Here at Head Start, I care about providing you with quality resources that are simple and effective to use in the classroom. Resources currently focus on the 7-14 age range (KS2-KS3), specifically looking at the Number aspects of the curriculum, but watch this space for new resources coming your way weekly! These resources could also be used for Cover, Homework, Intervention, or Private Self Study.
Here at Head Start, I care about providing you with quality resources that are simple and effective to use in the classroom. Resources currently focus on the 7-14 age range (KS2-KS3), specifically looking at the Number aspects of the curriculum, but watch this space for new resources coming your way weekly! These resources could also be used for Cover, Homework, Intervention, or Private Self Study.
This end of topic test is designed to test student knowledge of
4N3a: Recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones)
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (9 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 19 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
3N3: Recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (9 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 19 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
4N2b: Find 1,000 more or less than a given number.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (9 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 19 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
3N2b: Find 10 or 100 more or less than a given number.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (9 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 19 marks.
All solutions provided.
All Head Start End of Topic Tests (EoTT) for the following Number and Place Value Objectives:
3N1b: count from 0 in multiples of 4, 8, 50 and 100
3N2a: compare and order numbers up to 1,000 read and write numbers to 1,000 in numerals and in words
3N2b: fnd 10 or 100 more or less than a given number
3N3: recognise the place value of each digit in a three-digit number (hundreds, tens, ones)
3N4: identify, represent and estimate numbers using diferent representations
4N1: count in multiples of 6, 7, 9, 25 and 1,000
4N2a: order and compare numbers beyond 1,000
4N2b: find 1,000 more or less than a given number
4N3a: recognise the place value of each digit in a four-digit number (thousands, hundreds, tens and ones)
4N3b: read Roman numerals to 100 (I to C)
5N1: count forwards or backwards in steps of powers of 10 for any given number up to 1,000,000
5N2: read, write, order and compare numbers to at least 1,000,000
5N3a: determine the value of each digit in numbers up to 1,000,000
5N3b: read Roman numerals to 1,000 (M) and recognise years written in Roman numerals
6N2: read, write, order and compare numbers up to 10,000,000
6N3: determine the value of each digit in numbers up to 10,000,000
These tests could also be used as a homework, cover, or revision.
This end of topic test is designed to test student knowledge of
6N2: Read, write, order, and compare numbers up to 10,000,000.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (8 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 18 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
5N2: Read, write, order, and compare numbers to at least 1,000,000.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (8 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 18 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
4N2a: Order and compare numbers beyond 1,000.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (8 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 18 marks.
All solutions provided
This end of topic test is designed to test student knowledge of
3N2a: Compare and order numbers up to 1,000.
Read and write numbers to 1,000 in numerals and in words.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (8 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 18 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
5N1: Counting forwards or backwards in steps of powers of 10 for any given number up to 1,000,000.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (7 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 17 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
4N1: Counting in multiples of 6, 7, 9, 25 and 1,000.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (8 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 18 marks.
All solutions provided.
This end of topic test is designed to test student knowledge of
3N1b: Counting from 0 in multiples of 4, 8, 50 and 100.
This test has two parts:
Part 1: Key Skills (10 marks),
Part 2: Problem Solving (7 marks).
The time allowed for this test is 20 minutes.
This is a non-calculator test.
Total: 17 marks.
All solutions provided.
This activity is designed to practice:
Establishing whether a number up to 100 is prime.
Description of Activity:
Students should be handed a 1-100 number square. Circle the number 2 then cross out all the other multiples of 2. Circle 3 then cross out all the other multiples of 3. 4 is already crossed out so circling the next number would be 5; cross out all the other multiples of 5. Continue this process until the final number is circled (97).
Use the RAG analysis to track progress.
Differentiation strategies and teaching hints and tips provided.
All answers are provided.
This activity is designed to practice:
Establish whether a number up to 100 is prime
Description of Activity:
Hand each pair of students at least 2 sets of shuffled 0-9 cards. Share the cards between the players to create two piles of cards which each player keeps face down. Each player takes it in turn to turn over one card and place in a neat pile in the centre. If the two sequential cards are a prime number, both players should call out “Prime”. The first player to do so wins the centre pile. The winner is the player to get all the cards.
Differentiation strategies and teaching hints and tips provided
(PLUS A BONUS GAME)
This activity is designed to practice:
calculating intervals across zero
Description of Activity:
Students are to determine the distance between the squirrel in each tree, and the acorn they have buried in the ground below, writing their answer in the space provided.
Questions get progressively more challenging.
Use the RAG analysis to track progress.
Differentiation strategies and teaching hints and tips provided.
All answers provided.
This activity is designed to practice:
adding and subtracting with negative numbers
Description of Activity:
Students complete each diamond by adding the two squares next to each other to get the square above and subtracting the two squares together to get the square below. See example.
Use the RAG analysis to track progress.
Differentiation strategies and Teaching Hints and Tips provided.
All answers provided.
Negative Number Sequences
This activity is designed to practice:
count backwards through 0 including negative numbers
Description of Activity:
Students roll the 10-sided dice twice (see printable resource). The first roll is the starting number, and the second roll is the step count backwards. Students can then complete the answer grid (an example is provided). The more correct numbers they generate, the greater the number of points they receive. This game can be played in pairs with the first player to complete their grid being the winner.
Use the RAG analysis to track progress.
Differentiation strategies and Teaching Hints and Tips provided.
This activity is designed to practice:
interpreting negative numbers in context, counting forwards and backwards with positive and negative whole numbers, including through zero.
Description of Activity:
Students are to calculate with negative numbers in real life contexts including temperature, car parks / stairs and money and write their answers in the space provided.
Use the RAG analysis to track progress.
Differentiation strategies and Teaching Hints and Tips provided.
All answers provided.
Students play this game in pairs. Each pair has two piles of shuffled cards: Percentage Cards and Amount Cards. Before students select their cards in each round, they must decide whether the answer which is Higher or Lower is the winner. Each player then takes a percentage card and an amount card from each pile. Both players work out their percentage of their amount and check their opponent’s answer. The player who has the higher (or lower) answer as determined before the cards were chosen wins and keeps the cards. When one pile is empty, the player with the most cards wins.
Students practice using partitioning to calculate percentages of an amount without a calculator, writing their answers in the space provided.
Use the RAG analysis to track progress.
Suitable for KS2-KS3 in class / homework / private study
Differentiation strategies and Teaching hints and tips provided.
All answers provided.
