Maths Year 5/6 Summer Revision Menu A

Day 1
Locate on lines, compare and order negative and positive numbers. Count in steps back through zero on lines.
Further Teaching with Y6
Write pairs of numbers between –10 and 10 with a difference of 7. Create today’s ‘Top tip for tests’.
Group Activities: T with Y6
Y5 -- Play a game to practise counting back through 0 to –20 and beyond.
-- Repeatedly subtract from the first number in a given pair to exactly reach the second.
Y6 -- Sketch number lines to help solve word problems using positive and negative numbers.
-- Find the difference between pairs of 2-digit numbers, one of them negative.

Day 2
Children estimate a mystery number marked on a 200,000 to 300,00 line, zooming in on sections. Round to the nearest 100,000, 10,000 and 1000. Repeat with a line between 500,000 and 600,000.
Further Teaching with Y6
Children use digits 1 to 7 to make whole numbers between 3 million and 4 million. Ask them to hold up numbers according to digits in given positions. Some children place their numbers on a 3,000,000 to 4,000,000 line. Children write numbers which round up/down to 6,000,000. End with today’s ‘Top tip for tests’.
Group Activities: T with Y6
Y5 Use the in-depth problem-solving investigation ‘Lost digit’ as today’s group activity.
Or, use these activities:
-- Sketch number lines to help round population figures to the nearest 10,000 and 100,000.
-- Play bingo games rounding 6-digit numbers to the nearest 100,000, 10,000, then 1000.
Y6 -- Complete rounding and place value problems.

• ITP Number Line
• Counting stick
• ‘–20 to 20 number lines’ (see resources)
• 1–6 dice
• ‘Negative numbers’ (see resources)
• 0–9 digit cards
• Mini-whiteboards and pens
• ‘Rounding’ (see resources)
• ‘0–1,000,000 landmarked line’ (see resources)
• ‘Place value and rounding’ sheets 1 and 2 (see resources)

Day 1
Count back through 0

Day 2
Place value in 6-digit numbers

Day 1
Y5: Compare and order negative and positive numbers; count back in steps through 0.
Y6: Answer questions about negative numbers in the context of temperature, then find pairs of numbers with a given difference.

Day 2
Y5: Round population figures to the nearest 100,000, 10,000 and 1000.
Y6: Practise answering questions about place value and rounding.

Y5

• True or false?
  10 more than 99,999 is 100,090.
  100 less than 202,020 is 201,920.
  199,009 add 1000 is 201,009.
  You add 10,000 to 105,432 five times to get 150,432.
• Sketch a line between two multiples of 100,000. Mark the appropriate 10,000s. Choose an adjacent pair of numbers and mark the midpoint between them.
• Write a number that rounds to 40,000 as the nearest 10,000 and to 35,000 as the nearest 1000.
• Round 49,949 to the nearest 10,000, 1000, 100 and 10.

Y6

• Fill in the missing digits:
  384,☐79 < 384,0☐9
  1,0☐0,841 > 1,040,996
• Complete the place value subtractions.
  (a) 1,249,541 – [_____] = 1,240,501
  (b) 673,890 – [_____] = 70,090
  (c) 2,951,159 – [_____] = 2,050,050
• Anna calculated a difference of 13 between two numbers. One of the numbers was 5. What was the other number?
• Timmy calculated a difference of 17 between two numbers. One of them was negative. What were his two numbers?
  
  

Y5 In-depth investigation: Lost digit
Children explore 6-digit numbers using a procedure based on reduced numbers (casting out nines).

Y5: Out at Sea
Understanding negative numbers.

Day 1
Children calculate missing digits in a column addition, then come up with additions and subtractions with answers in given ranges. Share today’s ‘Top Tip for Tests’.
Group Activities: T with Y5 or Y6
Y5 -- Calculate missing digits in given additions and subtractions, check subtractions with addition.
-- Write column additions and subtractions, then erase digits for other pairs to calculate.
Y6 -- Practise compact column methods for addition and subtraction.

Day 2
Sapna buys 2 CDs for £4.79 each, a DVD for £11.50 and a pack of batteries for £4.25. Find the change from £30. Demonstrate using a bar model to represent this problem. Show some workings-out, with an error. Discuss. Share todays’ ‘Top Tip for Tests’.
Group Activities: T with Y5 or Y6
Y5 -- Interpret and solve problems with two calculation steps.
-- Collaborate to find pairs of amounts of money with a total of £44.44. and pairs of lengths with a total of 33.3cm.
Y6 -- Interpret and solve problems with more than one calculation step.

• Mini-whiteboards and pens
• Flipchart and pens
• ‘Addition and subtraction practice’ (see resources)
• ‘Two-step problems’ Sheets 1 and 2 (see resources)
• ‘Multi-step problems’ Sheets 1 and 2 (see resources)

Day 1
Add and subtract pairs of 2-digit numbers

Day 2
Count on and back in steps of 40

Day 1
Y5/Y6: Solve 3- and 4-digit additions and subtractions, some with missing numbers; write additions and subtractions which round to given numbers.

Day 2
Y5: Solve two-step word problems.
Y6: Solve multi-step word problems.

Y5

• Arrange the digits 4, 5 and 6 to create an addition of two 3-digit numbers which add to 1000. You may use each digit as often as you like.
• Explain why it would probably be sensible to choose different methods to solve (a) and (b) below. Then solve both.
  (a) 67,493 + 21,561
  (b) 50,005 + 9,998
• Complete the addition by finding ☐, ✜ and △:

1 2 ☐ 6 2

+ 9 3 8 ✜

2 △ 2 5 1

• Use all digits 2 to 8 once to create two amounts of money. Both amounts must have two decimal places, e.g. £23.45 and £6.78. Add these. Now re-arrange the digits to give the largest total possible. Now re-arrange the digits to give the smallest total possible.

Y6

• At the start of December, there were 4,548 toy cars in the shop. During December, 8,728 more toy cars were delivered and 9,473 toy cars were sold.
  How many toy cars were left in the shop at the end of December?
• Write the four missing digits to make this addition correct:
  ☐6☐8 + 3☐9☐ = 9019
• Write the 4 missing digits to make this subtraction correct:
  ☐3,40☐ – 1☐,9☐2 = 7485
• The numbers in this sequence increase by 10 each time: 6, 16, 26, …
  Write two numbers from the sequence that add to make a total of 92.
  Explain why it is not possible to find three numbers from the sequence that add to make a total of 92.

Y5 In-depth investigation: Complete the Investigative Group Activity on Day 2.

Y5: Super 7000
Using compact column addition to add pairs of 4-digit numbers.

Day 1
Children hold digit cards on either side of a decimal point and move to multiply or divide by 10/100/1000. Children choose function machines to convert between units. Share today’s Top Tip for Tests.
Further Teaching with Y5
Make a list of Roman numerals from 1 to 10, then 10s numbers to 100. Use this to write numbers less than 100. Then show how to write numbers greater than 100, demonstrating use of C, D and M.
Group Activities: T with Y5
Y5 -- Derive Roman numerals 0 to 300.
-- Derive Roman numerals 0 to 1000. Attempt addition using Roman numerals.
Y6 -- Practise multiplying numbers by 10 and 100.
-- Multiply and divide by 10, 100 and 1000, including converting units of measurement.

Day 2
Point out that on TV or at the end of films, the year is sometimes given in Roman numerals. Tell a brief history of zero. Write Roman numerals using the ‘Dates’ resource sheet.
Further Teaching with Y6
Children list all the factors of 42. If we know 6 × 7 = 42, what is 6 × 0.7? 6 × 0.07? What is 42 ÷ 6? 4.2 ÷ 6? 0.42 ÷ 6? Use number facts and place value to create other lists of facts. Share today’s ‘Top Tip for Tests’.
Group Activities: T with Y6
Y5 Use the in-depth problem-solving investigation ‘Martian numbers’ as today’s group activity.
Or, use these activities:
-- Collaborate to write Roman numbers, using a fixed number of numerals, within a given range.
Y6 -- Use number facts and place value to multiply and divide decimals.

Day 3
Use rounding and estimation to order answers to 6 × 4572, 3 × 8457 and 4 × 3762, then calculate exact answers.
Further Teaching with Y6
Show a worked example of 24 × 2153. Spot the error: untidy work has led to wrongly adding the ‘carry’ figures in the addition at the end. End by sharing today’s ‘Top Tip for Tests’.
Group Activities: T with Y6
Y5 -- Create 1-digit by 3-digit multiplications with odd/even answers and answers within given ranges.
-- Create 1-digit by 4-digit multiplications with odd/even answers and answers within given ranges.
Y6 -- Round numbers to estimate products. Choose an appropriate method for accurate written multiplication.
-- Choose an appropriate method for accurate written multiplication.

Day 4
Write 496 ÷ 3, 496 ÷ 6, 496 ÷ 12 and 896 ÷ 3. Children discuss which will have the smallest/biggest answer and why. Each quarter of the class then solve one of the divisions using short division. Help to write each remainder as a fraction, simplifying where possible.
Further Teaching with Y6
Use long division to solve a word problem. Revise that making a list of multiples of the divisor is helpful. Record this as today’s ‘Top Tip for Tests’. Then solve another division word problem.
Group Activities: T with Y6
Y5 -- Divide 3-digit and 4-digit numbers by a 1-digit number, using short division.
Y6 -- Use multiples of 15 to divide numbers between 150 and 1000 by 15.
-- Solve problems using long division. Decide how to handle remainders.

• Mini-whiteboards and pens
• Large digit cards
• Flipchart and pens
• ‘Function machines’ (see resources)
• ‘Place value grid’ (see resources)
• ‘Multiplying and dividing by 10, 100 and 1000’ practice sheet (see resources)
• Moving Digits ITP
• ‘Place value grid’ (see resources)
• 0–9 digit cards
• ‘Dates’ (see resources)
• ‘Roman numeral fact sheet’ (see resources)
• ‘Multiplying and dividing decimals by whole numbers’ (see resources)
• Calculators
• ‘Long multiplication’ (see resources)
• ‘Multiplication practice’ Sheets 1 and 2 (see resources)
• ‘Long division’ (see resources)

Day 1
Read the time on a clock with Roman numerals

Day 2
Write numbers less than 100 using Roman numerals

Day 3
× and ÷ facts: 8, 80, 800 and 8000

Day 4
Square numbers to 144

Day 1
Y5: Write the next two numbers in a sequence of Roman numerals.
Y6: Multiply and divide by 10, 100 and 1000, convert measures from one unit to another.

Day 2
Y5: Choose at least 8 notable dates, written as Roman numerals, and rewrite them using Hindu-Arabic numerals.
Y6: Practise using known facts and place value to multiply and divide with decimals.

Day 3
Y5: Choose 3-digit/4-digit by 1-digit multiplications to calculate.
Y6: Practise short and long multiplication.

Day 4
Y5: Practise using short division, writing remainders as fractions.
Y6: Practise short and long division.

Y5

• Write these numbers in Roman numerals: 49, 2003, 88.
• Write these Roman numerals in Hindu-Arabic numerals: XLII, LIV, CXLVIII.
• Looking at the calculation
  XL – X, Polly says ‘That’s easy, you just take away the X from XL to leave L!’ Is she correct? Explain your ideas.
• Use short multiplication to find: 87 × 3 = ☐, 6 × 721 = ☐, 534 × 9, 2307 × 4 = ☐
• A crate contains 27 boxes of oranges. There are 24 oranges in a box. A supermarket orders 3 crates of oranges. How many oranges is this in total?
• Tom’s baby sister Katie has been alive for 2000 hours. How many days is this?

Y6

• Write the correct symbol (<, > or =) in each box to make the statements correct:
  12 × 12 ☐ 14 × 10
  80 ÷ 20 ☐ 90 ÷ 30
  240 ÷ 6 ☐ 270 ÷ 9
  800 × 5 ☐ 70 × 50
• Sophia has the digit cards 6, 7 and 5. She makes a 2-digit number and a 1-digit number. She multiplies them together. Her answer is a multiple of 10. What could Sophia’s multiplication be?
• A farmer is packing eggs in boxes of 6. She has 980 eggs to pack. How many boxes can the farmer fill using 980 eggs? How many boxes will she need to hold all 980 eggs?
• Shaula calculates 1252 ÷ 14. She says, ‘There’s no remainder in the answer!’ Do you agree with her?

Y5 In-depth investigation: Martian numbers
Children explore the facts that Hindu-Arabic numerals use a base of 10, we can write numbers using a base of 3, and Roman numerals have no base.

Y5: Roman Rules
Use the NRICH activity ‘Roman Numerals’ to support children in deriving a set of rules for creating Roman numerals.
Roman Numerals from nrich.maths.org.

and/or

Multiplying Choices
Using the grid method to multiply 3-digit numbers by 1-digit numbers.

Digit Discovery
Using the grid method to multiply 3-digit numbers by 1-digit numbers.