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My mission is to help make teachers’ lives easier by creating useful and engaging resources. Feedback is always welcome x

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My mission is to help make teachers’ lives easier by creating useful and engaging resources. Feedback is always welcome x

#### Year 4 - Spring Block 1 - Week 3 resources

4 Resources
This bundles contains a series of differentiated worksheets (and answers) that follow the concrete, pictorial and abstract method for maths mastery. They also include reasoning and problem-solving tasks. All worksheets link to the last 4 small steps for year 4, Spring, block 1 Multiplication, and Division. WRM Small Steps: - Multiply 3-digits by 1-digit - Divide 2-digits by 1-digit (1) - Divide 2-digits by 1-digit (2) - Correspondence problems Curriculum links: - Recall and use multiplication and division facts for multiplication tables up to 12 ×12. - Use place value, known and derived facts to multiply and divide mentally, including: multiplying by 0 and 1; dividing by 1; multiplying together three numbers. - Recognise and use factor pairs and commutativity in mental calculations. -Solve problems involving multiplying and adding, including using the distributive law to multiply two digit numbers by one digit, integer scaling problems and harder correspondence problems such as n objects are connected to m objects. Australian Curriculum links: -Represent and solve problems involving multiplication using efficient mental and written strategies and appropriate digital technologies (ACMNA057) -Recall multiplication facts of two, three, five and ten and related division facts (ACMNA056) Achievement Standards: - Understanding includes connecting names, numerals, and quantities. - Fluency includes readily counting numbers in sequences, continuing patterns and comparing the lengths of objects. - Problem-solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems and discussing the reasonableness of the answer. - Reasoning includes explaining comparisons of quantities, creating patterns and explaining processes for indirect comparison of length. I hope you find these useful, Your feedback is always welcome x

4 Resources

#### Year 1 Place Value (within 50) Bundle for weeks 5,6 & 7

6 Resources
This bundle contains resources linked to Spring, Block 2, place value (within 50) weeks 5,6 &amp; 7 The contents include varied fluency worksheets and reasoning questions that allow children to practise Place Value (within 50), using concrete, pictorial and abstract methods. Also contains answer sheets and planning ideas for weeks 5 &amp; 6 (currently none available for week 7). Curriculum Links • Count to 50 forwards and backwards, beginning with 0 or 1, or from any number. • Count, read and write numbers to 50 in numerals. • Given a number, identify one more or one less. • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. • Count in multiples of twos, fives and tens. I hope you find this bundle useful. Enjoy x

#### Year 1 Measurement comparing length and height (week 8)

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These resources suppot WRM Spring block 3 Measurement Small Step: Compare length and height. Curriculum links Compare, describe and solve ractical problems for: lengths and heights (for example, long/short, longer/shorter, tall/short, double/half)

#### Year 1-Place Value - Sorting Objects

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on sorting objects. Resources included in this pack: Power point presentations Working wall display items Student worksheets differentiated lower ability, age related, greater depth (plus answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10 in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

#### Year 3 - Spring block 1 - Multiplication and Division week 1-3 bundle includes bonus resource

4 Resources
This set of resources is for the first 3 weeks of Spring term. They follow the WRM concrete-pictorial-abstract method of Maths Mastery. It contains fluency, reasoning, and problem-solving tasks. The worksheets are differentiated between lower ability and age-related and the answers are included :) I've included a bonus set of question strips that are great to use as extension tasks or for summative assessment at the end of the week (At this stage they are not differentiated). Links directly to WRM small steps: - Comparing statements Related calculations Multiply 2-digits by 1-digit (1) Multiply 2-digits by 1-digit (2) Divide 2-digits by 1-digit (1) Divide 2-digits by 1-digit (2) Divide 2-digits by 1-digit (3) Scaling How many ways? National curriculum links: -Recall and use multiplication and division facts for the 3, 4 and 8 multiplication tables. -Write and calculate mathematical statements for multiplication and division using the multiplication tables they know, including for two-digit numbers times one-digit numbers, using mental and progressing to formal written methods. -Solve problems, including missing number problems, involving multiplication and division, including positive integer scaling problems and correspondence problems in which n objects are connected to m objectives. I hope you find these resources helpful! Your feedback is always welcome x

#### Year 1 – Spring Block 2 – Number Place Value (Within 50) - week 5 - planning incl.

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These resources follow the concrete-pictorial-abstract approach to Maths Mastery and also include reasoning questions and planning. Linked to WRM small steps: - Numbers to 50 -Tens and ones - Represent numbers to 50 Curriculum links: - Count to 50 forwards and backwards, beginning with 0 or 1, or from any number. - Count, read and write numbers to 50 in numerals. - Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. I hope you find this resource useful, Your feedback is always welcome :)

#### Year 3 - To add and subtract money including giving change (LA)

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Worksheet focusing on adding and subtracting money including giving change. Aimed at children 'working towards' age related (BA) Links with Rising Star's objective: To add and subtract money including giving change

#### Year 3 - Greater than less than a right angle differentiated assessment

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Worksheet / assessment focusing on angles being greater than or less than a right angle. Differentiated into BA and A/AA (Includes greater depth question) Links to Rising Stars Objectives: Identify angles greater than or less than a right angle.

#### Year 3 - Using a number line to solve multiplication word problems - Differentiated

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Year 3 - Using a number line to solve multiplication word problems - Differentiated BA, MA, HA Enjoy! Your feedback is always welcome x

#### Year 1 - Place Value - One-To-One-Correspondence-To-Start-To-Compare-Groups

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on one-to-one correspondence of groups 0-10. Resources included in this pack: Power point presentation Working wall display items Student worksheets differentiated lower ability, age related, greater depth (including answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - Modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

#### Year 4 – Spring Block 3 – Fractions - week 5 - Equivalent Fractions (1)

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This resource follows the concrete-pictorial-abstract approach to Maths Mastery and also includes reasoning questions. It is differentiated two ways and is linked to WRM small steps: Equivalent fractions (1) Curriculum links: - Recognise and show, using diagrams, families of common equivalent fractions. I hope you find this resource useful, Your feedback is always welcome :)

#### Year 1 - Spring block 1 - Addition and Subtraction (within 20) week 3.

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This resource covers Year 1 - Addition and Subtraction (within 20) - block 1 - Spring (week 3). It follows the CPA approach to mastery and links to the WRM small steps: 'Subtraction crossing 10 (1)' and 'Subtraction crossing 10 (2)' National Curriculum links: - Represent and use number bonds and related subtraction facts within 20 - Read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. - Add and subtract one-digit and two-digit numbers to 20, including zero. - Solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7= ꙱ –9 Enjoy! Your feedback is always welcome x

#### Statistics - Bar Charts (edited)

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This resource contains varied fluency questions, reasoning and a challenge question. Differentiated 2 ways and includes answers. Linked to Year 3 Spring block 3. Statistics - WRM Small Step - bar charts. Curriculum links Interpret and present data using bar charts, pictograms and tables. Solve one-step and two-step questions [for example, ‘How many more?’ and ‘How many fewer?’] using information presented in scaled bar charts and pictograms and tables.

#### Subtracting 2 fractions (2)

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This resource supports Year 4 WRM small step ‘Subtracting two fractions’, with varied fluency 2 questions. It follows a concrete – pictorial – abstract approach. It includes differentiated worksheets and answers. Curriculum links • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. • Add and subtract fractions with the same denominator. I hope you find this resource useful x

#### Subtracting two fractions (3) using a number line

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This resource supports Year 4 WRM small step ‘Subtracting two fractions’, and focuses on using a number line for varied fluency 3 questions. It follows a concrete – pictorial – abstract approach. It includes differentiated worksheets and answers. Curriculum links • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. • Add and subtract fractions with the same denominator. I hope you find this resource useful x

#### Year 4 – Fractions – Spring Block 3 (Week 8)

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This resource includes varied fluency questions that focus on calculating fractions of quantities. It follows a concrete – pictorial – abstract approach for mastery and includes opportunities to use bar modelling and concrete materials. It also includes reasoning and problem-solving questions. Differentiated two ways and includes answers. WRM Small Steps: Calculate fractions of a quantity Problem Solving - Calculating Quantities National Curriculum Links • Recognise and show, using diagrams, families of common equivalent fractions. • Count up and down in hundredths; recognise that hundredths arise when dividing an object by one hundred and dividing tenths by ten. • Solve problems involving increasingly harder fractions to calculate quantities, and fractions to divide quantities, including non-unit fractions where the answer is a whole number. • Add and subtract fractions with the same denominator. Your feedback is always welcome x

#### Fractions word wall vocabulary cards

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This resource contains 33 fraction based vocabulary cards to be used as flash cards or as part of a display on a working wall. It is appropriate for years 2 - 6. I hope you enjoy this product! Your feedback is always welcome x

#### Year 1 - Place Value - Counting objects

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on counting objects. Resources included in this pack: Power point presentations Working wall display items Student worksheets differentiated lower ability, age related, greater depth (plus answers) Reasoning and problem solving Curriculum Links: UK: Count, read and write numbers to 10 in numerals and words. Given a number, identify one more or one less. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. Australia: ACMNA013 - modelling numbers with a range of material and images ACMNA002 - Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond ACMNA289 - Compare, order and make correspondences between collections, initially to 20, and explain reasoning American Common Core Standards CCSS.MATH.CONTENT.K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). CCSS.MATH.CONTENT.K.CC.B.4.A When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

#### 20 simple sentences to be dictated to pupils by the teacher - years 3 and 4

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This resource contains 20 simple sentences that can be dictated to pupils ( Write from memory simple sentences dictated by the teacher, that include words and punctuation taught so far.) I have included words from the common exception list as well as some other SPaG items from the year 3 and 4 curriculum. Curriculum links: - Write from memory simple sentences dictated by the teacher, that include words and punctuation taught so far. - Spell further homophones. - Spell words that are often misspelt (year 3 /4 common exception words). - Use further prefixes and understand how to add them - Use further suffixes and understand how to add them - Use the correct form of ‘a’ or ‘an’ - Use inverted commas to punctuate direct speech - Place the possessive apostrophe accurately in words with regular plurals e.g. girls’, boys’ and in words with irregular plurals e.g. children’s. I hope you find this useful. Your feedback is always welcome x