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<!DOCTYPE html>
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<head>
</head>
<body>
<h2>About&nbsp;</h2>
Today we are focusing on counting in 50s in Year 3/4 and short division in Year 5/6.
<h2>Count in 50s</h2>
Complete the patterns.&nbsp;
&lt;div class="questions"&gt;
<ul>
<li>0, 50, 100, _____, _____</li>
<li>400, 450, 500, _____, _____</li>
<li>550, 500, 450, _____, _____</li>
<li>800, 850, 900, _____, _____</li>
<li>700, _____, 600, _____, 500</li>
<li>800, 750, _____, _____, _____</li>
</ul>
&lt;/div&gt;
<h2>Ready for a Challenge?&nbsp;</h2>
&lt;div class="challenge"&gt;
<ul>
<li>What is the same and what is different when counting in 5s from 0 and 50s from 0?</li>
</ul>
&lt;/div&gt;
<h2>Answers</h2>
&lt;div class="answers"&gt;
<ul>
<li>150, 200</li>
<li>550, 600</li>
<li>400, 350</li>
<li>950, 1,000</li>
<li>650, 550</li>
<li>700, 650, 600</li>
</ul>
&lt;/div&gt;
Challenge Answer
Various answers. Example answers: Same: the digits follow the same pattern (5, 10, 15 etc). Different: when counting in 50s, the numbers are ten times larger than when counting in 5s.&nbsp;
</body>
</html>

&#13;
Today we are focusing on counting in 50s in Year 3/4 and short division in Year 5/6.&#13;

About 

&#13;
Complete the patterns. &#13;
&lt;div class="questions"&gt;&#13;
<ul>&#13;
<li>0, 50, 100, _____, _____</li>&#13;
<li>400, 450, 500, _____, _____</li>&#13;
<li>550, 500, 450, _____, _____</li>&#13;
<li>800, 850, 900, _____, _____</li>&#13;
<li>700, _____, 600, _____, 500</li>&#13;
<li>800, 750, _____, _____, _____</li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

Count in 50s

&#13;
&lt;div class="challenge"&gt;&#13;
<ul>&#13;
<li>What is the same and what is different when counting in 5s from 0 and 50s from 0?</li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

Ready for a Challenge? 

&#13;
&lt;div class="answers"&gt;&#13;
<ul>&#13;
<li>150, 200</li>&#13;
<li>550, 600</li>&#13;
<li>400, 350</li>&#13;
<li>950, 1,000</li>&#13;
<li>650, 550</li>&#13;
<li>700, 650, 600</li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

 Challenge Answer
&#13;
Various answers. Example answers: Same: the digits follow the same pattern (5, 10, 15 etc). Different: when counting in 50s, the numbers are ten times larger than when counting in 5s. &#13;

Answers

September 24th-1626102528

<!DOCTYPE html>
<html>
<head>
</head>
<body>
<h2>About&nbsp;</h2>
Today we are focusing on counting in 50s in Year 3/4 and short division in Year 5/6.
<h2>Short Division</h2>
Use short division to complete these calculations.
&lt;div class="questions"&gt;
<ul>
<li>1,813 &divide; 7 =&nbsp;</li>
<li>4,887 &divide; 9 =&nbsp;</li>
<li>4,386 &divide; 6 =&nbsp;</li>
<li>5,400 &divide; 8 =&nbsp;</li>
<li>5,849 &divide; 7 =&nbsp;</li>
<li>6,729 &divide; 4 =&nbsp;</li>
<li>9,287 &divide; 3 =&nbsp;</li>
<li>4,956 &divide; 5 =&nbsp;</li>
</ul>
&lt;/div&gt;
<h2>Ready for a Challenge?&nbsp;</h2>
&lt;div class="challenge"&gt;
<ul>
<li>Which digit is missing? How do you know?&nbsp; 4,8_5 &divide; 7 = 696 r3</li>
</ul>
&lt;/div&gt;
<h2>Answers</h2>
&lt;div class="answers"&gt;
<ul>
<li>1,813 &divide; 7 = 259</li>
<li>4,887 &divide; 9 = 543</li>
<li>4,386 &divide; 6 = 731</li>
<li>5,400 &divide; 8 = 675</li>
<li>5,849 &divide; 7 = 835 r4</li>
<li>6,729 &divide; 4 = 1,682 r1</li>
<li>9,287 &divide; 3 = 3,095 r2</li>
<li>4,956 &divide; 5 = 991 r1</li>
</ul>
&lt;/div&gt;
Challenge Answer
4,875 &divide; 7 = 696 r3
</body>
</html>

&#13;
Use short division to complete these calculations.&#13;
&lt;div class="questions"&gt;&#13;
<ul>&#13;
<li>1,813 ÷ 7 = </li>&#13;
<li>4,887 ÷ 9 = </li>&#13;
<li>4,386 ÷ 6 = </li>&#13;
<li>5,400 ÷ 8 = </li>&#13;
<li>5,849 ÷ 7 = </li>&#13;
<li>6,729 ÷ 4 = </li>&#13;
<li>9,287 ÷ 3 = </li>&#13;
<li>4,956 ÷ 5 = </li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

Short Division

&#13;
&lt;div class="challenge"&gt;&#13;
<ul>&#13;
<li>Which digit is missing? How do you know?  4,8_5 ÷ 7 = 696 r3</li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

&#13;
&lt;div class="answers"&gt;&#13;
<ul>&#13;
<li>1,813 ÷ 7 = 259</li>&#13;
<li>4,887 ÷ 9 = 543</li>&#13;
<li>4,386 ÷ 6 = 731</li>&#13;
<li>5,400 ÷ 8 = 675</li>&#13;
<li>5,849 ÷ 7 = 835 r4</li>&#13;
<li>6,729 ÷ 4 = 1,682 r1</li>&#13;
<li>9,287 ÷ 3 = 3,095 r2</li>&#13;
<li>4,956 ÷ 5 = 991 r1</li>&#13;
</ul>&#13;
&lt;/div&gt;&#13;

 Challenge Answer
&#13;
4,875 ÷ 7 = 696 r3&#13;

September 24th-1626102718

September 24th

Fractions

Decimals

Bar Models

<!DOCTYPE html>
<html>
<head>
</head>
<body>
<ul>
<li>A great way to help your Year 3 pupils approach and represent a worded Maths problem.</li>
<li>Includes 11 fraction and decimal word problems, available with or without bar model examples.&nbsp;</li>
<li>Suitable for use in a mixed ability classroom and for mastery approach.</li>
</ul>
</body>
</html>

Practise the bar model method with a worksheet of 11 worded questions. Includes optional bar model scaffolding, and a challenge question

Let's Practise Using the Bar Model Fractions and Decimals Year 3

<!DOCTYPE html>
<html>
<head>
</head>
<body>
<ul>
<li>A great way to help your Year 6 pupils approach and represent a worded Maths problem.</li>
<li>Includes 11 fraction and decimal word problems, available with or without bar model examples.&nbsp;</li>
<li>Suitable for use in a mixed ability classroom and for mastery approach.</li>
</ul>
</body>
</html>

Let's Practise Using the Bar Model Fractions and Decimals Year 6

<!DOCTYPE html>
<html>
<head>
</head>
<body>
<ul>
<li>A great way to help your Year 4 pupils approach and represent a worded Maths problem.</li>
<li>Includes 11 fraction and decimal word problems, available with or without bar model examples.</li>
<li>Suitable for use in a mixed ability classroom and for mastery approach.</li>
</ul>
</body>
</html>

Let's Practise Using the Bar Model Fractions and Decimals Year 4

<!DOCTYPE html>
<html>
<head>
</head>
<body>
<ul>
<li>A great way to help your Year 5 pupils approach and represent a worded Maths problem.</li>
<li>Includes 11 fraction and decimal word problems, available with or without bar model examples.&nbsp;</li>
<li>Suitable for use in a mixed ability classroom and for mastery approach.</li>
</ul>
</body>
</html>

Fractions

Fractions

Fractions

Fractions

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