Maths Year 5/6 Summer Top-up Revision Menu

Day 1
Children list the factors of 24, then list common factors of 24 and 36, including the ‘Highest Common Factor’. Repeat for other factors, then common multiples, including the ‘Lowest Common Multiple’.
Group activities: T with Y5 or Y6
Y5 Use the ‘LCM Squares’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Play card games to generate and investigate common multiples and common factors.
Y6 -- Play card games to generate and investigate lowest common multiples and highest common factors. Some children might play an online multiples and factors game.

Day 2
List prime numbers up to 20. Discuss how to efficiently tell if larger numbers are prime. List square numbers up to 100.
Group activities: T with Y6
Y5 -- Investigate which square numbers have a prime next-door neighbour.
Y6 -- Play a game to identify square, prime or composite numbers.

• Whiteboards and pens
• Number cards 0–12
• Internet access
• Flipchart and pen

Day 1
Times tables

Day 2
Order of operations

Day 1
Y5: Find common multiples and factors of given numbers.
Y6: Find common multiples and factors of given numbers.

Day 2
Y5: Identify prime and square numbers.
Y6: Identify prime and square numbers.

Coming soon!

Coming soon!

Y5: Times Table Puzzler
Find multiples and factors

Day 1
Children reason about and calculate missing digits in short multiplications.
Further teaching with Y6
Revise long multiplication; discuss potential pitfalls and how to avoid them in today’s Top tips for tests.
Group activities: T with Y6
Y5 -- Write 3-digit by 1-digit multiplications; reason about and calculate the missing digits in missing-digit multiplications.
Y6 -- Multiply numbers by 16, 26, 36… using long multiplication (some children may use the grid method).

Day 2
Write the following problem on the board: Chloe chooses a number, multiplies it by 6, then adds 78. Her answer is 432. What number did she choose? Children discuss in pairs how they could go about solving this problem.
Further teaching with Y6
Revise long division in the context of a word problem. Share today’s Top tip for tests.
Group activities: T with Y6
Y5 Use the ‘Riveting reversals’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Use inverse operations and short division to solve puzzles.
Y6 -- Divide numbers by 23, 25 or 24 writing remainders as decimals or fractions, as necessary

• Whiteboards and pens or paper to record
• Flipchart and pen
• Sticky notes
• Internet access

Day 1
Multiply multiples of 10 by multiples of 100

Day 2
Rockin’ remainders

Day 1
Y5: Short multiplication estimation and calculation: 3-digit x 1-digit, then 4-digit x 1-digit.
Y6: Practise short and long multiplication, including word problems.

Day 2
Y5: Short division practise and reasoning.
Y6: Practise short and long division, including word problems.

Coming soon!

Coming soon!

Y5: Complete Day 1 group activity, using 2-digit by 1-digit multiplications
Reason about and calculate missing digits in multiplications.

Day 1
Children write fractions as the same type (having the same denominator), in order to compare them.
Further teaching with Y6
Shade different numbers of squares and rows on a blank 100-square. Children work in groups of three: one writes the fraction(s) shaded (simplifying where possible), another writes the decimal and the third writes the percentage shaded. Share ‘Top Tip for Tests’.
Group activities: T with Y6
Y5 -- Children write as many non-unit fractions as they can that are >1/2, <1/3, then >1/4, or between 1/2 and 3/4.
Y6 -- Place equivalent fractions, decimals and percentages on a large 0–1 line. Use this to compare fractions and decimals or fractions and percentages.

• Mini-whiteboards and pens
• ‘Blank 1-100 grid (see resources)
• ‘Fraction wall up to twelfths’ (see resources)
• A3 paper
• Strips of flipchart paper/ border roll
• Different coloured marker pens

Day 1
Simplify fractions

Day 1
Y5: Write <, = or > between pairs of fractions.
Y6: Find equivalent fractions, decimals and percentages. Compare and order fractions, decimals and percentages.

Coming soon!

Coming soon!

Y5: Decimal pictures
Find equivalent fractions and decimals (halves, quarters and tenths).

Day 1
Display a pie chart showing proportions of different types of tree in a wood. Discuss what it shows, relating proportions of the chart to fractions of amounts.
Group activities: T with Y6
Y5 -- Sketch pie charts to represent chosen numbers of coloured counters. Some children will use clues from a pie chart to determine the number of each colour counter.
Y6 -- Interpret data about favourite ice-creams presented on pie charts; create a pie chart. Other children draw a pie chart according to given percentages and fractions of coloured doors.

Day 2
Discuss what an average is. Explain that the mean is one type of average. A sprinter ran 100m in times of 12s, 15s, 13s, and 16s; then calculated her mean time to be 18s. Does this sound right? Children add the four times and divide by 4 to find her mean time. Challenge children to write three different numbers with a mean of 10.
Group activities: T with Y5 or Y6
Y5 Use the ‘Mean Score’ in-depth problem-solving investigation below as today’s group activity.
Or, use these activities:
-- Find the mean height of towers of cubes. Other children find mean shoe size, then investigate other numbers with the same mean.
Y6 -- Manipulate data to create given mean values. Some children calculate the mean of a data set.

• Whiteboards and pens
• Flipchart and pens
• Pots of blue, red, yellow and green counters
• ‘Blank pie chart’ (see resources)
• Coloured pencils
• Cubes
• ‘Find a mean’ Day 2 Sheet 2 (see Practice Worksheets)
• Number cards 0–9

Day 1
Find non-unit fractions of amounts

Day 2
Add five numbers together

Day 1
Y5: Sketch and interpret simple pie charts.
Y6: Interpret bar and pie charts.

Day 2
Y5: Find the mean of up to 5 amounts.
Y6: Find a mean; solve problems involving finding a mean.

Coming soon!

Coming soon!

Y5: Adapt Day 1’s Working towards ARE group activity so that children are using 16 counters.

Day 1
Say co-ordinates of an image on a grid before and after reflection and translation. Identify a diagonal mirror line.
Group activities: T with Y5 or Y6
Y5/Y6 -- Place and transform an ‘L’ shape on a co-ordinate grid. Give instructions to the rest of the group to make their shapes finish in the same position.

Day 2
Identify missing vertices of polygons drawn on grids.
Group activities: T with Y6
Y5 Use the in-depth problem-solving investigation ‘Treasure Hunt’ from NRICH as today’s group activity.
Or, use these activities:
-- Plot polygons on a 1st quadrant co-ordinate grid. Can their partner replicate it when given the co-ordinates?
Y6 -- Draw polygons according to instructions, work out co-ordinates of a missing vertex.

• Whiteboards and pens
• ‘Transformations’ Sheets 1 to 4 (see resources)
• ‘Reflections and Translations Sets A and B’ Sheets 1 to 4 (see resources)
• ‘L-shaped’ pieces of card
• Coloured pencils
• ‘Co-ordinate grid’ Sheets 1 to 4 (see resources)
• Squared paper or ‘1st quadrant co-ordinate grid’ (see resources)
• ‘4-quadrant co-ordinate grid’ (see resources)
• Flipchart and pens

Day 1
Find lines of symmetry

Day 2
Parts of circles and describing regular and irregular polygons

Day 1
Y5: Drawing and describing reflections and translations in the first quadrant.
Y6: Drawing and describing reflections and translations in all four quadrants.

Day 2
Y5: Plot co-ordinates to draw polygons in the first quadrant.
Y6: Plot co-ordinates to draw polygons in all four quadrants; identify missing vertices.

Coming soon!

Coming soon!

Y5: Walk then Fly
Plot points in the first quadrant

Day 1
Show a cuboid (3 × 4 × 3) made from 36 centimetre cubes. Ask how many cubes are in each layer, how many layers, and so how many cubes are in the whole cuboid. Use the formula – length × width × height, or l × w × h for short, to find the volume. Sketch a 6 × 4 × 5 cuboid, labelling each side in metres. Children calculate its volume in m³.
Group activities: T with Y5 or Y6
Use one of the in-depth problem-solving investigations for this unit ‘Roomy boxes’ or ‘Queued Cubes’ – as today’s group activity.
Or, use these activities:
Y5 -- Make one layer of a cuboid, find the volume given a number of layers. Some children sketch cuboids, calculate their volumes; calculate the length of a missing edge in a cuboid of known volume.
Y6 -- Sketch cuboids; calculate their volumes. Calculate the length of a missing edge in a cuboid of known volume.
-- Investigate the different cuboids that can be made with a volume of 48cm3.

• 100 centimetre (1cm3) cubes
• Whiteboards and pens
• ‘Isometric paper’ (see resources)

Day 1
Multiply three numbers together

Day 1
Y5: Calculate volume of cuboids, first with cubes sketched, then without.
Y6: Calculate volume of cuboids. Reason about missing dimensions, given two dimensions and the volume.

Coming soon!

Coming soon!

Y5: Revisit Hidden Volumes
Find the volumes of cuboids.