## w/b 26.5.14

For those who have finished their 3 times table workbook, this week's homework is to explore 3D shapes around the home. See if you can find examples of the shapes listed and note down all their properties in the chart. Do you know the names of all these shapes?

## w/b 19.5.14

Back we go to the times table practice booklets! This time we are moving on to the 3 times table!! Children are gaining speed with multiplication facts they know. Remember, if this book takes longer than a week to complete that is fine - keep going. A little bit, often!

## w/b 12.5.14

This year we have investigated symmetry and symmetrical patterns. Can you use the grid on the homework sheet to create your own symmetrical pattern? It needs to have at least one line of symmetry, but it can have as many as you like! Enjoy!!

## w/b 5.5.14

In Year 2 we have looked at solving word problems with 1, 2 or more ‘steps’ or stages of calculation. We know we can use different methods to calculate the answer and we can find the important information that tell us what we need to do to solve the problem. For this week's homework please read the questions and show all your working out. Remember all different methods you can use. (For big calculations don’t forget how to partition.) Did you

Mr Orritt scored 192 points on his computer game on Monday and 32 on Tuesday. On Wednesday he lost 64 points.

What is his total score?

**check**your answer?Mr Orritt scored 192 points on his computer game on Monday and 32 on Tuesday. On Wednesday he lost 64 points.

What is his total score?

## w/b 28.4.14

For this week’s Maths homework we are continuing to develop our reading and understanding of measures. We would like you to complete these activities online. Please load the following website at home:

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

On this page, can you complete at least activity 1 from the following list. For activities 2-4 click on the character to see a list of options (and spellings) for the units of measurement. Activity 5 is a very challenging extension task.

1) “Units of Measurement” – Choose the correct unit of measurement for the word written in

2) “Reading Mass” – Read the scales and type in how much is being measured, including what units it is being measured in.

3) “Reading Volume and Capacity” – Read the scale of the jug and type in how much is being measured, including what units it is being measured in.

4) “Reading Length” – Read the ruler and type in the measured length of the pencils, including what units it is being measured in.

5) Load this website:

http://mathszone.webspace.virginmedia.com/mw/measures/Understand%20&%20Convert.swf

Look at the units displayed and try to convert them using your knowledge of measuring units (for example, how many cm in a m). This activity then gets much harder and asks you to find fractions!! We know ½ and ¼ and ¾. The only fraction we haven’t done much of is 1/10. Think of cutting a pizza into 10 pieces and taking one of them. So you are sharing the pizza into …. 10 groups (÷ 10).

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

On this page, can you complete at least activity 1 from the following list. For activities 2-4 click on the character to see a list of options (and spellings) for the units of measurement. Activity 5 is a very challenging extension task.

1) “Units of Measurement” – Choose the correct unit of measurement for the word written in

**bold**.2) “Reading Mass” – Read the scales and type in how much is being measured, including what units it is being measured in.

3) “Reading Volume and Capacity” – Read the scale of the jug and type in how much is being measured, including what units it is being measured in.

4) “Reading Length” – Read the ruler and type in the measured length of the pencils, including what units it is being measured in.

5) Load this website:

http://mathszone.webspace.virginmedia.com/mw/measures/Understand%20&%20Convert.swf

Look at the units displayed and try to convert them using your knowledge of measuring units (for example, how many cm in a m). This activity then gets much harder and asks you to find fractions!! We know ½ and ¼ and ¾. The only fraction we haven’t done much of is 1/10. Think of cutting a pizza into 10 pieces and taking one of them. So you are sharing the pizza into …. 10 groups (÷ 10).

## w/b 21.4.14

For this week’s Maths homework we are continuing to develop our use of Mathematical facts and the method of partitioning in order to solve or complete calculations with larger numbers. Important Mathematical facts we know well include

17 x 5 = ? We can use our knowledge of

We know that multiplying by 5 is half as much as multiplying by 10.

(

We know that 17 x 10 = 170.

So we can say that 17 x 5 = half of 170.

17 x 5 =

17 x 5 = ? We can break larger (2-digit) numbers into tens and units to multiply

17 is partitioned into 10 and 7. Multiply each number separately by 5 and then combine the answers.

10 x 5 = 50

7 x 5 = 35

50 + 35 =

Choose your method and complete these calculations. Remember to show your working out and underline your final answer.

**multiples of 10**and**doubling.****:**__Using facts__17 x 5 = ? We can use our knowledge of

**multiples of 10**to help complete this calculation.We know that multiplying by 5 is half as much as multiplying by 10.

(

*Another example to show this is*2 x 5 = 10*and*2 x 10 = 20. Half of 20 is 10.)We know that 17 x 10 = 170.

So we can say that 17 x 5 = half of 170.

17 x 5 =

__85__**:**__Using partitioning__17 x 5 = ? We can break larger (2-digit) numbers into tens and units to multiply

17 is partitioned into 10 and 7. Multiply each number separately by 5 and then combine the answers.

10 x 5 = 50

7 x 5 = 35

50 + 35 =

__85__Choose your method and complete these calculations. Remember to show your working out and underline your final answer.

## w/b 14.4.14

For this week’s Maths homework we are continuing to develop our estimation skills. We would like you to complete these activities online. Please load the following website at home:

http://www.mathsisfun.com/numbers/estimation-game.php

On this page, can you complete one or all the following activities. You don’t have to do complete all 3 activities on the same evening.

1) “Count 10 to 20” – This activity develops estimation skills of groups of between 10 and 20 objects. Look at the display and estimate how many objects you can see. Enter the number in the box and see how close you are to the actual number of objects.

2) “Count 20 to 99” - This activity develops estimation skills of a group of larger numbers (from 20 – 99). It also acts to develop spatial awareness. Enter your answer in the box to reveal how close your estimate is.

3) “Length” – The aim of this activity is to estimate length by comparing it to a given, smaller length. 1 unit of length is given to provide perspective. A mystery length appears and the estimation of its length can be entered in the box below.

http://www.mathsisfun.com/numbers/estimation-game.php

On this page, can you complete one or all the following activities. You don’t have to do complete all 3 activities on the same evening.

1) “Count 10 to 20” – This activity develops estimation skills of groups of between 10 and 20 objects. Look at the display and estimate how many objects you can see. Enter the number in the box and see how close you are to the actual number of objects.

2) “Count 20 to 99” - This activity develops estimation skills of a group of larger numbers (from 20 – 99). It also acts to develop spatial awareness. Enter your answer in the box to reveal how close your estimate is.

3) “Length” – The aim of this activity is to estimate length by comparing it to a given, smaller length. 1 unit of length is given to provide perspective. A mystery length appears and the estimation of its length can be entered in the box below.

## w/b 7.4.14

As a start to the homework for Term 3 we are looking at a variety of word problems involving all four operations (+ - x ÷). Read through the questions, highlight the important words which indicate the operation and show your working out to calculate the answer. Which questions were you able to use known number facts to help you?

## w/b 24.3.14

Finding fractions of a set of objects is our focus for Maths homework this week. We have looked at finding halves and quarters of a set of objects, and we are starting to link this method and understanding to finding fractions of numbers. Complete the sheet by answering the questions to find a half, a quarter or three quarters of a set of objects.

## w/b 17.3.14

This week's homework is all about time. We have been working hard on this tricky topic. We have explored o'clock, half past, quarter past and quarter to the hour. We understand the format of time on digital clocks and made clocks last week to help us count the minutes past the hour and to the next hour. This homework will help to consolidate the work we have done so far. Use your clocks to help you!

## w/b 10.3.14

Following our work on measuring and the units we use to measure lengths, weights and capacities, this week's homework is to explore items (and distances) from or around the home. Make a list of 3 items that would be measured in each of the units listed on the sheet. Can you find the exact measurement too?

## w/b 24.2.14

In Maths we have been looking at calculating intervals on scales and identifying measures identified on a scale. Look at these measuring jugs and weighing scales on the next page. Can you work out what each interval is? Write down all the intervals and underline how much is being shown.

## w/b 17.2.14

Word problems involving money: 1) Identify the key words or numbers in each word problem. 2) Think about the different methods we have been using to solve number problems. 3) Decide which operation (+ - x ÷) to use. 4) Choose your method and calculate the answer to the word problem. 5) Show your working out. 6) Check your answer and underline your final answer.

## w/b 10.2.14

With symmetry in Mathematics recently we have been learning how shapes can be reflected through lines of symmetry. ‘Flipping’ a shape over a line of symmetry or using a mirror to reflect it in a line of symmetry. To develop our understanding further we have explored reflecting shapes through 2 lines of symmetry. We have looked at edges and corners of shapes and counted the distance (the number of squares) away from the line of symmetry in order to check our accuracy.

This week’s homework task is to look at the shapes below and reflect them through 2 lines of symmetry.

This week’s homework task is to look at the shapes below and reflect them through 2 lines of symmetry.

## w/b 20.1.14

In Maths we have recently taken our learning of number sequences to the next level. We know that with number sequences we need to work out ‘

e.g.

**the step**’ from the first number to the second number. Then we check to see if it is the same ‘step’ to get from the second number to the third and so on. The step can be any of the 4 mathematical operations. Then we can state the rule: ‘To make the next number in the sequence you __________ the last number’. Last week we looked at questions that were asking us to calculate a specific number within a number sequence. Look at the example and see if you can complete the questions. Underline or draw a circle around your final answer.e.g.

**What is the 6th number in this sequence? 1, 3, 5, __________________________**## w/b 13.1.14

Finding the difference. In one of our sessions last week we explored the difference between two numbers. The homework activity this week is to practise 'jumping on' from the smaller number to the larger number in order to find the 'gap' or difference. The children have looked at how to use their number facts (e.g. number bonds to ten) to break the jump into smaller jumps to 'easier' or rounded numbers. These small jumps can be added up to find the total of the big jump. This is the difference. The homework sheet has an example to follow.

## w/b 6.1.14

Maths homework for this first week back of term 2 is to consider the methods we have used for addition and subtraction. Students are to solve the calculations by using a method they are familiar with and show their working out in the space below.

## Missing your homework sheet?

Please make sure Maths homework is returned in its plastic wallet when finished. It is fine to spend longer on a piece of homework and hand it in later but we will try to only hand out new homework once the wallet is returned. If the homework wallet has been lost please ask your child to tell me so I can replace it.

## w/b 4.11.13

With our 3 day school week and an extra long weekend for students, it is time for another multiplcation booklet for Maths homework! This week we are thinking about the 5 times table and developing speed and accuracy in recalling the facts contained within it. Remember, know we know how to multiply by 10 we can simply halve the answer to work out what multiplying by 5 would be. For example, 6 x

**10**=**60**. Halve the answer and you now have 6 x**5**=**30**. We can also rehearse counting in 5s to check the answer.## w/b 28.10.13

Homework this week features a range of word problems. The first page involves a lot of shopping baskets from the local vegetable market seller with a range of different weights and questions. Can you remember how many grams are in a kilogram? The second side of the sheet has a variety of 2 and 3 step word problems which require careful thought and calculation to answer them.

## w/b 14.10.13

Many children in the Maths class are still working hard to finish their rehearsing of the 10 times tables in their booklet. As soon as they have finished it they can collect this week's homework which is all about reading and interpreting block graphs.

## w/b 7.10.13

Following our hard work rehearsing multiplication facts for the 2 times table and returning their booklet to school, the children will receive their next multiplication booklet for the 10 times table. In our maths class, I am very proud to announce that we have now managed to complete the 2 times table and the 10 times table 'loop' cards in under 1 minute!

## w/b 23.9.13

As consolidation on Year 1 and 2 work so far on doubles, we are focussing this week's homework on recalling facts for the 2 x table. The booklet going home is a little like the spellings homework - try and practise a little bit often. There are quite a few pages, so feel free to continue practising these facts over the holiday. Return the booklet whenever you have finished.

## w/b 16.9.13

This week our homework is to use <, > and = to compare 2-digit and 3-digit numbers. Following this, the back of the sheet has number sequences with some missing numbers. Find the rule (remember to look for the 'jump') and then complete the number sequence. I am giving a house point for anyone who can find the question with a mistake (the rule doesn't work for the whole sequence)!

## w/b 9.9.13

This week's homework is to demonstrate our understanding of place value by ordering a series of 3-digit and then 4-digit numbers on a number line. The second part of the homework is to continue developing our awareness of vocabulary and place value by writing 3 and 4 digit numbers in words and digits.