Number: Integers
Adding & Subtracting involving NEGATIVE integers
Multiplying & Dividing involving NEGATIVE integers
Order of Operations
Miss Stanford's Workshop  Wednesday 22nd August
Miss Lampshire's Workshop  Wednesday 22nd August
Do you want to do more BODMAS questions....
Have a go at these questions, showing all working out in your Maths books.
Have a go at these questions, showing all working out in your Maths books.
Subtraction
Multiplication with Miss Stanford
Division by 10, 100 & 1000 with Miss Lampshire
Tasks are printed for you.
When you complete these tasks make sure you have completed all the converting measures questions from last week (see below)
When you complete these tasks make sure you have completed all the converting measures questions from last week (see below)
Multiplication by 10, 100 & 1000
Order of Operations  B.O.D.M.A.S.
MAKE SURE ALL THESE QUESTIONS HAVE BEEN ANSWERED BEFORE MOVING ON TO THE EXTENSION QUESTIONS BELOW.
TASK 1: Independently watch this video and in your Maths book explain what B.O.D.M.A.S. is and what the letters of the acronym stand for. You may also choose to do further investigations into B.O.D.M.A.S. to write a more detailed definition in your books; showing a deeper understanding. 

B.O.D.M.A.S. Extension Questions
Converting Fractions to Decimals & vice versa


Processes  Week 4
I can multiply fractions by 10, 100 & 1000


I can multiply decimals by decimals


HINT: When you set up the equations in your books.... rewrite them to have the decimal with more numerals (non zeros) at the top.
eg. 0.052 x 8.17 rewrite as 817 x 52 and solve as you would normal long multiplication, inserting the decimal point back in the answer, by following the correct rule. eg. 0.38 x 0.127 eg. 0.094 x 0.367 rewrite as 127 rewrite as 367 x 38 x 94 
Fractions  Week 4
I can order & compare fractions
Start the below video at 3mins 40secs https://www.mathplayground.com/howto_comparefractions.html 

I can add & subtract fractions with the same denominators and different denominators
Have a go at answering these simple & complex questions (linked below) in your Maths books. Adding simple fractions Adding more complex fractions 

I can find a fraction of a quantity


I can change improper fractions to mixed numbers


Fractions  Wednesday, Week 3
Mrs Maher & Mrs Tsolakis: I can order fractions on a number line.
Completing tasks from Monday
Miss Lampshire: I can order & compare fractions when denominators are related
Complete tasks from Monday
Independent Group: I can calculate a fraction of a quantity & I can add & subtract fractions
*Watch the videos and use the resources on this page to help you.
Miss Stanford: Fraction Investigation Group
SCROLL DOWN FOR THE RESOURCES FROM MONDAY
Completing tasks from Monday
Miss Lampshire: I can order & compare fractions when denominators are related
Complete tasks from Monday
Independent Group: I can calculate a fraction of a quantity & I can add & subtract fractions
*Watch the videos and use the resources on this page to help you.
Miss Stanford: Fraction Investigation Group
SCROLL DOWN FOR THE RESOURCES FROM MONDAY
Processes  Term 2, Week 3  Monday
Addition and Subtraction of decimals
Have you completed these equations from last week? >
If you have finished, then you can have a go at these equations to consolidate your knowledge. 
Fractions  Term 2, Week 3
Workshops
Mrs Maher & Mrs Tsolakis: I can locate and represent unit fractions on a number line
You will be supplied with the task sheets for completion
Miss Lampshire: I can order & compare fractions when denominators are related.
Video Method 1 > https://www.mathplayground.com/howto_comparefractions.html Start the video at 3mins 40secs
Video Method 2 > www.youtube.com/watch?v=KNdUJQ_qd4U
Miss Lampshire will supply you with the task sheet for completion
Miss Stanford: I can calculate a fraction of a quantity
Video Method 1 > https://www.youtube.com/watch?v=kjpTbbFzuE4
Video Method 2 > https://www.youtube.com/watch?v=MUVC3llPw_w
Miss Stanford will supply you with the task sheets after you take part in a demonstration.
Miss Stanford: I can add & subtract fractions
Watch this video https://www.youtube.com/watch?v=5juto2ze8Lg and answer both the simple & complex questions linked below in your Maths books.
Adding simple fractions Adding more complex fractions
Miss Stanford will run through a demonstration with you, once she has finished working with the 'fraction of a quantity' group.
Extension Questions (adding 3 fractions)
Independent Group: Fraction Investigations (word problems & calculation 'fraction of a quantity'.
PowerPoint of questions
Answers and workings out to go in Maths books.
IF YOU FINISH YOUR ASSIGNED TASK/S EARLY, please complete tasks on Mathletics that supports the work you have been doing.
Mrs Maher & Mrs Tsolakis: I can locate and represent unit fractions on a number line
You will be supplied with the task sheets for completion
Miss Lampshire: I can order & compare fractions when denominators are related.
Video Method 1 > https://www.mathplayground.com/howto_comparefractions.html Start the video at 3mins 40secs
Video Method 2 > www.youtube.com/watch?v=KNdUJQ_qd4U
Miss Lampshire will supply you with the task sheet for completion
Miss Stanford: I can calculate a fraction of a quantity
Video Method 1 > https://www.youtube.com/watch?v=kjpTbbFzuE4
Video Method 2 > https://www.youtube.com/watch?v=MUVC3llPw_w
Miss Stanford will supply you with the task sheets after you take part in a demonstration.
Miss Stanford: I can add & subtract fractions
Watch this video https://www.youtube.com/watch?v=5juto2ze8Lg and answer both the simple & complex questions linked below in your Maths books.
Adding simple fractions Adding more complex fractions
Miss Stanford will run through a demonstration with you, once she has finished working with the 'fraction of a quantity' group.
Extension Questions (adding 3 fractions)
Independent Group: Fraction Investigations (word problems & calculation 'fraction of a quantity'.
PowerPoint of questions
Answers and workings out to go in Maths books.
IF YOU FINISH YOUR ASSIGNED TASK/S EARLY, please complete tasks on Mathletics that supports the work you have been doing.
Fractions  Term 2, Week 2  Thursday
Workshops
Mrs Maher & Mrs Tsolakis: I can name, make and record fractions.
 Do task from Monday in your books for the following fractions. 1/5 3/4 2/5 2/3 4/5 3/10 7/10
Miss Lampshire: I can order & compare fractions when denominators are related.
Complete task from Monday
Miss Stanford: NEW WORKSHOP I can add and subtract fractions with common denominators or uncommon denominators.
*Students can join this workshop anytime during the course of the 2 sessions. Teacher to work through examples before students feel confident to have a go at some assigned problems on their own.
Adding simple fractions Adding more complex fractions
IF YOU FINISH YOUR ASSIGNED TASK/S EARLY, please see the tasks on Mathletics that supports the work you have been doing.
Mrs Maher & Mrs Tsolakis: I can name, make and record fractions.
 Do task from Monday in your books for the following fractions. 1/5 3/4 2/5 2/3 4/5 3/10 7/10
Miss Lampshire: I can order & compare fractions when denominators are related.
Complete task from Monday
Miss Stanford: NEW WORKSHOP I can add and subtract fractions with common denominators or uncommon denominators.
*Students can join this workshop anytime during the course of the 2 sessions. Teacher to work through examples before students feel confident to have a go at some assigned problems on their own.
Adding simple fractions Adding more complex fractions
IF YOU FINISH YOUR ASSIGNED TASK/S EARLY, please see the tasks on Mathletics that supports the work you have been doing.
Fractions  Term 2, Week 2  Monday
Workshops
Miss Stanford & Mrs Tsolakis: I can name, make and record fractions
Mrs Maher: I can locate and represent unit fractions on a number line
Miss Stanford & Mrs Tsolakis: I can name, make and record fractions
Mrs Maher: I can locate and represent unit fractions on a number line
Miss Lampshire: I can order & compare fractions when denominators are related
This YouTube video may be useful > You may also find the video on the following webpage helpful. Start the video at 3mins 40secs https://www.mathplayground.com/howto_comparefractions.html 

Processes  Term 2, Week 2
Addition and subtraction of decimals
Investigation: Multiplication using the area model
Watch the video >
Then have a go using the method for the questions Miss Stanford will give you. Glue sheet into your book and show all workings out. 

Clever Carl
Carl Friedrich Gauss (17771855) is recognised as being one of the greatest mathematicians of all time. During his lifetime he made significant contributions to almost every area of mathematics, as well as physics, astronomy and statistics. Like many of the great mathematicians, Gauss showed amazing mathematical skill from an early age, and there are many stories which show how clever he could be.
The most wellknown story is a tale from when Gauss was still at primary school. One day Gauss' teacher asked his class to add together all the numbers from 1 to 100, assuming that this task would occupy them for quite a while. He was shocked when young Gauss, after a few seconds thought, wrote down the answer 5050. The teacher couldn't understand how his pupil had calculated the sum so quickly in his head, but the eight year old Gauss pointed out that the problem was actually quite simple.
He had added the numbers in pairs  the first and the last, the second and the second to last and so on, observing that 1+100=101, 2+99=101, 3+98=101, ...so the total would be 50 lots of 101, which is 5050.
It is remarkable that a child still in elementary school had discovered this method for summing sequences of numbers, but of course Gauss was a remarkable child. Fortunately his talents were discovered, and he was given the chance to study at university. By his early twenties, Gauss had made discoveries that would shape the future of mathematics.
This tale shows that Gauss had a natural insight into mathematics. Rather than performing a great feat of mental arithmetic, Gauss had seen the structure of the problem and used it to find a short cut to a solution.
Gauss could have used his method to add all the numbers from 1 to any number  by pairing off the first number with the last, the second number with the second to last, and so on, he only had to multiply this total by half the last number, just one swift calculation.
Can you see how Gauss's method works? Try using it to work out the total of all the numbers from 1 to 10. What about 1 to 50?
Or why not challenge a friend to add up the numbers from 1 to a nice large number, and then amaze them by getting the answer in seconds!
Carl Friedrich Gauss (17771855) is recognised as being one of the greatest mathematicians of all time. During his lifetime he made significant contributions to almost every area of mathematics, as well as physics, astronomy and statistics. Like many of the great mathematicians, Gauss showed amazing mathematical skill from an early age, and there are many stories which show how clever he could be.
The most wellknown story is a tale from when Gauss was still at primary school. One day Gauss' teacher asked his class to add together all the numbers from 1 to 100, assuming that this task would occupy them for quite a while. He was shocked when young Gauss, after a few seconds thought, wrote down the answer 5050. The teacher couldn't understand how his pupil had calculated the sum so quickly in his head, but the eight year old Gauss pointed out that the problem was actually quite simple.
He had added the numbers in pairs  the first and the last, the second and the second to last and so on, observing that 1+100=101, 2+99=101, 3+98=101, ...so the total would be 50 lots of 101, which is 5050.
It is remarkable that a child still in elementary school had discovered this method for summing sequences of numbers, but of course Gauss was a remarkable child. Fortunately his talents were discovered, and he was given the chance to study at university. By his early twenties, Gauss had made discoveries that would shape the future of mathematics.
This tale shows that Gauss had a natural insight into mathematics. Rather than performing a great feat of mental arithmetic, Gauss had seen the structure of the problem and used it to find a short cut to a solution.
Gauss could have used his method to add all the numbers from 1 to any number  by pairing off the first number with the last, the second number with the second to last, and so on, he only had to multiply this total by half the last number, just one swift calculation.
Can you see how Gauss's method works? Try using it to work out the total of all the numbers from 1 to 10. What about 1 to 50?
Or why not challenge a friend to add up the numbers from 1 to a nice large number, and then amaze them by getting the answer in seconds!
Finding patterns in numbers  Triangular Numbers
And then there were..... Square Numbers
The first 5 square numbers in the sequence are
1, 4, 9, 16 & 25. 
TASKS:
1. Can you list the first 20 square numbers? 2. What would the 25th square number in the sequence be? Show your workings. 3. Challenge (Optional): What would the 99th sqaure number be? Show your workings. Can you think of another startegy besides calculating 99 x 99? 
Processes
Short Division without remainders

Short Division with remainders



Subtraction with renaming

Multiplication by 1digit numbers

Multiplication 2digit numbers

Multiplication decimals 
Prime and Composite Numbers
Task: Factor Trees
You will need to draw up and complete the factor trees for the following numbers in your Maths books; 16, 24, 37, 81, 125, 201 *Try to do this for 2 or more of the numbers in the allocated 25 minutes.
Can you add the following information to each factor tree? *Please note the minimum requirement is to draw the tree and label whether it is prime or composite AND you should be proud of being able to just do this.
See the example >>>>>>>>
You will need to draw up and complete the factor trees for the following numbers in your Maths books; 16, 24, 37, 81, 125, 201 *Try to do this for 2 or more of the numbers in the allocated 25 minutes.
Can you add the following information to each factor tree? *Please note the minimum requirement is to draw the tree and label whether it is prime or composite AND you should be proud of being able to just do this.
 Label whether the number is Prime or Composite
 List the factors of the number
 Identify the prime factors
 Write the factor equation
See the example >>>>>>>>
An extra investigation for those who are wanting to extend their knowledge of Prime Numbers....