division problem solving. Watch the video then click the link to the activities on BBC Bitesize.
Year 4 – Summer term week 2 – Pounds and pence (more work on decimals).
Thursday 14^{th} May
Maths (Do what you can in 1 hour)
Tuesday’s fluent in 5 answers: 1. 230 2. 4700 3. 69000 4. 34 5. 160
Thursday’s Fluent in 5: 1. 520 ÷ 10 2. 9000 ÷ 100 3. 75 ÷ 10 4. 8 ÷ 10 5. 156 ÷ 100
Times tables – write out and say your 6 x and 12 x tables. Which numbers appear in both of these times tables. Can you see why this happens?
Do 2 of the following tasks:
If you can, go outside and draw a circle on the ground with chalk (or you could draw a circle on a piece of paper). Stand in the middle of the circle and draw a line from you to the edge of the circle. This is your start point. If you turn around, all the way back to your start point, this is a full turn. Try this now. Next, only turn halfway and then draw an end line, you have done a half turn. Now do a quarter turn and draw a line. You should have something like picture 1 below:
The circle is nearly divided into quarters. Finish dividing it into quarters by drawing another line from the middle to the edge (picture 2). Next draw the little blue square in the corner of the quarter section like in picture 3. You have just drawn a right angle!
A right angle measures 90 ‘degrees’. Length is measured in cm or mm or m, but angles are measured in degrees or °. A right angle is 90°. There are 4 quarters in our circle, and that means there are 4 right angles around the middle point of the circle. That is 360° altogether. So if you do a full turn in the middle of your circle, you have travelled 360°.
We can learn something about lines here too. When two lines cross and there are right angles in the corners of the cross (like in the circle we drew), we say the lines are perpendicular. Try saying that out loud: perpendicular. It is a funny word to say, but at least it is spelled like it sounds!
We’ll learn more about shapes and angles tomorrow. For now, try these questions:
Year 4 Summer term week 2 lesson 2 – Halves and quarters (fractions and decimals) – watch the video and do the activity
Wednesday 13th May
Hi, It's Mrs Murray today, I'm very excited about today's main activity I think it is going to make you smile
PART 1 TIMES TABLES  I'm confident you are going to be impressing me when we get back to school
First, I want you to be honest and think of a times table that you know you aren't super fast at. Then I want you to get an adult to google numberjacks times tables followed by the number you want to learn eg. numberjacks times tables 7. Once you have the right one listen to and say it as it goes on at least twice.
I then want you to start by writing out the whole of the times table you have just done numberjacks to 3 TIMES. By that I mean write
1x7 = 7,
2x 7 = 14
3x7=21 do not write
1
2
3
4, then go back and put x x x x then 7,7,7 down the page. Write each line across the page or your brain will get in a muddle
Once you have done it 3 times then it is time to start reading it aloud. Get an adult to time you on their phone and see if you can improve your time. As you get more confident cover up part of the table. Keep going until you can say the whole thing without looking.
Now I want you to go on to hit the button https://www.topmarks.co.uk/mathsgames/hitthebutton and practice the times table you have been learning for at least 10 minutes
PART 2  MATHS ON THE MOVE CHALLENGE
Below you will see a document called maths on the move home challenge. I think it's a great way to do some maths. I want you to choose 5 of the activities to do this week. If you let me know it was fun we might do the others next week. I definitely want you to do number 7 but you can choose the other 4. The cards for number 10 are below if you don't have a printer just jot them down on a piece of paper then hide them.
PART 3 – NUMBOTS
I want you to log on to Numbots by clicking here https://play.numbots.com/#/intro and play for at least 15 minutes. Your password and username are in the front of your homework book and are exactly the same as the ones you use for times tables rockstars.
Tuesday 12^{th} May
Maths
Monday’s Fluent in 5 answers: 1. 93 2. 87 3. 3264 4. 276 5. 16
Answers to the time questions: 1. 31 2. 24 3. 1098 4. 30 5. 240 6. 15
Tuesday’s fluent in 5: 1. 23 x 10 2. 47 x 100 3. 69 x 1000 4. 3.4 x 10 5. 1.6 x 100
Next do 2 of the following activities (you can do all 3 if you want!):
Name of shape 
Tally 
Circle 
III 
with a tally, draw lines until you reach 4, 5 is shown by 4 lines down and a diagonal line through them:
Draw more columns and fill them in for squares, rectangles, triangles, pentagons, hexagons, heptagons and octagons.
Obviously, we live in a 3D world, so these 2D shapes will be on the end of 3D shapes like cylinders, cubes, cuboids, etc. Add the names of 3D shapes to your tally sheet and see how many of each 3D shape you can find too.
There are links to pictures of 2D and 3D shapes and their names above the date at the top of this page.
Next draw a table like this so that you can describe 2D shapes:
Name of shape 
Number of sides 
Number of corners 
Circle 
1 
0 
Draw more columns so you can describe triangles, square, rectangles, pentagons, hexagons, heptagons and octagons.
Next we will look inside a 2D shape:
I have coloured the corners red, and I have also marked the insides of the corners. These insides are called angles. Add a column called ‘number of angles’ and fill it in for each shape that has corners.
We will look at angles in circles tomorrow.
Join in with the video to practise your skills.
Bonus challenge – Roman numerals.
Hopefully you have found out that 7 is VII and 8 is VIII. 12 is XII and 13 is XIII.
Try to find out what 14, 15, 16, 17, 18, 19 and 20 are in Roman numerals.
Monday 11^{th} May
Maths for year 3 and 4
Thursday’s fluent in 5 answers: 1. 246 2. 145 3. 675 4. 13 5. 38
Measurement answers: 1. 03:00 2. Both hands pointing down, the hour hand past the 6
3. 20.15 4. 200 pennies 5. 460 pennies 6. £4.40 7. 340mm 8. 500cm 9. 4L 10. 2600g
Today’s Fluent in 5: 1. 962  875 2. 4523  1259 3. 105 x 2 4. 46 x 6 5. 64 ÷ 4
This week I want you to practise your 12 x table.
Next, do 2 (or more!) of these tasks:
30 days have September, April, June and November
All the rest have 31
Except February dear
Who has 28 normally
And 29 every leap year
This tells us how many days are in each month of the year. Use the rhyme to help you fill in this table:
Name of Month 
Number of Days it has 
January 
31 
Draw more columns and fill them in until you have done every month of the year.
Here is some more information you will need to answer today’s questions. How much do you already know?
There are 60 seconds in a minute.
There are 60 minutes in an hour.
There are 24 hours in a day.
There are 365 days in a normal year and 366 days in a leap year.
There are 12 months in a year.
Questions:
Year 4 click Summer term week 4 lesson 1 – Multiplying and dividing problem solving
Important: White Rose are no longer providing their worksheets for free, but working along with the videos will still teach you a lot.
Bonus challenge – Roman numerals.
The Romans lived thousands of years ago. They didn’t have numbers like ours, they used letters for counting instead!
They used I for 1, II for 2, III for 3.
5 was V, 4 was IV (one before than 5) 6 was VI (one after than 5)
10 was X, 9 was IX (one before than 10) and 11 was XI
Do you know, or can you find out what 7 and 8 were, what about 12 and 13?
Thursday 7^{th} May
Maths
Thursday’s Fluent in 5: 1. 510 – 263 2. 29 x 5 3. 75 x 9 4. 78 ÷ 6 5. 152 ÷ 4
Times tables – write out and say your 3 x, 6 x and 9 x tables. Which numbers appear in more than one of these times tables? (e.g. 18 is in the 3, 6 and 9 times tables). Can you see why this happens?
Do 2 of the following tasks:
Year 4 Summer term week 3 lesson 3 and lesson 4  Divide 2 digit by 1 digit and then divide 3 digit by 1 digit
(Again you and your child can choose which would be the best for them to do)
Wednesday 6th May
Hi It’s Mrs Murray here and you know how crazy I am about you learning your times tables so here goes…
PART 1 TIMES TABLES
First, I want you to be honest and think of a times table that you know you aren't super fast at. Then I want you to get an adult to google numberjacks times tables followed by the number you want to learn eg. numberjacks times tables 7. Once you have the right one listen to and say it as it goes on at least twice.
I then want you to start by writing out the whole of the times table you have just done numberjacks to 3 TIMES. By that I mean write
1x7 = 7,
2x 7 = 14
3x7=21 do not write
1
2
3
4, then go back and put x x x x then 7,7,7 down the page. Write each line across the page or your brain will get in a muddle
Once you have done it 3 times then it is time to start reading it aloud. Get an adult to time you on their phone and see if you can improve your time. As you get more confident cover up part of the table. Keep going until you can say the whole thing without looking.
Now I want you to go on to hit the button https://www.topmarks.co.uk/mathsgames/hitthebutton and practice the times table you have been learning for at least 10 minutes
PART 2 – REVISION OF DIFFERENT TOPICS
I want you to click on the two documents that match your year group and answer the mixture of questions please. You can just write the answers and any working out in your book. When you are finished go through the answers with an adult and try and figure out why any questions went wrong. I’d love to know how your scored on each sheet.
PART 3 – NUMBOTS
I want you to log on to Numbots by clicking here https://play.numbots.com/#/intro and play for at least 15 minutes. Your password and username are in the front of your homework book and are exactly the same as the ones you use for times tables rockstars.
Tuesday 5^{th} May
Maths
Monday’s Fluent in 5 answers: 1. 465 2. 456 3. 184 4. 584 5. 24
Answers to the measurement questions: 80 degrees C, half (1/2), 2000ml, 11.45am, 9.40am
Next do 2 of the following activities (you can do all 3 if you want!):
1kg = 1000g so multiply by 1000 to go from kg to g (move the numbers 3 places to the left), and divide by 1000 to go from g to kg (move the numbers 3 places to the right).
1L = 1000ml so litres to ml is x by 1000, going from ml to litres is divide by 1000.
For example: What is 3249ml in L?
H 
T 
U 
. 
t 
h 
th 

3 
2 
4 
9 
. 



ml to L = divide by 1000, move the numbers 3 places to the right:
Th 
H 
T 
U 
. 
t 
h 
th 



3 
. 
2 
4 
9 
So your answer is 3.249L
Year 4 Summer term week 3 lesson 2  multiply 3 digit by 1 digit (Again you and your child can choose which would be the best for them to do)
Monday 4^{th} May
Maths for year 3 and 4
Friday’s fluent in 5 answers: 1. 10 2. 100 3. 1 4. 15 5. 190
24 hour clock answers: 1. 19:00 2. 23:00 3. 13:20 4. 18:57 5. 20:15 6. 23:35
Today’s Fluent in 5: 1. 429 + 36 2. 661 – 205 3. 92 x 2 4. 146 x 4 5. 96 ÷ 4
This week I want you to practise your 9 x table.
Next, do 2 (or more!) of these tasks:
Year 4 click Summer term week 3 lesson 1 – multiply 2digit number by 1digit number
Important: Year 3 can choose to do the year 4 work if they/you feel they need to work on multiplication, and year 4 can do the year 3 work if they/you think they need to work on money.
Recipe and questions
Bread recipe
500g of strong flour or plain flour or bread flour
300ml of water
7g of yeast
10g of salt (use less if you like less salty bread)
1 teaspoon of oil
Questions
Friday 1st May
Maths
Thursday’s Fluent in 5 answers: 1. 318 2. 820 3. 1500 4. 6 with 1 left over, write this as 6 r 1 5. 27
Fluent in 5: Mental maths challenge – no pencil and paper!
Ask someone to test you on your 6 x table
Then do 2 of these:
The analogue clock has the numbers 1 to 12 around it. Are there 12 hours in a day?
No, there are 24! Sometimes on digital clocks you see numbers for the hour that are more than 12. It is all very confusing.
What is going on?
There are 24 hours in a full day. This means that the analogue clock hour hand has to go around the clock twice in a day, because 24 is two lots of 12.
On a digital clock, it will either go through the numbers 1 to 12 twice, or when it gets to 12 noon, the next hour it shows is 13, and it will go up to 23.59. (Instead of 24 it says 00:00 for the start of the next day.)
This table should help with the questions underneath:
1 o’clock in the morning 
1:00 
1 o’clock in the afternoon 
13:00 
2 o’clock in the morning 
2:00 
2 o’clock in the afternoon 
14:00 
3 o’clock in the morning 
3:00 
3 o’clock in the afternoon 
15:00 
4 o’clock in the morning 
4:00 
4 o’clock in the afternoon 
16:00 
5 o’clock in the morning 
5:00 
5 o’clock in the evening 
17:00 
6 o’clock in the morning 
6:00 
6 o’clock in the evening 
18:00 
7 o’clock in the morning 
7:00 
7 o’clock in the evening 
19:00 
8 o’clock in the morning 
8:00 
8 o’clock in the evening 
20:00 
9 o’clock in the morning 
9:00 
9 o’clock in the evening 
21:00 
10 o’clock in the morning 
10:00 
10 o’clock in the evening 
22:00 
11 o’clock in the morning 
11:00 
11 o’clock in the evening 
23:00 
12 noon 
12:00 
12 midnight 
00:00 
Thursday 30^{th} April
Maths
Tuesday’s Fluent in 5 answers: 1. 891 2. 1094 3. 23 4. 136 5. 126
Tuesday’s length answers:
Name of object 
Length in cm 
Length in mm 
Length in cm and mm 
Line 1 
1cm 
10mm 

Line 2 
5cm 
50mm 

Line 3 
4cm 
40mm 

Line 4 
3.5cm 
35mm 
3cm and 5mm 
Length conversions:
1. 80mm 2. 600cm 3. 5m 4. 7cm 5. 9.5cm 6. 2.5m
Thursday’s Fluent in 5: 1. 714 – 396 2. 82 x 10 3. 15 x 100 4. 19 ÷ 3 5. 108 ÷ 4
Times tables – write out and say your 6 x, 7 x and 8 x tables. Use TTRS or Numbots to practise more.
Do 2 of the following tasks:
Some information first:
Then watch the Youtube videos
https://www.youtube.com/watch?v=3PosbuVKxU&t=29s and https://www.youtube.com/watch?v=Pht7dTlM0VA and https://www.youtube.com/watch?v=f1AavpvRLvo&t=40s
Wednesday 29th April
Morning everyone, it's me Mrs Murray setting work today. I'm VERY excited for you to send me emails of your work through a parents email address. I want to see if you are doing better work than year 5 and 6. I know you can.
Come on year 3 and 4 ...don't let me down. I'll be VERY proud of you if you let me see your work today.
PART 1 TIMES TABLES  It's so important I'm always going to set it!
First, I want you to be honest and think of a times table that you know you aren't super fast at. Then I want you to get an adult to google numberjacks times tables followed by the number you want to learn eg. numberjacks times tables 7. Once you have the right one listen to and say it as it goes on at least twice.
I then want you to start by writing out the whole of the times table you have just done numberjacks to 3 TIMES. By that I mean write
1x7 = 7,
2x 7 = 14
3x7=21 do not write
1
2
3
4, then go back and put x x x x then 7,7,7 down the page. Write each line across the page or your brain will get in a muddle
Once you have done it 3 times then it is time to start reading it aloud. Get an adult to time you on their phone and see if you can improve your time. As you get more confident cover up part of the table. Keep going until you can say the whole thing without looking.
Now I want you to go on to hit the button https://www.topmarks.co.uk/mathsgames/hitthebutton and practice the times table you have been learning for at least 10 minutes
PART 2 Variety of sums to keep your brain working hard!
Year 3
I want you to have a go at this sheet. just write any working out and the answers in your book or if you prefer print it out using document link at the bottom of today's work
Year 4
I want you to have a go at this sheet. just write any working out and the answers in your book or if you prefer print it out using document link at the bottom of today's work
PART 3 – PRODIGY
I want you to log on to Prodigy using the link below and play for at least 15 minutes. Your password and username are in the front of your homework book. If you can’t find them just get a parent to email me and I will send them to you.
It’s a great game and I want you to have fun while learning.
Tuesday 28^{th} April
Maths
Monday’s Fluent in 5 answers: 1. 805 2. 116 3. 156 4. 7 5. 132
Multiplication answers: 1. 7 x 9 = 63 2. 12 x 8 = 96 3. 38 x 5 = 190
Division answers: 1. 12 ÷ 3 = 4 aliens 2. 24 ÷ 3 = 8 3. 126 ÷ 6 = 21
Today’s Fluent in 5: 1. 638 + 253 2. 703 + 391 3. 40  17 4. 504  368 5. 18 x 7
6 x table: Which ones do you always get stuck on? Write those ones out in different colours and practise saying them 3 times.
Next do 2 of the following activities (you can do more if you want!):
Measuring length
RULES FOR MEASURING LENGTH:
Activity
Draw a line that measures 1 cm. Then measure the line in mm by counting how many tiny lines from 0 to the end of the line.
Draw a table like this:
Name of object 
Length in cm 
Length in mm 
Length in cm and mm 
Line 1 
1cm 


Line 2 
5cm 


Line 3 
4cm 


Line 4 

35mm 

My pencil sharpener 
3.1cm 
31mm 
3cm and 1 mm 
















Fill in how many mm a 1cm line measures and fill in Length in mm for Line 1. Don’t worry about the last column for now.
Now draw a line that measures 5 cm, measure how long it is in mm, and fill in the table.
If a line is 4cm long, how many mm is that? Draw this line if you need to and fill in the table.
What do you notice about the cm numbers and the mm numbers?
Can you see that the mm numbers are 10 x bigger? This because every cm has 10mm, so 1 cm is 10mm, 2cm is 20mm, 3cm is 30mm….
Next draw a line that is 35mm long. Now measure it in cm. How many full cm is it? 3cm. How many tiny mm are after 3cm? 5mm. This line is 3cm and 5mm. Write this in the last column.
5 mm is half a cm (Look on the ruler). Half is written 0.5 so 3cm and 5mm can also be written 3.5cm. You can write this in the length in cm column for line 4.
Now I want you to measure some small objects (your fingernail, a pebble). Write the name of the object in the table, measure it in mm first, then in cm (and any extra mm after a full cm), then use a decimal for the length in cm if you can (this is something you will do lots of in Y5 and 6 so don’t panic if it doesn’t make sense now). I have done an example for you in the table.
Converting length measurements
There are 10 mm in every 1 cm. So to go from cm to mm, x by 10. e.g.
1cm = 10mm
2cm = 20mm
5 cm = 50mm
10 cm = 100 mm
On a place value grid:
H 
T 
U 


7 
To change 7cm to mm, multiply 7 by 10. Which means make it 10 x bigger:
H 
T 
U 

7 
0 
So move it one place to the left. 70mm!
To go from mm to cm, divide by 10, or move the number one place to the right:
H 
T 
U 

9 
0 
90mm becomes:
H 
T 
U 


9 
9cm!
There are 100cm in every metre, so 1m is 100cm, 2m is 200cmm, 4m is 400cm.
To go from m to cm, multiply the number by 100, or move two places to the left.
To go from cm to m, divide the number by 100, or move two places to the right.
Questions:
4. What is 70mm in cm? 5. What is 95mm in cm? 6. what is 250cm in m?
Monday 27^{th} April LBQ code rbq
Maths for year 3 and 4
Friday’s fluent in 5 answers: 1. 10 2. 100 3. 4 4. 40 5. 50
Today’s Fluent in 5: 1. 545 + 260 = 2. 910  794 = 3. 39 x 4 = 4. 28 ÷ 4 = 5. 396 ÷ 3 =
This week I want you to practise your 6 x table.
Next, do 2 (or more!) of these tasks:
Year 4 click Summer term week 1 lesson 2 – write decimals
Multiplication and division
Lots of people have been asking about this so I thought it would be good to do a recap session.
Work through the examples below and then choose a strategy to answer the questions that are after the explanation.
Multiplication
In multiplication questions, you might hear words like: times, lots of, packs of, baskets of, multiply, altogether, in total.
There are lots of different ways to do multiplication. For example: Jenny has 34 packs of yogurts. Each pack has 4 pots of yogurt. This is 34 lots of 4 yogurts. The sun we need to do is 34 x 4.
Ways to do this: (There are many YouTube videos that explain these methods too)
34 +34 +34 +34 =
Set out 34 x 4 in place value columns:
Multiplication questions
Division
In division questions, you might hear words like: divide, share, spread out, how many groups? how many in each group?
There are lots of ways to do division too. For example: Jenny has 136 yogurts. There are 4 in a pack. How many packs are there?
Ways to do this: (Again, YouTube has lots of videos about division methods)
Then use one of the next two methods to find the answer.
Division questions
Friday 24^{th} April
Maths
Thursday’s Fluent in 5 answers: 1. 685 2. 460 3. 7100 4. 23 5. 18
Fluent in 5: Mental maths challenge – no pencil and paper!
Ask someone to test you on your 7 x table
Then do 2 of these:
Year 4: week 2 lesson 5 – divide 1 or 2 digits by 100
Ordering numbers, fractions and decimals
Can you put these numbers in order, starting with the smallest and finishing with the largest? I bet you can: 5 , 9 , 1 , 7, 3.
You are used to seeing these numbers. You can probably imagine them on a number line.
Or you can put them in order because you now that 1 is the smallest, then 3, then 5 ….
When you have seen lots of fractions and decimals, it will become easy to order them too.
Let’s do some practise with them today, starting with fractions.

(it is marked 1 instead of 5/5 but they are the same thing)
With this picture in your mind you could easily put these fifths in order: 2/5 4/5 1/5
All kinds of fractions can go on a number line. If the numerator (top number) is less than the denominator (bottom number) e.g. 1/5 or 4/10, then they will fit between 0 and 1.
Draw a number line starting at 0 and finishing at 1 to help you put these fractions in order:
3/10 1/10 4/10 7/10 8/10
It is trickier to put fractions in order if they are not all the same fraction e.g. not all tenths. For this we need to use equivalent fractions. To put these fractions in order: 2/10 6/10 1/2 4/5
we need to remember that 1/2 is the same as (equivalent to) 5/10, and 4/5 is equivalent to 8/10.
Then we can make a tenths number line like this one to help us put the fractions in the right order.
The right order is 2/10, 1/2 (5/10), 6/10, 4/5 (8/10)
You will see that this number line has decimal numbers on too. Spot Doris the decimal point!
Decimals that are less than 1 will fit between 0 and 1. 1/10 is the same as 0.1. We will start to see decimals more and more too.
These decimals have got mixed up, use the number line above to help you put them in order from smallest to largest:
0.3 0.9 0.1 0.4 0.2
Now try ordering these from smallest to largest:
Thursday 23^{rd} April
Maths
Tuesday’s Fluent in 5 answers: 1. 543 2. 311 3. 29 4. 1863 5. 21
Thursday’s Fluent in 5: 1. 971 – 286 2. 46 x 10 (make it 10 x bigger – use place value grid) 3. 71 x 100 ( make it 100 x bigger – use place value grid) 4. 69 ÷ 3 5. 72 ÷ 4
Do 2 of the following tasks:
Year 3 week 2 lesson 3 – fractions of a set of objects (2)
Year 4 week 2 lesson 1 – divide 2 digits by 10 (I know we are jumping about a bit – WR maths do things in a slightly different order to us at Thornhill)
Times tables – write out and say your 6 x, 7 x and 8 x tables. Use TTRS or Numbots to practise more.
Place value
Today we’ll look at making numbers 10 x smaller or 100 x smaller.
Th 
H 
T 
U 
. 
t 
h 

6 
0 
0 
. 
0 
0 
The number is 600. Let’s make it 10 x smaller, which means do 600 ÷ 10.
Tens are 10 x smaller than hundreds. We have 6 hundreds. They need to move into the tens column because they are becoming 10 smaller.
Th 
H 
T 
U 
. 
t 
h 


6 
0 
. 
0 
0 
The 6 has moved 1 place to the right. The zeroes have all moved 1 place too (the hundredths 0 would move into a thousandths column). Our new number is 60, so 600 ÷ 10 = 60.
It is easier to see the movement of the numbers like this:
Th 
H 
T 
U 
. 
t 
h 

6 
5 
9 
. 
2 
0 
When we divide 659.20 by 10 all the numbers move one place to the right:
Th 
H 
T 
U 
. 
t 
h 


6 
5 
. 
9 
2 
Again, the 0 from the hundredths column has moved to a thousandths column.
659.20 ÷ 10 = 65.92
Practise this yourself using numbers you choose. You can start with a place value grid with HTU, and then move on by using Doris the decimal point and the tenths and hundredths columns.
Say we want to make a number 100 x smaller:
Th 
H 
T 
U 
. 
t 
h 

6 
0 
0 
. 
0 
0 
Let’s start with 600 again. This time it will be 600 ÷ 100.
Units are 100 x smaller than hundreds. So the 6 needs to move to the units column this time:
Th 
H 
T 
U 
. 
t 
h 



6 
. 
0 
0 
The 6 has moved two places to the right.
Again it is easier to see that all the numbers move 2 places to the right if we use a number like:
Th 
H 
T 
U 
. 
t 
h 
3 
6 
5 
9 
. 
2 
0 
Tens are 100 x smaller than thousandths, and units are 100 x smaller then hundredths. The 3 needs to move to the tens column, and the 6 needs to move to the units column. This movement pushes the other numbers down too. All the numbers move two places to the right:
Th 
H 
T 
U 
. 
t 
h 
th 


3 
6 
. 
5 
9 
2 
We need to show the thousandths (th) column because the 2 has moved into it from the tenths column. 3659.2 ÷ 100 = 36.592
Practise using numbers you choose. Start with a HTU place value grid, and then move on by adding Doris, tenths and hundredths, and thousandths if you need to.
Wednesday 22nd April
PART 1 TIMES TABLES
First, I want you to be honest and think of a times table that you know you aren't super fast at. Then I want you to get an adult to google numberjacks times tables followed by the number you want to learn eg. numberjacks times tables 7. Once you have the right one listen to and say it as it goes on at least twice.
I then want you to start by writing out the whole of the times table you have just done numberjacks to 3 TIMES. By that I mean write
1x7 = 7,
2x 7 = 14
3x7=21 do not write
1
2
3
4, then go back and put x x x x then 7,7,7 down the page. Write each line across the page or your brain will get in a muddle
Once you have done it 3 times then it is time to start reading it aloud. Get an adult to time you on their phone and see if you can improve your time. As you get more confident cover up part of the table. Keep going until you can say the whole thing without looking. Email me on purple mash and tell em how fast you are. Can you get under 30 seconds?
Now I want you to go on to hit the button https://www.topmarks.co.uk/mathsgames/hitthebutton and practice the times table you have been learning for at least 10 minutes
PART 2 GAMES
Year 3
I’ve chosen some maths games for you to play today.
The first one you can play with an adult or a sibling. It’s called Dotty Six for Two https://nrich.maths.org/10092
You will love this one It’s called Karate Cats and I know the cats will make you smile! Choose your topic and level (don’t make it too easy, you will need the gold level I think) and go for it! https://www.bbc.co.uk/bitesize/topics/zjkphbk/articles/zf4sscw
I also want you to play Numbots https://play.numbots.com/#/intro remember your password and username are the same as Times Tables Rockstars
Year 4
I’ve chosen some maths games for you to play today.
The first one you can play with an adult or a sibling. It’s called Dicey operations in Line for two https://nrich.maths.org/10093
This one you can do on your own. It involves you thinking about negative numbers. https://nrich.maths.org/5929
I guarantee you will love this game. Me and my Evie have tested it out and we really like it Its called Guardians: Defenders of Mathematica https://www.bbc.co.uk/bitesize/topics/zd2f7nb/articles/
I also want you to play Numbots https://play.numbots.com/#/intro remember your password and username are the same as Times Tables Rockstars
Tuesday 21^{st} April
Maths
Monday’s place value answers: Year 3 1. 638 2. 489 3. 273
Year 4: 1. 345.8 2. 7752.10 3. 299.45
Monday’s Fluent in 5 answers: 1. 92 2. 36 3. 84 4. 584 5. 21
Today’s Fluent in 5: 1. 469 + 74 2. 196 + 115 3. 51 – 22 4. 621 x 3 5. 84 ÷ 4
Next try to do 2 of the following activities (you can do all 3 if you want!):
Y4 week 2 lesson 4 – hundredths on a place value grid
Place value
Today we are looking at multiplying by 10 and by 100. A place value grid can help us here:
Th 
H 
T 
U 
. 
t 

2 
6 
8 
. 
0 
The number is 268. There are no thousands so we leave that column empty. There are no tenths either and that means we put a 0 in that column. If there are none in a column after the start of the number (after the H column in this case) we need to write in a 0 as a place holder. Before the number starts (like the Th column here) we can leave it empty.
Let’s make this number 10 times bigger. That means multiply 268 by 10. 268 x 10. Tens are 10 x bigger than units, hundreds are 10 x bigger than tens and thousands are 10 x bigger than hundreds.
This means that making the 2 hundreds 10 x bigger will turn them into 2 thousands so we need to move the 2 into the thousands column. When we make the 6 tens 10 x bigger, they turn into 6 hundreds, so the 6 moves into the hundreds column. When we make the 8 units 10 x bigger, they turn into 8 tens, so the 8 moves to the tens column. The 0 from the tenths column has moved too, and we need to put another 0 in the now empty tenths column.
Th 
H 
T 
U 
. 
t 
2 
6 
8 
0 
. 
0 
The numbers have all moved one space to the left. So when we make 268 ten times bigger, or 268 x 10 we get 2680.
To make a number 100 x bigger, the place value grid helps again:
Th 
H 
T 
U 
. 
t 
h 


3 
7 
. 
0 
0 
The number is 37. We are going to do 37 x 100.
This time, we need to know that thousands are 100 times bigger than tens, and hundreds are 100 x bigger than units. When we make the 3 tens 100 x bigger, they become 3 thousands, and need to move to the Th column. When we make the 7 units 100 x bigger, they become 7 hundreds, and have to move to the hundreds column:
Th 
H 
T 
U 
. 
t 
H 
3 
7 
0 
0 
. 
0 
0 
The zeroes from the t and h columns move left two places too, and then we need to put a 0 in each of those empty columns.
The numbers have all moved 2 spaces to the left and we have the number 3700. So making 37 100 x bigger gives us 3700.
Try multiplying some numbers of your own by 10 or 100.
Remember if you x by 10, the numbers will move one place to the left, and you need to fill the empty columns with a 0. If you multiply by 100, the numbers all move two places to the left, and you need to fill the empty columns with a 0.
Monday 20^{th} April
Maths for year 3 and 4
Friday’s place value answers: Year 3: 1. 419 2. 469 3. 669 4. 838 5. 847 6. 937
Year 4 : 1. 563 2. 572 3. 662 4. 1562 5. 2562 6. 10562
Friday’s fluent in 5 answers: 1. 96 2. 95 3. 18 4. 87 5. 34
Monday's Fluent in 5: 1. 49 + 43 2. 61 – 25 3. 28 x 3 4. 146 x 4 5. 63 ÷ 3
Next do 2 of the following tasks (or you can do all 3!):
Year 4 click week 2 lesson 3 – hundredths as decimals
The first page of maths in your new home learning pack
Place value and subtraction
Let’s carry on with place value and this time we’ll look at subtraction.
If we put the number 342 in a place value grid:
H 
T 
U 
3 
4 
2 
To find 10 less than this number, we need to look at the tens column. There are 4 tens in the tens column. We need to take one ten away. So we do 4 – 1 (four tens – one ten) which gives us 3 tens in the tens column:
H 
T 
U 
3 
3 
2 
What we’ve done is 34210 = 332.
Let’s try a bigger number:
Th 
H 
T 
U 
. 
t 
8 
3 
9 
0 
. 
5 
Don’t be put off by Doris the decimal point! This is just another number in a place value grid.
100 less than this number means subtract 100. There are 3 hundreds in the H column. We need to take one hundred away. 3 hundreds – 1 hundred = 2 hundreds so there will now be a 2 in the H column:
Th 
H 
T 
U 
. 
t 
8 
2 
9 
0 
. 
5 
What if we want to find one less than this number? We need to subtract 1 unit. Oh no! There are no units to take! This is when we need to exchange (or borrow). There is plenty in the tens column. Let’s use 1 ten from the T column.That leaves 8 tens. If we put that in the units column we will have this:
Th 
H 
T 
U 
. 
t 
8 
2 
8 
10 
. 
5 
This looks strange but it means we can take 1 unit away from 10 to give:
Th 
H 
T 
U 
. 
t 
8 
2 
8 
9 
. 
5 
Which is one less than 8290.5.
Now some for you: Year 3 (you can do the year 4 ones after this)
Year 4: (You can start with the year 3 ones if you like)
Friday 17^{th} April 2020
Maths for year 3 and 4
Yesterday’s Fluent in 5 answers: 1. 96 2. 95 3. 18 4. 87 5. 34
Today draw a place value grid with HTU. Write in the number 421:
H 
T 
U 
4 
2 
1 
To find 10 more than this number, we need to add 10 to 421. 10 is worth 1 ten. So we need to add it to the 2 tens we already have = 3 tens. So we change the 2 digit to 3:
H 
T 
U 
4 
3 
1 
This is now worth 30.
To find 100 more than 431, we need to add 100 to 431. 100 is 1 hundreds. Add this to the 4 in the hundreds column = 5. Now we have 5 hundreds, or 500.
H 
T 
U 
5 
3 
1 
So far we have added 100 and 10. This is 110! So we have done the addition 421 + 110 = 531.
Now, let’s add 3. This is 3 units, so it needs to be added to the units column. 1 + 3 = 4:
H 
T 
U 
5 
3 
4 
Year 3: You can try the year 4 work if you finish this
Start with this:
H 
T 
U 
4 
1 
3 
Start with this:
H 
T 
U 
8 
3 
7 
Year 4: You can do the Year 3 work first, then
Everyone: Ask someone to test you on your 8 times table. Good luck!
There is a task on LBQ called Place value topic review to have a go at Today's code is nrh
Thursday 16^{th} April 2020
Maths for year 3 and 4. Please take photos of your work and send them to me by email.
Answers from Tuesday 14^{th} April: Place value: 1. 836 2. 7602 is seven thousand, six hundred and two.
Fluent in 5: 1. 95 2. 254 3. 64 4. 66 5. 82
I draw a place value grid with Th, H, T U (or O). If I have the number 5027, The 5 digit is worth 5 thousand so I write it in the Th column. The 0 digit is worth no hundreds, but I still write it in the H column (it is used as a place holder to keep the thousands and tens apart). The 2 digit is worth 2 tens so I write it in the T column, and the 7 digit is worth 7 units so I write it in the U column:
Th 
H 
T 
U 
5 
0 
2 
7 
Now, draw a place value grid with Th, H, T, U. Write 7950 in the correct columns. What is each digit worth?
Next, draw a new place value grid like this:
Th 
H 
T 
U 
. 
t 
h 







We have Doris the decimal point! There is also a t column for tenths. A tenth is one part of a whole that has been cut into ten pieces.
The h column is for hundredths. A hundredth is one part of a whole that has been cut into a hundred pieces. Imagine cutting a cupcake into 100 pieces!
Each piece would be tiny! Fill in the columns with the number 9316.78:
Th 
H 
T 
U 
. 
t 
h 
9 
3 
1 
6 
. 
7 
8 
How many tens are there? How many tenths are there? How many hundreds? How many hundredths?
Fluent in 5: Again, set these sums out in columns before you work them out.
White Rose Maths: go to www.whiterosemaths.com and click on Home Learning.
Year 3: Click on Week 1 Lesson 4 – count in tenths. Watch the video and do the activity. Mark it using the answers.
Year 4 : Click on week 1. Watch lessons 3 and 4. You can do the activities for both if you like. If you only do one activity, do week 4 please. Mark your work using the answers.
Times tables: Copy this circle and fill in the empty boxes. I have done the first two for you.
Next make one of these for the times table you practised yesterday.
WEDNESDAY 15th APRIL
PART 1 TIMES TABLES
First I want you to be honest and think of a times table that you know you aren't super fast at. Then i want you to get an adult to google numberjacks times tables followed by the number you want to learn eg. numberjacks times tables 7. Once you have the right one listen to and say it as it goes on at least twice.
I then want you to start by writing out the whole of the times table you have just done numberjacks to 3 TIMES. By that I mean write
1x7 = 7,
2x 7 = 14
3x7=21 do not write
1,
2,
3,
4, then go back and put x x x x then 7,7,7 down the page. Write each line across the page or your brain will get in a muddle
Once you have done it 3 times then it is time to start reading it aloud. Get an adult to time you on their phone and see if you can improve your time. As you get more confident cover up part of the table. Keep going until you can say the whole thing without looking.
NOW RUN ROUND OUTSIDE CHANTING YOUR TIMES TABLE AS YOU GO. YOU HAVE TO SAY IT OUT LOUD AT LEAST 4 TIMES SO YOU COULD BE TIRED BY THEN!
Now I want you to go on to Purple mash https://www.purplemash.com/#tab/pmhome/games and find your 2do called multiplication. When you open it it will ask if you want to do an assessment or custom. If you choose custom you can choose questions just on the table you have been learning. Play this until you are scoring high. If you can't get on then just get a parent to fire questions at you all mixed up on the table you are learning or write some down for you to answer.
Once you are a whizz at the times table you have been learning then stay in the multiplication 2do and do an assessment. Play a few times and see if you can improve your score.
PART 2 THE 4 OPERATIONS
I want you to start at the top of the first image and write the sums out in a book you took home. It would be great if you told an adult what you are doing as you went along as this help you remember what to do. Get an adult to check each sum after you do it.
As soon as you get to some that are tricky then I want you to STOP and get an adult to write you out more of the same type of sum so you can practice these. You might be doing more add sums or long multiplication it doesn't matter as long as you are doing something worthwhile to YOU.
PART 3  PRACTICE MAKES PERFECT
Log on to Numbots https://play.numbots.com/#/intro and go for it. Some people have only 18,000 already. Can you beat them?
Remember your username and password are the same as for Times Table Rockstars and they are in the front of your homework book
Tuesday 14^{th} April 2020
Maths for year 3 and 4
Today, start with a place value grid like this:
H 
T 
U 



Or you can write O for ones instead of U for units. It’s up to you. If we write a 4 digit in the tens column and a 5 digit in the units column it will look like this:
H 
T 
U 

4 
5 
This gives us the number 45.
The 4 digit is worth 4 tens or 40. The 5 digit is worth 5 units (or ones) or 5.
Th 
H 
T 
U 




Write a 7 digit in the Th column. This is worth 7 thousands or 7000. Imagine if that was pounds! Now write a 2 digit in the units column, a 0 in the tens column, and a 6 digit in the hundreds column. Say this number out loud. Can you write it in words? You can use this table to help with the spelling:
1 = one 
6= six 
20 = twenty 
70 = seventy 
2 = two 
7 = seven 
30 = thirty 
80 = eighty 
3 = three 
8 = eight 
40 = forty 
90 = ninety 
4 = four 
9= nine 
50 = fifty 
Hundred 
5= five 
10 = ten 
60 = sixty 
Thousand 
Fluent in 5: Set a timer for 5 minutes. Write the sums in column (you can use a place value grid to keep the digits in the right columns). Check the +  x sign to make sure you are doing the right sum!
Next go on www.whiterosemaths.com, click on Home Learning.
Year 3: click on week 1 Lesson 3 Tenths. Watch the video and then click on the activity. Do your best. You can watch the videos from earlier days to help you. There is a button to click with the answers to the activity. Let me know by email how you get on.
Year 4: click on week 1 Lesson 2 – Tenths as decimals. Watch the video and then click on the activity. Do your best. You can watch the videos from earlier days to help you. There is a button to click with the answers to the activity. Let me know by email how you get on.
Finally: Write down your 8 times table like this, 1 x 8 = 2 x 8 = …. Say it out loud 3 times. Say it backwards, say it forwards, say it hanging upside down!