2. WE EXPECT THE CHILDREN TO KNOW THEM UP TO 12 X 12 WE WORK ON THEM EVERYDAY  We chant through them from the 6x onwards  We ask individual questions.  We do reverse operations, ie  I am thinking of a number divided by 6 equals seven, what is the number?  What you can do?  Go over times tables, make it into a Game

3.  To answer quickly, there are a few tricks we use  Doubling and halving to calculate  Partitioning eg 14 x 13  14 x 10 = 140  14 x 3 = 42 and add together  Rounding numbers  £1.99 x 3  Try £2.00 x 3 = £6, and then subtract the three pence, which will give you the answer of £5.97.

4. SUBTRACTING MONEY ETC BY COUNTING ON.  If we had the question  £1.00 subtract 64 pence  We would add on rather that take away  ie How many is it from 64 to 70  The answer is 6  How many is it from 70 to 100  The answer is 30  From 64 to 100 is 36 then.

5.  We need to know the sequence of square numbers up to 100.  A number that is multiplied by itself equals a square number  14 9  1625 36  4964 81  100  We need to know the sequence of prime numbers up to 30.  A number that cannot be divided by any number apart from 1 and itself is a prime number  12 3  57 11  1317 19  2329

6. AREA PERIMETER  We work on strategies to calculate the area of a rectangle or square.  We talk about multiplying the length by the width to find the answer.  We add together all of the sides to find the perimeter.  One way to do this is to add the length by the width and multiply by two.  We think of a hexagon with a side of 6cm and ask to calculate the perimeter

7.  We need to know about 2D shape, such as  Quadrilaterals eg  Square  Rectangle  Trapezium  Rhombus  Parallelogram  Kite ----- as well as  Pentagons, Hexagons and Octogans  Triangles ie  Equilateral  Isosceles  Scalene  We need to know about  Diagonals  Parallel lines  Angles

8.  We need to know about 3 D shape  Cube  Cuboid  Triangular Prism  Square Based Pyramid  Triangular Based Pyramid  Kite  Cone  For each shape we need to know  How many faces  How many edges  How many vertices  We also look at angles, ie how many degrees in ½ a right angle? How many between the numbers 6 and 7 on a clock?

9. WE CALCULATE HOW TO WORK OUT PERCENTAGES OF NUMBERS  We start off by working out 10% of numbers including money.  ie 10% of £200 is £20  10% of £56 is £5.60  We can then work out 20% of a number by finding 10% and doubling the answer.  A typical question would be.  I buy a television from a shop for £500, but get 20% discount. What is the price that I would pay?  We also find 5% by finding 10% and then halving the answer.

10. WE THINK ABOUT THE RELATIONSHIP BETWEEN DECIMALS  We look at the sequences of decimals, ie 0.25, 0.5, 0.75  We look at adding these type of decimals together.  We have to know the relationship between them, ie  1/5 equals 0.2  4/5 equals 0.8  ¼ equals 0.25  ½ equals 0.5  ¾ equals 0.75

11. THERE ARE MANY TIME RELATED QUESTIONS  This includes recording how long it took children to complete a race  Tom took 15.4 seconds  John took 12.06 seconds  Fiona took 15.32 seconds.  Who won the race?  We get the children to balance up the decimals.  This gives 15.40  12.06  15.32  This makes it easier to see the sequence of decimals

12. WE ALSO NEED TO MEASURE TIME INTERVALS  Questions that ask how long a TV program is if it starts at 10am, and concludes at 11.35am  The way to do this is to use a number line.  We would work out that it is 1 hour from 10 am to 11 am, then add the 35 minutes on to make the answer 1 hour 35 minutes

13. LENGTH, WEIGHT AND CAPACITY  We use the metric measures.  100 cm in a metre  1000 m in a kilometre  1000 grams in a kilogram  1000 millilitres in a litre  We ask questions such as  Convert 1.2kg into grams 1200g  Convert 3450 millilitres into litres 3.450 l  Convert 32 cm into metres.

14.  You get questions like this.  Put these decimals in order starting with the smallest.  1.23  1.234  1.5  1.48  1.241  Some think that 1.234 or 1.241 is the biggest because they have more numbers in it.  We balance them out by adding 0’s so they have the same number of integers after the decimal point  1.230 1.234  1.500 1.480  1.241  It is then easier to see which is the smallest.

15.  At the start of each lesson, we spend 10 to 15 minutes on mental maths. All of these areas of study have been covered since September.  We use digit cards or whiteboards to show answers  We try to inject a bit of fun into this activity.  Questions are on a quick fire basis, we have to be on the ball to be successful.  We look at strategies to calculate accurately, and have assessments to check progress  We also look at the type of questions that are causing the most difficulty

16.  In the test there are a mixture of questions, some need to be done in 5 seconds, others 10 and some 15.  They are on a CD so the timing is strict, they are read out twice and then have to be worked out.  We try to get the children to jot down any working out that they can, ie a simple addition to get the answer.  They means that they can possibly go back to it later if they have time.  There are 20 questions on the test.

17. TABLESCALCULATIONS  Work on them daily, make it into a game or a competition, it will all help.  Look at some of the questions that we have provided, again make them into a game  Let the children ask you some questions, they will like to show off their skills.