Upper Key Stage 2 Mathematics Remote Learning
Week 3 (28th September 2020)
Watch the video above and complete the following tasks (1 per day)
Task Four (something a bit harder!)
Task Five (something a bit harder!)
Week 2 (21st September 2020)
Watch the video above before completing the following tasks:
- Make a list of all the prime and composite numbers between 1 and 20.
- If the number is composite, write down all the factor pairs. For example, 12 is composite. The factor pairs are 1 and 12, 2 and 6, 3 and 4. This is because 1×12=12 2×6=12 3×4=12
- Look at the numbers between 20 and 50. Can you find all the prime numbers and composite numbers?
- Try the factor pairs game here. (Tablet Friendly)
- Pick the prime numbers from the tree game here. (Tablet Friendly)
- Try the worksheet below in the image.
Week 1 (14th September 2020)
Lesson 1 – This lesson starts off with a review of some of the terminology used, as the use of precise language will support the children with their explanations throughout this sequence of learning. It then moves on to how to make a calculation easier to solve by redistributing the addends, keeping the sum the same, that the children will have encountered previously as a mental strategy to transform calculations.
Lesson 2 – Because the children now understand the structure of the maths, this lesson moves on to looking at the addition of larger numbers and using the ‘same sum’ strategy to transform calculations to make them easier to solve. The generalisation is used: ‘If one addend is increased by an amount and the other addend is decreased by the same amount, the sum remains the same.’
Lesson 3 – This lesson will support children to deepen their understanding of the value of decimal fractions related to whole numbers. Children are encouraged to look out for addends that can be increased or decreased to make a multiple of 1, 10, 100 etc where redistribution makes the arithmetic easier, still using the ‘same sum’ strategy.
Lesson 4 – This lesson now explores how the ‘same sum’ rule can be used not only to make calculations easier to solve, but also to balance equations. Using contexts such as mass – and the generalisation from previous lessons – the children are encouraged to look at the connection between numbers either side of the = sign and consider how they have been adjusted to make the equation balance.