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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

#### Yr 3 Number: Dividing by 3

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Year 3 Number: Multiplication &amp; Division – Dividing by 3 Varied Fluency &amp; Reasoning. This resource is differentiated 3 ways and follows the concrete-pictorial-abstract method of Maths Mastery. The worksheets explore dividing by 3 through sharing into three groups and grouping in threes. Links to National Curriculum: Count from 0 in multiples of 4, 8, 50 and 100. 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 objects. Pictures used in this resource have been created by Busyprimaryteacher247 Other images sourced from - https://wpclipart.com

#### Yr 3 Number: Multiplying by 3

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Year 3 Number: Multiplication &amp; Division – Multiplying by 3 Varied Fluency &amp; Reasoning. This resource is differentiated 3 ways and follows the concrete-pictorial-abstract method of Maths Mastery. The worksheets draw on knowledge of counting in threes in order to start to multiply by 3, and encourages children to use their knowledge of equal groups through using concrete and pictorial methods to solve multiplication problems. Links to National Curriculum: Count from 0 in multiples of 4, 8, 50 and 100. 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 objects. Pictures used in this resource have been created by Busyprimaryteacher247 Other images sourced from - https://wpclipart.com

#### Yr 3 Multiplication and Division Equal Groups

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Year 3 Number: Multiplication &amp; Division - Equal Groups Incl. Varied Fluency, Reasoning &amp; Problem Solving This resource is differentiated 3 ways and follows the concrete-pictorial-abstract method of Maths Mastery. The worksheets recap understanding of recognising, making, and adding equal groups and build on prior learning. Children are encouraged to consider what is the same and what is different between groups, what each digit in a number sentence represents and to show different ways of representing groups. Links to National Curriculum: Count from 0 in multiples of 4, 8, 50 and 100. 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 objects. Pictures used in this resource have been created by Busyprimaryteacher247 Other images sourced from - https://wpclipart.com

#### Year 1 Place Value 0-10 Bundle 2

5 Resources
This bundle follows the mastery approach to Year 1 place value (concrete - pictorial - abstract)linked to UK Autumn term, week 1, with a focus on the learning objectives: sorting objects, counting objects, representing objects and counting, reading and writing forwards from any number 0 to 10. 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: 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, read and write numbers to 10 in numerals and words. Count to ten, forwards and backwards, beginning with 0 or 1, or from any given number. Australia: ACMNA012 Develop confidence with number sequences to and from 100 by ones from any starting point. ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line. Modelling numbers with a range of material and images. Identifying numbers that are represented on a number line and placing numbers on a prepared number line. American Common Core Standards CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. CCSS.MATH.CONTENT.K.CC.A.1 Count to 100 by ones and by tens. CCSS.MATH.CONTENT.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numera

#### Year 1 Place Value 0-10 Bundle 1

5 Resources
This bundle follows the mastery approach to Year 1 place value (concrete - pictorial - abstract)linked to UK Autumn term, week 1, with a focus on the learning objectives: sorting objects, counting objects, representing objects and counting, reading and writing forwards from any number 0 to 10. 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: 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, read and write numbers to 10 in numerals and words. Count to ten, forwards and backwards, beginning with 0 or 1, or from any given number. Australia: ACMNA012 Develop confidence with number sequences to and from 100 by ones from any starting point. ACMNA013 Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line. Modelling numbers with a range of material and images. Identifying numbers that are represented on a number line and placing numbers on a prepared number line. American Common Core Standards CCSS.MATH.CONTENT.K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. CCSS.MATH.CONTENT.K.CC.A.1 Count to 100 by ones and by tens. CCSS.MATH.CONTENT.1.NBT.A.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral

#### Year 1 - Place Value - Cooperative Learning Activities numbers 0-10

5 Resources
This bundle contains whole class and small group activities suitable for warm ups or plenaries. They are linked to the following key objectives: Counting 0-10 Counting one more and one less Reading, writing and counting 0-10 Each activity is designed to be photocopied onto card. Full instructions on how to set up and impliment each activity are included.

#### Year 1-Place Value - One More, One Less. Quiz Quiz Trade Activity

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This resource links to the Year 1, Plavce Value step of ‘Count One More, One less’. It includes 40 quiz cards that can be photocopied onto plain or coloured paper, plus instructions on how to setup and implement the activity. Great as a whole class warm up or plenary activity. Children move around the cassroom and find a partner. Each partner takes it in turns to quiz the other using their card. They then trade cards and find a different partner. The activity continues until the teacher decides to stop. Helps aid consolidation of key lesson objectives.

#### Year 1-Place Value-I Have, Who Has? Count to 10

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This resource links to the Year 1, Place Value step of ‘Counting to 10’. It includes 10 game cards that can be photocopied onto plain or coloured card plus instructions on how to setup and implement the activity. There are three differentiated activities. Working towards focusing on recognising 0-10 using dots on a dice, Age related focusing on reading numerals 0-10, working above focusing on reading number words zero-ten. Great as a small group warm up or plenary activity.

#### Year 1-Place Value-I Have, Who Has? Count One Less

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This resource links to the Year 1, Place Value step of ‘Count One Less’. It includes 10 game cards that can be photocopied onto plain or coloured paper plus instructions on how to setup and implement the activity. Great as a small group warm up or plenary activity.

#### Year 1-Place Value-I Have, Who Has? Count One more

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This resource links to the Year 1, Place Value step of ‘Count One More’. It includes 10 game cards that can be photocopied onto plain or coloured paper plus instructions on how to setup and implement the activity. Great as a small group warm up or plenary activity.

#### Year 1 - Place Value - Find One More, One Less - Whole Class Co-operative activity

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This resource links to the Year 1, Plavce Value step of ‘Count One More, One less’. It includes 5 different game boards that can be photocopied onto plain or coloured paper plus instructions on how to setup and implement the activity. Great as a warm up or plenary activity. Children move around the cassroom and find different partners who can answer one of the questions on their game board. Theirpartner answers the question and then writes his or her initials. The child then moves around the room again to find another partner. Activity continues until someone completes their whole game board (They MUST have found a different partner for each question).

#### Year 3 - Place Value (Weeks 1-3) 15 warm-up practise strips

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This resource follows the mastery approach to teaching maths (Concrete-pictorial-abstract). Each practise strip contains Year 3 Place Value questions linked to the first 3 weeks of the Autumn Term. Great for warm ups, plenarys or homework activities.

#### Year 1 - Place Value - Count Forwards From 0-10

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on counting forwards from any given number 0-10. 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 1 - Place Value - Representing Objects

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on representing 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 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.

#### 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 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 1 - Place Value - Count One Less 0-10

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on finding one less from any given number 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 Co-operative Learning game: I have, Who has (Whole class activity - warm up/plenary) 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 1 - Place Value - Counting One More 0-10

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on counting one more from any given number 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 1 - Place Value - Counting Backwards 10 to 0

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This resource follows the mastery approach to Year 1 place value (concrete - pictorial - abstract) with a main focus on couting, reading and writing numbers backwards from any number 10 - 0. 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.