Summer Term 2

Simple bar charts and tables.

More interpreting of bar charts: people and bus times.

Reading and interpreting bar charts with negative numbers.

Interpreting and drawing line graphs from given data.

A look at temperature and distance graphs.

Read the value from the graph.

Identifying 2D shapes including isosceles triangles and heptagons. Also introducing concave and convex shapes and more sorting shapes using Venn and Carroll diagrams.

Identifying 3D shapes including hexagonal prisms and tetrahedrons: quite difficult words for many children.

Classifying 4-sided shapes according to their properties.

Edges, faces, vertices of prisms, nets of cuboids and making 3D shapes are just some of the activities in this set of worksheets.

Angle is a measure of turn: a right angle is a quarter turn. Plenty of turning in this set of angle worksheets!

Identify the type of triangle.

An acute angle is greater than zero degrees and less than 90 degrees. An obtuse angle is greater than 90 degrees but less than 180 degrees.

In one hour the hour hand of a clock turns 30 degrees. Knowing this means that the questions on these pages are quite straightforward.

Finding the largest or smallest angle in a shape or on a straight line.

Drawing shapes with certain properties.

Typical SAT questions on acute and obtuse angles,

Identify the acute or obtuse angle from the selection.

Recognising acute, obtuse and right angles.

When plotting points on a grid remember the first number is the number of squares along and the second number is the number of squares up. Some great drawings to plot, but care needs to be taken!

Co-ordinates, columns, rows and diagonals are all here. Remember to use the brackets and a comma when writing down a pair of co-ordinates.

Drawing reflections is much trickier than you might think. Some children (and adults) have real difficulties with these.

Translation in maths just means slide the shape along a certain distance. Try drawing the picture by translating the shapes as shown.

Locate the co-ordinate on the grid.

Here are some problems written in words. Fairly straightforward as they require just one mathematical step to work out the answer

Problem solving: finding the missing digits in 4-digit numbers. Tricky!

A range of number and money problems, typical of those found in KS2 test papers.

More word problems; this time on measurement of length, mass and capacity. These really test children's understanding of when to use addition, subtraction, multiplication or division to solve a problem.

Time problems are especially tricky, especially when finding lengths of time that cross the hour boundary. A good knowledge of the number of days in each month is also needed.

Find the remainder after division, using knowledge of the 2 to 12 times table.

A great little investigation which has plenty of extension possibilities.

How many different three course meals can Sam choose?

Working out the missing value.

Some word problems that need at least two steps to find the answer. This makes them much harder, so careful thinking is needed.

An addition challenge suitable for year 4 on.

How many seconds are there in the time shown?

The last half term's weekly programme takes another look at the 12x table to divide, solving multi-step problems, using the formal written method of subtraction, reading scales and mental arithmetic.

Extending number sequences, written addition, division, co-ordinates and Roman numerals are all part of week 32.

In week 33 we look at decimal fractions, understanding products, the 24 hour clock, formal written methods of calculating and mental arithmetic.

This week we are aiming to add fractions, use the formal written method of multiplication, find the perimeter of simple shapes, solve problems involving time and subtract.

Answering time problems, subtracting fractions, reading below zero temperatures and solving measurement problems are all part of this week's programme.

Our final week concludes with work on time, division, multiplication, subtraction and area, as well as the usual mental arithmetic.