Maths Year 5/6 Summer Revision Menu B

Day 1
Adapt a recipe, keeping the same ratios. Calculate missing side lengths of rectangles with given ratio.
Further Teaching with Y6
Calculate dimensions of scaled drawing of a garden. Share today’s ‘Top tip for tests’.
Group Activities: T with Y6
Y5 -- Draw sets of rectangles with given ratios of side lengths.
Y6 -- Solve ratio and scaling problems.

Day 2
Find equivalent fractions, then write fractions as the ‘same type’ (with the same denominator).
Further Teaching with Y6
Play a game adding and subtracting fractions. Share today’s ‘Top tip for tests’.
Group Activities: T with Y6
Y5 -- Find equivalent fractions on a fraction wall.
Y6 -- Use equivalence to add and subtract fractions less than 1.
-- Use equivalence to add and subtract fractions, including mixed numbers.

Day 3
Children look for fractions greater than 1, then greater than 2. Discuss improper fractions and mixed numbers. Children rewrite improper fractions as mixed numbers.
Further Teaching with Y6
Remind children of the quick way to multiply pairs of fractions. Demonstrate using pizza image. Use the same image to divide a fraction by a whole number. Share today’s ‘Top tips for tests’.
Group Activities: T with Y6
Y5 -- Write fractions between 1 and 2, 2 and 3, then 3 and 4.
Y6 -- Multiply pairs of fractions. Divide fractions by whole numbers.

Day 4
Use bar models to help find unit fractions, then non-unit fractions, of 10 times tables facts, e.g. 350, 420, 540.
Further Teaching with Y6
Find key percentages (10%, 1% and 50%); then other percentages of amounts. Share today’s ‘Top tip for tests’.
Group Activities: T with Y6
Y5 Use the in-depth problem-solving investigation ‘Calculating colours’ from The Royal Institution as today’s group activity.
Or, use these activities:
-- Choose multiples of 10; use tables facts to help decide what unit and non-unit fractions of those amounts to find.
Y6 -- Calculate fractions and percentages of numbers and measures including money.

• Mini-whiteboards and pens
• Access to the internet
• cm2 paper
• Interlocking cubes
• ‘Ratio and scale problems’ Sheets 1 and 2 (see resources)
• ‘Fraction wall’ (see resources)
• ‘Grid of fractions’ (see resources)
• ‘Adding and subtracting fractions’ (see resources)
• ‘Multiplying and dividing fractions’ (see resources)
• Flipchart and pens
• ‘Finding fractions and percentages’ (see resources)

Day 1
Convert 24-hr clock to 12-hr clock times

Day 2
Simplify fractions

Day 3
Count in steps of 1/8

Day 4
Find non-unit fractions of amounts

Day 1
Y5: Solve ratio problems.
Y6: Solve ratio and scaling problems.

Day 2
Y5: Write missing numerators in pairs of equivalent fractions.
Y6: Add and subtract fractions.

Day 3
Y5: Write improper fractions as mixed numbers and vice versa.
Y6: Multiply pairs of fractions, in and out of context. Divide fractions by whole numbers, in and out of context.

Day 4
Y5: Find unit and non-unit fractions of amounts.
Y6: Find fractions and percentages of numbers, measures and amounts of money. Solve problems.

Y5

• Write three fractions equivalent to 3/5.
  Look at the pattern in the denominators.
  Then write three fractions equivalent to 2/3 and do the same. What can you predict about the pattern in the denominators of fractions equivalent to 5/6?
• Write the missing numbers to make each sentence true.
  ?/6 > 7/12
  ?/6 = 5/?
  4/? < 5/?
• Draw a bar model to represent each problem. Then find the answer.
  (i) 1/3 of 153
  (ii) 1/6 of 612
  (iii) 7/12 of 144
• Find 3/5 of each of:
  (a) 105 (b) 205 (c) 305.
  Use the pattern to predict the answer to 3/5 of 405.
  Check your answer.

Y6

• The Blackpool Tower is 160 metres tall and 31 metres wide at its base. Ally makes a scale model of the tower. Her model is 32 centimetres tall. How wide is the base of her model?
• A square of side length a has an area = 16cm². Another square, of side length b, has an area = 100cm². What is the ratio of their side lengths, a : b?
• Write these numbers in order, starting with the smallest:
  7/10, 0.6, 2/5, 50/100
• Emilia scores 40 out of 70 in a test. Jay scores 55% in the same test. Who has the higher score? Explain how you know.
• Write these numbers in order, starting with the smallest:
  0.43, 3/4, 34%, 4/3, 3.4

Y5 In-depth investigation: Calculating Colours
Children will gain practical experience of combining coloured solutions in varying proportions then describe solutions in terms of fractional (and percentage) composition. Calculating Colours from The Royal Institution.

Y5: Car Wash
Exploring dividing money in 3:1 and 3:2 ratios.

Fraction Facts
Finding simple unit and related non-unit fractions of amounts (1/3s, 1/4s and 1/5s).

Day 1
Show/draw/interpret a bar chart, a pie chart and a line graph about pets. Share today’s ‘Top Tip for Tests’.
Group Activities: T with Y6
Y5 Use the in-depth problem-solving investigation ‘Graphing Number Patterns’ from NRICH as today’s group activity.
Or, use these activities:
-- Interpret data presented on pictograms, bar charts and line graphs.
-- Interpret data presented on pictograms, bar charts and line graphs. Write questions for others to answer.
Y6 -- Interpret pie charts, pictograms, bar charts and line graphs.
-- Interpret data presented on pie charts. Create a pictogram.

Day 2
Write on the board: 24 + a =. Remind children that this is called an equation and ‘a’ stands for a mystery number. We could write an empty box instead. Share today’s ‘Top Tip for Tests’. Sketch a bar model to show this. What is a? Repeat for 30 – a = 24 and 6b = 48.
Further Teaching with Y6
List pairs of solutions for x + y = 12; then for m × n = 24.
Group Activities: T with Y6
Y5/Y6 -- Use bar models to represent equations. Solve equations with one unknown, with a range of operations.
Y6 -- Solve equations with one or two unknowns, with a range of operations.

Day 3
Show 1, 8, 15, 22, 29. Define key words: term/sequence/number. Children write the next three terms. Repeat for: 2, 5, 8, 11. Children describe the sequence and write what they think the 10th term will be. Draw a table, explain that n is the number of terms in the sequence and discuss what can be done to get to each term. Share today’s ‘Top Tip for Tests’.
Group Activities: T with Y6
Y5 -- Continue linear number sequences. Consider whether given numbers will appear in a sequence.
Y6 -- Continue and generalise linear number sequences.
-- Continue and generalise linear number sequences, using algebra to define an nth term.

• ‘A graph to show children’s choice of pet’ (see resources)
• ‘A graph to show the increase in weight of a dog’ (see resources)
• ‘Interpreting graphs’ Sheets 1-7 (see resources)
• ‘Solve these equations’ (see Practice Worksheets)
• ‘Sequences’ Sheets 1 and 2 (see resources)

Day 1
Roman numerals

Day 2
Equivalence

Day 3
More equivalence

Day 1
Y5: Interpret data in a range of graphs and charts.
Y6: Interpret data in a range of graphs and charts.

Day 2
Y5: Solve equations with one unknown.
Y6: Solve equations and list possible pairs of numbers for equations with two unknowns.

Day 3
Y5: Fill in missing numbers in sequences.
Y6: Continue sequences and apply a generalisation

Y5

• Tim has left his bedroom window open on a cold night. The table (see download) shows the temperature in his room after the heating turned off:
  His room continues to cool at a rate of 1.5 degrees every hour until 6am.
  Complete the table.
  If Tim does not turn the heating on, what will the temperature be at 6am?
  What time will the temperature be 13.5°?
• Sketch a line graph of the 12 times table.
  

Y6

• Refer to the Mastery Activity with Answers download for ‘Data’ questions.
• Here is a pattern of number pairs:
  n m
  1 8
  2 13
  3 18
  4 23
  Complete the rule for the number pattern:
  m = [_] × n + [_]
• The rule for a number sequence is
  s = 1/2t + 5
  What is the value of s when t = 12?
  What is the value of t when s = 9?
  
  

Y5 In-depth investigation: Graphing Number Patterns
Does a graph of the triangular numbers cross a graph of the six times table? If so, where? Will a graph of the square numbers cross the six times table too? Graphing Number Patterns from nrich.maths.org.

Y5:
Revisit the Group Activity from Day 1, ensuring children gain confidence with interpreting data presented in a range of formats.

Day 1
Compare areas of ponds by counting all the whole squares in one pond, then also count any squares that have half or more shaded. Children draw a rectangle with an area of 24cm² then calculate its perimeter. Challenge children to draw a ‘rectilinear’ shape with an area of 24cm², then find its perimeter. End by creating today’s ‘Top Tip for Tests’.
Group Activities: T with Y5 or Y6
Y5 Use the in-depth problem-solving investigation ‘Area and Perimeter’ (from NRICH) or ‘Billiard angles’ (below) as today’s group activity.
Or, use this activity:
-- Estimate areas of irregular ‘ponds’ by counting squares. Calculate area and perimeter of rectangles and rectilinear shapes.
Y6 -- Draw rectangles and rectilinear shapes with a given area; calculate their perimeters.

Day 2
Teach children how to use a 360˚ protractor. Estimate angles.
Further Teaching with Y6
Draw a point on the board and four equal length lines coming from it. Use an interactive whiteboard protractor to measure three of the angles; then calculate the fourth. Read from the correct scale. Children calculate the missing angles in a triangle and angles around two intersecting lines.
Group Activities: T with Y6
Y5 -- Calculate then measure the unknown angles in triangles.
Y6 -- Solve geometry problems to find missing angles. Investigate general statements about angles in triangles.

• ‘Ponds’ (see resources)
• cm2 paper
• IWB 360° protractor
• Mini-whiteboards and pens
• Paper, rulers, scissors
• ‘Missing angles’ Sheets 1 and 2 (see resources)
• Protractors

Day 1
Convert between mm, cm and metres

Day 2
Draw 2-D shapes using given dimensions and angles

Day 1
Y5: Find areas and perimeters of rectangles and rectilinear shapes.
Y6: Find perimeters and areas of rectilinear shapes, then areas of triangles shown as half rectangles.

Day 2
Y5: Calculate the missing angles in triangles.
Y6: Measure some angles in a pattern, then use angle theorems to deduce all the angles in the pattern. Use a protractor to check.

Y5/Y6

• Two rectangles have a perimeter of 20 cm.
  In both, the sides measure whole numbers of centimetres.
  Give possible measurements for the sides of the two rectangles.
• My room is L-shaped (see sketch on download). The longest side is 4 metres. The next longest is 3 metres. Find the perimeter.
• Sam has two photos. One has an area of 49cm². The other has an area of 56cm². A side length of one photo is equal to one of the sides of the other. What are the side lengths of the two photos?
• The area of a rectangle is 45cm². If one side is 4cm longer than the other, what is the perimeter of the rectangle?
• Mary has an oval table. She wants to find its area as accurately as she can. Write to explain how she might do this.
• Draw a triangle with 2 sides of 8cm and an angle of 60° between them. Now draw an identical triangle using the base of your first triangle as one of the sides of the new triangle. What 4-sided shape have you ended with?
• Write the missing angles:
  A triangle with angles: 45°+ 100° + ☐
  A pentagon with two angles of 105° and two angles of 90°. What is the fifth angle?
  
  

Y5 In-depth investigation: Area and Perimeter
Begin to explore the relationship between perimeter and area. Area and Perimeter from nrich.maths.org.
or
Billiard angles
Children use knowledge of angles to draw lines of incidence and reflection on billiard tables of differing proportions. They identify patterns and make predictions.

Y5:
Ali Ant’s Long Walk
Finding perimeters.

Rapid Rectangles
Finding the area of rectangles.

Helpful Frog
Using frog to find how much to add to make 180 or 360 (to help to calculate angles in triangles, quadrilaterals or around a point).