Lesson 1 • The number 1

Learning objectives EAL

Children will: The letter l and the numeral 1 can be confusing as they
• identify the numeral 1 and the word one. look similar. Be sure to differentiate for students the
difference between the two. When writing one or the
• recognise groups of 1.
other for students make it clear which one is being used.
• write the numeral 1.
Classroom activities
Statutory Framework for EYFS
Make it!
The Early Learning Goals in Mathematics
Use a variety of materials to create the numeral 1.
Numbers
• Mould it out of playdough.
Children count reliably with numbers from 1 to 20.
• Write it with paint, crayons or pencils.
Early Years Outcomes • Use glue and sand to make the number 1 on paper.
Mathematics – 40 to 60+ months Collage
Numbers Provide students with a piece of paper that has a large
numeral 1 in the middle.
• Recognise some numerals of personal significance.
• Trace over the numeral with pencils or crayons.
• Recognises numerals 1 to 5.
• Find pictures of single things to cut out of magazines
Key vocabulary and glue on.
1, one, number, word, count, counting, match, different • Gather natural materials such as twigs and leaves. Tape
on one of each.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word one and identify the numeral 1 and Worksheet 1
Recognise and count the numeral 1. Counting starts recognise groups of 1. Counting
with 1. Recognise groups of 1. Understand that one is the
Songs: I, 2, 3, 4, 5 and There is beginning of the counting
Only One of You sequence.

Write: Reinforce correct formation of write the numeral 1. Worksheet 2

Number Dot to Dot the numeral 1. Handwriting

Find: Visual discrimination: select the numeral 1 from Worksheet 3

Butterflies, Clownfish, Number identify the numeral 1 and the amongst other numerals. Number sense
Grid, Number Word Clouds, word one. Select the word one from
Flowers, Ice the Cakes amongst other number words.
Count: Counting skills: match the numeral, word and Worksheet 4
Find the Match, Odd One Out recognise the numeral 1, the image cards. Find the odd one Check
word one and images of 1. out in 9 pictures of objects.
Match pictures of items.

Read: Read aloud book. listen, follow the reading and Mathseeds book 1:
Book read along. One

2
 1 Lesson 1 • Worksheet 1 Counting

one Name

1 Which pictures have 1? Match and colour.

2 Draw.

1 flower 1 cherry
4 Copyright © Mathseeds and Blake eLearning 2016
1 Lesson 1 • Worksheet 2 Handwriting

one Name

Trace and write.

one sun

1 1 1 1 1 1
one moon

one
one
Find and tick your best writing. ✓ one cat

Copyright © Mathseeds and Blake eLearning 2016 5

 1 Lesson 1 • Worksheet 3 Number sense

one Name

Which box has 1 thing? Colour it.

1
1
1
1
1
6
1 Copyright © Mathseeds and Blake eLearning 2016
1 Lesson 1 • Worksheet 4 Check

one Name

1 Circle every 1.

123101417
2 Which picture has 1? Colour it.

1
3 Give each cat 1 fish.

4 Write the number 1.

1 1 1 Copyright © Mathseeds and Blake eLearning 2016 7

 Lesson 2 • The number 2
Learning objectives EAL
Children will: The homophones two, too and to can be confusing for
• identify the numeral 2 and the word two. early learners. Be sure to address this, explaining the
differences between their spellings and meanings. Give
• count and recognise groups of 2.
students opportunities to identify which spelling is used
• write the numeral 2. for which meaning, particularly focusing on matching two
with the numeral 2 and groups of 2 items.
Statutory Framework for EYFS
The Early Learning Goals in Mathematics Classroom activities
Numbers Decorate the Number
Children count reliably with numbers from 1 to 20 and Provide students with a piece of paper that has a lot
place them in order. of number 2s on it, both numerals and words – some
dotted, some in bubble writing, some solid writing.
Early Years Outcomes
• Trace over the dotted ones with different coloured
Mathematics – 40 to 60+ months pencils, pens or crayons.
Numbers • Glue collage materials such as paper bits, leaves or
• Recognise some numerals of personal significance. wool to the solid writing.
• Recognises numerals 1 to 5. • Colour in the bubble writing with dots, stripes or
• Counts up to three or four objects by saying one shapes.
number name for each item. Brainstorm
• Selects the correct numeral to represent 1 to 5 objects. Ask the class to think of things that can come in groups of
2. Write a list and discuss the choices. Each student then
Key vocabulary illustrates one example and the pictures are put together
2, two, 1, one, number, word, count, counting, match, to make a class book about the number 2.
different

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word two and identify the numeral 2. Count Worksheet 1
Recognise and count the numeral 2. Counting pairs of items. Recognise and Counting
continues with 1, 2. Recognise make groups of 2. Understand
groups of 2. that the counting sequence
Songs: 1, 2 Buckle my Shoe continues with 1, 2.
and 2 Friends Together
Write: Reinforce correct formation of write the numeral 2. Worksheet 2
Number Dot to Dot the numeral 2. Handwriting

Find: Visual discrimination: select the numeral 2 amongst Worksheet 3

Dinosaurs, Polar Bear, Number identify the numeral 2 and the other numerals. Select the Number sense
Grid, Number Word Clouds, word two. word two from amongst other
Flying Carpets number words.

Count: Counting skills: move a given number of items Worksheet 4

Boxes and Balls, Eggy Nests, recognise numerals and into the boxes. Count and Check
Odd One Out number words and count out select the groups of two. Find
items. Recognise groups of two the odd one out in 9 pictures
items. Match pictures of items. of objects.

Read: Read aloud book. listen, follow the reading and Mathseeds book 2:
Book read along. Two

8
2 Lesson 2 • Worksheet 1 Counting

two Name

1 Which pictures have 2? Match and colour.

2 Draw.

1 dot 2 dots
10 Copyright © Mathseeds and Blake eLearning 2016
2 Lesson 2 • Worksheet 2 Handwriting

two Name

Trace and write.

two eyes

222222
two ears

two
two Circle your best 2 . two hands

Copyright © Mathseeds and Blake eLearning 2016 11

2 Lesson 2 • Worksheet 3 Number sense

two Name

Which box has 2 things? Colour them.

2
2
2
2
2
12
2 Copyright © Mathseeds and Blake eLearning 2016
2 Lesson 2 • Worksheet 4 Check

two Name

1 Circle every 2.

210223829
2 Which picture has 2? Colour them.

2
3 Give each rabbit 2 ears.

4 Write the number 2.

222 Copyright © Mathseeds and Blake eLearning 2016 13

 Lesson 3 • The number 3
Learning objectives Extra assistance
Children will: When first encountering numbers many students learn
• identify the numeral 3 and the word three. the numerals and can name them, but do not really
understand counting and one-to-one correspondence.
• count and recognise groups of 3.
Give them plenty of practise counting groups of objects.
• write the numeral 3. Ensure that they touch, point to or move each item as
they count aloud, and emphasise that they must say
Statutory Framework for EYFS
the numbers in the correct sequence. They should learn
The Early Learning Goals in Mathematics that the last number said on the last item counted is the
Numbers answer to ‘How many?’ questions.
Children count reliably with numbers from 1 to 20 and
Classroom activities
place them in order.
Trace it!
Early Years Outcomes Repeat the word three while tracing the numeral 3.
Mathematics – 40 to 60+ months • In the air, on the floor or on someone’s back with a
Numbers finger.
• Recognise some numerals of personal significance. • On paper using finger paint.
• Recognises numerals 1 to 5. • In a tray of sand.
• Counts up to three or four objects by saying one • On a tablet using a drawing app.
number name for each item. Which Hat?
• Selects the correct numeral to represent 1 to 5 objects. Place three hats on the floor with the labels 1, 2 and 3.
Have a set of pictures displaying groups of items. Each
Key vocabulary student chooses one and counts the items to work out
3, three, 1, 2, one, two, number, word, count, match which hat it must go in.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word three identify the numeral 3. Worksheet 1
Recognise and count and the numeral 3. Counting Recognise and make groups Counting
continues with 1, 2, 3. of 3. Understand that the
Recognise groups of 3. counting sequence continues
Songs: Mango Caught 3 Fleas with 1, 2, 3.
and Three Little Ducks
Write: Reinforce correct formation of write the numeral 3. Worksheet 2
Number Dot to Dot the numeral 3. Handwriting

Find: Visual discrimination: select the numeral 3 amongst Worksheet 3

Number Fish, Bird Hops, Ball identify the numeral 3 and the other numerals. Select the Number sense
Pit, Number Grid, Number word three. word three from amongst
Word Clouds, Pizza Sauce other number words.

Count: Counting skills: count and select the groups Worksheet 4

Cupcakes, Find the Match recognise groups of three of three. Match the numeral, Check
items. Recognise the numeral word and image cards.
3, the word three and images
of 3.

Read: Read aloud book. listen, follow the reading and Mathseeds book 3:
Book read along. Three

14
3 Lesson 3 • Worksheet 1 Counting

three Name

1 Join the kittens to the pictures that have 3.

2 Draw.

3 bugs 3 stars 3 hats

16 Copyright © Mathseeds and Blake eLearning 2016
3 Lesson 3 • Worksheet 2 Handwriting

three Name

Trace and write.

three wheels

333 3 3 3
three legs

three
three Find and tick your best writing. ✓
three leaves

Copyright © Mathseeds and Blake eLearning 2016 17

3 Lesson 3 • Worksheet 3 Number sense

three Name

Which box has 3 things? Colour them.

3
3
3
3
3
18
3 Copyright © Mathseeds and Blake eLearning 2016
3 Lesson 3 • Worksheet 4 Check

three Name

1 Circle every 3.

132133123
2 Which picture has 3? Colour them.

3
3 Give each cake 3 candles.

4 Write the number 3.

333 Copyright © Mathseeds and Blake eLearning 2016 19

 Lesson 4 • The circle
Learning objectives Extra assistance
Children will: When teaching maths concepts to children, it is important
• identify circles. to be mathematically correct but still work at their level.
Explain that a circle is perfectly round. This means it is the
• recognise the word circle.
same length from the centre point to the edge all the way
• count and recognise groups of 1, 2 and 3. around. Draw a large circle with a centre point and allow
them to use a piece of string to check the length from
Statutory Framework for EYFS
the centre to the edge in a number of places. Then do
The Early Learning Goals in Mathematics the same with an oval shape to show that not all round
Shape, space and measures shapes are circles.
Children explore 12 characteristics of everyday objects and
Classroom activities
shapes and use mathematical language to describe them.
Brainstorm
Early Years Outcomes Ask the class to think of things that are a circle shape or
Mathematics – 40 to 60+ months have circles in them. Write a list and discuss the choices.
Shape, space and measures Each student then illustrates one example and the pictures
are put together to make a class book about the shape.
• Beginning to use mathematical names for ‘solid’ 3-D
shapes and ‘flat’ 2-D shapes, and mathematical terms What is it?
to describe shapes. Provide the students with a piece of paper that has a
• Selects a particular named shape. lot of dotted circles on it and the word circle in dotted
writing at the top. They should trace over the word circle
Key vocabulary and the circle outlines with different coloured pencils or
crayons. Then they can use each circle to draw an object
circle, shape, round, no corners, different, matches, word,
that has a circle shape, eg a button, wheel, clock, ring
number, count, 1, 2, 3, one, two, three
and so on.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the circle. Define a understand that circles have Worksheet 1
Recognise shapes circle. Identify circles. no corners. Select circles Shape recognition
Song: The Circle Song amongst other shapes and in
a setting.
Writing: Identify the word circle. choose the word circle from Worksheet 2
Buses amongst other words. Handwriting

Find: Visual discrimination: choose the circles from Worksheet 3

Shape Monster, Boats, Odd identify circles. Recognise the amongst other shapes. Find Sorting shapes
One Out, Beavers object which is different. the odd one out in 9 pictures
of objects.

Count: Counting skills: count and select the groups Worksheet 4

Stripey Snakes, Boxes and recognise a given number which match the given Check
Balls, Monkeys Go Bananas, of objects. Identify numerals number. Move a given number
Three Clowns and number words and count of items into the boxes or
out items or select matching baskets.
groups.

Read: Read aloud book. listen, follow the reading and Mathseeds book 4:
Book read along. Circles

20
 Lesson 4 • Worksheet 1 Shape recognition

circle Name

circle
1 Trace.

2 Colour the circles.

3 Trace the circles.

Colour your best circle.

22 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 4 • Worksheet 2 Handwriting

circle Name

1 Trace the words and match to a symbol.

circle 1
2
two
3
three one
2 What is a circle? Circle the correct answers.

a curved line

a straight line

0 1 2 3 corners

3 Draw the shapes. Colour the circles.

Copyright © Mathseeds and Blake eLearning 2016 23

 Lesson 4 • Worksheet 3 Sorting shapes

circle Name

1 Can you see the circles? Match.

circle

2 Find all the circles. Colour them in.

24 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 4 • Worksheet 4 Check

circle Name

1 Finish the wheels.

2 How many wheels? _______

3 Draw your own funny faces.

4 How many did you draw? _______

Copyright © Mathseeds and Blake eLearning 2016 25

 Lesson 5 • The number 4
Learning objectives EAL
Children will: The homophones four and for can be confusing for early
• identify the numeral 4 and the word four. learners. Be sure to address this, explaining the differences
between their spellings and meanings. Give students
• count and recognise groups of 4.
opportunities to identify which spelling is used for which
• write the numeral 4. meaning, particularly focusing on matching four with the
numeral 4 and groups of 4 items.
Statutory Framework for EYFS
The Early Learning Goals in Mathematics Classroom activities
Numbers Make it!
Children count reliably with numbers from 1 to 20 and Give each student some playdough, plasticine or clay to
place them in order. make the number 4. They could also collect natural items
such as leaves and twigs to combine with their modelling
Early Years Outcomes material to make the series of numbers from 1–4.
Mathematics – 40 to 60+ months Match Up!
Numbers Give half the class a numeral and the other half a number
• Recognise some numerals of personal significance. word from 1–4. Give them a time limit to find a matching
• Recognises numerals 1 to 5. partner and sit together. Then ask them to draw that
number of an item or the matching die face.
• Counts up to three or four objects by saying one
number name for each item.
• Selects the correct numeral to represent 1 to 5 objects.

Key vocabulary
4, four, 1, 2, 3, one, two, three, number, word, count,
match

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word four and identify the numeral 4. Worksheet 1
Recognise and count the numeral 4. Counting Understand that the counting Counting
continues with 4. Recognise sequence continues with 1,
groups of 4 and items which 2, 3, 4. Recognise and make
come in 4s. groups of 4.
Songs: One Potato and The
4-Legged Parade

Write: Reinforce correct formation of write the numeral 4. Worksheet 2

Number Dot to Dot the numeral 4. Handwriting

Find: Visual discrimination: select the numeral 4 amongst Worksheet 3

Butterflies, Jumping Lions, identify the numeral 4 and other numerals. Select the Number sense
Number Grid, Number Word the word four. Match the word four amongst other
Clouds, Build the Robots, Ice numerals and the number number words. Select the
the Cakes words. numerals and words for each
number.
Count: Counting skills: count out 1 gift to each child. Worksheet 4
Give a Gift, Flower Petals one-to-one correspondence. Move a given number of Check
Recognise numerals and count items.
out items.

Read: Read aloud book. listen, follow the reading and Mathseeds book 5:
Book read along. Four

26
4 Lesson 5 • Worksheet 1 Counting

four Name

1 Which pictures have 4? Match.

2 Draw.

4 legs 4 petals
28 Copyright © Mathseeds and Blake eLearning 2016
4 Lesson 5 • Worksheet 2 Handwriting

four Name

Trace and write.

four corners

4 4 4 4 4 4
four legs

four
four Find and tick your best writing. ✓
four flowers

Copyright © Mathseeds and Blake eLearning 2016 29

4 Lesson 5 • Worksheet 3 Number sense

four Name

1 How many fish in each bowl?

2 Which box has 4 things? Colour them.

4
4
30
4 Copyright © Mathseeds and Blake eLearning 2016
4 Lesson 5 • Worksheet 4 Check

four Name

1 Write the number 4.

4
2 Give each chair 4 legs.

3 Colour. 1 red, 2 blue, 3 green, 4 yellow.

3
3
4 1
2 4 1 2
2

3
3

Copyright © Mathseeds and Blake eLearning 2016 31

 Lesson 6 • The square
Learning objectives Extra assistance
Children will: The definition of a square is easily confused with that of a
• identify squares. rectangle: 4 corners and 4 straight sides. Students need to
be aware that a square is different to a rectangle because
• recognise the word square.
it has 4 straight and equal sides. If the sides are not the
• draw squares. same length it is not a square. Give them sorting activities
• count and recognise groups of 1, 2, 3 and 4. using rectangles and squares to reinforce the form of a
square.
Statutory Framework for EYFS
The Early Learning Goals in Mathematics Classroom activities
Shape, space and measures Collage
Children explore 12 characteristics of everyday objects and Provide students with a piece of paper that has a dotted
shapes and use mathematical language to describe them. square in the middle.
• Trace over the square with a pencil or crayon.
Early Years Outcomes
• Find pictures of square things to cut out of magazines
Mathematics – 40 to 60+ months and glue on.
Shape, space and measures • Gather natural materials such as twigs and leaves and
• Beginning to use mathematical names for ‘solid’ 3-D tape them on to make squares.
shapes and ‘flat’ 2-D shapes, and mathematical terms Match Up!
to describe shapes. Give half the class a square or circle image and the other
• Selects a particular named shape. half the word square or circle on cards. Give them a time
limit to find a matching partner and sit together. Then ask
Key vocabulary them to draw that shape and then draw an item in the
square, shape, sides, corners, straight, sort, rectangle, real world that has that shape.
pattern, match, word, number, 1, 2, 3, 4, one, two, three,
four

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the square. Define a understand that squares have Worksheet 1
Recognise shapes square. Identify squares. 4 corners and 4 straight sides. Shape recognition
Song: The Square Rap Select squares amongst other
shapes and in a setting.

Draw: Reinforce correct formation of draw squares using a set of Worksheet 2

Dotty Shapes a square. dots as corners. Writing and drawing

Find: Visual discrimination: choose the given shape Worksheet 3

Shape Monster, Elephants, identify a given shape. Identify from amongst other shapes. Sorting shapes
Shape Sort, Beavers, Rockets the word square. Choose the word square from
amongst other words.

Match: Counting skills: complete the pattern of Worksheet 4

Colour a Pattern, Three identify shapes and colours in colours and shapes. Count and Check
Clowns a pattern. Recognise numerals select the groups which match
and number words and select the given number.
matching groups.

Read: Read aloud book. listen, follow the reading and Mathseeds book 6:
Book read along. Squares

32
 Lesson 6 • Worksheet 1 Shape recognition

square
square Name

1 Trace.

2 Colour the squares.

3 Draw the squares.

Colour in your best square.

34 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 6 • Worksheet 2 Writing and drawing

square Name

1 Write the word. Draw the shape.

square circle

2 A square has straight sides.

How many sides? _______
How many corners? _______
3 Finish the pattern.

_____________________________

4 Put a square
frame around
each picture.

Copyright © Mathseeds and Blake eLearning 2016 35

 Lesson 6 • Worksheet 3 Sorting shapes

square Name

1 Which pictures are squares? Match.

square

2 Find all the squares. Colour them in.

36 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 6 • Worksheet 4 Check

square Name

1 Finish the window.

2 How many squares did you draw? _______

3 Colour the squares to make a pattern.

4 Draw your own shape pictures in the frames.

How many frames? _______

Copyright © Mathseeds and Blake eLearning 2016 37

 Lesson 7 • The number 5
Learning objectives count, how many, match

Children will: EAL

• identify the numeral 5 and the word five.
The letter S and the numeral 5 can be confusing as they
• count and recognise groups of 5. look similar. Be sure to differentiate for students the
• write the numeral 5. difference between the two – the S is rounded and the 5
has straight lines at the top. Also point out that the way
Statutory Framework for EYFS we write them is different – the S is all one movement
The Early Learning Goals in Mathematics but the 5 has two movements as the line across the top is
done last.
Numbers
Children count reliably with numbers from 1 to 20 and Classroom activities
place them in order.
Trace it!
Early Years Outcomes Repeat the word five while tracing the numeral 5.
Mathematics – 40 to 60+ months • In the air, on the floor or on someone’s back with a
finger.
Numbers
• On paper using finger paint.
• Recognises numerals 1 to 5.
• In a tray of sand.
• Counts actions or objects which cannot be moved.
• On a tablet using a drawing app.
• Counts objects to 10.
Say it Right!
• Selects the correct numeral to represent 1 to 5 objects.
Have a set of flashcards for the numerals 1–5. Hold one
Key vocabulary up and say the wrong number word, eg three for 5.
Students need to call out the right word.
5, five, 1, 2, 3, 4, one, two, three, four, number, word,

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word five and identify the numeral 5. Worksheet 1
Recognise and count the numeral 5. Counting Understand that the counting Counting
continues with 5. Recognise sequence continues with 1, 2,
groups of 5. 3, 4, 5. Recognise and make
Song: Bees in a Hive groups of 5.

Write: Reinforce correct formation of write the numeral 5. Worksheet 2

Number Dot to Dot the numeral 5. Handwriting

Find: Visual discrimination: recognise the numeral 5 Worksheet 3

Dinosaurs, Number Grid, identify the numeral 5. amongst other numerals. Number sense
Number Word Clouds, Pizza Recognise the word five. Select the word five from
Sauce, Load the Trucks Match the numerals and the amongst other number words.
number words. Match the numerals and
words for each number.
Count: Counting skills: count and select the groups Worksheet 4
Dotty Cubes, Counting Bees, recognise a given number which match the given Check
Pegs of objects. Use one-to-one number. Count the bees and
correspondence to find out select the matching numeral.
how many.
Read: Read aloud book. listen, follow the reading and Mathseeds book 7:
Book read along. Five

38
5 Lesson 7 • Worksheet 1 Counting

five Name

1 How many? Join Doc to the pictures that have 5.

2 Draw a ring on
each finger.

How many rings?

_______

40 Copyright © Mathseeds and Blake eLearning 2016

5 Lesson 7 • Worksheet 2 Handwriting

five Name

Trace and write.

✩
five points

5 5 5 5 5 5
five toes

five
five Find and tick your best writing. ✓
five petals

Copyright © Mathseeds and Blake eLearning 2016 41

5 Lesson 7 • Worksheet 3 Number sense

five Name

1 Circle the hives that have the number 5.

2
5 3 5
4 1
2 Which box has 5 things? Colour them.

5
5
42
5 Copyright © Mathseeds and Blake eLearning 2016
5 Lesson 7 • Worksheet 4 Check

five Name

1 Write the number 5.

5
2 Put 5 petals on each flower.

3 Circle every 5.

154852553
4 Count the dots. Write the numbers.

Copyright © Mathseeds and Blake eLearning 2016 43

 Lesson 8 • Colours
Learning objectives EAL
Children will: Most languages have a similar concept of red, blue and
• identify the colours red, yellow and blue. yellow with correlating words. A lesson spent matching
terms for these colours in home languages as well as in
• recognise the words red, yellow and blue.
English can be helpful for those learning English as an
• count and make groups from 1 to 5. additional language. Put both sets of words on the board
with their matching colours and then play a game such as
Statutory Framework for EYFS
Memory with flashcards, do a colouring in activity where
The Early Learning Goals in Mathematics parts are labelled in colour words, or ask students to label
Numbers the colours in a picture.
Children count reliably with numbers from 1 to 20 and
Classroom activities
place them in order.
Which Colour?
Early Years Outcomes Put students in small groups. Give each group sheets of
Mathematics – 40 to 60+ months paper with the word red, blue or yellow. Ask the students
Numbers to think of as many things as they can that are red, blue
or yellow, then draw and label them. Bring the groups
• Recognises numerals 1 to 5.
together to compare lists.
• Counts actions or objects which cannot be moved.
Run to it!
• Counts objects to 10.
This is best done in a hall or on the playground. Label 3
• Selects the correct numeral to represent 1 to 5 objects. areas with signs for blue, yellow and red. The students
stand in the middle and the teacher calls out an item
Key vocabulary which comes in one of those colours. Students must run
red, yellow, blue, 1, 2, 3, 4, 5, one, two, three, four, five, to the matching corner. Use items which are one colour,
word, how many such as strawberries (red), and occasionally try an object
which could be two colours, eg apples (green and red).

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the primary colours identify the colours red, yellow Worksheet 1
Recognise colours red, yellow and blue, and and blue. Mix the primary Colour recognition
the concept of mixing them colours to make orange,
together to make secondary purple and green. Identify the
colours. colours orange, purple and
Song: I Can Make a Rainbow green.
Vocabulary: Identify the words red, blue match each colour to its word. Worksheet 2
Let’s Paint, Buses, Ice the and yellow. Choose the given word from Handwriting
Cakes amongst other words.
Find: Visual discrimination: select the objects which have Worksheet 3
Camels, Boats Identify the given colour. the given colour. Colour mixing
Count: Counting skills: count the items and select the Worksheet 4
How Many?, Boxes and Balls, use one-to-one matching numeral. Move a Check
Give a Gift correspondence to find how given number of items.
many. Recognise numerals and
number words and count out
items.
Read: Read aloud book. listen, follow the reading and Mathseeds book 8:
Book read along. Red, Blue and Yellow

44
 Lesson 8 • Worksheet 1 Colour recognition

colours Name

1 Match the items to their colours. Colour them in.

red
yellow
blue
2 Colour the picture. yellow red blue

46 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 8 • Worksheet 2 Handwriting

colours Name

red
1 Trace and write.

red
blue blue
yellow yellow
2 Draw the picture and write the colour underneath.

blueberries cherry banana

Copyright © Mathseeds and Blake eLearning 2016 47

 Lesson 8 • Worksheet 3 Colour mixing

colours Name

1 Colour the paint pots. Then colour the answer.

blue
+ red =
yellow + blue
=
red + yellow =
2 Colour. 2 red sheep, 2 blue sheep, 3 orange sheep,
3 green sheep, 1 yellow sheep, 2 purple sheep.

48 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 8 • Worksheet 4 Check

colours Name

1 Colour the fruit. Use red, yellow, orange and green.

2 How many fruits?

red ______
green ______
yellow ______
orange ______

3 3 3 2
3 Colour by numbers. 4
3 5 3
2
1 = red 2

2 = blue 5 4
5
3 = yellow 4 3
4
3 3
4 = orange 1
4 4
1
5 = green 3
5
3 1
5
6
3 1
6 = purple 5
3 1 6 6
3

5 6 6

Copyright © Mathseeds and Blake eLearning 2016 49

 Lesson 9 • The triangle
Learning objectives Extra assistance
Children will: Triangles can vary quite a bit in their shape. The sides can
• identify triangles. be varying lengths, they don’t have to be equal, which
leads to a degree of variation in the form of a triangle.
• recognise the word triangle.
Draw lots of different triangles on the board and stress to
• draw triangles. students that triangles always have 3 straight sides and 3
• order and match numbers from 1 to 5. corners, no matter what the space between them looks
like.
Statutory Framework for EYFS
The Early Learning Goals in Mathematics Classroom activities
Shape, space and measures Make it!
Children explore 12 characteristics of everyday objects and Use a variety of materials to create triangles.
shapes and use mathematical language to describe them. • Mould them out of playdough or plasticine.
• Use natural materials such as twigs, leaves and flower
Early Years Outcomes
petals.
Mathematics – 40 to 60+ months • Draw a triangle with a glue stick and cover with glitter
Shape, space and measures or confetti.
• Beginning to use mathematical names for ‘solid’ 3-D Which Hat?
shapes and ‘flat’ 2-D shapes, and mathematical terms Place three hats on the floor with the labels circle, square
to describe shapes. and triangle. Have a set of pictures of items which are a
• Selects a particular named shape. distinct shape. Each student chooses one and works out
which hat it must go in.
Key vocabulary
triangle, shape, straight, sides, corners, word, sort, colour,
match, line, number, 1, 2, 3, 4, 5, one, two, three, four,
five

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the triangle. Define understand that triangles have Worksheet 1
Recognise shapes a triangle. Identify triangles. 3 corners and 3 straight sides. Shape recognition
Song: The Triangle Song Select triangles amongst other
shapes and in a setting.

Draw: Reinforce correct formation of draw shapes using a set of Worksheet 2

Dotty Shapes shapes. dots as corners. Writing and drawing

Find: Visual discrimination: choose the given shape Worksheet 3

Elephants, Shape Monsters, identify a given shape. Identify from amongst other shapes. Sorting shapes
Shape Sort, Shape Colour, the word triangle. Choose the word triangle from
Flying Carpets amongst other words.

Number: Counting skills: put numerals into a number Worksheet 4

Out of Line, Number Word ordering numerals. Identify line. Select the word four from Check
Clouds, Build the Robots the word four. Match the amongst other words. Match
numerals and the number the numerals and their words.
words.

Read: Read aloud book. listen, follow the reading and Mathseeds book 9:
Book read along. Triangles

50
 Lesson 9 • Worksheet 1 Shape recognition

triangle Name

triangle
1 Trace.

2 Finish Ruby’s kites. Colour.

3 Colour the triangles.

52 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 9 • Worksheet 2 Writing and drawing

triangle Name

1 Trace the words and match to the shape.

triangle
circle
square
2 What is a triangle?
_______ sides _______ corners

3 Draw the triangles.

4 Put hats on
the witches
and wizards.

Copyright © Mathseeds and Blake eLearning 2016 53

 Lesson 9 • Worksheet 3 Sorting shapes

triangle Name

1 Which pictures are triangles? Match.

triangle

2 Find all the triangles. Colour them in.

54 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 9 • Worksheet 4 Check

triangle Name

1 Colour the triangles.

How many triangles? _______

2 Colour the flags.

How many triangles? _______

3 Colour the shapes you know.

Copyright © Mathseeds and Blake eLearning 2016 55

 Lesson 10 • Numbers 1 to 5
Learning objectives Extra assistance
Children will: Subitising is the ability to quickly identify the number of
• identify the numerals and words 1 to 5. objects in a small group. It is not counting or one-to-one
correspondence, but a visual recognition that is done
• count and recognise groups from 1 to 5.
rapidly. It is used in recognising the numbers displayed on
• order the numbers 1 to 5. dice faces and dominoes in games, as an example. Play
dice games, dominoes and flash card games with dot
Statutory Framework for EYFS
patterns for the numbers. Match dot patterns, numerals
The Early Learning Goals in Mathematics and words for numbers.
Numbers
Classroom activities
Children count reliably with numbers from 1 to 20 and
place them in order. Bingo!
Give students a laminated board with 10 squares on it.
Early Years Outcomes Ask them to write a numeral, number word or dot pattern
Mathematics – 40 to 60+ months in each square for the numbers 1 to 5 (use whiteboard
Numbers markers). Have a set of flashcards with the numeral,
number word and dot pattern for the numbers 1 to 5.
• Recognises numerals 1 to 5.
Hold them up one at a time. Students put a cross on that
• Counts actions or objects which cannot be moved. representation of the number on their board if it is there.
• Counts objects to 10. First one to 10 calls out bingo and wins!
• Selects the correct numeral to represent 1 to 5 objects. Make it!
Give each student some playdough, plasticine or clay and
Key vocabulary some pipe cleaners, matchsticks or lolly sticks. They could
1, 2, 3, 4, 5, one, two, three, four, five, number, order, also collect natural items such as leaves and twigs. They
count, match combine the items with the modelling material to make
the series of numbers from 1 to 5.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Review numerals 1–5 and identify numerals 1 to 5. Worksheet 1
Recognise and count counting out numbers of Count out a given number of Counting
objects up to 5. objects.

Order: Ordering numerals. put numerals into a number Worksheet 2

Trains line in correct order. Handwriting
Find: Visual discrimination: select the correct numeral Worksheet 3
Happy Dogs identify the numerals 1–5. amongst other numerals. Number sense

Count: Counting skills: identify the number of dots Worksheet 4

Flash Cards, Flower Petals, subitise small collections. quickly. Move a given number Check
Counting Bees, Monkeys Go Recognise numerals and count of items. Count the items and
Bananas, Pegs, Toy Box, Three out items. Use one-to-one select the matching numeral.
Clowns correspondence to find out
how many.
Read: Read aloud book. listen, follow the reading and Mathseeds book 10:
Book read along. One to five

56
 Lesson 10 • Worksheet 1 Counting

12345 Name

1 Trace and match.

2 Count each group. Write the number.

58 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 10 • Worksheet 2 Handwriting

12345 Name

1 Trace and match.

one
two
three
four
five
Copyright © Mathseeds and Blake eLearning 2016 59
 Lesson 10 • Worksheet 3 Number sense

12345 Name

1 Circle the box that matches.

1
2
3
4
5
2 Fill in the missing numbers.

1 3 5
60 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 10 • Worksheet 4 Check

12345 Name

1 Trace. Draw lines to match.

2 Draw candles on the cakes.

1 2 3

4 5
Copyright © Mathseeds and Blake eLearning 2016 61
 Lesson 11 • The number 6
Learning objectives Extra assistance
Children will: To help develop understanding of and fluency in the
• identify the numeral 6 and the word six. counting sequence, use rhymes and songs which count
up and down. Students can watch a video, listen to the
• count and recognise groups of 6.
song, act it out, draw a series of illustrations for it, use
• write the numeral 6. fingers to count along, and sing it! Many counting down
songs start with 5 but can just as easily start with another
Statutory Framework for EYFS
number. Try these songs: 1, 2, 3, 4, 5; One Potato, Two
The Early Learning Goals in Mathematics Potato; 1-2 Buckle My Shoe; Five Little Ducks; Five Little
Numbers Monkeys; Five Little Speckled Frogs.
Children count reliably with numbers from 1 to 20 and
Classroom activities
place them in order.
Decorate the Number
Early Years Outcomes Provide the students with a piece of paper that has a
Mathematics – 40 to 60+ months lot of number 6 on it, both numerals and words – some
Numbers dotted, some in bubble writing, some solid writing.

• Counts actions or objects which cannot be moved. • Trace over the dotted ones with different coloured
pencils, pens or crayons.
• Counts objects to 10.
• Glue collage materials such as paper bits, leaves or
• Counts out up to six objects from a larger group.
wool to the solid writing.
• Selects the correct numeral to represent 1 to 10
• Colour in the bubble writing with dots, stripes or
objects.
shapes.
Key vocabulary Match Up!

6, six, number, word, count, match, numerals 1–5, Give half the class a numeral and the other half a number
number words one to five word from 1–6. Give them a time limit to find their
matching partner and sit together. Then ask them to draw
that number of an item or the matching die face.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word six and identify the numeral 6. Count Worksheet 1
Recognise and count the numeral 6. Understand to 6. Count out 6 items. Counting
that the counting sequence Recognise groups of 6.
continues with 6.
Songs: 6 Little Ducks and
Insects Have 6 Legs
Write: Reinforce correct formation of write the numeral 6. Worksheet 2
Number Dot to Dot the numeral 6. Handwriting
Find: Visual discrimination: select the numeral 6 amongst Worksheet 3
Number Fish, Number Word identify the numeral 6. Identify other numerals. Select the Number sense
Clouds, Number Grid, Beavers, the word six. word six from amongst other
Ice the Cakes number words.
Count: Counting skills: move a given number of Worksheet 4
Boxes and Balls, Eggy Nests, recognise numerals and items. Select the groups which Check
Find the Match number words and count match the given number.
out items. Recognise a given Match the numeral, word and
number of objects. image cards.
Read: Read aloud book. listen, follow the reading and Mathseeds book 11:
Book read along. Six

62
6 Lesson 11 • Worksheet 1 Counting

six Name

1 How many? Join Mango to the pictures that have 6.

2 Draw.

6 legs 6 leaves
Copyright © Mathseeds and Blake eLearning 2016
64
6 Lesson 11 • Worksheet 2 Handwriting

six Name

Trace and write.

six legs

6 6 6 6 6 6
six points

six
six Find and tick your best writing. ✓
six eggs

Copyright © Mathseeds and Blake eLearning 2016

65
6 Lesson 11 • Worksheet 3 Number sense

six Name

1 Colour the balls that show 6.

2 6 5
3 6
6 6

2 Which box has 6 things? Colour them.

6
6
66
6 Copyright © Mathseeds and Blake eLearning 2016
6 Lesson 11 • Worksheet 4 Check

six Name

1 Write the number 6.

6
2 Give each ladybird 6 spots.

3 Draw a dot pattern for each number.

1 2 3 4 5 6

Copyright © Mathseeds and Blake eLearning 2016 67

 Lesson 12 • The number 7
Learning objectives EAL
Children will: The numeral 1 and the numeral 7 can be confusing as
• identify the numeral 7 and the word seven. they look similar when the 1 is written with a serif at the
top. This can be confusing for EAL students learning a
• count and recognise groups of 7.
new set of glyphs. Be sure to differentiate between the
• write the numeral 7. two – either use a single vertical line for 1 (as for the letter
l) or add the horizontal line at the bottom to make it clear
Statutory Framework for EYFS
it is not a 7. Remind students to write their 1s and 7s
The Early Learning Goals in Mathematics clearly as well.
Numbers
Classroom activities
Children count reliably with numbers from 1 to 20 and
place them in order. Trace it!
Repeat the word seven while tracing the numeral 7.
Early Years Outcomes
• In the air, on the floor or on someone’s back with a
Mathematics – 40 to 60+ months finger.
Numbers • On paper using finger paint.
• Counts actions or objects which cannot be moved. • In a tray of sand.
• Counts objects to 10. • On a tablet using a drawing app.
• Counts out up to six objects from a larger group. Make it!
• Selects the correct numeral to represent 1 to 10 Give each student some playdough, plasticine or clay and
objects. some pipe cleaners, matchsticks or lolly sticks. They could
also collect natural items such as leaves and twigs. They
Key vocabulary combine the items with the modelling material to make
7, seven, number, word, count, match, numerals 1–6, the series of numbers from 1 to 7.
number words one to six

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word seven and identify the numeral 7. Count to Worksheet 1
Recognise and count the numeral 7. Understand that 7. Recognise groups of 7. Count Counting
the counting sequence continues out 7 items.
with 7. Songs: I Can Paint a
Rainbow and Seven Sheep

Write: Reinforce correct formation of write the numeral 7. Worksheet 2

Number Dot to Dot the numeral 7. Handwriting

Find: Visual discrimination: select the numeral 7 amongst Worksheet 3

Bird Hops, Number Grid, identify the numeral 7 and the other numerals. Select the word Number sense
Number Word Clouds word seven. seven amongst other words.

Count: Counting skills: select the groups which match Worksheet 4

Three Clowns, Monkeys Go recognise numerals and number the number. Move a given Check
Bananas, Flash Cards, Spin the words, then select matching number of items. Identify the
Wheel groups or count out items. number of dots quickly. Join
Subitise small collections. the dots in numerical order.
Identify correct numerical order. Count the items and select the
Use one-to-one correspondence. matching numeral.

Read: Read aloud book. listen, follow the reading and Mathseeds book 12:
Book read along. Seven

68
7 Lesson 12 • Worksheet 1 Counting

seven Name

1 Colour the pots that have 7.

2 Draw.

7 grapes 7 stripes

70 Copyright © Mathseeds and Blake eLearning 2016

7 Lesson 12 • Worksheet 2 Handwriting

seven Name

Trace and write.

7 7 7 7 7 7
seven fish

seven
seven colours

seven Find and tick your best writing. ✓

seven petals

Copyright © Mathseeds and Blake eLearning 2016 71

7 Lesson 12 • Worksheet 3 Number sense

seven Name

1 Which box has 7 things? Colour them.

7
7
7
2 Fill in the number line.

0 1 2 3 4 5 6 7

3 Draw the dot pattern.

5 6 7

72 Copyright © Mathseeds and Blake eLearning 2016

7 Lesson 12 • Worksheet 4 Check

seven Name

1 Write the number 7.

7
2 How many?

3 Draw a rainbow
with 7 colours.

Copyright © Mathseeds and Blake eLearning 2016 73

 Lesson 13 • Big and small
Learning objectives EAL
Children will: This topic in mathematics integrates perfectly with an EAL
• identify items which are big and small. lesson on the vocabulary for size. Use pairs of images and
concrete materials plus labels for big, small, short, long,
• order objects by size.
tall to play matching games. Add a third item or picture
• recognise the words big and small. and use the labels biggest, smallest, shortest, tallest,
longest. For more advanced students introduce synonyms
Statutory Framework for EYFS
such as: little, tiny, large, enormous, and so on.
The Early Learning Goals in Mathematics
Shape, space and measures Classroom activities
Children use everyday language to talk about size and to Collage
compare objects. Provide students with a piece of paper that has the word
big on one side and small on the other.
Early Years Outcomes
• Trace over the words with pencils or crayons.
Mathematics – 40 to 60+ months • Find pictures of big and small things to cut out of
Shape, space and measures magazines and glue on.
• Orders two or three items by length or height. • Gather natural materials such as twigs and leaves and
tape on a big one and a small one.
Key vocabulary
Run to it!
big, small, smallest, biggest, largest, shortest, longest, This is best done in a hall or on the playground. Label four
order, sort, word, red, blue, green, yellow, numerals 1–9 corners or areas with signs saying big, small, short, tall.
The students stand in the middle and the teacher calls out
an item which is big, small, short or tall. Students must
run to the matching corner.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of big and identify items which are big Worksheet 1
Recognise size small. Differentiate between big or small. Group items by size. Big and small
and small items. Introduce the Order items by size.
terms smallest and biggest.
Song: Big and Small

Find: Visual discrimination: choose the given word from Worksheet 2

Flying Carpets, Buses, Odd identify the words big and small. amongst other words. Find Vocabulary
One Out, Let’s Paint Match pictures of items. Identify the odd one out amongst
colour words. 9 objects. Select the correct
colour to match the word.
Sort: Differentiate items by size. order items by size. Select the Worksheet 3
Big Small Short Tall, Longest or correctly sized item. Sorting by size
Shortest
Count: Counting skills: count the items and select the Worksheet 4
Leafy Plants, Stamping Shapes use one-to-one correspondence to matching numeral. Count out Check
find out how many and to count the required number of items.
out items.

Read: Read aloud book. listen, follow the reading and Mathseeds book 13:
Book read along. Big and small

74
 Lesson 13 • Worksheet 1 Big and small

big small Name

1 Join big things to Waldo. Join small things to Ruby.

2 Draw.

a big ice cream a small ice cream

76 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 13 • Worksheet 2 Vocabulary

big small Name

big
1 Trace and write.

small
2 Label the items big or small.

3 Label the biggest and smallest.

Copyright © Mathseeds and Blake eLearning 2016 77

 Lesson 13 • Worksheet 3 Sorting by size

big small Name

Circle the biggest and colour the smallest in each row.

78 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 13 • Worksheet 4 Check

big small Name

1 Colour the biggest red and the smallest green.

2 How many bugs? 1 2 3 4 5 6

How many starfish? 1 2 3 4 5 6
How many robots? 1 2 3 4 5 6
3 Complete the pattern.

Copyright © Mathseeds and Blake eLearning 2016 79

 Lesson 14 • The number 8
Learning objectives EAL
Children will: All number words from one to ten should be recognised
• identify the numeral 8 and the word eight. on sight. The word eight is a hard one to spell and read
as it cannot be sounded out easily. It needs to be learnt
• count and recognise groups of 8.
as a sight word. Play games with flashcards of these
• write the numeral 8. words, and their matching numerals, such as Memory,
Concentration, Snap, Go Fish or Bingo, where students
Statutory Framework for EYFS
write numerals on their Bingo card and the teacher holds
The Early Learning Goals in Mathematics up the word cards for them to match.
Numbers
Classroom activities
Children count reliably with numbers from 1 to 20 and
place them in order. Make it!
Use a variety of materials to create the numeral 8.
Early Years Outcomes
• Mould it out of playdough.
Mathematics – 40 to 60+ months • Write it with paint, crayons or colouring pens.
Numbers • Use glue and sand to make the number 8 on paper.
• Counts actions or objects which cannot be moved. Match Up!
• Counts objects to 10. Give one third of the class a numeral, another third has
• Selects the correct numeral to represent 1 to 10 a number word and the last third has a dice image or an
objects. image of a group of items from 1–8. Give them a time
• Counts an irregular arrangement of up to ten objects. limit to find their matching partners and sit together. Then
ask all the numeral people to put themselves in numerical
Key vocabulary order. Then all the number words, then the images.
8, eight, number, count, match, numerals 1–7, number
words one to seven

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word eight and identify the numeral 8. Count Worksheet 1
Recognise and count the numeral 8. Understand to 8. Count out 8 items. Counting
that the counting sequence Recognise groups of 8.
continues with 8.

Write: Reinforce correct formation of write the numeral 8. Worksheet 2

Number Dot to Dot the numeral 8. Handwriting

Find: Visual discrimination: select the numeral 8 amongst Worksheet 3

Jumping Lions, Number identify the numeral 8. Identify other numerals. Find the word Number sense
Grid, Beavers, Number Word the word eight. Match the eight from amongst other
Clouds, Post the Letter numerals and the number number words. Select the
words. word for a numeral.

Count: Counting skills: count the items and select the Worksheet 4
Spin the Wheel, Boxes and use one-to-one matching numeral. Move a Check
Balls, Pegs correspondence to find given number of items.
out how many. Recognise
numerals and number words
and count out items.

Read: Read aloud book. listen, follow the reading and Mathseeds book 14:
Book read along. Eight

80
8 Lesson 14 • Worksheet 1 Counting

eight Name

1 Which pictures have 8? Match.

2 Draw 8 legs. 3 Circle 8 shoes.

82 Copyright © Mathseeds and Blake eLearning 2016

8 Lesson 14 • Worksheet 2 Handwriting

eight Name

Trace and write.

eight legs

8 8 8 8 8 8
eight sides

eight
eight
eight legs

Find and tick your

best writing.

✓
Copyright © Mathseeds and Blake eLearning 2016 83
8 Lesson 14 • Worksheet 3 Number sense

eight Name

1 Circle the cards that have 8.

2 Which box has 8 things? Colour them.

8
8
84
8 Copyright © Mathseeds and Blake eLearning 2016
8 Lesson 14 • Worksheet 4 Check

eight Name

1 Write the number 8.

8
2 Count the dots. Write the numbers.

3 Fill in the number line.

0 3 5

Copyright © Mathseeds and Blake eLearning 2016 85

 Lesson 15 • The rectangle
Learning objectives Extra assistance
Children will: Rectangles and squares can easily be confused. The
• identify rectangles. definition of a rectangle is 4 corners and 4 straight sides.
Students need to be aware that a square is different to
• recognise the word rectangle.
a rectangle because it has 4 equal sides. If the sides are
• draw rectangles. not the same length it is a rectangle. Give them sorting
activities using rectangles and squares to reinforce the
Statutory Framework for EYFS
difference. For advanced students you could introduce the
The Early Learning Goals in Mathematics concept that a square is a type of rectangle.
Shape, space and measures
Classroom activities
Children explore 12 characteristics of everyday objects and
shapes and use mathematical language to describe them. What is it?
Provide the students with a piece of paper that has a
Early Years Outcomes lot of dotted rectangles on it and the word rectangle in
Mathematics – 40 to 60+ months dotted writing at the top. They should trace over the word
Shape, space and measures and the shape outlines with different coloured pencils or
crayons. Then they can use each rectangle to draw an
• Beginning to use mathematical names for ‘solid’ 3-D
object that has a rectangular shape, eg a TV, a mobile
shapes and ‘flat’ 2-D shapes, and mathematical terms
phone, a book, a ruler, and so on.
to describe shapes.
Make it!
• Selects a particular named shape.
Give each student some playdough, plasticine or clay to
Key vocabulary make a rectangle. They could also collect natural items
such as leaves and twigs to combine with their modelling
rectangle, straight, sides, 4, four, 2, two, long, short,
material to make all the shapes they know – circle, square,
shape, triangle, square, circle, colour, pattern, number,
triangle, rectangle.
numerals 1–8, word, sort, match

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the rectangle. understand that rectangles Worksheet 1
Recognise shapes Identify rectangles. Define have 4 straight sides – 2 short Shape recognition
a rectangle. Differentiate and 2 long. Select rectangles
rectangles from squares. amongst other shapes and in
Song: I’m a Rectangle a setting.

Draw: Reinforce correct formation of draw shapes using a set of Worksheet 2

Dotty Shapes shapes. dots as corners. Writing and drawing

Find: Visual discrimination: choose the given shape from Worksheet 3

Elephants, Beavers, Buses, identify a given shape. Identify amongst other shapes. Select Sorting shapes
Shape Monsters, Shape Colour the word rectangle. the word rectangle from
amongst other words.

Match: Identify shapes and colours in complete the pattern of Worksheet 4

Colour a Pattern, Shape Sort, a pattern. Recognise shapes colours and shapes. Match Check
Stamping Shapes and their words. Count out shapes to their words. Stamp a
shapes to match numerals. given number of shapes.

Read: Read aloud book. listen, follow the reading and Mathseeds book 15:
Book read along. Rectangles

86
 Lesson 15 • Worksheet 1 Shape recognition

rectangle Name

rectangle
1 Trace.

2 Finish Doc’s doors.

3 Colour the rectangles.

88 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 15 • Worksheet 2 Writing and drawing

rectangle Name

1 Write the words. Draw the shape.

rectangle square

2 Label the sides

short or long. _____________

_____________
3 Finish the pattern.

4 Decorate
the flags.

Copyright © Mathseeds and Blake eLearning 2016 89

 Lesson 15 • Worksheet 3 Sorting shapes

rectangle Name

1 Which pictures are rectangles? Match.

rectangle

2 Colour the rectangles red and the squares blue.

90 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 15 • Worksheet 4 Check

rectangle Name

1 Colour the beads to make a pattern.

How many rectangles did you colour? _______

2 Colour the rectangles.

How many rectangles? _______

3 Colour the shapes you know.

Copyright © Mathseeds and Blake eLearning 2016 91

 Lesson 16 • Numbers 1 to 8
Learning objectives Extra assistance
Children will: As students develop fluency in counting and ordering
• identify the numerals and words 1 to 8. numbers, they should practise counting on from any given
number. Start with choral response activities where the
• count and recognise groups from 1 to 8.
students repeat after the teacher as they count. Do this
• order the numbers 1 to 8. while pointing to the number on a number line. Choral
response is a good activity as individual mistakes are not
Statutory Framework for EYFS
obvious which makes students feel more comfortable.
The Early Learning Goals in Mathematics
Numbers Classroom activities
Children count reliably with numbers from 1 to 20 and Bingo!
place them in order. Give students a laminated board with 10 squares on it.
Ask them to write a numeral, number word or dot pattern
Early Years Outcomes in each square for the numbers 1–8 (use whiteboard
Mathematics – 40 to 60+ months markers). Have a set of flashcards with the numeral,
Numbers number word and dot pattern for the numbers 1–8.
Hold them up one at a time. Students put a cross on that
• Counts actions or objects which cannot be moved.
representation of the number on their board if it is there.
• Counts objects to 10. First one to 10 calls out bingo and wins!
• Selects the correct numeral to represent 1 to 10 Count ‘em!
objects.
Give students a set of 10 items – counters, lolly sticks
• Counts an irregular arrangement of up to ten objects. or Base ten blocks for example. The teacher holds up a
numeral or number word from a set of flashcards 1–8 and
Key vocabulary the students make that number with their items. Check
1, 2, 3, 4, 5, 6, 7, 8, one, two, three, four, five, six, them, then hold up another number.
seven, eight, number, count, order, number line, smallest,
largest, how many, match

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Review numerals 1–8 and identify numerals 1–8. Count Worksheet 1
Recognise and count count numbers of objects up out a given number of objects. Counting
to 8. Count objects and choose the
Song: 1, 2, Buckle my Shoe numeral.
Order: Ordering numerals. put numerals into their correct Worksheet 2
Out of Line, Trains, Dot to Dot place on the number line. Join Number sense
the dots in numerical order.
Find: Visual discrimination: select the numerals and words Worksheet 3
Happy Dogs, Build the Robots, match the numerals and the for each number. Select the Number match
Load the Trucks, Pizza Sauce number words. Identify the word eight from amongst
word eight. other words.
Count: Counting skills: move a given number of Worksheet 4
Boxes and Balls, Leafy Plants recognise numerals and items. Count the items and Check
number words and count select the matching numeral.
out items. Use one-to-one
correspondence to find out
how many.
Read: Read aloud book. listen, follow the reading and Mathseeds book 16:
Book read along. Numbers all around

92
 Lesson 16 • Worksheet 1 Counting

12345678 Name

1 How many?

2 Draw the correct

number of fish.
3
6
1

8
4

2
7

94 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 16 • Worksheet 2 Number sense

12345678 Name

1 Trace.

2 Put these numbers in order on the number line.

3 Continue counting.

1 3
5 6
2 4
Copyright © Mathseeds and Blake eLearning 2016 95
 Lesson 16 • Worksheet 3 Number match

12345678 Name

1 Trace and match.

six seven eight

2 Trace the word and write the numeral.

96 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 16 • Worksheet 4 Check

12345678 Name

1 Join the dots. 6 2

1
5 4
1
8 3
2 5
1
7 3

6 4

2 3 5
4

2 Colour by numbers. 1 = red, 2 = blue, 3 = yellow, 4 = green,

5 = purple, 6 = orange, 7 = brown, 8 = pink

2 2
5 5
4 4
3 3

6 6

7 7 7 7
8 8
7 7 7 7

Copyright © Mathseeds and Blake eLearning 2016 97

 Lesson 17 • The number 9
Learning objectives Extra assistance
Children will: Many early learners will mix up the numerals 6 and 9
• identify the numeral 9 and the word nine. as they are so similar. Try one of these strategies to help
them.
• count and recognise groups of 9.
• Teach them to draw the 9 as a ball and stick rather
• write the numeral 9.
than the curved shape seen in most texts, so it does
Statutory Framework for EYFS not look as much like a 6.
• Use a mnemonic rhyme such as: six sits and nine
The Early Learning Goals in Mathematics
stands on the line, or six kicks the ball.
Numbers
• Tell students that 6 is younger. It is a baby lying down
Children count reliably with numbers from 1 to 20 and with its feet in the air, and nine is standing up because
place them in order. it’s older.
Early Years Outcomes Classroom activities
Mathematics – 40 to 60+ months Collage
Numbers Provide students with a piece of paper that has a large
• Counts actions or objects which cannot be moved. numeral 9 in the middle.
• Counts objects to 10. • Trace over the numeral with pencils or crayons.
• Selects the correct numeral to represent 1 to 10 • Find pictures of nine things or the numeral 9 to cut out
objects. of magazines and glue on.
• Counts an irregular arrangement of up to ten objects. • Gather natural materials such as twigs and leaves. Tape
on nine of each.
Key vocabulary
Say it Right!
9, nine, number, word, count, match, numerals 1–8, Have a set of flashcards for the numerals 1–9. Hold one
number words one to eight up and say the wrong number word, eg three for 5.
Students need to call out the right word.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word nine and identify the numeral 9. Count Worksheet 1
Recognise and count the numeral 9. Understand to 9. Count out 9 items. Counting
that the counting sequence Recognise groups of 9.
continues with 9.

Write: Reinforce correct formation of write the numeral 9. Worksheet 2

Number Dot to Dot the numeral 9. Handwriting

Find: Visual discrimination: select the numeral 9 amongst Worksheet 3

Dinosaurs, Number Grid, identify the numeral 9 and other numerals. Select the Number sense
Beavers, Number Word the word nine. Match the word nine from amongst other
Clouds, Post the Letter, Flying numerals and the number number words. Match the
Carpets words. word to the numeral.

Count: Counting skills: identify the number of dots Worksheet 4

Flash Cards, Find the Match subitise small collections. quickly. Match the numeral, Check
Recognise the numeral 9, the word and image cards.
word nine and images of 9.

Read: Read aloud book. listen, follow the reading and Mathseeds book 17:
Book read along. Nine

98
 9 Lesson 17 • Worksheet 1 Counting

nine Name

1 Circle the cards that show 9.

★★★ ▲▲ ❤❤ ■■■
★★★ ▲▲ ❤ ■■■
★★★ ▲▲ ❤❤ ■■■

♦♦ ●●● ✖✖ ✱✱✱
♦♦♦ ●●● ✖✖✖ ✱ ✱
●●● ✖✖✖ ✱✱✱
♦♦ ✖
2 Draw.

9 birds 9 eggs
100 Copyright © Mathseeds and Blake eLearning 2016
9 Lesson 17 • Worksheet 2 Handwriting

nine Name

Trace and write.

nine squares

9 9 9 9 9 9
nine dots

nine
nine Circle your best 9 . nine balls

Copyright © Mathseeds and Blake eLearning 2016 101

 9 Lesson 17 • Worksheet 3 Number sense

nine Name

1 Colour in 9.

2 Fill in the missing numbers.

1
2 5 3
6
7 4 8 9
102 Copyright © Mathseeds and Blake eLearning 2016
9 Lesson 17 • Worksheet 4 Check

nine Name

1 Trace and write.

9 9 9
2 Number the shoes.

3 Circle every 9.

96890197692
Copyright © Mathseeds and Blake eLearning 2016 103
 Lesson 18 • Zero
Learning objectives Extra assistance
Children will: The concept of zero is hard for some students to
• identify the numeral 0 and the word zero. understand – how can none be a number? Use 0 in
all number activities – counting sequences, ordering
• recognise groups of 0.
numbers, counting items, subitising activities, comparing
• write the numeral 0. quantities. This will instill the idea of 0 as a number in the
• order numbers from 0 to 9. counting sequence as well as a quantity.

Statutory Framework for EYFS Classroom activities

The Early Learning Goals in Mathematics Brainstorm
Numbers Ask the class to think of different ways to say zero, eg
Children count reliably with numbers from 1 to 20 and none, nothing, nil, nought, null, nada, zilch, zip. Write a
place them in order. list and discuss the words. Put each word in a sentence to
show its usage.
Early Years Outcomes Decorate the Number
Mathematics – 40 to 60+ months Provide the students with a piece of paper that has a
Numbers lot of number 0 on it, both numerals and words – some
• Counts actions or objects which cannot be moved. dotted, some in bubble writing, some solid writing.

• Counts objects to 10. • Trace over the dotted ones with different coloured
pencils, pens or crayons.
• Selects the correct numeral to represent 1 to 10
• Glue collage materials such as paper bits, leaves or
objects.
wool to the solid writing.
• Counts an irregular arrangement of up to ten objects. • Colour in the bubble writing with dots, stripes or
shapes.
Key vocabulary
0, zero, number, word, match, order, numerals 1–9,
number words one to nine
Mathseeds Lesson TEACH PRACTISE APPLY
sequence Content and skills Children will:
Animated Lesson: Introduce the word zero and identify the numeral 0. Worksheet 1
Recognise and count the numeral 0. Understand Recognise groups of 0 as well Counting
that 0 means there are as groups from 1–9. Order
none and that 0 goes at the numbers starting from any
beginning of the counting number 0–9.
sequence.
Song: I’m a Little Zero

Write: Reinforce correct formation of write the numeral 0. Worksheet 2

Number Dot to Dot the numeral 0. Handwriting

Find: Visual discrimination: select the numeral 0 amongst Worksheet 3

Bird Hops, Number Grid, identify the numeral 0 and the other numerals. Select the Number sense
Number Word Clouds, Buses word zero. word zero from amongst other
number words.

Count: Counting skills: count the items and select the Worksheet 4
Spin the Wheel, Pegs, use one-to-one matching numeral. Move a Check
Monkeys Go Bananas, correspondence to find given number of items. Select
Cupcakes out how many. Recognise the groups which match the
numerals and count out items. given number.
Subitise small collections.

Read: Read aloud book. listen, follow the reading and Mathseeds book 18:
Book read along. Zero

104
0 Lesson 18 • Worksheet 1 Counting

zero Name

1 Colour the nests that have 0 eggs.

2 Circle the game pieces showing 0.

0
5 1
4 2
3

2 : 30 0 : 00
1
6 2
5 3
4

106 Copyright © Mathseeds and Blake eLearning 2016

0 Lesson 18 • Worksheet 2 Handwriting

zero Name

Trace and write.

zero legs

000000

zero
zero teeth

0 : 00
zero Find and tick your best writing. ✓
zero time

Copyright © Mathseeds and Blake eLearning 2016 107

0 Lesson 18 • Worksheet 3 Number sense

zero Name

1 Which box has zero things? Circle it.

0
0
0
2 Order the numbers. Write them in the bubbles.

2 0 1 4 3 5

7 9 6 8

108 Copyright © Mathseeds and Blake eLearning 2016

0 Lesson 18 • Worksheet 4 Check

zero Name

1 Match each picture to the number of birds.

2 Circle every 0.

08604019806
3 Trace and write.

000 Copyright © Mathseeds and Blake eLearning 2016 109

 Lesson 19 • The number 10
Learning objectives Extra assistance
Children will: Number sense is an understanding of what numbers
• identify the numeral 10 and the word ten. mean, how they relate to each other and how they
are used. It begins in early childhood with learning
• count and recognise groups of 10.
numbers: their symbols, their counting sequence and their
• write the numeral 10. quantities. One-to-one correspondence and cardinality
begin here too. Play as many games and complete as
Statutory Framework for EYFS
many activities as is possible in number recognition and
The Early Learning Goals in Mathematics matching, subitising small groups, counting, counting out,
Numbers counting on and finding how many.
Children count reliably with numbers from 1 to 20 and
Classroom activities
place them in order.
Make it!
Early Years Outcomes Give each student some playdough, plasticine or clay and
Mathematics – 40 to 60+ months some pipe cleaners, matchsticks or lolly sticks. They could
Numbers also collect natural items such as leaves and twigs. They
combine the items with the modelling material to make
• Counts actions or objects which cannot be moved.
the series of numbers from 0 to 10.
• Counts objects to 10.
Match Up!
• Selects the correct numeral to represent 1 to 10
Give one third of the class a numeral, another third has
objects.
a number word and the last third has a dice image or an
• Counts an irregular arrangement of up to ten objects. image of a group of items from 1–10. Give them a time
limit to find their matching partners and sit together. Then
Key vocabulary ask all the numeral people to put themselves in numerical
10, ten, number, word, count, numerals 0–9, number order. Then all the number words, then the images.
words zero to nine

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the word ten and identify the numeral 10. Count Worksheet 1
Recognise and count the numeral 10. Understand to 10. Recognise groups of 10. Counting
that the number ten is written
with a 1 and a 0. Recognise
that the counting sequence
continues with 10.
Song: Ten Little Monkeys
Write: Reinforce correct formation of write the numeral 10. Worksheet 2
Number Dot to Dot the numeral 10. Handwriting

Find: Visual discrimination: select the numeral 10 amongst Worksheet 3

Number Fish, Number Grid, identify the numeral 10 and other numerals. Select the Number sense
Number Word Clouds, Ice the the word ten. word ten from amongst other
Cakes number words.

Count: Counting skills: move a given number of Worksheet 4

Monkeys Go Bananas, recognise numerals and items. Count the items and Check
Stamping Shapes, Leafy Plants, number words and count select the matching numeral.
Boxes and Balls out items. Use one-to-one
correspondence to find out
how many.
Read: Read aloud book. listen, follow the reading and Mathseeds book 19:
Book read along. Ten

110
10 Lesson 19 • Worksheet 1 Counting

ten Name

1 Circle the dominoes that show 10.

2 Draw.

10 cookies 10 oranges
112 Copyright © Mathseeds and Blake eLearning 2016
10 Lesson 19 • Worksheet 2 Handwriting

ten Name

Trace and write.

10 10 10 10 10

ten
ten Find and tick your best 10 .
ten fingers

Copyright © Mathseeds and Blake eLearning 2016 113

10 Lesson 19 • Worksheet 3 Number sense

ten Name

1 Join Mango to 10 fruits.

2 Draw the correct number of things.

10 ♥
114 Copyright © Mathseeds and Blake eLearning 2016
10 Lesson 19 • Worksheet 4 Check

ten Name

1 Match.

4
1
10
7
9
2 Fill in the missing numbers.

1 4

10

Copyright © Mathseeds and Blake eLearning 2016 115

 Lesson 20 • The numbers 1 to 10
Learning objectives Extra assistance
Children will: Students should apply the number sequence 1 to 10
• identify the numerals and words 1 to 10. to counting groups of objects and counting out a
given number of items. Encourage use of one-to-one
• count and recognise groups from 1 to 10.
correspondence to count groups – students should touch
• order the numbers 1 to 10. or move each object counted and assign it the next
number in the sequence. When counting out a number
Statutory Framework for EYFS
of items have them say each number in sequence as they
The Early Learning Goals in Mathematics move each item. They should understand that the last
Numbers number said is the total number of things.
Children count reliably with numbers from 1 to 20 and
Classroom activities
place them in order.
Count ‘em!
Early Years Outcomes Give students a set of 10 items – counters, lolly sticks or
Mathematics – 40 to 60+ months Base ten blocks for example. The teacher holds
Numbers up a numeral or number word from a set of flashcards
1–10 and the students make that number with their
• Counts actions or objects which cannot be moved.
items. Check them, then hold up another number.
• Counts objects to 10.
Poster Time
• Selects the correct numeral to represent 1 to 10
Divide the class into 10 groups and give each group a
objects.
number 1–10 on a piece of A3 paper. Ask them to draw
• Counts an irregular arrangement of up to ten objects. groups of items in their number. Once they are finished
hang the number posters in order. As a class, count the
Key vocabulary groups on each poster to reinforce the number sequence.
numerals 1–10, number words one to ten, number, Practise one-to-one correspondence by pointing at the
number line, count, match items while counting and encourage an understanding
of cardinality by asking How many? after the counting is
finished.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Review numerals 1–10 and identify numerals 1 to 10. Worksheet 1
Recognise and count groups of 1–10 items. Recognise groups of a given Number match 1–5
number.

Find: Visual discrimination: select the numeral 10 amongst Worksheet 2

Beavers, Three Clowns, Post identify numerals and number other numerals. Match a Number match 6–10
the Letter words. Match groups to number with a group. Match
numbers. number words with numerals.

Order: Identify correct numerical put numerals into a number Worksheet 3

Out of Line, Dot to Dot order. line in correct order. Join the Number sense
dots in numerical order.

Count: Counting skills: count the items and select the Worksheet 4
Spin the Wheel, Counting use one-to-one matching numeral. Count out Check
Bees, Toy Box, Flash Cards correspondence to find out the required number of items.
how many. Count out a given Identify the number of dots
number of items. Subitise quickly.
small collections.
Read: Read aloud book. listen, follow the reading and Mathseeds book 20:
Book read along. Six to Ten

116
 12345 Lesson 20 • Worksheet 1 Number match 1 – 5
6 7 8 9 10
one to ten Name

Trace and match.

one
two
three
four
five
118 Copyright © Mathseeds and Blake eLearning 2016
12345 Lesson 20 • Worksheet 2 Number match 6 – 10
6 7 8 9 10 Name
one to ten

Trace and match.

six
seven
eight
nine
ten
Copyright © Mathseeds and Blake eLearning 2016 119
12345 Lesson 20 • Worksheet 3 Number sense
6 7 8 9 10
one to ten Name

1 Write the missing numbers. Colour the kites.

0 2 4

6 8 10

2 Join the dots. Colour the picture. 1

9 10
2
3

4
6

120 Copyright © Mathseeds and Blake eLearning 2016

12345 Lesson 20 • Worksheet 4 Check
6 7 8 9 10 Name
one to ten

1 Colour the cars. 10 = red, 6 = blue, 3 = yellow and 1 = green.

2 Draw 7 purple cars and 5 black cars.

Copyright © Mathseeds and Blake eLearning 2016 121

 Lesson 21 • Counting back from 10
Learning objectives Extra assistance
Children will: Number lines can be used to introduce the idea of
• count up to 10 and down from 10. addition and subtraction. Put a number line from 0 to
10 on the board with a marker somewhere on it. Ask
• use a number line to add and subtract.
students to move the marker forwards or backwards a
• add groups of dots to find a total. number of places. Ask them to count out loud so their
technique can be observed. If the marker is on 2 and they
Statutory Framework for EYFS
have to move it forward 3 places, they should be saying
The Early Learning Goals in Mathematics ‘one, two, three’ as they pass 3 and 4 and land on 5. They
Numbers are counting the number of places added, not saying the
Children count reliably with numbers from 1 to 20 and numbers on the line.
place them in order.
Classroom activities
Early Years Outcomes Order, Order
Mathematics – 40 to 60+ months Give individuals or pairs of students a set of cards for
Numbers the numerals 0–10. Ask them to lay the cards out in the
correct order. Next they race to put them in reverse order,
• Counts actions or objects which cannot be moved.
10 to 0. Say ‘ready, set, go!’ Praise the fastest. Race again
• Counts objects to 10. to put them back in counting order. Repeat until they
• Selects the correct numeral to represent 1 to 10 have had enough.
objects. Take Off!
• Counts an irregular arrangement of up to ten objects. Give students a blank piece of paper to draw a space
shuttle or rocket ship ready to take off. Ask them to write
Key vocabulary the numbers 10 to 1 down the side of the drawing and
numerals 0–10, number words zero to ten, count, up, write the words Take off! at the bottom under the 1.
down, back, forward, match, number, word, number line, Draw a counting line on the playground in chalk and have
how many, +, =, ten frame, 10 frame each student start at 10 and count down to 1 then blast
off like a rocket.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea of counting identify the numbers 0–10 in Worksheet 1
Recognise and count back from 10 to 0. Count up reverse order. Count from 1 to Counting
and down. 10. Count items going down
Songs: When I See the Stars at by 1 each time. Count down
Night and Ten Bears in the Bed. from 10 to 1.
Find: Visual discrimination: select the numerals and words Worksheet 2
Build the Robots, Load the match numerals to number for each number. Select the Number sense
Trucks, Flying Carpets words. Identify the word ten. word ten from amongst other
number words.
Add: Understand moving a marker move a marker forwards and Worksheet 3
Number Line Trains, Dominoes, back and forth along a backwards on a number line. Addition to 10
Ten Frame Puzzle number line. Understand that Add the dots on both sides of
two groups can be added to a domino. Select two groups
make one group. of dots to fill the ten frame.

Count: Counting skills: count the items and select the Worksheet 4
Leafy Plants, Three Clowns, use one-to-one matching numeral. Match a Check
Pegs correspondence to find out set of dots to a number.
how many.

Read: Read aloud book. listen, follow the reading and Mathseeds book 21:
Book read along. Ten Bears in the Bed

122
10 9 8 7 6 Lesson 21 • Worksheet 1
Counting
54321
ten to one Name

Write the missing numbers. Match to the pictures.

10
9

1
124 Copyright © Mathseeds and Blake eLearning 2016
10 9 8 7 6 Lesson 21 • Worksheet 2 Number sense
54321
Name
ten to one

1 Write the missing numbers.

9 7 3
10 4

2 Complete the ten frames.

How many dots did you draw? _______

How many dots did you draw? _______

Copyright © Mathseeds and Blake eLearning 2016 125
10 9 8 7 6 Lesson 21 • Worksheet 3
Addition to 10
54321
ten to one Name

1 Complete the number line.

0 1 2 3 4 5 6 7 8 9 10

zero one two three four five six seven eight nine ten

2 Move forward three places. Where do you land?

0 1 2 3 4 5 6 7 8 9 10

Move back 4 places. Where do you land?

0 1 2 3 4 5 6 7 8 9 10

3 Add the dots.

= =

= =

126 Copyright © Mathseeds and Blake eLearning 2016

10 9 8 7 6 Lesson 21 • Worksheet 4 Check
54321
Name
ten to one

1 Write the missing numbers.

10 7

5 2

2 Join the dots.

3 7

5
1
9

6
2 4 8
0
10

Copyright © Mathseeds and Blake eLearning 2016 127

 Lesson 22 • More, less, the same
Learning objectives Extra assistance
Children will: Subitising is the ability to quickly identify the number of
• identify groups with more or less. objects in a small group. It is not counting or one-to-one
correspondence, but a visual recognition that is done
• match groups with the same number of items.
rapidly. Encourage students to subitise rather than count
• recognise groups of more and less than 5 and 10. for activities such as identifying groups of less or more. Play
games with dot patterns, such as dice games and dominoes.
Statutory Framework for EYFS
The Early Learning Goals in Mathematics Classroom activities
Numbers Quick Look
Children count reliably with numbers from 1 to 20 and Give students a card which has more than 5 written on
place them in order. one side and less than 5 on the other. Hold up pictures of
items from 1–10 and ask the class to show the matching
Early Years Outcomes side of their card. Use traditional dot patterns and
Mathematics – 40 to 60+ months non-traditional sets of dots. Use groups of objects. After a
while, give them just a quick look to encourage subitising.
Numbers
This can also be done with less and more than 10.
• Counts objects to 10, and beginning to count beyond
Make it!
10.
Give students 10 items – counters, lolly sticks or Base ten
• Selects the correct numeral to represent 1 to 10 objects.
blocks for example. The teacher holds up a numeral 1–10
• Estimates how many objects they can see and checks and a card saying more than or less than. The students
by counting them. make an appropriate group with their items. Check, then
• Uses the language of ‘more’ and ‘fewer’ to compare repeat.
two sets of objects.

Key vocabulary
more, less, the same, more than, less than, group, set,
numerals 1 to 10, number words one to ten, match, how
many, smallest, big, shortest, colour, red, blue, yellow,
purple, orange, green

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concepts of more, identify groups which have Worksheet 1
Compare group size less and the same. Differentiate more or less. Move items to More or less
between groups. make groups that have the
Song: Now We’ve Got the same number.
Same
Compare: Subitise to identify whether a identify whether the group Worksheet 2
More or Less?, The Same group has more or less than 5 has more or less than 5 or 10. The same
or 10, and also groups which Recognise groups which have
are the same. the same number of items.
Find: Differentiate items by size. select the correctly sized item. Worksheet 3
Grow a Garden, Let’s Paint Identify colour words. Match colours to words. Comparing
Count: Counting skills: join the dots in numerical Worksheet 4
Dot to Dot, Find the Match, order numerals. Recognise the order. Match the numeral, Check
Give a Gift, Boxes and Balls numeral, word and a group of word and image cards. Count
9. Count and count out items. out items and select the total.
Move a number of items.
Read: Read aloud book. listen, follow the reading and Mathseeds book 22:
Book read along. More or less

128
 More, Lesson 22 • Worksheet 1 More or less
less, the
same Name

1 Colour the group that has more in each row.

2 Circle the group that has less in each row.

130 Copyright © Mathseeds and Blake eLearning 2016

 More, Lesson 22 • Worksheet 2 The same
less, the
same Name

1 Draw the same number of dots.

2 Put the same number of fish in each bowl.

How many fish? How many fish?

Copyright © Mathseeds and Blake eLearning 2016 131
 More, Lesson 22 • Worksheet 3 Comparing
less, the
same Name

1 Circle the groups that have less than 5.

Colour the groups that have more than 10.

2 Colour the groups that are the same in each row.

132 Copyright © Mathseeds and Blake eLearning 2016

 More, Lesson 22 • Worksheet 4 Check
less, the
same Name

1 Colour the group with the most.

How many? ______

2 Colour the group with the least.

How many? ______

3 Join the matching numbers.

1 2 3 4 5

4 Colour Dizzy’s blocks green

and Mango’s blocks red.
Dizzy has more
blocks than
Mango.

Copyright © Mathseeds and Blake eLearning 2016 133

 Lesson 23 • 2D shapes and lines
Learning objectives Extra assistance
Children will: Classifying objects is an important skill for dealing with
• identify curved and straight lines. data topics later in the mathematics curriculum. Begin
with simple classifications – big and small, more and
• recognise 2D shapes and their names.
less, straight and curved. Give students opportunities
• continue shape and colour patterns. to sort objects, groups or shapes, and to explain their
classification system. Ask them to count how many
Statutory Framework for EYFS
in each category. These activities are beginning their
The Early Learning Goals in Mathematics understanding of data representation.
Shape, space and measures
Classroom activities
Children explore 12 characteristics of everyday objects and
shapes and use mathematical language to describe them. Which Hat?
Place two hats on the floor with the labels straight and
Early Years Outcomes curved. Have a set of pictures of shapes and lines, eg
Mathematics – 40 to 60+ months zigzag and curvy. Each student chooses one picture and
Shape, space and measures works out which hat it must go in.

• Beginning to use mathematical names for ‘solid’ 3-D Match Up!

shapes and ‘flat’ 2-D shapes, and mathematical terms Give the class half of a shape and colour pattern each.
to describe shapes. Give them a time limit to find the person who has the
• Selects a particular named shape. other half of their pattern and sit together. Then ask them
to draw and colour that pattern in their book or on paper.
• Uses common shapes to create and recreate patterns.

Key vocabulary
shapes, triangle, circle, square, rectangle, line, curved,
straight, sort, match, colour, orange, red, green, blue,
yellow, number, numerals 2, 3, 4, pattern, word, sides,
corners, short, long, same

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise 2D shapes – square, select shapes to match Worksheet 1
Recognise shapes triangle, rectangle, circle. shadows and names. Identify Lines
Introduce straight and curved straight and curved lines.
lines.
Song: I Love Straight Lines

Draw: Reinforce correct formation of draw shapes using a set of Worksheet 2

Dotty Shapes shapes. dots as corners. Writing and drawing

Match: Recognise shapes and their match shapes to their words. Worksheet 3
Shape Sort, Stamping Shapes, words. Count out shapes Stamp a given number of Shape recognition
Colour a Pattern to match numerals. Identify shapes. Complete the pattern
shapes and colours in a of colours and shapes.
pattern.

Find: Visual discrimination: find the shapes that are the Worksheet 4
Find the Match, Let’s Paint, identify matching shapes. same. Select the correct colour Check
Beavers, Shape Monsters, Recognise colour words. to match the word. Choose
Buses Identify a given shape. Identify the given shape. Choose the
the word rectangle. word rectangle from amongst
other words.
Read: Read aloud book. listen, follow the reading and Mathseeds book 23:
Book read along. Shapes

134
 Lesson 23 • Worksheet 1 Lines
2D shapes
Name
and lines

1 Finish the pictures.

2 Trace the straight lines red. Trace the curved lines blue.

136 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 23 • Worksheet 2 Writing and drawing
2D shapes
Name
and lines

straight
1 Trace and write.

curved
2 Trace the straight lines purple. Trace the curved lines green.

Copyright © Mathseeds and Blake eLearning 2016 137

 Lesson 23 • Worksheet 3 Shape recognition
2D shapes
Name
and lines

1 Match each shape to its shadow.

2 Match the shapes to the pictures.

138 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 23 • Worksheet 4 Check
2D shapes
Name
and lines

Colour triangles red, squares blue, circles yellow and

rectangles green.

How many?

______ ______ ______ ______

Copyright © Mathseeds and Blake eLearning 2016 139

 Lesson 24 • Adding to 5
Learning objectives Extra assistance
Children will: Explain that addition is a natural extension of counting,
• understand that adding is combining two groups. but instead of counting one group of items, students
combine two groups and count. Show students that they
• count to find a total.
already do addition – they add groups of pencils; they add
• represent addition on a number line. up money at the shops; they add groups of children for
sport. Give them opportunities across the curriculum to
Statutory Framework for EYFS
use their addition skills.
The Early Learning Goals in Mathematics
Numbers Classroom activities
Using quantities and objects, children add and subtract Match Up!
two single-digit numbers and count on or back to find the Give each student a dot pattern from 1 to 4. Ask them
answer. to find a partner to make a total of 5 and sit together.
Then have them draw their two dot patterns on a domino
Early Years Outcomes shaped card and fill in the equation £ + £ = £.
Mathematics – 40 to 60+ months Count ‘em!
Numbers Give students a set of 10 items – counters, lolly sticks
• Finds the total number of items in two groups by or Base ten blocks for example. The teacher holds up
counting all of them. a numeral or number word from 1–9 and the students
• In practical activities and discussion, beginning to use make that number with their items. Then they make a
the vocabulary involved in adding. second group to make a total of 10. Check, then repeat.

• Records, using marks that they can interpret and explain.

Key vocabulary
add, adding, addition, count, how many, altogether, total,
group, together, number, numerals 1–10, +, =, match,
number words one to ten, same, equal, number line

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of count two groups and add Worksheet 1
Count and add addition and the equation. them together. Count to find Count and add
Understand that adding is the total. Understand that this
combining two groups and process can be shown with the
counting to find the total. equation £ + £ = £.
Song: There Was One Little Doll

Adding groups: Understand that two groups count two groups and fill in the Worksheet 2
Picture Addition, Fish Bowls, are added together to find a equation. Make two groups Addition
Frog Ponds, Dominoes total. and add to find the total.

Number line addition: Represent two numbers on the use number bars to show two Worksheet 3
Number Bars number line and give the end numbers being added on the Number lines
number as the total. number line.

Find: Visual discrimination: identify the number of dots Worksheet 4

Flash Cards, The Same, Three subitise small collections. quickly. Recognise groups Check
Clowns, Ice the Cakes Subitise to identify groups which have the same number
which are the same. Recognise of items. Select the group
numbers and select matching which matches the given
groups. Identify the word five. number. Select the word five.

Read: Read aloud book. listen, follow the reading and Mathseeds book 24:
Book read along. Add to 5

140
 Lesson 24 • Worksheet 1 Count and add

Add to 5 Name

Count and add.

+ =

and makes

+ =

and makes

+
=

and makes

+ =

and makes

142 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 24 • Worksheet 2 Addition

Add to 5 Name

This is the addition sign +. This is the equals sign =.

Count and add.

1 + 1 =

+ =

+ =

+ =
Copyright © Mathseeds and Blake eLearning 2016 143
 Lesson 24 • Worksheet 3 Number lines

Add to 5 Name

1 Add 2 more.
0 1 2 3 4 5 6 7 8 9 10

How many altogether? ______

2 Add 1 more.
0 1 2 3 4 5 6 7 8 9 10

How many altogether? ______

3 Find the totals.

0 1 2 3 4 5 6 7 8 9 10

2 3

+ =

0 1 2 3 4 5 6 7 8 9 10

3 1

+ =

144 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 24 • Worksheet 4 Check

Add to 5 Name

1 Draw, count and find the total.

1 4 + = 2 2 + =

1 1 + = 2 1 + =

2 Draw two groups to make the total.

+ =
5
+ =
4
Copyright © Mathseeds and Blake eLearning 2016 145
 Lesson 25 • Number lines 1 to 10
Learning objectives Extra assistance
Children will: Number lines can help with developing fluency in
• recognise that a number line has the numbers in counting forwards and backwards. They provide a visual
counting order. structure to the counting order and some students will
find that helpful in remembering number order. Tie
• identify correct numerical order 1–10.
number lines into cardinality by pointing at and counting
• move a marker along a number line. the sections or section markers so students understand
that the numbers still represent amounts of things.
Statutory Framework for EYFS
The Early Learning Goals in Mathematics Classroom activities
Numbers Collage
Children count reliably with numbers from 1 to 20 and Provide students with a piece of paper that has a number
place them in order. line with no numbers across the middle. Write the
numerals in order on top of the markers. Find pictures of
Early Years Outcomes groups of items or people to cut out of magazines and
Mathematics – 40 to 60+ months glue on under each number. Or gather natural materials
Numbers such as twigs and leaves and tape them on in groups
under the numbers.
• Counts objects to 10, and beginning to count beyond
10. Order, Order!

• Selects the correct numeral to represent 1 to 10 Give individuals or pairs of students a set of cards for the
objects. numerals 0-10. Ask them to lay the cards out in correct
order. Next they are going to race to put them in reverse
Key vocabulary order, 10 to 0. Say ‘ready, set, go!’ Praise the fastest. Race
again to put them back in counting order. Repeat until
number line, numerals 1–10, counting, number, how
they have had enough.
many, ten frame, order, smallest, largest

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that a number count along the number line Worksheet 1
Order and count line has the numbers 1–10 in 1–10. Put the numbers in Number lines
counting order. order on the number line.
Song: 1, 2, 3, 4, 5

Number Lines: Understand moving a marker move a marker forwards and Worksheet 2
Number Line Trains, Out of back and forth along a backwards on a number line. Counting
Line, Lily Pads number line. Identify correct Put numerals into a number
numerical order. line in correct order.

Find: Visual discrimination: match the groups with their Worksheet 3

Pegs, Post the Letter subitise small collections. numbers. Select the word for Number sense
Match the numerals and the a numeral.
number words.

Count: Counting skills: select two groups of dots to Worksheet 4

Ten Frame Puzzle, Counting understand that two groups fill the ten frame. Count the Check
Bees, Dot to Dot, How many? add together to make items and select the matching
a total. Use one-to-one numeral. Join the dots in
correspondence to find numerical order.
how many. Identify correct
numerical order.

Read: Read aloud book. listen, follow the reading and Mathseeds book 25:
Book read along. Making ten

146
0 1 2 3 4 5 6 7 8 9 10

Lesson 25 • Worksheet 1 Number lines

Number
lines 1 – 10 Name

1 Complete the number line.

1 3 4 6 7 10
2 Draw lines to match each picture to its number.

1 2 3 4 5 6 7 8 9 10

148 Copyright © Mathseeds and Blake eLearning 2016

0 1 2 3 4 5 6 7 8 9 10

Lesson 25 • Worksheet 2 Counting

Number
lines 1 – 10 Name

1 Count forwards 3 places. Circle the number.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

2 Complete the number line on Ruby’s beads.

7
10
4

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0 1 2 3 4 5 6 7 8 9 10

Lesson 25 • Worksheet 3 Number sense

Number
lines 1 – 10 Name

1 Join the pieces of the number lines back together.

1 2 3 3 4 5 7 8 9

2 3 4 4 5 6 8 9 10

0 1 2 5 6 7 6 7 8

2 Complete the dots from 1 to 10.

3 Trace and match.

ten one five eight

1 8 10 5
150 Copyright © Mathseeds and Blake eLearning 2016
0 1 2 3 4 5 6 7 8 9 10

Lesson 25 • Worksheet 4 Check

Number
lines 1 – 10 Name

1 Colour and complete Doc’s number line.

5 7

2
9
How many? ______ ______ ______
2 Add 2 more.
0 1 2 3 4 5 6 7 8 9 10

+ =

0 1 2 3 4 5 6 7 8 9 10

+ =

Copyright © Mathseeds and Blake eLearning 2016 151

 Lesson 26 • Long and short
Learning objectives Extra assistance
Children will: An understanding of length begins with comparisons.
• recognise the words short and long. Which item is short? Which is long? Which object is the
longest? Which is shortest? Repeated direct comparison
• identify items which are short and long.
of everyday items such as pencils, rulers, books, ribbons,
• order objects by size. shoes and so on reinforces the concept. The next step
is informal measurement – using small items such as
Statutory Framework for EYFS
counters, Base ten blocks or finger-widths as a single unit
The Early Learning Goals in Mathematics for measuring longer items. For example, the book is 10
Shape, space and measures counters long.
Children use everyday language to talk about size to
Classroom activities
compare objects and to solve problems.
Brainstorm
Early Years Outcomes Divide the board or a piece of paper in half and ask the
Mathematics – 40 to 60+ months class to think of things that are short and long. Write a list
Shape, space and measures for each and discuss the suggestions. Each student then
illustrates one example and the pictures are put together
• Orders two or three items by length or height.
to make a class book about long and short.
Key vocabulary Which Hat?

short, long, longer, shorter, longest, shortest, sort, size, Place three hats on the floor with the labels short, long
big, small, tall, tallest, smallest, how long, numerals 1–9 and tall. Discuss the difference between long and tall
(horizontal vs vertical). Have a set of pictures of items
which are short, long or tall. Each student chooses one
and works out which hat it must go in.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of identify items which are long Worksheet 1
Recognise size long and short. Differentiate or short, then things which are Long and short
between long and short items. longer or shorter than a given
Song: This Tail’s Short object.

Find: Visual discrimination: match shapes to their words. Worksheet 2

Shape Sort, Rockets, Buses recognise shapes and their Choose the given word from Vocabulary
words. Identify the words amongst other words.
short and long.

Sort: Differentiate items by size. select the correctly sized Worksheet 3

Tails, Big Small Short Tall, item. Order items by size. Sorting by size
Longest or Shortest, Grow a Identify how tall a plant is on a
Garden, Water the Plants measuring stick.

Count: Counting skills: move a given number of Worksheet 4

Monkeys Go Bananas recognise numerals and count items. Check
out items.

Read: Read aloud book. listen, follow the reading and Mathseeds book 26:
Book read along. How Long?

152
 Lesson 26 • Worksheet 1 Long and short
Long and
Name
short

1 Match each picture to a word.

short short
long long
2 Colour the long things.

3 Colour the short things.

154 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 26 • Worksheet 2 Vocabulary
Long and
Name
short

short
1 Trace and write.

long
2 Match each picture to a word.

longer

shorter

longer

shorter

longer

shorter
Copyright © Mathseeds and Blake eLearning 2016 155
 Lesson 26 • Worksheet 3 Sorting by size
Long and
Name
short

Circle the shortest thing in each row. Colour the longest.

156 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 26 • Worksheet 4 Check
Long and
Name
short

1 Join long things to Dizzy and short things to Doc.

2 Draw.

a shorter monster a longer worm

Copyright © Mathseeds and Blake eLearning 2016 157
 Lesson 27 • Patterns
Learning objectives Extra assistance
Children will: Knowledge of patterns is a basic skill which helps students
• identify colour, shape and number patterns. understand patterns in number, such as skip counting,
repeated addition, multiplication and so on. Colour and
• complete and continue patterns.
shape patterns are an easy and fun way to start. Have
Statutory Framework for EYFS your class continue patterns you make as well as making
their own patterns. For more advanced students, ask them
The Early Learning Goals in Mathematics to identify the core of the pattern, ie which sequence is
Shape, space and measures being repeated. For example, in ABABAB the core is AB.
Children recognise, create and describe patterns.
Classroom activities
Early Years Outcomes Collage
Mathematics – 40 to 60+ months Provide students with a large piece of paper divided into
Shape, space and measures rows. Ask them to make a different pattern in each row.
• Uses familiar objects and common shapes to create They could draw shapes or alternate colours. They could
and recreate patterns. glue on pictures cut out of magazines or catalogues,
using colour or size to create a pattern. They could gather
Key vocabulary natural materials such as twigs and leaves and tape them
onto the paper in patterns.
pattern, colour, black, green, yellow, pink, blue, shapes,
square, triangle, numerals 1–10, match, continue, Where is it?
number, order, smallest, largest, missing Take close-up photos of patterns from around the
classroom – look at carpet, linoleum, curtains, cushions,
vertical blinds showing light and shade and school
uniforms. Put the photos on the board. Ask the class to
find each pattern in the room and copy it onto paper with
coloured pencils, pens or crayons.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce patterns made with make patterns with colours. Worksheet 1
Recognise patterns colours and movements. Pattern recognition
Song: Clap a Pattern

Draw: Reinforce correct formation of draw shapes using a set of Worksheet 2

Dotty Shapes shapes. dots as corners. Making patterns

Find: Visual discrimination: select the correct colour to Worksheet 3

Let’s Paint, Colour a Pattern, identify colour words. match the word. Complete the Continuing patterns
Find the Match, Continue the Recognise and complete a pattern. Find the cards with
Pattern, Mugs in a Row pattern. Recognise matching shapes that match.
shapes.

Count: Counting skills: stamp a given number of Worksheet 4

Stamping Shapes, Out of Line, count out shapes to match shapes. Put numerals into a Check
Lily Pads numerals. Identify correct number line in correct order.
numerical order.

Read: Read aloud book. listen, follow the reading and Mathseeds book 27:
Book read along. Shape Patterns

158
 Lesson 27 • Worksheet 1 Pattern recognition

Patterns Name

1 Which lines show a pattern? Colour the patterns.

2 Colour the socks with patterns on them.

3 Circle the patterns. Colour them.

160 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 27 • Worksheet 2 Making patterns

Patterns Name

1 Colour your own patterns.

2 Make shape patterns using these shapes.

♥ ●◆ ★

Copyright © Mathseeds and Blake eLearning 2016 161

 Lesson 27 • Worksheet 3 Continuing patterns

Patterns Name

1 Draw the next three shapes in each row.

2 Draw the next three things in each pattern.

J J
★◉★◉
R✿☾R✿
162 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 27 • Worksheet 4 Check

Patterns Name

1 Complete Dizzy’s pattern.

2 Draw in the missing beads.

❙  ❙  ❙  
❙❙ ● ● ❙❙ ● ❙❙
3 Colour these shirts to make a pattern.

Copyright © Mathseeds and Blake eLearning 2016 163

 Lesson 28 • Number lines 2
Learning objectives Extra assistance
Children will: When students develop confidence in the counting
• recognise that a number line has the numbers in sequence they should be able to name the number before
counting order. or after a given number, begin counting from any number,
and count backwards as well as forwards. The visual
• identify correct numerical order 1–10.
prompt of a number line can help develop fluency in this
• find the number which comes before or after a given area. Practise these skills while pointing at the relevant
number. numbers on a number line, then just have the number line
visible as a prompt, and eventually have no visual prompt
Statutory Framework for EYFS
at all.
The Early Learning Goals in Mathematics
Numbers Classroom activities
Children count reliably with numbers from 1 to 20, place Order, Order!
them in order and say which number is one more or one Give pairs of students a set of cards for the numerals
less than a given number. 0–10. Race to lay the cards out in correct order. Say
‘ready, set, go!’ Praise the fastest. Now race to put them
Early Years Outcomes in reverse order, 10–0. Have them shuffle the cards and
Mathematics – 40 to 60+ months race again to put them back in counting order. Repeat
Numbers until they have had enough.

• Says the number that is one more than a given Jump to it!
number. Draw a large number line on the playground. Ask
individual students to stand on a given number. Then ask
Key vocabulary students to stand on the number before or after a given
number line, numerals 1–10, number, after, before, number. Finally, ask students to stand on a number and
match, how many, order, smallest, largest, word, number jump forwards or backwards a number of places.
words one to ten, count

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that a number put the numbers in order Worksheet 1
Order and count line has the numbers 1–10 on the number line. Count Counting
in order. Identify the number along the number line. Select
which comes before or after a numbers which are just before
given number. or after a given number.
Song: I’m a Little Star

Number Lines: Identify correct numerical put numerals into their correct Worksheet 2
Out of Line, Dot to Dot, order. Understand moving a place in the number line. Join Number lines
Number Line Trains, Lily Pads marker back and forth along a the dots in numerical order.
number line. Move a marker forwards and
backwards on a number line.

Find: Visual discrimination: select the word eight from Worksheet 3

Number Word Clouds identify the word eight. amongst other number words. Number sense

Count: Counting skills: select the groups which match Worksheet 4

Pegs, Spin the Wheel, recognise a given number of the given number. Count the Check
Dominoes, How Many? objects. Understand that two items and find the matching
groups are added together to numeral. Count the two
find a total. groups and fill in the equation.

Read: Read aloud book. listen, follow the reading and Mathseeds book 28:
Book read along. Number Lines

164
0 1 2 3 4 5 6 7 8 9 10

Lesson 28 • Worksheet 1 Counting

Number
lines 2 Name

1 Complete each number line.

1
4 8
5
8 2
1 5 10

10 8 7 4 3

2 Join each dot pattern to its number.

0 1 2 3 4 5 6 7 8 9 10

166 Copyright © Mathseeds and Blake eLearning 2016

0 1 2 3 4 5 6 7 8 9 10

Lesson 28 • Worksheet 2 Number lines

Number
lines 2 Name

1 Colour the number

before 3. after 7.

0 1 2 3 4 5 6 7 8 9 10

before 7. after 9.

0 1 2 3 4 5 6 7 8 9 10

before 10. after 2.

0 1 2 3 4 5 6 7 8 9 10

2 Circle the number

before 5. after 5.
0 1 2 3 4 5 6 7 8 9 10

before 9. after 4.
0 1 2 3 4 5 6 7 8 9 10

Copyright © Mathseeds and Blake eLearning 2016 167

0 1 2 3 4 5 6 7 8 9 10

Lesson 28 • Worksheet 3 Number sense

Number
lines 2 Name

1 Count forwards 3 places. Circle the number.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

2 Count back 2 places. Circle the number.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

3 Join the dots. 1

0 2 3 4 5 6 7 8 9 10

168 Copyright © Mathseeds and Blake eLearning 2016

0 1 2 3 4 5 6 7 8 9 10

Lesson 28 • Worksheet 4 Check

Number
lines 2 Name

1 Fill in the missing numbers.

2 6 9 8 4

10 1
7 5
2 Join each group to its number.

0 1 2 3 4 5 6 7 8 9 10

Copyright © Mathseeds and Blake eLearning 2016 169

 Lesson 29 • Heavy and light
Learning objectives EAL
Children will: This topic integrates perfectly with an EAL lesson on the
• identify items which are heavy and light. vocabulary for comparison using the suffixes -er and -est.
Use a balance scale to weigh objects and label them in
• differentiate items by weight.
pairs as heavy and light. Next, use the words heavier and
• recognise the words heavy and light. lighter to compare the items on the scales eg The bottle is
heavier than the pencil. Finally, introduce the superlatives
Statutory Framework for EYFS
eg heaviest and lightest. For example, weigh two fairly
The Early Learning Goals in Mathematics light items eg a feather and a pencil and determine which
Shape, space and measures is lightest.
Children use everyday language to talk about weight to
Classroom activities
compare quantities and objects and to solve problems.
Guessing Competition
Early Years Outcomes Put the class in pairs or trios. Give each group a pair of
Mathematics – 40 to 60+ months objects and a balance scale. Ask them to write the name
Shape, space and measures of each item or draw it on a sheet of paper, one under
the word heavy and one under the word light. They then
• Orders two items by weight.
weigh the items on the balance scale to see if they were
Key vocabulary right. Ticks for correct guesses. Have the groups swap
objects and try again.
heavy, light, heaviest, lightest, heavier, lighter, seesaw,
Brainstorm
scales, match, sort, big, small, short, tall, numerals 1–10,
number words zero to ten, colour, orange, green, blue, Divide the board or a piece of paper in half and ask
purple, brown the class to think of things that are heavy and light.
Encourage them to consider, not just items in everyday
life, but also animals, plants, machines, foods, containers
and so on. Write a list for each word and discuss the
suggestions. Each student then illustrates one example
and the pictures are put together to make a class book
about heavy and light.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of identify items which are Worksheet 1
Recognise weight difference heavy and light. Use a seesaw heaviest or lightest by putting Heavy and light
to determine which item is them on a seesaw.
heaviest or lightest.
Song: The Things that are
Heavy and Light
Vocabulary: Identify colour words, the select the correct colour to Worksheet 2
Let’s Paint, Flying Carpets, words light and heavy, and the match the word. Choose the Vocabulary
Number Word Clouds, Buses word zero. given word from amongst
other words.
Sort: Differentiate items by weight label the items on the scales Worksheet 3
Heavy or Light?, Balance and size. as heavy and light. Choose the Sort by weight
Scales, Big Small Short Tall object on the scales which is
heavier or lighter. Order items
by size.
Find: Visual discrimination: select the words to match the Worksheet 4
Load the Trucks, Find the match numerals and number numerals. Find the pairs of Check
Match words. Match items visually. items which are the same.

Read: Read aloud book. listen, follow the reading and Mathseeds book 29:
Book read along. Heavy or light?

170
 Heavy
and light Lesson 29 • Worksheet 1 Heavy and light
Name

Put the heavy and light items on the seesaw.

172 Copyright © Mathseeds and Blake eLearning 2016

 Heavy
and light Lesson 29 • Worksheet 2 Vocabulary
Name

1 Match each picture to a word.

heavy

light

2 Match each picture to a word.

lightest heavier heaviest

Copyright © Mathseeds and Blake eLearning 2016 173

 Heavy
and light Lesson 29 • Worksheet 3 Sort by weight
Name

Colour the lightest thing in each row red.

Colour the heaviest thing blue.

174 Copyright © Mathseeds and Blake eLearning 2016

 Heavy
and light Lesson 29 • Worksheet 4 Check
Name

1 Draw.

a heavier thing a lighter thing

2 Circle the heavier thing in each pair. Colour the lighter thing.

Copyright © Mathseeds and Blake eLearning 2016 175

 Lesson 30 • Add to 6
Learning objectives Key vocabulary
Children will: numerals 0–10, number words zero to ten, how many, +,
• understand that adding is combining two groups. =, same, addition, number, match, altogether, ten frame,
total, equal, number line
• count to find a total.
• use the equation to represent addition. Extra assistance
• represent addition on a number line. Subitising is the ability to quickly identify the number of
objects in a small group. When adding numbers under 10,
Statutory Framework for EYFS
students should aim to be able to recognise the number
The Early Learning Goals in Mathematics of items on sight without having to count them. They
Numbers may still need to count to find the total at this stage, but
Using quantities and objects, children add and subtract lots of practise with and exposure to the pairs of numbers
two single-digit numbers and count on or back to find the under 10 and their totals will make this quicker in time.
answer.
Classroom activities
Early Years Outcomes Run to it!
Mathematics – 40 to 60+ months This is best done in a hall or on the playground. Label four
Numbers corners or areas with signs for the numbers 2, 3, 4 and 5.
The students stand in the middle and the teacher calls out
• Finds the total number of items in two groups by
a pair of numbers which add up to 2, 3, 4 or 5. Students
counting all of them.
must work out the total and run to the answer corner.
• In practical activities and discussion, beginning to use
Jump to it!
the vocabulary involved in adding and subtracting.
Draw a large number line on the playground. Ask an
• Records, using marks that they can interpret and
individual student to stand on a given number. Give that
explain.
student a second number and ask them to move ahead that
many places. They should then be able to tell you the total
of the two numbers – the number they are standing on!

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Review the concept of addition and count out two groups and add Worksheet 1
Count and add use of the equation. Understand them together. Count to find the Count to add
that adding is combining two total. Understand that this process
groups and counting to find the is shown with the equation
total. £ + £ = £.

Adding groups: Understand that two groups are count the two groups and fill in the Worksheet 2
Picture Addition, Fish added together to find a total. equation. Make two groups and Addition
Bowls, Frog Ponds, add to find the total. Make two
Dominoes groups to match the total.
Number line addition: Represent two numbers being use number bars to show two Worksheet 3
Number Bars added on the number line and give numbers being added on the Number lines
the end number as the total. number line, then find the total.

Find: Visual discrimination: recognise groups which have the Worksheet 4

The Same, Three subitise to identify groups which are same number of items. Count and Check
Clowns, Ten Frame the same. Recognise numerals and select the groups which match the
Puzzle, Pizza Sauce number words and select matching given number. Select two groups
groups. Recognise two groups of dots which fit together to fill the
which fill the 10 frame. Identify the ten frame. Select the word six.
word six.
Read: Read aloud book. listen, follow the reading and read Mathseeds book 30:
Book along. Five Little Bees

176
 Lesson 30 • Worksheet 1 Count to add

Add to 6 Name

Draw and then find the total.

2 and
2 makes
2+4=

1+3= 3+3=

4+0= 4+2=

5+1= 3+2=
178 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 30 • Worksheet 2 Addition

Add to 6 Name

1 Fill in the number sentences.

+ =

+ =
2 Join Waldo’s sums
to the answers.

3+3 3

4+1 6

2+1 5
Copyright © Mathseeds and Blake eLearning 2016 179
 Lesson 30 • Worksheet 3 Number lines

Add to 6 Name

1 Fill in the number sentences.

0 1 2 3 4 5 6 7 8 9 10

3 1

+ =

0 1 2 3 4 5 6 7 8 9 10

4 2

+ =

2 Add 2 more.
0 1 2 3 4 5 6 7 8 9 10

How many altogether? ______

0 1 2 3 4 5 6 7 8 9 10

How many altogether? ______

180 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 30 • Worksheet 4 Check

Add to 6 Name

1 Draw, count and find the total.

3 3 + = 2 4 + =

4 2 + = 5 1 + =

2 Draw two groups to make the total.

+ =
6
+ =
5
Copyright © Mathseeds and Blake eLearning 2016 181
 Lesson 31 • Count to 10
Learning objectives Extra assistance
Children will: Our number system is based on tens, so the ten frame is
• count from 1 to 10. a useful visual tool for teaching students number sense.
• use a ten frame to count items. It can be used to reinforce one-to-one correspondence
by putting one item in each square and counting them.
• recognise groups under 10.
It can be used to aid subitising. Later, it can be used as a
The National Curriculum in England visual aide for making 10, counting on and decomposing
numbers under 10.
Mathematics Year 1
Number – number and place value Classroom activities
Pupils should be taught to: Ten Frames
• identify and represent numbers using objects and Give each pair of students a laminated board with 10
pictorial representations squares on it, a die and 10 counters. Ask one person to
• read and write numbers from 1 to 20 in numerals and roll the die and count that many counters onto the ten
words frame. The other person guesses how many counters will
fill the ten frame, then counts out that many to see if they
Key vocabulary are right.

ten frame, numerals 1–10, count, how many, number Quick Look
line, forward, back, more, less, shape, draw, square, Give students a card which has more than 5 written on
triangle, number, same, pattern one side and less than 5 on the other. Hold up pictures of
ten frames filled from 1–10 and ask the class to show the
matching side of their card. After a while, begin to give
them just a quick look to encourage subitising.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the ten frame as a way to count from 1 to 10 and 10 to 1. Worksheet 1
Recognise and count count to 10. Understand that it is Identify how many items are in Ten frames
filled from left to right, top row first. the ten frame. Count a specified
Song: Counting in Space number of items into a ten frame.
Count: Counting skills: count the items and select the Worksheet 2
How Many?, Making Ten, use one-to-one correspondence to matching numeral. Identify the Counting
Pegs find how many. Find the amount group which will make the ten
needed to fill the ten frame. frame add to 10.

Order: Understand moving a marker back move a marker forwards and Worksheet 3
Number Line Trains, Dot to and forth along a number line. backwards on a number line. Number sense
Dot Identify correct numerical order. Join the dots in numerical order.

Find: Visual discrimination: identify whether a group has Worksheet 4

More or Less?, Dotty Shapes, subitise to identify groups with more or less than 10. Draw Check
The Same, Mugs in a Row more or less than 10, and to shapes using a set of dots as
find groups which are the same. corners. Recognise groups which
Reinforce correct formation of have the same number of items.
shapes. Recognise a pattern and Choose the next item in the
select the next item. pattern.
Read: Read aloud book. listen, follow the reading and Mathseeds book 31:
Book read along. Countdown to Launch!

182
 Count
to 10 Lesson 31 • Worksheet 1 Ten frames
Name

1 How many ducks? 2 How many bugs?

Draw more ducks. Draw more bugs.

Fill the 10 frame. Fill the 10 frame.
How many ducks How many bugs
did you draw? did you draw?

3
4
Colour 6 Colour

✩✩✩✩✩ JJJJJ
✩✩✩✩✩ JJJJJ
4 + = 10 6 + =

Colour 8 10 Colour

{{{{{
{{{{{
8 + = 10 + =

184 Copyright © Mathseeds and Blake eLearning 2015

Count
to 10 Lesson 31 • Worksheet 2 Counting
Name

1 Draw lines to match.

2 Fill the ten frame.

4 + = 10 7 + = 10
Copyright © Mathseeds and Blake eLearning 2015 185
 Count
to 10 Lesson 31 • Worksheet 3 Number sense
Name

1 Connect each cloud to the number line.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

2 Circle the biggest number in each pair.

186 Copyright © Mathseeds and Blake eLearning 2015

Count
to 10 Lesson 31 • Worksheet 4 Check
Name

1 How many?

2 Colour.

¤¤¤¤¤
¤¤¤¤¤
6 9
3 Complete the dot to dot.

9 5
3
10 8

2
1 7 6

Copyright © Mathseeds and Blake eLearning 2015 187

 Lesson 32 • Add to 7
Learning objectives Extra assistance
Children will: Early addition involves concrete items or drawing the
• understand that adding is combining two groups. objects in question and counting to find the total. Writing
these operations as a number sentence allows students
• count to find a total.
to see the correlation between the concrete numbers
• use the equation to represent addition. they can see and count, and the more abstract writing of
• represent addition on a number line. numerals and symbols to represent these numbers. Give
students plenty of practice putting the two together.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Number – addition and subtraction Match Up!
Pupils should be taught to: Give each student a dot pattern from 1 to 6. Set a
• read, write and interpret mathematical statements time limit to find a partner to make a total of 7 and sit
involving addition (+), subtraction (–) and equals (=) together. Then ask them to draw their two dot patterns
signs on a domino shaped card and fill in the equation beneath
£ + £ = £. Extend this activity to make totals of 10.
• solve one-step problems that involve addition and
subtraction, using concrete objects and pictorial Collage
representations Ask students to cut pictures of groups of things out of
magazines and catalogues – people, animals, groceries,
Key vocabulary clothing and so on. They then glue two groups of similar
add, numerals 1–10, +, =, count, addition, how many, things in their book and write an addition equation. For
matching, number, colour, orange, purple, green, yellow, example, if they glue 4 boxes of cereal and 2 bottles of
same, number bars, number line, total, equal, seven milk together, they write 4 + 2 = 6.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Review the concept of addition – count two groups and add them Worksheet 1
Count and add combining two groups and counting together. Count to add
to find the total.
Song: Five Little Birdies in a Row
Find: Visual discrimination: select the correct colour to match Worksheet 2
Let’s Paint, Elephants identify colour words. Identify the the word. Select the word seven Addition
word seven. from amongst other words.

Add: Understand that two groups are count two groups and fill in the Worksheet 3
Picture Addition, Fish added together to find a total. equation. Make two groups and Add to 7
Bowls, Dominoes, Represent two numbers being add. Use number bars to show
Number Bars, Frog added on the number line and give two numbers being added on the
Ponds the end number as the total. number line. Make two groups to
match the total.
Count: Counting skills: count the items and select the Worksheet 4
Spin the Wheel, The use one-to-one correspondence matching numeral. Recognise Check
Same to find out how many and which groups which have the same
groups are the same. number of items.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 32:
Book along. Going to St. Ends

188
 Lesson 32 • Worksheet 1 Count to add

Add to 7 Name

Draw and find the total.

2 and 5 makes

4 and 2 makes

3 and 4 makes

5 and 1 makes

190 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 32 • Worksheet 2 Addition

Add to 7 Name

1 Draw.

4 straws 3 straws

+ = straws

2 Join Mango’s sums to the answers.

6+1
6 5
3+2

7
3+3
Copyright © Mathseeds and Blake eLearning 2015 191
 Lesson 32 • Worksheet 3 Add to 7

Add to 7 Name

Show 5 ways to add to 7.

+ = 7
+ = 7
+ = 7
+ = 7
+ = 7
192 Copyright © Mathseeds and Blake eLearning 2015
 Lesson 32 • Worksheet 4 Check

Add to 7 Name

Fill in the number sentences.

+ =

+ =
0 1 2 3 4 5 6 7 8 9 10

4 2

+ =

0 1 2 3 4 5 6 7 8 9 10

1 4

+ =

Copyright © Mathseeds and Blake eLearning 2015 193

 Lesson 33 • Number words
Learning objectives Extra assistance
Children will: The number words from zero to ten should be recognised
• identify the number words one to ten. on sight. Play games with flashcards of the words and
matching numerals such as Memory or Concentration,
• match number words to groups and numerals.
Snap, Go Fish or Bingo. Also, play activities where
• recognise the days of the week. students have to match number words to groups of items
or count out objects to match a number word.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Number – number and place value Match Up!
Pupils should be taught to: Give half the class a numeral and the other half a number
• identify and represent numbers using objects and word from zero to ten. Give them a time limit to find their
pictorial representations including the number line, matching partner and sit together. Then ask them to draw
and use the language of: equal to, more than, less the matching die face. Swap the cards around so they get
than (fewer), most, least a different number to go again.
• read and write numbers from 1 to 20 in numerals and Flashcard Snap
words Have at least two sets of flashcards for the numerals
and number words 0–10. Shuffle and deal between two
Key vocabulary players. Keep cards face down. Players take turns to put
one, two, three, four, five, six, seven, eight, nine, ten, a card onto a central pile. If the two cards on top are the
zero, numerals 1–10, number, word, order, smallest, same number, the players shout SNAP! The first to do so
largest, match, guess, how many, less, more, than, takes the central pile. Play continues until one player runs
Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, out of cards.
Sunday

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise the number words from match number words to Worksheet 1
Recognise and match 1 to 10. numerals and groups of items Number words
Songs: Counting Beans and 1–10.
1, 2, 3, 4, 5

Find: Visual discrimination: select the words eight and Worksheet 2

Buses, Rockets, Days of the identify the words eight and nine from amongst other Number match
Week nine. Recognise the days of words. Match the days of the
the week. week.

Match: Match the numerals and the select the word for a numeral. Worksheet 3
Post the Letter, Spin the Wheel number words. Identify the Match a group to its number Number sense
number of items in a group. word.
Count: Counting skills: put numerals into their correct Worksheet 4
Lily Pads, Wrecking Ball, Boxes identify correct numerical order. Estimate whether a Check
and Balls order. Identify the size of a group has more or less than a
group of items. Recognise given number. Move a given
numerals and number words. number of items.
Read: Read aloud book. listen, follow the reading and Mathseeds book 33:
Book read along. Word problems

194
Number Lesson 33 • Worksheet 1 Number words
words Name

one two three

1 Trace.

four five six

2 Match.

1 2 3 4 5
two five one
four three

6 7 8 9 10
eight nine seven
ten six
196 Copyright © Mathseeds and Blake eLearning 2015
Number Lesson 33 • Worksheet 2 Number match
words Name

seven eight
1 Trace.

nine ten
2 Match.
one

two

three

four

five

six

seven

eight
Copyright © Mathseeds and Blake eLearning 2015 197
Number Lesson 33 • Worksheet 3 Number sense
words Name

1 Colour.

nine
two
four
eight RRRRRRRRRR
2 Make each group have the correct number.

five
three
six
seven
ten
198 Copyright © Mathseeds and Blake eLearning 2015
Number Lesson 33 • Worksheet 4 Check
words Name

Write the number words.

Copyright © Mathseeds and Blake eLearning 2015 199

 Lesson 34 • Add to 10 part 1
Learning objectives EAL
Children will: For students learning the English language while learning
• understand that adding is combining two groups. mathematics, it can be useful to make a vocabulary list.
This could be a small book with a page for each topic, but
• count to find a total.
it is also useful as a chart on the wall for all students to
• use the equation to represent addition. reference. Divide it into sections such as Number, Shapes,
Adding. In each section write the relevant terms and a
The National Curriculum in England
short explanation, example or drawing to illustrate each
Mathematics Year 1 term. For example: Add, plus, +, join together, 1 + 2 = 3,
Number – addition and subtraction * + ** = ***
Pupils should be taught to:
Classroom activities
• read, write and interpret mathematical statements
involving addition (+), subtraction (–) and equals (=) Write it!
signs Give each student a pile of 10 counting bears in
• represent and use number bonds and related two colours and a sheet of empty addition sums:
subtraction facts within 20 £ + £ = £. They take a handful of bears and sort them
into the two colours. After counting them, these two
• add and subtract one-digit and two-digit numbers to
groups are entered into the equation: £ + £. Then they
20, including zero
find the total. They put the bears back in the pile and
• solve one-step problems that involve addition and go again. They could also sort based on size. For more
subtraction, using concrete objects and pictorial advanced students, use counters in larger numbers.
representations, and missing number problems such as
Count ‘em!
7 = £– 9
Give students a set of 10 items – counters, lolly sticks
Key vocabulary or Base ten blocks for example. The teacher holds up a
numeral or number word from a set of flashcards 1–9 and
add, how many, altogether, numerals 1–10, +, =,
the students make that number with their items. Then
numbers, ten frame, addition, count, total, equal, sums,
they make a second group to make a total of 10. Check
adding, number words one to ten
them, then hold up another number.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Review the concept of addition – count two groups and add them Worksheet 1
Count and add combining two groups and counting together. Show this process with Count to add
to find the total. the equation £ + £ = £.
Song: One Little Mouse
Number sentences: Identify addition sums that have the select sums which add to the given Worksheet 2
Space Hop, Dominoes, given number as an answer. Fill in number. Count the two groups and Addition
Frog Mouth an addition number sentence. fill in the equation.

Adding groups: Understand that two groups are select two groups of dots to fill the Worksheet 3
Ten Frame Puzzle, added together to find a total. ten frame. Count the two groups Add to 10
Picture Addition, Frog and fill in the equation. Make two
Ponds, Add and Mix groups to match the total. Make
two groups and add to find the
total.
Count: Counting skills: move a given number of items. Worksheet 4
Flower Petals, Flash recognise numerals and count out Identify the number of dots quickly. Check
Cards items. Subitise small collections.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 34:
Book along. Add to 10

200
 Lesson 34 • Worksheet 1 Count to add
Add to 10 Name
part 1

1 Complete the number sentences.

5 + 3 = 4 + =

5 + = + =

2 Complete each sum. Add up the bubbles.

+ = + =

202 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 34 • Worksheet 2 Addition
Add to 10 Name
part 1

1 Write the numbers in each sum. Join to an answer.

_____ + _____ 8

_____ + _____
9

10
_____ + _____

2 Fill in the number sentences.

+ = + =

Copyright © Mathseeds and Blake eLearning 2015 203

 Lesson 34 • Worksheet 3 Add to 10
Add to 10 Name
part 1

1 Join the pairs that make 10.

2 Make 10. Draw and fill in the number sentence.

7 and makes 10

6 and makes 10
204 Copyright © Mathseeds and Blake eLearning 2015
 Lesson 34 • Worksheet 4 Check
Add to 10 Name
part 1

Draw and add.

4 more pencils

6 and 4 makes

4 more tomatoes

5 and 4 makes

7 spots 3 spots

7 + 3 =

Copyright © Mathseeds and Blake eLearning 2015 205

 Lesson 35 • Cubes and spheres
Learning objectives Extra assistance
Children will: The concept of three-dimensional objects can be difficult,
• identify spheres and cubes. especially as these solid shapes clearly have flat shapes
within their body and can look like a 2D shape – for
• recognise the words sphere and cube.
example, a sphere looks like a circle when drawn on
• identify whether 3D objects will stack or roll. paper. Give students plenty of practise differentiating
between them.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Geometry – properties of shapes Make it!
Pupils should be taught to: Give each student some plasticine or clay and lolly sticks.
• recognise and name common 2-D and 3-D shapes, They can use the modelling materials to make a sphere
including: 3-D shapes [for example, cuboids (including and a cube. Then, on a piece of paper they describe their
cubes), pyramids and spheres] 3D objects, particularly similarities and differences, and
draw them underneath.
Key vocabulary Brainstorm
sphere, cube, round, corners, edges, faces, flat, solid, Ask the class to think of real items in everyday life that are
circle, square, number, numerals 1–10, shape, number shaped like a sphere or a cube. Write a list for each and
words one to ten, stack, roll, object, scales, heavier, discuss the items. Each student then makes a page about
lighter, longest, shortest spheres or cubes, drawing objects or finding pictures in
magazines, and the pages are put together to make a
class book about the shapes.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the sphere as round with understand that a sphere is Worksheet 1
Recognise 3D objects no flat faces, edges or corners. A round like a ball, not flat like 3D object recognition
cube has 6 square faces, as well as a circle, and a cube is a solid
corners and edges. object that looks like a square
Songs: I’m a Sphere and I’m a Cube box. Select spheres and cubes
amongst other shapes.

Find: Visual discrimination: select the numeral 10 from Worksheet 2

Ball Pit, Shape Monsters, identify the numeral 10. Identify amongst other numerals. Vocabulary
Rockets, Ice the Cakes spheres and cubes. Identify the Choose the spheres and cubes.
words sphere and cube. Select the words sphere and
cube from other words.

Sort: Identify whether objects will stack sort shapes into two piles by Worksheet 3
Stack or Roll?, Balance Scales, on top of each other or roll like a their ability to roll or stack. Sorting 3D objects
Tails ball. Differentiate items by size. Choose the object on the scales
that is heavier or lighter. Select
the correctly sized tail.

Count: Counting skills: move a given number of items. Worksheet 4

Boxes and Balls recognise numbers and count out Check
items.

Read: Read aloud book. listen, follow the reading and Mathseeds book 35:
Book read along. Cubes and Spheres

206
Cubes and
spheres Lesson 35 • Worksheet 1 3D object recognition
Name

1 Colour the cubes.

2 Colour the spheres.

3 Draw.

the cube the sphere

208 Copyright © Mathseeds and Blake eLearning 2015
Cubes and
spheres Lesson 35 • Worksheet 2 Vocabulary
Name

cube
1 Trace and write.

sphere
2 Match.

round
cube
8 corners

square sides
sphere
no corners

3 Name objects that are 4 Name objects that are

shaped like a sphere. shaped like a cube.

Copyright © Mathseeds and Blake eLearning 2015 209

Cubes and
spheres Lesson 35 • Worksheet 3 Sorting 3D objects
Name

1 Join Dizzy to the spheres and Waldo to the cubes.

2 Colour = blue. Colour = red.

210 Copyright © Mathseeds and Blake eLearning 2015

Cubes and
spheres Lesson 35 • Worksheet 4 Check
Name

1 Colour the correct picture.

stack roll

2 Draw the cubes and spheres.

Copyright © Mathseeds and Blake eLearning 2015 211

 Lesson 36 • Add to 10 part 2
Learning objectives Extra assistance
Children will: Subitising is not counting or one-to-one correspondence,
• understand that adding is combining two groups. but a visual recognition that is done rapidly. This should
be applied to pairs of numbers adding to 10. Students
• count to find a total.
should learn these pairs of numbers, both as a visual
• use the equation to represent addition. and in numeral form. In particular, the use of ten frame
• identify pairs of numbers that add to 10. activities will help students learn to quickly recognise
groups of items which add to 10.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Number – addition and subtraction Ten Frames
Pupils should be taught to: Give each pair of students a laminated board with 10
• read, write and interpret mathematical statements squares on it, a die and 10 counters. Ask one person to
involving addition (+), subtraction (–) and equals (=) roll the die and count that many counters onto the ten
signs frame. The other person must say how many counters
they think need to be added to fill the ten frame to 10,
• represent and use number bonds and related
then count out that many and see if they are right. Swap
subtraction facts within 20
roles turn by turn.
• add and subtract one-digit and two-digit numbers to
Count ‘em!
20, including zero
Give students a set of 10 items – counters, lolly sticks
• solve one-step problems that involve addition and
or counting bears for example. The teacher holds up a
subtraction, using concrete objects and pictorial
numeral from a set of flashcards 1– 9 and the students
representations, and missing number problems such as
make that number with their items. Then they make a
7=£–9
second group to make a total of 10. They write the pair of
Key vocabulary numbers in their book as an addition sum: £ + £ = 10.
Go through the numbers 1– 9 so they have a complete set
add, numerals 1–10, +, =, ten frame, forward, back, of the pairs that add to 10.
number line, sums, match, how many, more, number,
adding, total, equal

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce adding on the ten count pairs which add to 10 in Worksheet 1
Count and add frame and number pairs which a ten frame. Add to 10
add to 10.
Song: One Little Bat

Number sentences: Identify addition sums that select sums which add to the Worksheet 2
Space Hop, Frog Mouth, have the given number as an given number. Type in the Addition
Number Bug answer. Answer an addition answer to a given sum.
equation.

Adding groups: Understand that two groups make two groups and add to Worksheet 3
Fish Bowls, How Many More?, are added together to find a find the total. Add more birds Count to add
Add and Mix, Pencil Case, total. to make the given number.
Frog Ponds Make two groups to match
the total.
Number lines: Understand moving a marker move a marker forwards and Worksheet 4
Number Line Train back and forth along a backwards on a number line. Check
number line.
Read: Read aloud book. listen, follow the reading and Mathseeds book 36:
Book read along. Addition to 10

212
Add to 10
part 2 Lesson 36 • Worksheet 1 Add to 10
Name

1 How many more to make 10?

more

more

more

2 Fill in the number sentence.

+ = 10

+ = 10

214 Copyright © Mathseeds and Blake eLearning 2015

Add to 10
part 2 Lesson 36 • Worksheet 2 Addition
Name

Write the number pairs that add to 10.

+ = 10
+ = 10
♥ ♥ ♥ ♥ ✖
✖ ✖ ✖ ✖ ✖ + = 10
★ ★ ★ ★ ★
★ ★ ▼ ▼ ▼
+ = 10
◆ ◆ ◆ ◆ ◆
✿ ✿ ✿ ✿ ✿
+ = 10
◗ ◗ ◗ ◗ ◗
◗ + = 10
+ = 10
Copyright © Mathseeds and Blake eLearning 2015 215
Add to 10
part 2 Lesson 36 • Worksheet 3 Count to add
Name

1 Join the pairs that make 10.

2 Count to find the total.

+ = 10

+ = 10

216 Copyright © Mathseeds and Blake eLearning 2015

Add to 10
part 2 Lesson 36 • Worksheet 4 Check
Name

1 Make 10 and complete the sum.

5 + =

3 + =

2 Use colour to show 2 different ways to make 10.

<<<<<<<<<<
{{{{{{{{{{
3 Join Mango’s sums to the answers.

6
1+9 7 10

4+2 2+5
Copyright © Mathseeds and Blake eLearning 2015 217
 Lesson 37 • Patterns 2
Learning objectives Extra assistance
Children will: Activities involving patterns provide an opportunity to
• identify colour, shape and size patterns. integrate other mathematical knowledge such as colours,
size differentiation, shapes and numbers. Studying
• copy, complete and continue patterns.
patterns involves lots of concrete materials and visual
Statutory Framework for EYFS discrimination which is an advantage for kinaesthetic and
visual learners. Ask students to continue a given pattern,
The Early Learning Goals in Mathematics find missing items in patterns, copy patterns and make
Shape, space and measures their own patterns.
Children recognise, create and describe patterns.
Classroom activities
Early Years Outcomes Make it
Mathematics – 40 to 60+ months Give each student some playdough, plasticine or clay.
Shape, space and measures They use the modelling materials to make a pattern
• Uses familiar objects and common shapes to create of colours, shapes or sizes. Then, on a piece of paper,
and recreate patterns. have each student draw their pattern. Next they make a
different pattern and draw it. Repeat the exercise until
• Beginning to use mathematical names for ‘solid’ 3-D
their paper is full of patterns.
shapes and ‘flat’ 2-D shapes, and mathematical terms
to describe shapes. Match Up!
Give each student a card with a pattern on it. Give them a
Key vocabulary time limit to find the other person with the same pattern
patterns, colours, size, shapes, copy, missing, complete, and sit together. Then ask each pair to bring their pattern
rectangle, triangle, square, circle, sort, guess, less than, up and explain it in their own words to the class.
more than, numerals 1–10, order, right, left

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce patterns made with make patterns with colours, Worksheet 1
Recognise patterns colours, different sized items sizes and shapes, using the Pattern recognition
and shapes. pattern formats: abab, abcabc,
Song: Patterns Everywhere abaaba, aabaab, abbabb.

Draw: Reinforce correct formation of draw shapes using a set of Worksheet 2

Dotty Shapes shapes. dots as corners. Making patterns
Find: Visual discrimination: choose the missing items Worksheet 3
Colour a Pattern, Continue the recognise a pattern and select for the pattern or complete Continuing patterns
Pattern, Shape Sort, Grow a the next or missing items. the pattern. Match shapes
Garden, Right or Left? Recognise shapes and their to their words. Select the
words. Differentiate items by correctly sized item. Tap left
size. Follow directions using or right according to verbal
right and left. instructions.

Number: Identify the size of a group estimate whether a group Worksheet 4

Wrecking Ball, Stamping of items. Count out shapes is more or less than a given Check
Shapes, Lily Pads to match numerals. Identify number. Stamp a number of
correct numerical order. shapes. Put numerals into their
place in the number line.
Read: Read aloud book. listen, follow the reading and Mathseeds book 37:
Book read along. Playing with Shapes

218
 Lesson 37 • Worksheet 1 Pattern recognition

Patterns 2 Name

1 Draw the missing shapes in each row. Colour the patterns.

2 Draw your own pattern using shapes.

220 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 37 • Worksheet 2 Making patterns

Patterns 2 Name

1 Colour your own patterns.

2 Arrange these shapes in a pattern.

3 Draw your own pattern using size.

Copyright © Mathseeds and Blake eLearning 2015 221

 Lesson 37 • Worksheet 3 Continuing patterns

Patterns 2 Name

Draw the next 3 items in each row.

222 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 37 • Worksheet 4 Check

Patterns 2 Name

1 Colour Doc’s rugs in a pattern.

2 Fill in the missing beads. Colour.

❙❙

❙❙

❙❙❙❙ ❙❙❙❙
● ❙ ● ❙ ● ❙
3 Draw your own pattern.

Copyright © Mathseeds and Blake eLearning 2015 223

 Lesson 38 • Capacity
Learning objectives EAL
Children will: The concepts of capacity and volume have a long list
• identify containers which are empty and full. of vocabulary for students learning English as a second
language. This is an instance where an illustrated
• recognise which container would hold more or less.
vocabulary list on the wall or in a small book would be
• differentiate items by volume. useful. Begin with the absolute terms – full and empty.
Next introduce the idea of half full. Finally, when they
The National Curriculum in England
understand these terms, give students the comparative
Mathematics Year 1 terms nearly and almost.
Measurement
Classroom activities
Pupils should be taught to:
• compare, describe and solve practical problems for: Guessing Competition
capacity and volume [for example, full/empty, more Give each student a sheet with pairs of containers listed
than, less than, half, half full, quarter] or illustrated and put the actual containers on display at
• measure and begin to record the following: capacity the front of the room. Ask students to circle the container
and volume in each pair which they think will hold more. Have some
pairs that are obvious eg bucket and medicine cup and
Key vocabulary some that are pretty close, like a glass and a mug. Then
take the containers outside and test them.
full, empty, half full, more, less, pattern, match, size,
smallest, largest, number words one to ten, numerals Collage
1–10, holds, least, most, sums, +, same Provide students with a piece of paper that has the word
empty on one side and full on the other:
• Trace over the words with pencils or crayons.
• Find pictures of empty and full containers to cut out of
magazines and glue on.
• Draw other containers and colour them to show full
and empty.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concepts of full and identify containers which are empty Worksheet 1
Recognise amounts empty, half full, more and less. or full, and which container has Full or empty
Song: Waldo Put the Kettle On more or less.

Sort: Differentiate items by volume. label containers full or empty. Order Worksheet 2
Full or Empty?, Big Small Short Differentiate items by size. items by size and capacity. Select the Sorting containers
Tall, Pour It Out container with more or less.
Find: Visual discrimination: choose the next item in the Worksheet 3
Mugs in a Row, Load the recognise a pattern and select the pattern. Select the word for a More or less
Trucks, The Same next item. Match the numerals numeral. Recognise groups which
and the number words. Subitise to have the same number of items.
identify groups which are the same.

Number: Identify addition sums that have select sums which add to the given Worksheet 4
Frog Mouth, Falling Bricks, the given answer. Identify the size number. Estimate whether a group Check
Baking Cookies of a group of items. Count out has more or less than a number.
items. Move a given number of items.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 38:
Book along. Full or empty

224
Capacity Lesson 38 • Worksheet 1 Full or empty
Name

1 Match each picture to a word.

full

empty

2 Draw.

a full glass an empty glass

226 Copyright © Mathseeds and Blake eLearning 2015
Capacity Lesson 38 • Worksheet 2 Sorting containers
Name

1 Label the containers full, half full or empty.

2 Colour.

empty half full full

Copyright © Mathseeds and Blake eLearning 2015 227
Capacity Lesson 38 • Worksheet 3 More or less
Name

1 Circle the one that

holds more.

holds less.

2 Draw a container that

holds more.

holds less.

228 Copyright © Mathseeds and Blake eLearning 2015

Capacity Lesson 38 • Worksheet 4 Check
Name

1 Colour the full bucket. Circle the empty bucket.

2 Match each shape to its shadow.

Copyright © Mathseeds and Blake eLearning 2015 229

 Lesson 39 • Time
Learning objectives Extra assistance
Children will: The idea of time passing can be hard for young children
• sequence events in order of time. to understand as it is an abstract concept. Make it
concrete for them by referring to schedules and clocks
• show the hour on analogue clocks.
during the day. Sequence familiar events step by step,
• recognise that some activities take a longer time than such as getting ready in the morning. Discuss broader
others. concepts of time using activities that take days or weeks
to complete, eg growing plants.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Measurement Make it!
Pupils should be taught to: Give students a paper plate, a split pin paper fastener and
• compare, describe and solve practical problems for: two cardboard arrows, one longer than the other. Ask
time [for example, quicker, slower, earlier, later] them to write the number 12 at the top of the plate and
• sequence events in chronological order using language 6 at the bottom, 3 on the right and 9 on the left, then fill
[for example, before and after, next, first, today, in the other numbers. Push the pin through the ends of
yesterday, tomorrow, morning, afternoon and evening] the two arrows and the centre of the plate, fastening it at
the back. Now they have a clock to show time with!
• tell the time to the hour and half past the hour and
draw the hands on a clock face to show these times What Now?
Using the paper clocks they have made, ask 24 students
Key vocabulary to show the 24 hours of the day. Discuss what events
time, order, longer, shorter, number, numerals 1–10, right, could be happening in each hour. Make a poster for each
left, clock, small hand, o’clock, number words one to ten, hour. Group the night-time hours together for sleep,
heavy, light, heavier, lighter, scales, stack, roll then have a poster for each daytime hour with some
suggestions of what could be happening then.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of time and sequence events in time order. Worksheet 1
Recognise time passing events happening in order. Time
Song: I’m a Dingle Dangle
Scarecrow

Show: Tell time on the hour with an move the small hand on the clock Worksheet 2
O’clock Clocks analogue clock. to show the hour. Clocks

Sort: Compare the duration of events. label activities longer or shorter. Worksheet 3
How Long Does it Take?, Right Follow directions using right and Tap left or right according to Length of time
or Left?, Heavy or Light?, left. Differentiate items by weight instructions. Label items on scales
Balance Scales, Stack or Roll?, and size. Identify whether objects as heavy and light. Choose the
Tails will stack on top of each other or object which is heavier or lighter.
roll like a ball. Sort shapes by ability to roll or stack.
Select the correctly sized item.

Number: Identify correct numerical order. put numerals into their correct Worksheet 4
Lily Pads, Spin the Wheel Use one-to-one correspondence order. Count the items and select Check
to find out how many. the matching numeral.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 39:
Book along. What Time is it?

230
 · Time
Lesson 39 • Worksheet 1
Name
Time

Put the pictures in the order they happen. Number them 1, 2, 3.

232 Copyright © Mathseeds and Blake eLearning 2015

·
Time
Lesson 39 • Worksheet 2
Name
Clocks

1 Fill in the missing numbers.

2 Match the clocks to their time.

eight o’clock

ten o’clock

one o’clock

four o’clock

Copyright © Mathseeds and Blake eLearning 2015 233

 · Time
Lesson 39 • Worksheet 3
Name
Length of time

1 Circle the one that takes a longer time.

2 Circle the one that takes a shorter time.

3 Draw something that

takes a long time. is very quick.

234 Copyright © Mathseeds and Blake eLearning 2015
·Time
Lesson 39 • Worksheet 4
Name
Check

1 Show the time. Draw the clock hands.

three o’clock nine o’clock

seven o’clock six o’clock

2 Match.

daytime

night-time

Copyright © Mathseeds and Blake eLearning 2015 235

 Lesson 40 • Add to 10 on a number line
Learning objectives Extra assistance
Children will: When using number lines to add two groups of items
• understand that adding is combining two groups. together, ensure that students are counting the numbers
on the number line and not just reciting the numbers in
• count along the number line to find a total.
order. To add 2 + 3, they should count ‘one, two’ for the
• use the equation to represent addition. first group, pointing at the number 1 then 2. After this
they add 3. They should be saying ‘one, two, three’ as
The National Curriculum in England
they pass 3 and 4 and land on 5. They are counting the
Mathematics Year 1 number of places added, not reciting the numbers on the
Number – addition and subtraction line.
Pupils should be taught to:
Classroom activities
• read, write and interpret mathematical statements
involving addition (+), subtraction (–) and equals (=) Jump to it!
signs Draw a large number line on the playground. Ask an
• represent and use number bonds and related individual student to stand on a given number. Give
subtraction facts within 20 that student a second number and ask them to add the
numbers together, ie move ahead that many places.
• add and subtract one-digit and two-digit numbers to
They should then be able to tell you the total of the two
20, including zero
numbers – the number they are standing on!
• solve one-step problems that involve addition and
Match Up!
subtraction, using concrete objects and pictorial
representations, and missing number problems such as Give half the class a number line showing two jumps –
7=£–9 an addition. The other half of the class should have the
matching number sentence. Give them time to find their
Key vocabulary matching partner and sit together. Then ask them to draw
their number sentence and number line in their books.
add, number line, count, numerals 1–10, +, =, sums,
Collect and redistribute the cards to go again.
answer, adding, pattern, how many, more, matching

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce adding on the count one number on the Worksheet 1
Count and add number line and use it with number line for each item. Count to add
the equation. The total is the last number
Song: A Number Line Song counted.

Number sentences: Identify addition sums that select sums which add to the Worksheet 2
Frog Mouth, Adventure Sums, have the given number as an given number. Choose the Addition
Space Hop, Number Bug answer. Identify the missing missing number to complete
number from an addition sum. the number sentence. Type in
Answer an addition equation. the answer to a given sum.
Adding groups: Add more items to a group add more birds to make the Worksheet 3
How Many More?, Pencil to make a total. Understand given number. Make two Add on the number line
Case, Add and Mix that two groups are added groups and add to find the
together to find a total. total.

Match: Visual discrimination: choose the missing items in Worksheet 4

Colour a Pattern, Baking recognise a pattern and select the pattern. Move a given Check
Cookies the missing items. Recognise number of items.
numerals and count out items.

Read: Read aloud book. listen, follow the reading and Mathseeds book 40:
Book read along. Adding

236
0 1 2 3 4 5 6 7 8 9 10
Lesson 40 • Worksheet 1 Count to add
Add to 10 Name

1 Match each sum to its number line.

1 + 9 = 10 1 2 3 4 5 6 7 8 9 10

2 + 8 = 10 1 2 3 4 5 6 7 8 9 10

5 + 5 = 10 1 2 3 4 5 6 7 8 9 10

4 + 6 = 10 1 2 3 4 5 6 7 8 9 10

2 Colour the number line to match the sum.

3+1=4 1 2 3 4 5 6 7 8 9 10

2+4=6 1 2 3 4 5 6 7 8 9 10

8 + 2 = 10 1 2 3 4 5 6 7 8 9 10

238 Copyright © Mathseeds and Blake eLearning 2015

0 1 2 3 4 5 6 7 8 9 10
Lesson 40 • Worksheet 2 Addition
Add to 10 Name

1 Hop 4 more places.

1 3 5 7 9
2 4 6 8 10
1+4=

Hop 3 more places.

1 3 5 7 9
2 4 6 8 10
5+3=
2 Find the answers.

0 1 2 3 4 5 6 7 8 9 10

4+2=

0 1 2 3 4 5 6 7 8 9 10

7+3=
Copyright © Mathseeds and Blake eLearning 2015 239
0 1 2 3 4 5 6 7 8 9 10
Lesson 40 • Worksheet 3 Add on the number line
Add to 10 Name

1 Fill in the number sentence.

0 1 2 3 4 5 6 7 8 9 10

+ =

0 1 2 3 4 5 6 7 8 9 10

+ =

2 Show the sum on the number line.

2+3=

0 1 2 3 4 5 6 7 8 9 10

4+4=

0 1 2 3 4 5 6 7 8 9 10

240 Copyright © Mathseeds and Blake eLearning 2015

0 1 2 3 4 5 6 7 8 9 10
Lesson 40 • Worksheet 4 Check
Add to 10 Name

1 Find the missing numbers.

0 1 2 3 4 5 6 7 8 9 10

+ 5 = 6
0 1 2 3 4 5 6 7 8 9 10

3 + = 7

7 + =

+ 6 =

Copyright © Mathseeds and Blake eLearning 2015 241

 Lesson 41 • Numbers 11 and 12
Learning objectives Extra assistance
Children will: Ten frames add a clear visual to the concept of numbers
• identify the numerals 11 and 12. over 10. Tie this into the written system for numerals – a
ten plus however many more: 10 + 2 = 12. This is laying
• recognise the words eleven and twelve.
the ground work for their understanding of place value
• count and make groups of 11 and 12. in the base 10 number system, so play lots of games and
activities to cement their grasp of the concept.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Number – number and place value Bingo!
Pupils should be taught to: Give students a laminated board with 10 squares on it.
• count to and across 100, forwards and backwards, Ask them to write a numeral 0 to 12 in each box (use
beginning with 0 or 1, or from any given number whiteboard markers). Have a set of flashcards with the
• count, read and write numbers to 100 in numerals number words for the numbers 0 to 12. Hold them up
one at a time. Students put a cross on that number on
• given a number, identify one more and one less
their board if it is there. First one to get five in a row calls
• identify and represent numbers using objects and out bingo and wins!
pictorial representations including the number line
Match Up
• read and write numbers from 1 to 20 in numerals and
Give one third of the class a numeral, another third a
words
number word and the last third a dice image or a group of
Key vocabulary items from 0–12. Give a time limit to find their matching
partners and sit together. Then ask all the numeral people
eleven, twelve, 11, 12, count, dozen, ten frame, number, to put themselves in numerical order. Then all the number
matching, numerals 1–10, how many, more words, then the images.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the words eleven and identify the numerals 11 and 12. Worksheet 1
Recognise and count twelve, and the numerals 11 and Count to 11 and 12. Make 11 and Counting
12. Understand that the counting 12 in ten frames.
sequence continues past 10.
Song: Count Some Sheep
Find: Visual discrimination: select the numerals 11 or 12 Worksheet 2
Number Fish, Dinosaurs, identify the numerals 11 and 12. amongst other numerals. Select Handwriting
Beavers, Number Word Identify the words eleven and the word eleven or twelve from
Clouds, Elephants twelve. amongst other words.

Count: Counting skills: count out the required number Worksheet 3

Pop the Balloons, Flash Cards, use one-to-one correspondence of items. Identify the number of Number sense
Rabbits to count out a given number and dots quickly. Find the difference
find the difference between two between two groups of items.
groups. Subitise small collections.

Adding: Understand that two groups are count the two groups and fill in Worksheet 4
Dominoes added together to find a total. the equation. Check

Read: Read aloud book. listen, follow the reading and read Mathseeds book 41:
Book along. My Family

242
 Lesson 41 • Worksheet 1 Counting

11 and 12 Name

1 Match each picture to a number.

11
12

2 Colour Mango’s fruit.

11 12
244 Copyright © Mathseeds and Blake eLearning 2015
 Lesson 41 • Worksheet 2 Handwriting

11 and 12 Name

1 Trace.

11 eleven
12 twelve
2 Label the groups – eleven or twelve.

Copyright © Mathseeds and Blake eLearning 2015 245

 Lesson 41 • Worksheet 3 Number sense

11 and 12 Name

1 Complete each sum.

10 + 1 = 10 + 2 =

2 Show each number in the ten frames.

11 12

3 Complete the number line.

5 6 7 8 9 10

246 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 41 • Worksheet 4 Check

11 and 12 Name

1 Make a group of

11

12
2 Complete the dot to dot. Colour.

7
2 1
5
11

8 3
4 10

Copyright © Mathseeds and Blake eLearning 2015 247

 Lesson 42 • Days of the week
Learning objectives Extra assistance
Children will: The days of the week are words to rote learn until they
• recognise the days of the week. are linked to recognisable events in students’ lives. Make
a class week chart which shows the activities the class
• identify the weekend days and the weekdays.
does on each day. Ask students to make a table of days
• learn the order of the days in the week. showing what each member of their family does each day.
These activities link the concept of the days of the week
The National Curriculum in England
to something tangible which helps students grasp the
Mathematics Year 1 concept.
Measurement
Classroom activities
Pupils should be taught to:
• compare, describe and solve practical problems for: Collage
time [for example, quicker, slower, earlier, later] Provide students with a piece of paper that has a large
• recognise and use language relating to dates, including table drawn on it with 7 columns and 2 rows. They
days of the week, weeks, months and years should write the days of the week in order across the top
row. Next ask them to look for pictures of their weekly
• tell the time to the hour and half past the hour and
activities to cut out of magazines or catalogues and glue
draw the hands on a clock face to show these times
these on the appropriate day, eg a book for library day or
Key vocabulary a football for sport day. They could do a drawing if they
can’t find a picture.
day, week, Monday, Tuesday, Wednesday, Thursday,
What is Today?
Friday, Saturday, Sunday, weekdays, weekend, longer,
shorter, numerals 1–10, number words one to ten, how Create a weekdays chart on the Interactive Whiteboard
many, right, left, clock, o’clock, longest, shortest and assign students to fill in a section each morning:
name of the day; weather – sunny, rainy, cloudy, stormy,
windy; temperature – hot, cold, warm, freezing; activities
for the day – sport, library, assembly and so on.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of the week identify the days of the week and Worksheet 1
Recognise the days of the and the days of the week. their order. The week
week Song: Seven Days in the Week

Compare: Estimate the length of time given label the activities longer or Worksheet 2
How Long Does it Take?, Tails activities would take. Differentiate shorter in terms of time. Select the Handwriting
items by size. correctly sized item.

Match: Recognise the days of the week. match the days of the week. Tap Worksheet 3
Days of the Week, Letter Days, Follow directions using right and left or right according to verbal The days
Right or Left?, O’clock Clocks left. Tell time on the hour with an instructions. Move the small hand
analogue clock. on the clock to show the hour.

Numbers: Match numerals to number words select the word for a numeral. Worksheet 4
Post the Letter, Spin the and groups. Count the items and tap the Check
Wheel, Leafy Plants numeral.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 42:
Book along. My Busy Week

248
 Days Lesson 42 • Worksheet 1 The week
of the
week Name

Mango's week
Monday Tuesday Wednesday

Thursday Friday Saturday

Sunday

Write the matching day.

250 Copyright © Mathseeds and Blake eLearning 2015

Days Lesson 42 • Worksheet 2 Handwriting
of the
week Name

Trace and write.

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Copyright © Mathseeds and Blake eLearning 2015 251
 Days Lesson 42 • Worksheet 3 The days
of the
week Name

1 Fill in the missing days. Colour the weekdays blue and the
weekend days green.

Monday

Wednesday

Saturday

2 Answer the questions.

Which day was rainy? _________________________

What was it like on Monday? _________________________

Which days were cloudy?

______________________________________________________
252 Copyright © Mathseeds and Blake eLearning 2015
Days Lesson 42 • Worksheet 4 Check
of the
week Name

1 How many days in a week? _______

How many weekdays? _______

How many weekend days? _______

2 Which days do you go to school?

______________________________________________________

______________________________________________________

3 Draw something you do

on Saturday. on Tuesday.
Copyright © Mathseeds and Blake eLearning 2015 253
 Lesson 43 • Numbers 13, 14 and 15
Learning objectives Extra assistance
Children will: Link the first 10 numbers to the teen numbers to extend
• identify the numerals 13, 14 and 15. students’ understanding of base 10 numbers. Have
them put the numbers 1–10 in order on the board. Ask
• recognise the words thirteen, fourteen and fifteen.
five students to lay the teen numbers 11–15 in a row
• count and make groups of 13, 14 and 15. underneath. Direct a class discussion to lead students to
see how the teens all start with a 1 like 10 does, and how
The National Curriculum in England
the second digits follow the number sequence 1–5.
Mathematics Year 1
Number – number and place value Classroom activities
Pupils should be taught to: Order, Order!
• count to and across 100, forwards and backwards, Give pairs of students a set of cards for the numerals
beginning with 0 or 1, or from any given number 0–15. Ask them to lay the cards out in correct order. Next
• count, read and write numbers to 100 in numerals they are going to race to put them in reverse order, 15 to
0. Say ‘ready, set, go!’ Praise the fastest. Race again to
• given a number, identify one more and one less
put them back in counting order. Repeat.
• identify and represent numbers using objects and
Flashcard Snap
pictorial representations including the number line
Have at least two sets of flashcards for the numerals
• read and write numbers from 1 to 20 in numerals and
and number words 0–15. Shuffle and deal between two
words
players. Keep cards face down. Players take turns to
Key vocabulary put a card from their pile onto a central pile, saying the
number as they turn it over. If the two cards on top are
thirteen, fourteen, fifteen, 13, 14, 15, numerals 1–12, the same, the players shout SNAP! The first to do so takes
number words one to twelve, count, ten frame, colour, the central pile. Play continues until one player runs out of
green, brown, orange, purple, blue, less, more, than, +, =, cards.
pattern

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the words thirteen, identify the numerals 13, 14 and Worksheet 1
Recognise and count fourteen and fifteen, and the 15. Count to 13, 14 and 15. Make Counting
numerals 13, 14 and 15. Use them 13, 14 and 15 in ten frames – a
in the counting sequence. group of 10 + the extra.
Song: Lucky Numbers
Find: Visual discrimination: select the given numeral or word Worksheet 2
Number Grid, Buses, identify the numerals 13 and from amongst others. Select the Handwriting
Let’s Paint, Number Word 14 and the words thirteen and correct colour to match the word.
Clouds, Mugs in a Row fourteen. Identify colour words. Choose the next item in the
Recognise a pattern and select the pattern.
next item.
Count: Counting skills: count out the required number of Worksheet 3
Pop the Balloons, Falling use one-to-one correspondence to items. Estimate whether a group Number sense
Bricks count a given number. Identify the has more or less than a given
size of a group. number.

Adding: Understand that two groups are make two groups and add to find Worksheet 4
Pencil Case added together to find a total. the total. Check

Read: Read aloud book. listen, follow the reading and read Mathseeds book 43:
Book along. Ten to fifteen

254
 Lesson 43 • Worksheet 1 Counting

13, 14, 15 Name

1 Match each picture to a number.

13
14
15
2 Colour.

13 14 15
256 Copyright © Mathseeds and Blake eLearning 2015
 Lesson 43 • Worksheet 2 Handwriting

13, 14, 15 Name

1 Trace.

13 thirteen
14 fourteen
15 fifteen
2 Write the missing numbers.

11 14

Copyright © Mathseeds and Blake eLearning 2015 257

 Lesson 43 • Worksheet 3 Number sense

13, 14, 15 Name

1 Complete the ten frames to make the number.

13 14
♥ ♥ ♥ ♥ ♥ J J J J

15

2 Colour.

13 14 15
258 Copyright © Mathseeds and Blake eLearning 2015
 Lesson 43 • Worksheet 4 Check

13, 14, 15 Name

1 Join the dots. Colour the picture.

6
8

5 9
4 10
3 11

2 12

15 13
1
14

2 How many?

Copyright © Mathseeds and Blake eLearning 2015 259

 Lesson 44 • Cones and cylinders
Learning objectives Extra assistance
Children will: Three-dimensional objects should be linked to everyday
• identify cones and cylinders. examples in order to make this concept more tangible to
students. Bring in examples to show them and brainstorm
• recognise the words cone and cylinder.
a list of more examples. Think about natural objects as
• understand that 3D shapes are made up of flat and well as man-made items. Also consider things which may
curved surfaces. be close but not exactly the right shape.
The National Curriculum in England Classroom activities
Mathematics Year 1 Which Hat?
Geometry – properties of shapes Place four hats on the floor with the labels sphere, cube,
Pupils should be taught to: cone and cylinder. Have a set of items which are a distinct
• recognise and name common 2-D and 3-D shapes, shape. Each student chooses one object and works out
including: which hat it must go in. Have some objects which are
- 2-D shapes [for example, rectangles (including close to but not exactly the right shape to generate
squares), circles and triangles] discussion.
- 3-D shapes [for example, cuboids (including cubes), Collage
pyramids and spheres] Ask students to cut pictures of items that have a distinct
3D shape out of magazines and catalogues. They glue the
Key vocabulary pictures in their book and write the name of the 3D object
cone, cylinder, flat, face, circle, point, curved, surface, underneath.
how many, more, ten, numerals 1–10, shape, sort,
rectangle, square, sums, +, =, sides, matching

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Define a cone as having a flat face, select cone and cylinder-shaped Worksheet 1
Recognise 3D objects a curved surface and a point. items from amongst other 3D object recognition
A cylinder has two flat faces and a objects.
curved surface.
Songs: Cones Are Cool and
Cylinders Are Cool

Find: Visual discrimination: choose the given shape or word Worksheet 2

Shape Monsters, Rockets, identify cones and cylinders. Identify from amongst others. Write and draw
Flying Carpets the words cone and cylinder.

Match: Recognise shapes and their words. match shapes to their words. Worksheet 3
Shape Sort, Frog Mouth, Four Identify addition sums that match Select sums which add to the Sorting shapes
in a Row the given answer. Recognise how given number. Match numbers
many sides 2D shapes have. to shapes with that many sides.

Count: Counting skills: identify the group which will Worksheet 4

Making Ten, How Many More? find the amount needed to make make 10. Add more birds to Check
the given number. make the given number.

Read: Read aloud book. listen, follow the reading and Mathseeds book 44:
Book read along. Cones and Cylinders

260
Cones and
cylinders Lesson 44 • Worksheet 1 3D object recognition
Name

1 A cone is a solid object. It has one flat, round face.

It has a pointy end. Colour the cones.

2 A cylinder is a solid object. It has two flat, round faces.

It has a curved surface. Colour the cylinders.

262 Copyright © Mathseeds and Blake eLearning 2015

Cones and
cylinders Lesson 44 • Worksheet 2 Write and draw
Name

cone
1 Trace and write.

cylinder
2 Draw.

an ice-cream cone 2 more cans

Copyright © Mathseeds and Blake eLearning 2015 263
Cones and
cylinders Lesson 44 • Worksheet 3 Sorting shapes
Name

1 Join Waldo to the cones.

2 Join Doc to the cylinders.

264 Copyright © Mathseeds and Blake eLearning 2015

Cones and
cylinders Lesson 44 • Worksheet 4 Check
Name

1 Colour red. Colour green.

2 Draw more objects that have a curved surface.

Copyright © Mathseeds and Blake eLearning 2015 265

 Lesson 45 • Numbers 16 and 17
Learning objectives Extra assistance
Children will: Students’ understanding of the number system should
• identify the numerals 16 and 17. include some generalities at this point which can be
used for comparing numerals. For instance, the number
• recognise the words sixteen and seventeen.
which is further along the count sequence is the larger
• count and add to make groups up to 17. number eg 8 is larger than 3. A number starting with a
• recognise which of two numbers is larger or smaller. ten is larger than a single digit so 16 is larger than 9. Give
students opportunities to compare numerals.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Number – number and place value More or Less Than 10
Pupils should be taught to: Place two boxes on the floor labelled More than 10 and
Less than 10. Discuss the numbers from 0 to 17 with
• count to and across 100, forwards and backwards,
the class. Have a pile of flashcards showing the number
beginning with 0 or 1, or from any given number
words, numerals and depictions in Base ten blocks. Ask
• count, read and write numbers to 100 in numerals students one at a time to choose a card, say the number
• given a number, identify one more and one less aloud and decide which box it should go in.
• identify and represent numbers using objects and Larger or Smaller?
pictorial representations including the number line Give each student a number 1–17 on a card (there may be
• read and write numbers from 1 to 20 in numerals and some doubling up). Keep it secret! Ask students to pair up
words with someone and compare numbers silently. The student
with the smaller number must sit down. If their number
Key vocabulary is the same, they both remain standing. The students left
standing pair up again and again, until the one or two
16, 17, number, count, +, =, sums, adding, numerals
students with the highest number are left standing. Play
1–17, how many, more, answer, number words nine to
again, this time looking for the smallest numbers.
seventeen, smaller, larger, match

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the words sixteen and identify the numerals 16 and 17. Worksheet 1
Recognise and count seventeen, and the numerals 16 Count to 17. Make 16 and 17 in Counting
and 17. Use them in the counting ten frames – a group of 10 + the
sequence. extra.
Song: Sing a Song of Sixpence

Find: Visual discrimination: select the numerals 16 or 17 Worksheet 2

Butterflies, Number Grid, identify the numerals 16 and 17. amongst other numerals. Choose Handwriting
Number Word Clouds, Recognise the word fifteen. Match the the word fifteen from amongst
Number Words numerals and the number words. other words. Match the numerals
and words for each number.

Compare: Counting skills: label two numbers smaller and Worksheet 3

Smaller or Larger Number recognise which number is smaller larger. Number sense
and which is larger.

Addition: Identify addition sums that have the select sums which add to the given Worksheet 4
Frog Mouth, How Many given number as an answer. Find how number. Add more items to make Check
More?, Adventure Sums, many more items are needed to make the given number. Choose the
Ten and ? the total. Identify the missing number missing number to complete the
from an addition sum. number sentence.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 45:
Book along. Making numbers

266
 Lesson 45 • Worksheet 1 Counting

16 and 17 Name

1 Match each picture to a number.

16
17

2 Colour.

16 gems 17 crowns
268 Copyright © Mathseeds and Blake eLearning 2015
 Lesson 45 • Worksheet 2 Handwriting

16 and 17 Name

1 Trace.

16 sixteen
17 seventeen
2 How many? Write the word.

s s
Copyright © Mathseeds and Blake eLearning 2015 269
 Lesson 45 • Worksheet 3 Number sense

16 and 17 Name

1 Circle the smaller number. Cross out the larger number.

8 16

13 17

2 Match.

sixteen fourteen fifteen seventeen

270 Copyright © Mathseeds and Blake eLearning 2015

 Lesson 45 • Worksheet 4 Check

16 and 17 Name

1 Draw 10 more cups.

7 + 10 =

2 Draw 10 more petals.

6 + 10 =

3 Complete.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Copyright © Mathseeds and Blake eLearning 2015 271

 Lesson 46 • Numbers 18, 19 and 20
Learning objectives Extra assistance
Children will: Activities on the hundred chart will help students grasp
• identify the numerals 18, 19 and 20. the idea of place value. The numbers are represented in
rows in order to show how base 10 numbers and place
• recognise the words eighteen, nineteen and twenty.
value work. To help students understand put the number
• count and add to make groups up to 20. of tens first and the number of ones second to make a
• recognise which of two numbers is larger or smaller. number. Investigate with students how the horizontal
rows all have the same number of tens and the vertical
The National Curriculum in England columns all have the same number of ones. Have the
Mathematics Year 1 students count along the first two rows (1–20). Give them
Number – number and place value the first row and an empty second row to fill in.

Pupils should be taught to: Classroom activities

• count to and across 100, forwards and backwards,
Match Up!
beginning with 0 or 1, or from any given number
Give half the class a numeral and the other half a number
• count, read and write numbers to 100 in numerals
word from 5–20. Give them a time limit to find their
• given a number, identify one more and one less matching partner and sit together. Then ask them to draw
• identify and represent numbers using objects and that number of an item or fill in ten frames.
pictorial representations including the number line Count ‘em!
• read and write numbers from 1 to 20 in numerals and Give students a set of Base ten blocks – a ten stick and 10
words ones blocks. The teacher holds up a numeral or number
word from a set of flashcards 1–20 and the students
Key vocabulary make that number with their blocks. Check them, then
18, 19, 20, eighteen, nineteen, twenty, +, =, numerals hold up another number.
1–20, match, longest, shortest, smaller, larger, pattern

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the words eighteen, identify the numerals 18, 19 and 20. Worksheet 1
Recognise and count nineteen and twenty, and the Count to 18, 19 and 20. Make 18, 19 Counting
numerals 18, 19 and 20. Use and 20 in ten frames – a group of 10
them in the counting sequence. + the extra.
Find: Visual discrimination: select the numerals 18 or 19 from Worksheet 2
Dinosaurs, Number Grid, identify the numerals 18 and 19. amongst other numerals. Select the Handwriting
Beavers, Number Word Identify the word eighteen. word eighteen from amongst other
Clouds number words.

Match: Differentiate items by size. select the correctly sized item. Label Worksheet 3
Tails, Smaller or Larger Recognise which number is two numbers smaller and larger. Number sense
Number, Continue the smaller and which is larger. Choose the next item in the pattern.
Pattern Recognise a pattern and select
the next item.

Count: Counting skills: count out the required number of Worksheet 4

Pop the Balloons, Ten use one-to-one correspondence items. Choose the second group to Check
and ? to count out a given number. make the total.
Read: Read aloud book. listen, follow the reading and read Mathseeds book 46:
Book along. Two-digit numbers

272
 Lesson 46 • Worksheet 1 Counting

18, 19, 20 Name

1 Match.

18 19 20
2 Colour.

18 ££££££££££
££££££££££
19 êêêêêêêêêê
êêêêêêêêêê
274 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 46 • Worksheet 2 Handwriting

18, 19, 20 Name

1 Trace.

18 eighteen
19 nineteen
20 twenty
2 Complete.

10 11 12 13 14 15 16 17 18 19 20

Copyright © Mathseeds and Blake eLearning 2016 275

 Lesson 46 • Worksheet 3 Number sense

18, 19, 20 Name

1 Draw 10 more fish.

10 + 10 =

2 Complete.

10 + =

10 + =18
276 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 46 • Worksheet 4 Check

18, 19, 20 Name

1 Complete the number lines.

11 14

16 19
2 Complete.

+ =
+ =
+ =
Copyright © Mathseeds and Blake eLearning 2016 277
 Lesson 47 • Subtraction
Learning objectives Extra assistance
Children will: Moving from addition to subtraction can come easily
• take away and count to find how many are left. to some students who make the connection between
the operations, but other pupils may struggle. A fun
• fill in subtraction number sentences.
introduction to the concept of taking away are songs
• add the difference between two numbers to make a which count down and can be acted out with children,
total. toys, counting bears or in pictures. Check out the videos
of these songs on the bookshelf in the Mathseeds
The National Curriculum in England
Playroom: Six Fat Sausages, Four Enormous Dinosaurs and
Mathematics Year 1 Five Bears in the Bed.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
• read, write and interpret mathematical statements Gobble
involving addition (+), subtraction (–) and equals (=) Give each student five grapes (or other small pieces of
signs healthy food). Ask them to trace around the grapes on
• represent and use number bonds and related their page. Tell them they can gobble some up! Now they
subtraction facts within 20 have to cross off the grapes they gobbled and count how
many are left. Help them write a number sentence at the
• add and subtract one-digit and two-digit numbers to
bottom of the page: 5 – ¨ = ¨. Repeat with more or less
20, including zero
grapes.
• solve one-step problems that involve addition and
Jump to it!
subtraction, using concrete objects and pictorial
representations, and missing number problems such as Give each student a set of 10 items – counters, lolly
7 = £– 9 sticks or counting bears for example – and a sheet of ten
subtraction sums to fill in: 10 – ¨ = ¨. Hold up a flashcard
Key vocabulary with a number from 1 to 10 to write in the first box. Have
them take that number of items away from their group of
subtraction, subtract, take away, count, how many, left,
10. Ask students to count how many are left to find the
numerals 1–20, –, =, match, sum, order, smallest, largest,
answer to the sum. Repeat for all numbers 1–10.
number, number words one to fifteen

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that subtraction count a group, take some Worksheet 1
Take away is taking some away and away, count how many are Take away 1
counting how many are left. left.
Song: Five Little Elephants

Subtracting: Subtract some items from a count how many, take some Worksheet 2
Banana Skins, Take Away, group and find the new total. away and count how many Take away 2
Apple Tree, Ten Pin Bowling, Fill in a subtraction number are left. Count the group,
Cover Up sentence. how many taken away and
how many left to fill in the
equation.

Difference: Find how many more items add more birds to make the Worksheet 3
How Many More? are needed to make the total. given number. Number sentences

Find: Recognise a given number select the groups which Worksheet 4

Pegs, Lily Pads, Number of objects. Identify correct match the given number. Put Check
Words numerical order. Match the numerals into their correct
numerals and the number order. Select the word for a
words. numeral.
Read: Read aloud book. listen, follow the reading and Mathseeds book 47:
Book read along. How Many Left?

278
 Lesson 47 • Worksheet 1 Take away 1
Subtraction Name

Find the answers.

How many? ______

Cross out 6 stars. How many left? ______

How many? ______

Cross out 4 pears. How many left? ______

How many? ______ How many? ______

Take away 3. Take away 3.

How many left? ______ How many left? ______

280 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 47 • Worksheet 2 Take away 2
Subtraction Name

1 Complete.

6 take away 2 is

5 take away 3 is

2 Fill in the numbers.

Cross out one.

6 take away 1 is

Cross out three.

6 take away 3 is

Copyright © Mathseeds and Blake eLearning 2016 281

 Lesson 47 • Worksheet 3 Number sentences
Subtraction Name

1 Find the answers.

4–2= 6–3=

8–4= 10 – 5 =

2 Cross out four.

4–4=

4–4=

4–4=

282 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 47 • Worksheet 4 Check
Subtraction Name

1 Draw lines to match.

4 take away 1

7 take away 4

5 take away 3

6 take away 2

2 Find the answers.

10 – 7 =

10 – 4 =

10 – 9 =

Copyright © Mathseeds and Blake eLearning 2016 283

 Lesson 48 • Number words 2
Learning objectives Extra assistance
Children will: Once introduced, the number words from eleven to
• identify the number words one to twenty. twenty should be learnt as sight words. They do not
follow the pattern of subsequent numbers up to 100 (ten
• match number words to numerals.
+ unit, eg twenty-one) in which only the words for the
• add to 10. tens need to be learnt. The teen numbers are a unique
set of words and there is some difficult spelling to master
The National Curriculum in England
(eg twelve and eighteen) so play flashcard games with the
Mathematics Year 1 words – Snap, Go Fish, Memory or Concentration. Other
Number – number and place value options could be Bingo or a Spelling Bee.
Pupils should be taught to:
Classroom activities
• count, read and write numbers to 100 in numerals
Match Up!
• identify and represent numbers using objects and
pictorial representations including the number line Give half the class a numeral and the other half a number
word from 11–20. Give them a time limit to find a
• read and write numbers from 1 to 20 in numerals and
matching partner and sit together. Then ask them to draw
words
that number of an item, fill two ten frames with counters
Key vocabulary to show their number, or make the number with Base ten
blocks.
number words one to twenty, numerals 1–20, total, +, =,
Count ‘em!
right, left, sums, add
Give students a set of 20 items – counters, lolly sticks
or Base ten blocks for example. The teacher holds up
a number word from a set of flashcards 1–20 and the
students make that number with their items. Check them,
then hold up another number.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise the number words from match number words to Worksheet 1
Recognise and match 11 to 20. numerals 11–20. Number match

Find: Visual discrimination: select the numeral 20 amongst Worksheet 2

Number Fish, Number Grid, identify the numeral 20. other numerals. Select the Handwriting
Rockets, Right or Left?, Identify the words nineteen word nineteen or twenty from
Number Words, Flying Carpets and twenty. Follow directions amongst other words. Tap left
using right and left. Match or right according to verbal
the numerals and the number instructions. Select the word
words. for a numeral.

Addition: Find how many more items make two groups to match Worksheet 3
Frog Ponds, Space Hop are needed to make the total. the total. Select sums which Number sense
Identify addition sums that add to the given number.
have the given number as an
answer.
Share: Count out the appropriate give each animal the right Worksheet 4
Animal Legs number. number of legs. Check

Read: Read aloud book. listen, follow the reading and Mathseeds book 48:
Book read along. 11 to 20

284
Number Lesson 48 • Worksheet 1 Number match
words 2 Name

Match each word to a number.

eleven
13 twelve
14
thirteen
11 fourteen
16
fifteen
15 sixteen
12
seventeen
19 eighteen 20
nineteen
18 twenty 17
286 Copyright © Mathseeds and Blake eLearning 2016
Number Lesson 48 • Worksheet 2 Handwriting
words 2 Name

Trace the word. Match to a group.

eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
Copyright © Mathseeds and Blake eLearning 2016 287
Number Lesson 48 • Worksheet 3 Number sense
words 2 Name

1 Colour.

eighteen

eleven

seventeen

fourteen JJJJJJJJJJ
JJJJJJJJJJ
nineteen {{{{{{{{{{
{{{{{{{{{{
2 Make a group

of twelve. of fifteen.
288 Copyright © Mathseeds and Blake eLearning 2016
Number Lesson 48 • Worksheet 4 Check
words 2 Name

1 Join each hermit crab to the correct shell.

10 + 1 10 + 5 10 + 10

10 + 4 10 + 7

fifteen twenty eleven

seventeen fourteen

2 Draw lines to match.

13 twelve
19 sixteen
12 nineteen

16 thirteen
Copyright © Mathseeds and Blake eLearning 2016 289
 Lesson 49 • Doubles
Learning objectives Extra assistance
Children will: The doubles to 10 facts are a base which will build into
• understand that a double is a number added to itself. using the doubles and near-doubles addition strategy. It
is important for students to understand the concept of
• count and add to make doubles.
doubling. Make a chart of doubles facts as a visual aid.
• use the addition equation to show doubles. For example: Double 1, have a pair of shoes, 1 + 1 = 2.
Double 2 could use an image of an animal with front and
The National Curriculum in England
back pairs of legs highlighted. For double 3, use a bug
Mathematics Year 1 with 2 sets of 3 legs. Double 4 could be a spider with 8
Number – addition and subtraction legs and double 5 can use two hands.
Pupils should be taught to:
Classroom activities
• read, write and interpret mathematical statements
involving addition (+), subtraction (–) and equals (=) Collage
signs Provide students with a piece of paper that has the word
• represent and use number bonds and related doubles at the top. Have students find pictures of 1, 2, 3,
subtraction facts within 20 4 or 5 items to cut out of magazines and glue on in pairs
to make doubles. They could also draw items or gather
Key vocabulary natural materials such as twigs and leaves to tape on.
Have them write the equation next to or underneath each
double, doubling, doubles, doubled, numerals 1–10, +,
double, eg 1 + 1 = 2.
=, how many, same, number words one to twelve and
twenty, o’clock, sum, more, match Ten Frames
Give each pair of students a laminated board with 10
squares on it, a number card 1–5 and 10 counters. Ask
one person to turn over the number card and count that
many counters onto the ten frame. The other person must
say what double that number will be, then count out that
many counters again and see if they are right. Swap roles
turn by turn.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of double a number of spots. Identify the Worksheet 1
Recognise and count doubles – add a number to double number. Counting doubles
itself to find the double.
Count: Counting skills: find the identical group and the double Worksheet 2
Double Bugs, Rabbits understand that two identical number. Find the difference between Doubling
groups make a double. Use two groups of items.
one-to-one correspondence to
find the difference.
Adding: Understand that two identical count the two groups and fill in the Worksheet 3
Dominoes, Four in a Row, groups are added together equation. Match each number to a sum. Adding doubles
Adventure Sums, Add and to find a double. Identify the Choose the missing number to complete
Mix missing number or answer for the number sentence. Count out the
an addition sum. Make two groups and fill in the equation.
groups and find the total.
Match: Tell time on the hour with an move the small hand on the clock to Worksheet 4
O’clock Clocks, Animal analogue clock. Count out the show the hour. Give each animal the Check
Legs, Buses appropriate number of legs. right number of legs. Select the word
Identify the word twenty. twenty from amongst other words.

Read: Read aloud book. listen, follow the reading and read along. Mathseeds book 49:
Book Doubles

290
 Lesson 49 • Worksheet 1 Counting doubles

Doubles Name

1 Draw matching spots. Write the answers.

Double 2 is Double 3 is Double 4 is

Double 1 is Double 5 is

2 Draw the dominoes.

Double 1 Double 2 Double 3

292 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 49 • Worksheet 2 Doubling

Doubles Name

1 Add Dizzy’s double dice rolls.

+ =
+ =
+ =
+ =
+ =
2 Draw the dominoes.

Double 4 Double 5 Double 6

Copyright © Mathseeds and Blake eLearning 2016 293
 Lesson 49 • Worksheet 3 Adding doubles

Doubles Name

1 Write the missing numbers.

+ 4+ =8

+ 5+5=

+ + =

+ + =

+ + =

2 Fill in the missing doubles to 10 on the number line.

0 2 4 6 8 10

294 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 49 • Worksheet 4 Check

Doubles Name

Join each ladybug to the correct leaf. Complete the doubles.

5 +10
5 = ___

3 + 3 = ___

2 + 2 = ___

1 + 1 = ___

4 + 4 = ___

Copyright © Mathseeds and Blake eLearning 2016 295

 Lesson 50 • Revision to 20
Learning objectives Extra assistance
Children will: Choral response activities have the students repeat after
• revise numerals and number words to 20. the teacher out loud. They are useful for practising
number facts such as the counting sequence, pairs which
• count groups up to 20.
add to ten and doubles facts. Choral response is a good
• recognise and add doubles to 10. activity for building students’ confidence as individual
mistakes are not obvious amongst the group.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Number – number and place value Bingo!
Pupils should be taught to: Give students a laminated board with 9 squares on it (3
• count to and across 100, forwards and backwards, by 3 rows). Ask them to write a numeral in each square
beginning with 0 or 1, or from any given number from the numbers 1–20 (use whiteboard markers). Have
• read and write numbers from 1 to 20 in numerals and a set of flashcards with the number words one to twenty.
words Hold them up one at a time. Students put a cross on that
number on their board if it is there. First one to get 3 in a
Number – addition and subtraction
row calls out bingo and wins!
Pupils should be taught to:
Quick Look
• add and subtract one-digit and two-digit numbers to
Give students a card which has more than 10 written
20, including zero
on one side and less than 10 on the other. Hold up
Key vocabulary pictures of items from 1–20 and ask the class to show
the matching side of their card. Use the traditional dot
numerals 1–20, double, same, +, =, number words one to patterns and non-traditional sets of dots. Use ten frames
twenty, smaller, larger, match and pictures of groups of objects. After a while, begin to
give them just a quick look to encourage subitising.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise numbers 1–20 and identify the numerals 10–20. Worksheet 1
Revision doubles to 10 in numerals and Select dot patterns for the Number match 1
dot patterns. doubles and numbers to 10.

Find: Visual discrimination: select the numeral 20 amongst Worksheet 2

Beavers, Dot to Dot, Post identify the numeral 20. other numerals. Join the dots Number match 2
the Letter, Smaller or Larger Identify correct numerical in numerical order. Select the
Number, Number Words order. Match numerals to word for a numeral. Label two
number words. Recognise numbers smaller and larger.
which number is smaller or
larger.
Addition: Find how many more items choose the second group to Worksheet 3
Ten and ? make the total. make the total. Addition

Count: Counting skills: give each animal the right Worksheet 4

Animal Legs, Double Bugs, count out the right number number of legs. Find the Check
Pop the Balloons of items. Understand that identical group and the double
two identical groups make a number. Pop the correct
double. number of balloons.
Read: Read aloud book. listen, follow the reading and Mathseeds book 50:
Book read along. At the Park

296
Revision Lesson 50 • Worksheet 1 Number match 1
to 20 Name

1 Match. Colour the matching

things the same colour.

three 9
two 1
ten 7
one 2
four 6
nine 8
seven 4
six 5
eight 10
five 3
2 Complete the number line.

10 9 8 7 6 5 4 3 2 1

298 Copyright © Mathseeds and Blake eLearning 2016

Revision Lesson 50 • Worksheet 2 Number match 2
to 20 Name

Finish the ten frames and write the numbers.

eleven 11
twelve

thirteen

fourteen

fifteen

sixteen

seventeen

eighteen

nineteen

twenty
Copyright © Mathseeds and Blake eLearning 2016 299
Revision Lesson 50 • Worksheet 3 Addition
to 20 Name

1 Double the dots and write the equation.

+ =

+ =

+ =

+ =

+ =

2 Find the answers.

3+2= 4+3= 5+4=

1+2= 7+1= 5+6=

300 Copyright © Mathseeds and Blake eLearning 2016
Revision Lesson 50 • Worksheet 4 Check
to 20 Name

1 Write the numbers.

2 Draw the missing number.

+ = 9

{{{ + = 4

+ = 6
3 Complete the number line.

20 9 8 17 16 5 14 3 12 1

Copyright © Mathseeds and Blake eLearning 2016 301

 Lesson 51 • Number lines add to 10
Learning objectives Extra assistance
Children will: A number line can be helpful when students are adding
• add three groups on a number line. more than two groups as they can count on from the
first number to add the second, and then count on again
• add to 10 on the number line.
for a third number. Give students who struggle with the
• use the addition equation. concept a laminated number line. They can use a finger
or a whiteboard marker to count along the number line.
The National Curriculum in England
Ensure they are counting the number of places added, not
Mathematics Year 1 just reciting the numbers on the line. The place they end
Number – addition and subtraction at is the total.
Pupils should be taught to:
Classroom activities
• read, write and interpret mathematical statements
involving addition (+), subtraction (–) and equals (=) Jump to it!
signs Draw a large number line on the playground. Ask an
• add and subtract one-digit and two-digit numbers to individual student to stand on a given number. Give
20, including zero that student a second number and ask them to add the
numbers together, ie move ahead that many places. Then
Key vocabulary add another number. They should then be able to tell
you the total of the three numbers – the number they are
number line, numerals 1–10, +, =, add, how many,
standing on!
altogether, count on, total, sums, match
Count ‘em!
Give students a set of 10 items eg counters, lolly sticks or
counting bears. Write a numeral from 1–8 on the board
and the students make that number with their items.
Write another two numbers on the board (keep the total
within 10) and they must count on and add the extra
items to their group. They then write the addition sum in
their books: £ + £ + £ = £. Repeat.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Add three groups of items count on using a number Worksheet 1
Count and add using a number line. line to add three numbers Count on
Song: Number Line Fun! together.

Number lines: Add two numbers using a jump along a number line to Worksheet 2
Number Line Sums number line. find the answer to an addition Number lines
sum.
Addition: Add three numbers in an add or put three numbers in Worksheet 3
Add Three, Add and Mix, Top equation. Add two groups an addition equation to make Addition
Hat Numbers, Frog Mouth together to find a total. the total. Make two groups
Identify addition sums that and add. Select sums which
have the given number as an add to the given number.
answer.

Count: Count out a given number. count out the required Worksheet 4
Animal Legs, Fish Bowls, Pop Add two groups together number of items. Make two Check
the Balloons, Build the Robots to find a total. Match the groups and count to find the
numerals and the number total. Select the numerals and
words. words for each number.

Read: Read aloud book. listen, follow the reading and Mathseeds book 51:
Book read along. Add Three Groups

2
 Lesson 51 • Worksheet 1
0 1 2 3 4 5 6 7 8 9 10

Number Count on
lines add Name
to 10

1 Add Mango’s fruit together.

+ +

0 1 2 3 4 5 6 7 8 9 10

3+2+1=
2 Find the answers.

0 1 2 3 4 5 6 7 8 9 10

3+2+2=

0 1 2 3 4 5 6 7 8 9 10

4+1+3=
4 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 51 • Worksheet 2
0 1 2 3 4 5 6 7 8 9 10

Number Number lines

lines add Name
to 10

Use the number lines to find the answers.

0 1 2 3 4 5 6 7 8 9 10

2+3+2=

0 1 2 3 4 5 6 7 8 9 10

4+2+4=

0 1 2 3 4 5 6 7 8 9 10

1+3+5=

0 1 2 3 4 5 6 7 8 9 10

5+2+3=
Copyright © Mathseeds and Blake eLearning 2016 5
 Lesson 51 • Worksheet 3
0 1 2 3 4 5 6 7 8 9 10

Number Addition
lines add Name
to 10

1 Count and add.

+ + =

+ + =

+ + =
2 Find the answers.

1+5+2= 5+3+1=
2+4+2= 4+5+1=
3 Find the missing numbers.

3+3+ =7 5+2+ = 10
1+1+ =5 4+2+ =8
6 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 51 • Worksheet 4
0 1 2 3 4 5 6 7 8 9 10

Number Check
lines add Name
to 10

Fill in the number sentences.

0 1 2 3 4 5 6 7 8 9 10

+ + =

0 1 2 3 4 5 6 7 8 9 10

+ + =

0 1 2 3 4 5 6 7 8 9 10

+ + =

0 1 2 3 4 5 6 7 8 9 10

+ + =
Copyright © Mathseeds and Blake eLearning 2016 7
 Lesson 52 • Sorting 2D shapes
Learning objectives • 2D means it is a flat shape; 3D objects are solid.
• You can pick up a 3D object; you can draw a 2D
Children will: shape.
• count the number of sides and corners on basic 2D • 2D shapes can be put together to make 3D objects.
shapes. • Trace around a 3D object to make 2D shapes.
• recognise the difference between straight and curved • 2D shapes have sides and corners; 3D objects have
sides. faces, edges and corners.
• match 2D shapes to their names. • 2D has length and width; 3D has length, width and
• identify whether shapes are 2D or 3D. depth.
The National Curriculum in England Classroom activities
Mathematics Year 1 Sort Them Out
Geometry – properties of shapes Put the class in small groups and have a set of flats (2D
Pupils should be taught to: shapes) and solids (3D objects) for each group. Discuss
• recognise and name common 2-D and 3-D shapes, differences – sides, corners, and faces. Ask students to
including: sort the flats into two or more groups, then explain their
- 2-D shapes [for example, rectangles (including classification system. Now ask them to do the same with
squares), circles and triangles] the solids. Praise all classification systems which can be
explained.
- 3-D shapes [for example, cuboids (including cubes),
pyramids and spheres] Match Up!
Give half the class a triangle, rectangle, square or circle
Key vocabulary
image on a card and the other half has a matching word.
sort, shape, sides, corners, straight, curved, triangle, circle, Give them a time limit to find a partner and sit together.
square, rectangle, numerals 1–20, match, double, same, Then ask them to draw that shape in their book and label
smaller, larger, flat, 2D, solid, 3D, how many, pattern it. Shuffle and hand out the cards again until all students
Extra assistance have all four shapes in their books.

The difference between two-dimensional shapes and

three-dimensional objects can be a tricky concept for
some students. Try some of these ways of explaining the
difference.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise that 2D shapes have identify sides and corners on a Worksheet 1
Recognise and sort different numbers of sides and triangle. Sort 2D shapes based Sides and corners
corners and straight or curved on the differences in their sides
sides. and corners. Sort squares and
Song: It’s Time to Shape Up rectangles.

Vocabulary: Recognise shapes and their match shapes to their words. Worksheet 2
Shape Sort, Dotty Shapes, words. Reinforce correct Draw shapes using a set of dots as Vocabulary
Shape Words formation of shapes. corners.

Find: Identify a given shape. Recognise choose the given shape. Match the Worksheet 3
Shape Monsters, Four in a whether a shape is flat (2D) or labels 2D and 3D to the correct Shape sort
Row, Sides and Corners, solid (3D). Count the number of shapes. Answer the question, How
Continue the Pattern sides and corners on a shape. many sides/corners? Choose the
Recognise a pattern. next item in the pattern.
Count: Counting skills: find the identical group and the Worksheet 4
Double Bugs, Smaller or Larger understand how to make a double number. Label two numbers Check
Number double. Recognise which number smaller and larger.
is smaller and which is larger.
Read: Read aloud book. listen, follow the reading and read Mathseeds book 52:
Book along. Sides and Corners

8
 Lesson 52 • Worksheet 1 Sides and corners
Sorting
Name
2D shapes

Complete.
Number of

sides

corners

sides

corners

sides

corners

sides

corners

10 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 52 • Worksheet 2 Vocabulary
Sorting
Name
2D shapes

1 Match.

square circle

triangle rectangle

2 Label the parts of the shapes – corner or side.

Copyright © Mathseeds and Blake eLearning 2016 11

 Lesson 52 • Worksheet 3 Shape sort
Sorting
Name
2D shapes

1 Join each shape to the correct jar.

3 sides 4 sides 5 sides 6 sides

2 Colour the shapes.

triangle = red
square = green
rectangle = yellow
circle = orange

12 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 52 • Worksheet 4 Check
Sorting
Name
2D shapes

1 Draw lines to match.

3 sides

4 sides

2 Draw.

a flag with 3 sides a flag with four corners

Copyright © Mathseeds and Blake eLearning 2016 13
 Lesson 53 • Subtraction Part 2
Learning objectives Extra assistance
Children will: Explain that subtraction is a reversal of addition. Instead
• take away and count to find how many are left. of combining two groups and counting to find the total,
students count to find a total, take a group away and
• fill in subtraction number sentences.
count the group that is left. Give them opportunities
• find the difference between two numbers. to use their subtraction skills, for example, subtracting
money in a play shop, counting the class at the start
The National Curriculum in England
of the day to work out how many people are away or
Mathematics Year 1 handing out items and subtracting the leftovers from the
Number – addition and subtraction total.
Pupils should be taught to:
Classroom activities
• read, write and interpret mathematical statements
involving addition (+), subtraction (–) and equals (=) Jump to it!
signs Draw a large number line on the playground. Ask an
• add and subtract one-digit and two-digit numbers to individual student to stand on a given number. Give that
20, including zero student a second, smaller number and ask them to take
it away, ie move back that many places. They should
Key vocabulary then be able to tell you the difference between the two
numbers – the number they are standing on!
subtract, subtraction, take away, how many, left, numerals
1–10, –, =, count, more, number line, ten frame Ten Frames
Give each pair of students a laminated board with 10
squares on it, a die (ten-sided would be perfect, six-sided
will do) and 10 counters. They put all the counters in the
ten frame. Ask one person to roll the die and the other
person must say how many counters will be left if that
number is taken away. Have the first person take them
away and see if they are right. Swap roles for each turn.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that subtraction is count a group, some are Worksheet 1
Subtracting having a group, taking some covered, count how many Counting
away and counting how many are left. Cover some marbles
are left. in a ten frame and count
Song: Super Monkey to the how many are left. Read the
Rescue equivalent equation.
Subtracting: Subtract some items from a count how many, some are Worksheet 2
Take Away, Banana Skins, group and find the new total. taken away, count how many Take away
Cover Up are left.

Number sentences: Fill in a subtraction number count the group, how many Worksheet 3
Ten Pin Bowling, Apple Tree, sentence. taken away and how many left Number sentences
Cookie Gremlin to fill in the equation.

Difference: Make the difference between add more birds to make Worksheet 4
How Many More?, Number the number of items and the given number. Put two Check
Bar Take Away, Ten Frame the total. Find the difference number bars on the number
Puzzle between two numbers on line and find the difference
the number line. Identify two between them. Select two
numbers that make ten. groups of dots to fill the ten
frame.
Read: Read aloud book. listen, follow the reading and Mathseeds book 56:
Book read along. Take Away

14
 Lesson 53 • Worksheet 1 Counting
Subtraction Name
part 2

Use your hand to cover up. Write the answer.

Cover 5 eggs. Cover 3 pots.

How many left? How many left?

Cover 4 pencils. Cover 1 orange.

10 – 4 = 8–1=

16 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 53 • Worksheet 2 Take away
Subtraction Name
part 2

Find the answers.

5–2= 5–1=

4–3= 7–3=

10 – 5 = 9–4=

Copyright © Mathseeds and Blake eLearning 2016 17

 Lesson 53 • Worksheet 3 Number sentences
Subtraction Name
part 2

Fill in the number sentences.

Take away 1.
– =

Take away 2.
– =

Take away 3.
– =

Take away 4.
– =

Take away 5.
– =

18 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 53 • Worksheet 4 Check
Subtraction Name
part 2

1 Write the sums.

10 – =

10 – =

10 – =

2 Draw.

5 7
Take away 3. Take away 2.

5–3= 7–2=
Copyright © Mathseeds and Blake eLearning 2016 19
 Lesson 54 • O’clock time
Learning objectives Classroom activities
Children will: When is it?
• tell time to the hour using the word o’clock. Write a schedule on a large piece of paper for each school
• identify which number on an analogue clock tells the day, divide it into hours where possible. For example:
hour. 9 o’clock – reading, 10 o’clock – writing, 11 o’clock –
• show where the minute and hour hands should be to recess, 12 o’clock – maths, 1 o’clock – lunch, 2 o’clock –
tell time to the hour. library, 3 o’clock – home time. Ask the students to watch
the clock and when the time comes to change the activity
The National Curriculum in England it is their responsibility to tell the teacher.
Mathematics Year 1 Game Time!
Measurement You can play lots of games using time vocabulary and
Pupils should be taught to: concepts. Make a set of cards with o’clock times and
corresponding analogue clocks and play Snap, Memory
• compare, describe and solve practical problems for:
or Go Fish. Draw a big clock on the playground and ask
time [for example, quicker, slower, earlier, later]
pairs of students to be the hands and point to the right
• measure and begin to record the following: time time. Blindfold a student in the centre of the clock and
(hours, minutes, seconds) ask them to show a time using both arms. Finally, a classic
• tell the time to the hour and half past the hour and game using time vocabulary is What’s the time Mr Wolf?
draw the hands on a clock face to show these times

Extra assistance
When learning to tell time, some students may have
trouble distinguishing between the hands on an analogue
clock. It can be helpful to colour them differently on the
clock used for demonstrations, for example, the short hand
could be red and the long hand blue until students gain
confidence. Have the students make their own clocks out
of paper plates with different coloured hands to show time.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise that the numbers find the numeral for the Worksheet 1
Recognise o’clock times on an analogue clock tell the o’clock time on an analogue O’clock
time on the hour – o’clock clock. Recognise the o’clock
time. time shown on an analogue
Song: Hickory Dickory Dock clock.

Show: Tell time on the hour with move the small hand on the Worksheet 2
O’clock Clocks, Right or Left? an analogue clock. Follow clock to show the hour. Tap Clocks
directions using right and left. left or right according to
verbal instructions.

Match: Estimate the length of label the activities longer Worksheet 3

How Long Does it Take?, Days time activities would take. or shorter in terms of time. Time
of the Week, What Time is it? Recognise the days of the Match the days of the week.
week. Identify the time on an Select the time being shown
analogue clock. on the clock.
Find: Identify the numeral 21. select the numeral 21. Identify Worksheet 4
Number Grid, Flash Cards, Subitise small collections. the number of dots. Match Check
Let’s Paint, Dot to Dot Recognise colour words. the colour to its word. Join the
Identify correct numerical dots in numerical order.
order.

Read: Read aloud book. listen, follow the reading and Mathseeds book 54:
Book read along. O’Clock

20
 ·
O’clock time
Lesson 54 • Worksheet 1
Name
O’clock

1 Draw lines to match.

6 o’clock

10 o’clock

3 o’clock

7 o’clock

2 Fill in the time.

o’clock o’clock

o’clock o’clock

22 Copyright © Mathseeds and Blake eLearning 2016

 ·
O’clock time
Lesson 54 • Worksheet 2
Name
Clocks

1 Write the missing numbers on the clock.

Colour the big hand red. Colour the small hand green.

What time is it? It’s o’clock!

2 Draw the missing hands.

8 o’clock 2 o’clock

Copyright © Mathseeds and Blake eLearning 2016 23

 ·
O’clock time
Lesson 54 • Worksheet 3
Name
Time

1 Colour the matching time.

one o’clock seven o’clock twelve o’clock

two o’clock six o’clock five o’clock

twelve o’clock ten o’clock eleven o’clock

2 Show the time on the clocks.

8 o’clock 3 o’clock

6 o’clock 12 o’clock

24 Copyright © Mathseeds and Blake eLearning 2016

 ·
O’clock time
Lesson 54 • Worksheet 4
Name
Check

1 Write the days of the week in order.

____________________________________________________________________________________________
Saturday
____________________________________________________________________________________________
Friday
Monday
____________________________________________________________________________________________

Sunday
____________________________________________________________________________________________

Tuesday
____________________________________________________________________________________________

Thursday
____________________________________________________________________________________________
Wednesday
____________________________________________________________________________________________

2 Fill in the clock numbers.

Draw clock hands to
show two o’clock.

Copyright © Mathseeds and Blake eLearning 2016 25

 Lesson 55 • Length: near and far
Learning objectives Extra assistance
Children will: Understanding the concept of near and far involves
• identify items which are near and far. distance – an item which is a short distance away is near;
if it is a long distance off it is far away. However, when
• understand words relating to distance.
judging distance in a picture (on paper or on a screen)
• revise size and length. differentiating is based on size – the nearer item is larger
than the one which is further away. Be sure to teach
The National Curriculum in England
students the difference between the two ways of judging
Mathematics Year 1 distance. It could lead to an interesting artistic discussion
Geometry – position and direction of perspective in drawing!
Pupils should be taught to:
Classroom activities
• describe position, direction and movement, including
whole, half, quarter and three-quarter turns Run to it!
Notes and guidance: This is best done in a hall or on the playground. Line
students up against one edge (wall, fence, etc.) and point
Pupils use the language of position, direction and motion,
out (or put out) pairs of items, one of which is near and
including: left and right, top, middle and bottom, on top
one far. Then call out the items and the class must run to
of, in front of, above, between, around, near, close and
them. For example, the nearer tree, the further cone, the
far, up and down, forwards and backwards, inside and
closest bag, the furthest seat.
outside.
Draw it
Key vocabulary Have students create a landscape on a piece of paper
near, far, away, nearer, further, nearest, closest, furthest, using paint, pencils or watercolour paints. Next ask them
longest, shortest, smallest, largest, behind, in front, on, to use felt tip pens draw pairs of items such as birds,
next to, big, red, little, blue, +, =, numerals 11–20, words animals, buildings, vehicles, or people onto the landscape,
thirteen to twenty, length one near and one far. Remind them to vary the size to
show distance.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of near identify the item which is Worksheet 1
Recognise near and far and far. Differentiate between nearer or further away. Select Near and far
items which are near and far. the item closest or furthest
Song: My Telescope away.

Find: Differentiate between items sort between far away or near, Worksheet 2
Position, Rockets based on their position in the behind or in front, on or next Position
landscape. Identify the word to. Tap the word far.
far.

Sort: Differentiate items by size. select the correctly sized item. Worksheet 3
Tails, Big Small Short Tall, Order items by size. Size
Grow a Garden, Longest or
Shortest

Number: Find how many more items choose the second group to Worksheet 4
Ten and ?, Build the Robots, are needed to make the total. make the teen number. Select Check
Number Words Match the numerals and the the numerals and words for
number words. each number.

Read: Read aloud book. listen, follow the reading and Mathseeds book 55:
Book read along. Length

26
Length: Lesson 55 • Worksheet 1
Near and far
Near
and far Name

1 Circle.

Who is near? Who is far?

2 Draw.

a ball near the bat a tree far away from Dizzy

28 Copyright © Mathseeds and Blake eLearning 2016
Length: Lesson 55 • Worksheet 2
Position
Near
and far Name

1 Where is Waldo? Colour the correct answer.

near far near far

2 Colour the ball closest to Mango red.
Colour the ball furthest away blue.

Copyright © Mathseeds and Blake eLearning 2016 29

Length: Lesson 55 • Worksheet 3
Size
Near
and far Name

1 Colour the correct answer. Cross out the wrong answer.

Which tree is near? big small
Which dog is furthest away? big small
Which person is closest? big small

2 Complete the sentences using big or small.

Things which are far away look __________________ .
Things which are near look __________________ .

30 Copyright © Mathseeds and Blake eLearning 2016

Length: Lesson 55 • Worksheet 4
Check
Near
and far Name

1 Draw.

a cup near the teapot a house far away from Ruby

2 Draw a line to match each picture to its word.
big tall long small short

Copyright © Mathseeds and Blake eLearning 2016 31

 Lesson 56 • Number lines 11 to 20
Learning objectives Extra assistance
Children will: When students develop confidence in the counting
• identify correct numerical order 1–20. sequence they should be able to name the number before
or after a given number, begin counting from any number,
• order numbers from 11 to 20.
and count backwards as well as forwards. The visual
• use a number line to add. prompt of a number line can help develop fluency in this
area. These number line skills will aid students later on in
The National Curriculum in England
adding and subtracting on the number line with larger
Mathematics Year 1 numbers.
Number - number and place value
Classroom activities
Pupils should be taught to:
• given a number, identify one more and one less Order, Order!
• identify and represent numbers using objects and Give pairs of students a set of cards for the numerals
pictorial representations including the number line, 0–20. Ask them to lay the cards out in correct order. Next
and use the language of: equal to, more than, less they race to put them in reverse order, 20–0. Say ‘ready,
than (fewer), most, least set, go!’ Praise the fastest. Race again to put them back in
counting order. Repeat until they have had enough.
• read and write numbers from 1 to 20 in numerals and
words Jump to it!
Draw a large number line 0–20 on the playground. Ask
Key vocabulary individual students to stand on a given number. Then ask
number line, numerals 0–20, count, forward, back, order, students to stand on the number before or after a given
smallest, largest, number, sums, add, +, =, number words number. Next, ask students to stand on a number and
fourteen to twenty jump forwards or backwards a number of places. Finally,
ask students to stand on a number and then add another
number.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that a number count along the number line Worksheet 1
Order and count line has the numbers 1–20 in 1–20. Put the numbers 11–20 Counting
counting order. in order on the number line.

Order: Identify correct numerical put numerals in their correct Worksheet 2

Lily Pads, Out of Line, Dot to order. place on the number line. Join Number lines
Dot the dots in numerical order.

Number lines: Understand moving a move a marker forwards and Worksheet 3

Number Line Train, Number marker back and forth along backwards on a number line. Addition
Line Sums a number line. Add two Jump along a number line to
numbers using a number line. find the answer to an addition
sum.

Find: Visual discrimination: select the numeral 19 amongst Worksheet 4

Number Grid, Pegs, Number identify the numeral 19. other numerals. Count and Check
Fish Recognise a given number of select the groups which match
objects. the given number.

Read: Read aloud book. listen, follow the reading and Mathseeds book 47:
Book read along. Add on a Number Line

32
11 12 13 14 15 16 17 18 19 20

Lesson 56 • Worksheet 1 Counting

Number
Name
lines 11 – 20

1 Complete the number line.

11 14

16 18
2 Join the pieces together to make number lines.

10 11 12 16 17 18

15 16 17 13 14 15

13 14 15 18 19 20

34 Copyright © Mathseeds and Blake eLearning 2016

11 12 13 14 15 16 17 18 19 20

Lesson 56 • Worksheet 2 Number lines

Number
lines 11 – 20 Name

1 Count forwards 4 places. Circle the number.

10 11 12 13 14 15 16 17 18 19 20

10 11 12 13 14 15 16 17 18 19 20

2 Count backwards 4 places. Circle the number.

10 11 12 13 14 15 16 17 18 19 20

10 11 12 13 14 15 16 17 18 19 20

3 Which number is

before 12? after 17?

before 20? after 13?

Copyright © Mathseeds and Blake eLearning 2016 35
11 12 13 14 15 16 17 18 19 20

Lesson 56 • Worksheet 3 Addition

Number
Name
lines 11 – 20

Jump along the number lines to add.

0 1 2 3 4 5 6 7 8 9 10

3 + 1 =

0 1 2 3 4 5 6 7 8 9 10

4 + 2 =

0 1 2 3 4 5 6 7 8 9 10

5 + 3 =

0 1 2 3 4 5 6 7 8 9 10

7 + 2 =

36 Copyright © Mathseeds and Blake eLearning 2016

11 12 13 14 15 16 17 18 19 20

Lesson 56 • Worksheet 4 Check

Number
lines 11 – 20 Name

1 Order the numbers on the number lines.

13 12 11 15 14 16

17 20 19 18
2 Write the missing number in each row.

20 18 17

14 13 11
Copyright © Mathseeds and Blake eLearning 2016 37
 Lesson 57 • Position
Learning objectives Extra assistance
Children will: Most students will already know the basic position words.
• recognise and comprehend position words. To learn the written terms use vocabulary exercises where
students match words to images, and act out or draw
• follow instructions using position vocabulary.
pictures to match written instructions. To reinforce the
The National Curriculum in England meaning of the words, play games that involve verbal
instructions such as Simon Says and barrier games where
Mathematics Year 1 one child gives instructions to the other child so they
Geometry – position and direction (hopefully) build the same structure.
Pupils should be taught to:
Classroom activities
• describe position, direction and movement, including
whole, half, quarter and three-quarter turns Draw it
Give students a picture of an empty room or outside
Notes and guidance:
landscape. Next, ask them to draw items in specific places
Pupils use the language of position, direction and motion, using position vocabulary, such as a bicycle in front of the
including: left and right, top, middle and bottom, on top tree or a table next to the door, and then getting more
of, in front of, above, between, around, near, close and detailed, for example, a plate on the table or a bird over the
far, up and down, forwards and backwards, inside and bicycle. Line up the pictures to see how similar they all are.
outside.
Collage
Key vocabulary Ask students to cut out images of household items like
furniture from magazines, catalogues and brochures.
on top, inside, behind, above, below, under, between, Next give them an empty room outline to stick their
next to, in front, far away, near, right, left, double, pictures into. Finally, they must write a series of sentences
numerals 1–15, how many, sides, corners describing the room using position vocabulary, eg The bed
is under the window.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand position follow verbal instructions using Worksheet 1
Position vocabulary vocabulary spoken aloud. position words. Vocabulary
Song: Search for Clues

Vocabulary: Identify the words above and select the given word from a Worksheet 2
Elephants, Buses below. group. Position

Find: Comprehend position differentiate between two Worksheet 3

Position, Right or Left?, Above vocabulary. items based on their position. Following instructions
and Below Tap left or right following
verbal instructions. Select the
item in the position described.

Match: Understand that two identical find the identical group and Worksheet 4
Double Bugs, Colour a Pattern, groups make a double. the double number. Complete Check
Sides and Corners, Lily Pads Identify colours in a pattern. the pattern. Answer the
Recognise the number of question How many sides/
sides and corners on a shape. corners? Put numerals into
Identify correct numerical place in the number line.
order.

Read: Read aloud book. listen, follow the reading and Mathseeds book 57:
Book read along. Where am I?

38
 Lesson 57 • Worksheet 1 Vocabulary

Position Name

Match each word to a picture.

on top

next to

between

under

above

behind

in front

inside

40 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 57 • Worksheet 2 Position

Position Name

Colour the answer. Which item is:

above the circle ?

left of the carrot ?

below the apple ?

{
right of the banana ?

between the triangle and the star ?

Copyright © Mathseeds and Blake eLearning 2016 41

 Lesson 57 • Worksheet 3 Following instructions

Position Name

Draw:
a fishbowl on the table.
a cat in front of the sofa.
a ball under the table.
a picture above the sofa.
a balloon between the table and the door.
a book on the rug.
42 Copyright © Mathseeds and Blake eLearning 2016
 Lesson 57 • Worksheet 4 Check

Position Name

1 Draw

a star below a bird above

the moon. the water.
2 Colour

the flower closest to Ruby red.

the flower furthest away blue.
the smallest flower yellow.
the tallest flower green.
the biggest flower purple.
Copyright © Mathseeds and Blake eLearning 2016 43
 Lesson 58 • Subtraction on a number line
Learning objectives Extra assistance
Children will: A number line can be helpful when students are
• count back to take away on the number line. subtracting as they can count back along the line. Give
students who struggle with the concept a laminated
• use the equation to show subtraction.
number line. They can use a finger or a whiteboard
• find the difference between two numbers. marker to count along the number line. They start at the
first number and count back the number of places to be
The National Curriculum in England
taken away. The number they end on is the difference –
Mathematics Year 1 the answer to the subtraction equation.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
• read, write and interpret mathematical statements Jump to it!
involving addition (+), subtraction (–) and equals (=) Draw a large number line on the playground. Ask an
signs individual student to stand on a given number. Give that
• add and subtract one-digit and two-digit numbers to student a second, smaller number and ask them to take
20, including zero it away, ie move back that many places. They should
then be able to tell you the difference between the two
Key vocabulary numbers – the number they are standing on!

subtraction, take away, subtract, number line, numerals Count Back

0–10, count, back, how many, left, answer, –, =, Give each student a laminated number line 0–10 and
difference, add, total, +, sum, number words one to a whiteboard marker. Ask them to circle a particular
twelve, o’clock number. Next, tell them a smaller number and they draw
that many hops back down the line. Ask them to show
you with their fingers what number they ended on. Praise
those who are correct. Check the work of the others and
help them understand their mistake. Wipe the sheets
clean and repeat.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce subtracting on the count a group. Some are Worksheet 1
Count back to subtract number line and use it with an taken away. Count back along Count back
equation. the number line to find how
Song: Hop Down the Number many are left.
Line
Number lines: Find the difference between put two numbers on the Worksheet 2
Number Bar Take Away two numbers on the number number line and find the Number lines
line. difference between them.
Subtraction: Subtract from a group count how many, take some Worksheet 3
Cover Up, Take Away, Banana and find the total. Fill in a away and count how many Take away
Skins, Cookie Gremlin, Add subtraction number sentence. are left. Fill in an equation.
Three, Four in a Row, Ten Pin Add three numbers in an Add three numbers to find the
Bowling equation. Identify subtraction total. Match each number to
sums that have the given a sum.
number as an answer.
Show: Tell time on the hour with an move the small hand on the Worksheet 4
O’clock Clocks analogue clock. clock to show the hour. Check

Read: Read aloud book. listen, follow the reading and Mathseeds book 58:
Book read along. Find the Difference

44
11 12 13 14 15 16 17 18 19 20

Lesson 58 • Worksheet 1 Count back

Subtract on a
number line Name

1 How many? Circle the number.

0 1 2 3 4 5 6 7 8 9 10

Cross out 3.
Jump back to show how many are left.

2 How many? Circle the number.

0 1 2 3 4 5 6 7 8 9 10

Cross out 5.

Jump back to show how many are left.

46 Copyright © Mathseeds and Blake eLearning 2016

11 12 13 14 15 16 17 18 19 20

Lesson 58 • Worksheet 2 Number lines

Subtract on a
number line Name

1 Hop back 3 places.

The number
is
1 2 3 4 5 6 7 8 9 10

Hop back 8 places.

The number
1 2 3 4 5 6 7 8 9 10 is

2 Trace the hops. Answer the sums.

0 1 2 3 4 5 6 7 8 9 10

8–3=

0 1 2 3 4 5 6 7 8 9 10

6–2=
Copyright © Mathseeds and Blake eLearning 2016 47
11 12 13 14 15 16 17 18 19 20

Lesson 58 • Worksheet 3 Take away

Subtract on a
number line Name

1 Fill in the equations.

– =

– =

– =
2 Match each sum to its answer.

10 – 4

10 – 2

10 – 5

48 Copyright © Mathseeds and Blake eLearning 2016

11 12 13 14 15 16 17 18 19 20

Lesson 58 • Worksheet 4 Check

Subtract on a
number line Name

1 Count back.

0 1 2 3 4 5 6 7 8 9 10

10 – 5 =

0 1 2 3 4 5 6 7 8 9 10

9–6=

2 Match each sum to its number line.

7–3=4
0 1 2 3 4 5 6 7 8 9 10

5–2=3 0 1 2 3 4 5 6 7 8 9 10

10 – 4 = 6 0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10
8–6=2

Copyright © Mathseeds and Blake eLearning 2016 49

 Lesson 59 • Area
Learning objectives Extra assistance
Children will: Area is a two-dimensional measurement. In these
• understand that area is how much space a shape early stages it requires a flat surface to be measured.
covers. A three-dimensional object’s area can be measured and
compared by tracing it onto paper. Direct comparisons
• compare items based on area.
can be made by tracing one object over another.
• measure area using squares or a grid. Measurements can be made using a set of uniform
objects to cover the shape – counters, colour tiles, pattern
The National Curriculum in England
blocks or Base ten blocks.
Mathematics Year 1
Measurement Classroom activities
Pupils should be taught to: Brainstorm
• compare, describe and solve practical problems for: Divide the board or a piece of paper in half and ask the
lengths and heights [for example, long/short, class to think of things that have a large area or a small
longer/shorter, tall/short, double/half] area. Write a list for each and discuss the suggestions.
• measure and begin to record the following: lengths Expand their idea of area from the everyday items
and heights measured in class to places such as houses, schools, parks,
sportsgrounds and farms. Each student then illustrates
Key vocabulary one example and the pictures could be put in order from
largest to smallest area.
area, bigger, smaller, squares, cover, count, how many,
numerals 5–25, biggest, smallest, largest, far away, near, Trace it
behind, in front, on, next to, double, time, o’clock, larger Students trace around their hands on grid paper and
count the squares to find the area of their hand. Do the
same with their feet or shoes. Next pair them up and give
them a piece of chalk to trace around each other on the
playground. Discuss what could be used to measure these
larger areas (Frisbees, textbooks, sheets of paper etc) and
let them choose a unit item to measure with.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of area. identify which footprint has a Worksheet 1
Recognise area Differentiate between larger bigger or smaller area. Cover an Bigger or smaller
and smaller areas. Use squares object with squares and count
to measure area. them to find the area.
Song: Big and Small Dragons

Calculate: Understand that two identical find the identical group and Worksheet 2
Double Bugs, How Many groups make a double. the double number. Count how Finding area
Squares? Measure area in squares using many squares are in each shape
a grid. and identify which is larger.

Sort: Differentiate items by size. order items by size. Choose Worksheet 3

Big Small Short Tall, Largest Identify the item with the the biggest or smallest item. Sorting by size
Area, Position, Smallest Area largest or smallest area. Differentiate between two items
Comprehend position based on position.
vocabulary.
Find: Identify the numeral 25. select 25 among other numerals. Worksheet 4
Number Grid, What Time is Recognise the time on an Identify the time on the clock. Check
it?, Elephants analogue clock. Identify the Find the given word in a group.
word area.

Read: Read aloud book. listen, follow the reading and Mathseeds book 59:
Book read along. Large or Small Area

50
 Lesson 59 • Worksheet 1 Bigger or smaller

Area Name

1 Colour.

the bigger footprint in the smaller footprint in

each pair each pair

2 Colour the shape with the smallest area.

3 Colour the shape with the biggest area.

52 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 59 • Worksheet 2 Finding area

Area Name

1 Count the squares. Write the total number.

______ squares ______ squares

______ squares
______ squares

Circle the shape that has the largest area.

2 Draw and colour.

a shape that covers a shape that covers

6 squares 12 squares
Copyright © Mathseeds and Blake eLearning 2016 53
 Lesson 59 • Worksheet 3 Sorting by size

Area Name

1 Circle.
the biggest

the smallest

2 Which would take up more space in a lunchbox?

54 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 59 • Worksheet 4 Check

Area Name

1 Draw around your hand.

How many squares does your hand cover?
2 Now draw around your foot.
How many squares does your foot cover?
3 Which is larger? _________________________
Copyright © Mathseeds and Blake eLearning 2016 55
 Lesson 60 • Numbers 20 to 30
Learning objectives Extra assistance
Children will: Students need a thorough grasp of the Base Ten number
• identify the numerals 20 to 30. system at this point. Use Base ten blocks to reinforce
that each group of ten 1s can be counted as a single 10.
• order numerals from 20 to 30.
Having worked through the teen numbers as a 10 and
• make and compare numbers in Base 10 blocks. some 1s, follow on from 19. Add another 1 and you have
two groups of 10. We call this twenty. Add another 1 and
The National Curriculum in England
you have 20 + 1 = 21. Do this up to three groups of 10 –
Mathematics Year 1 thirty. Give students who struggle lots of activities making
Number – number and place value and recognising numbers using Base ten blocks.
Pupils should be taught to:
Classroom activities
• count to and across 100, forwards and backwards,
beginning with 0 or 1, or from any given number Which Hat?
• count, read and write numbers to 100 in numerals Place three hats on the floor with the labels ones, teens
and twenties. Have a set of cards of numbers from 1 to
• given a number, identify one more and one less
29. Each student chooses one and works out which hat it
• identify and represent numbers using objects and must go in.
pictorial representations including the number line,
Count ‘em!
and use the language of: equal to, more than, less
than (fewer), most, least Give students a set of Base ten blocks – three 10s and
nine 1s. The teacher holds up a numeral or number word
• read and write numbers from 1 to 20 in numerals and
from a set of flashcards 1–30 and the students make
words
that number with their blocks. Check them, then hold up
Key vocabulary another number.

numerals 1–30, tens, ones, number, thirty, smaller, larger,

twenty-five

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Review the numbers from 20 identify numbers from 25 to Worksheet 1
Recognise and sequence to 30. 30. Count from 20 to 30. Find Number sequence
Song: Today’s a Great Day for missing numbers. Identify the
Numbers number before or after a given
number.
Find: Identify the numerals 25 and select the given numeral Worksheet 2
Number Fish, Ball Pit, Number 30. Identify the words thirty amongst other numerals. Number sense
Grid, Flying Carpets, Buses, and twenty-five. Match the Select the word from amongst
Find the Match numerals. other words. Find the
matching numerals.
Compare: Recognise which number is label two numbers smaller and Worksheet 3
Smaller or Larger Number smaller and which is larger. larger. Compare numbers

Make: Identify how many tens and select the correct number of Worksheet 4
Make the number ones are in a number. tens and ones blocks. Check

Read: Read aloud book. listen, follow the reading and Mathseeds book 60:
Book read along. 20 to 30

56
Numbers Lesson 60 • Worksheet 1 Number sequence
20 to 30 Name

1 Complete the number lines.

20 21 22 23 24 25

26 27 22 23 30

2 Order the numbers. Write in the bubbles.

22 20 21 24 23 25

30 27 29 26 28

58 Copyright © Mathseeds and Blake eLearning 2016

Numbers Lesson 60 • Worksheet 2 Number sense
20 to 30 Name

1 Match the number words and numerals.

thirty 20
21 twenty-three
twenty-five 22
23 twenty-six
twenty-nine 24
25 twenty-one
twenty 26
27 twenty-eight
twenty-two 28
29 twenty-four
twenty-seven 30

2 Write the number.

Copyright © Mathseeds and Blake eLearning 2016 59

Numbers Lesson 60 • Worksheet 3 Compare numbers
20 to 30 Name

1 Write the numbers. Colour the larger number.

2 Write
one more than

21 29 27 24
one less than

23 26 21 28
60 Copyright © Mathseeds and Blake eLearning 2016
Numbers Lesson 60 • Worksheet 4 Check
20 to 30 Name

1 Join the beads together to make number lines.

24 25 26 27 26 25

30 29 28 23 24 25

20 21 22 27 28 29
2 Join the dots.

26
3 8

7 9 11
4
6
5 10
12
13
15 14
16
2 17

18 19
24
1 20

25 23
29 27
28 26 22 21
30

Copyright © Mathseeds and Blake eLearning 2016 61

 Lesson 61 • Wholes and halves
Learning objectives Extra assistance
Children will: Students may begin fractions work with a basic
• understand that halves are two equal pieces. understanding of the term half meaning to split something
into two pieces or two groups. A very important teaching
• identify halves and wholes.
point here is that halves are two equal parts. Spend some
• show one half. time on splitting shapes and groups of items into unequal
and equal parts. Ask them to fix unequal ‘halves’ where
The National Curriculum in England
possible or to try to split it into half again. Lots of practice
Mathematics Year 1 will reinforce the concept of halves being equal.
Number – fractions
Classroom activities
Pupils should be taught to:
• recognise, find and name a half as one of two equal Collage
parts of an object, shape or quantity Students cut a variety of objects out of magazines to glue
onto a piece of paper. They then split the pictures in half,
Key vocabulary either with a line drawn on with a marker or by cutting
half, halves, whole, one, two, equal, share, pieces, how them into two pieces before gluing them on. They could
many, fraction notation – 2! & 4!, numerals 1–30, –, =, also cut out groups of things and split them into equal
number words twenty-one to twenty-five groups. Discuss items which are hard to cut in half or
groups which don’t easily split into halves.
Match Up!
Have a set of cards each with half a 2D shape, object or
animal. Make sure both halves of each item are shared out
amongst the class. Give the students a time limit to find
their other half and sit together. Then ask them to draw
that shape, object or animal in their book and draw a line
to split it in half. Shuffle and hand out the cards again.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that halves are cut objects into halves. Identify Worksheet 1
Recognise halves two equal parts of a whole. which objects have been cut Half and whole
Song: Something Very Strange in half.

Vocabulary: Identify the word half. Match select the given word from a Worksheet 2
Elephants, Number Words the numerals and the number group. Select the word for a Halves
words. numeral.

Show: Identify one half of a shape. colour one half of a shape Worksheet 3
Fractions, Cut the Fruit, Cut Recognise that 2 equal pieces cut into 2, 4, 6 or 8 pieces. Fractions
the Cake, Colour the Flag are 2! and 4 equal pieces are 4!. Identify how many pieces are
needed to share equally.

Count: Identify the numeral 28. select the numeral 28. Count Worksheet 4
Number Grid, Apple Tree, Pop Fill in a subtraction number the total, how many taken Check
the Balloons sentence. Count out a given away and how many left.
number of items. Pop the required number of
balloons.

Read: Read aloud book. listen, follow the reading and Mathseeds book 61:
Book read along. Halves

62
 Wholes Lesson 61 • Worksheet 1 Half and whole
and halves
Name

1 Join Mango to the things that are whole.

2 Colour the foods that have been cut in half.

64 Copyright © Mathseeds and Blake eLearning 2016

 Wholes Lesson 61 • Worksheet 2 Halves
and halves
Name

1 Draw a line to cut these foods in half.

2 Colour half of each shape.

Copyright © Mathseeds and Blake eLearning 2016 65

 Wholes Lesson 61 • Worksheet 3 Fractions
and halves
Name

1 Colour the halves in red and the wholes in blue.

2 Circle the things cut into halves.

66 Copyright © Mathseeds and Blake eLearning 2016

 Wholes Lesson 61 • Worksheet 4 Check
and halves
Name

1 Draw

a whole a half-full glass

banana. of milk.

2 Draw a line to cut these shapes in half.

Copyright © Mathseeds and Blake eLearning 2016 67

 Lesson 62 • 3D shapes: stack, roll and slide
Learning objectives Extra assistance
Children will: The movement of 3D shapes can be lots of fun to explore
• understand that 3D objects can stack, roll or slide. with manipulation of blocks and everyday objects. Start by
posing the question of whether a shape can roll, slide or
• identify which motion each 3D shape can make.
stack. Students should predict an answer, then test it out
• recognise that flat faces and curved surfaces make using standard shape blocks and also everyday objects in
different motions possible. that shape. Give them a slope to roll things down and a
smooth flat surface for sliding and stacking.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Geometry – properties of shapes Make it!
Pupils should be taught to: Give each student some playdough or plasticine or clay,
• recognise and name common 2-D and 3-D shapes, some matchsticks or lolly sticks, and some paper. They
including: 3-D shapes [for example, cuboids (including use the modelling materials to make two spheres, cones,
cubes), pyramids and spheres] cylinders and cubes. Have them attempt to stack their
shapes. See if their shapes will roll down a slope. Ask them
Key vocabulary to try to slide their shapes across their desk. Discuss results,
stack, flat, face, sphere, curvy, round, surface, cube, particularly choices of materials and how they affect the
cylinder, cone, point, roll, slide, flat, solid, 2D, 3D, pyramid, movements.
square, triangle, circle, rectangle, far away, near, behind, Which Hat?
in front, on, next to, sides, corners, smaller, larger, left, Place three hats on the floor with the labels stack, slide
above, right, under and roll. Have a set of pictures of 3D shapes or a set of
objects in standard 3D shapes. Each student chooses
one and works out which hat it must go in. Discuss their
choices.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea that 3D shapes observe 3D shapes attempting to Worksheet 1
Stack, roll or slide? can stack, roll and slide. stack, roll and slide. Stack
Song: Let’s Build a Tower

Match: Recognise whether a shape is flat match the labels 2D and 3D to Worksheet 2
Four in a Row, Sides and or solid. Count the number of the correct shapes. Answer the Roll
Corners sides and corners on a 2D shape. question How many sides/corners?
Identify the number of flat faces Match numbers to a 3D object with
on a 3D object. that many flat faces.

Vocabulary: Know the names for 2D and 3D match shape names to their Worksheet 3
3D Words, Shape Sort, Smaller shapes. Recognise which number objects. Label two numbers smaller Slide
or Larger Number is smaller or larger. and larger.

Find: Comprehend position vocabulary. differentiate between items based Worksheet 4

Position, Colour a Pattern, Identify colours in a pattern. on position. Complete the colour Check
Above and Below pattern. Select the item in the
position described.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 62:
Book along. Stack and Roll

68
 Stack, Lesson 62 • Worksheet 1 Stack
roll and
slide Name

1 Match the 3D objects to the pictures.

2 Draw lines to match.

can stack

cannot stack

70 Copyright © Mathseeds and Blake eLearning 2016

 Stack, Lesson 62 • Worksheet 2 Roll
roll and
slide Name

1 Circle the objects that roll when pushed.

2 Finish each sentence. can cannot roll stack

Objects with flat faces can ________________ .

Objects with curved surfaces can ________________ .

Objects with a point on top ________________ stack.

Copyright © Mathseeds and Blake eLearning 2016 71

 Stack, Lesson 62 • Worksheet 3 Slide
roll and
slide Name

1 Circle objects that slide when pushed.

2 Colour blue if it rolls, red if it slides, yellow if it rolls and slides.

72 Copyright © Mathseeds and Blake eLearning 2016

 Stack, Lesson 62 • Worksheet 4 Check
roll and
slide Name

1 Complete the table. ✓ for yes ✗ for no.

can roll can slide can stack

2 Colour the 3D objects.

Copyright © Mathseeds and Blake eLearning 2016 73

 Lesson 63 • Ordinal numbers
Learning objectives Extra assistance
Children will: The use of ordinal numbers is contextual; we use them
• identify the ordinal numbers 1st to 10th. when the order of a group of items is important. There
are many real life situations students will be able to relate
• order the ordinal numbers from 1st to 10th.
to – car races, running races, baking competitions, pet
• recognise the word first. shows and sibling order, for example. Use other activities
in the classroom to reinforce the sequence of the ordinal
The National Curriculum in England
numbers, such as lining up, taking turns, following
Mathematics Year 1 instructions, or playing sport.
Number – number and place value
Classroom activities
Pupils should be taught to:
• identify and represent numbers using objects and Bingo!
pictorial representations including the number line, Each student has a laminated board with nine squares on
and use the language of: equal to, more than, less it. Ask them to write an ordinal number from 1st to 10th
than (fewer), most, least in each square (use whiteboard markers). Have a set of
• read and write numbers from 1 to 20 in numerals and flashcards of the ordinal numbers and hold them up one at
words a time. Students put a cross on that number on their board
if it is there. First one to get a row of three crosses calls out
Notes and guidance:
‘bingo’ and wins! Play again using ordinal number words.
Pupils practise counting (1, 2, 3…), ordering (for example,
Order, Order!
first, second, third…), and to indicate a quantity (for
example, 3 apples, 2 centimetres), including solving simple Give each student a card with an ordinal number (1st) or
concrete problems, until they are fluent. word (first) on it. Ask them to find their group (numerals
or words) and then put themselves in correct order –
Key vocabulary without talking! The first group to do so wins. Shuffle and
play again.
ordinal numbers, 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th,
9th, 10th, order, how many, numerals 1–30, –, =, triangle,
rectangle, square, first

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce ordinal numbers 1st identify the ordinal numbers Worksheet 1
Recognise ordinal numbers to 10th and the words first to and put them in order from Ordinal numbers
tenth. 1st to 10th.
Song: The Pet Show

Order: Recognise and order ordinal move the ordinal numbers into Worksheet 2
Ice Cream Scoops, Racing numbers. their correct order. Use items Ordering
Cars, Race Day, Pizza Maker in the correct order.

Number: Identify the numeral 23. select the numeral 23. Count Worksheet 3
Number Grid, Banana Skins, Subtract items from a group how many, take some away Number sense
Elephants and count the new total. and count how many are left.
Identify the word first. Select the given word.

Making: Identify how many tens add the correct number of Worksheet 4
Make the Number, Dotty and ones are in a number. tens and ones blocks. Draw Check
Shapes Reinforce correct formation of shapes using a set of dots as
shapes. corners.

Read: Read aloud book. listen, follow the reading and Mathseeds book 63:
Book read along. 1st to 10th

74
 Ordinal
numbers Lesson 63 • Worksheet 1 Ordinal numbers

1st Name

1 Match each word to its number.

first second third fourth fifth

3rd 4th 1st 5th 2nd

8th 6th 10th 7th 9th

sixth seventh eighth ninth tenth

2 Complete the prize ribbons.

1 2 3 4 5
1st

6 7 8 9 10

76 Copyright © Mathseeds and Blake eLearning 2016

 Ordinal
numbers Lesson 63 • Worksheet 2 Ordering

1st Name

1 Draw a:
in 4th place. in 3rd place.

in 2nd place. in 1st place.

in 5th place.

1
2 3
4 5
2 Write the missing numbers on the stones.

2nd 4th

10th 8th 7th

Copyright © Mathseeds and Blake eLearning 2016 77
 Ordinal
numbers Lesson 63 • Worksheet 3 Number sense

1st Name

1 Colour.
3rd and 6th green 2nd and 9th blue
1st and 10th yellow 4th and 8th orange
5th and 7th red

Finish

2 Label the cars from 1st to 5th.

FINISH

78 Copyright © Mathseeds and Blake eLearning 2016

 Ordinal
numbers Lesson 63 • Worksheet 4 Check

1st Name

1 Complete the prizes for the cake contest.

1 2 3 4 5
1st

6 7 8 9 10

8th

2 Circle the answers.

Which cake came first?

Which cake came last?

Which cake came fourth?

Copyright © Mathseeds and Blake eLearning 2016 79
 Lesson 64 • Money part 1
Learning objectives Extra assistance
Children will: To reinforce the concepts of money, value and price, make
• identify the notes and coins. or purchase a set of play money and set up a class shop.
Gather a group of empty boxes, cartons, plastic bottles
• recognise the value of each note and coin.
and toy food items, give them prices and put them on
• use multiple coins and notes to make amounts. shelves or in baskets. Have a divided box for the money
• add amounts of money to find a total. to go in. Let students play at shopping and being the
shopkeeper in free play and also acting out set problems.
The National Curriculum in England
Mathematics Year 1 Classroom activities
Measurement Order, Order!
Pupils should be taught to: Give each student a set of coins and discuss what is on
• recognise and know the value of different them, what they are worth and where to find their value.
denominations of coins and notes Ask them to put the coins in order from least value to
highest value on a piece of paper, then trace around them
Key vocabulary and draw them. Next, ask them to put the coins in order
of size and compare this to their value order. Discuss.
money, pound, notes, pence, coins, numerals from 1–30,
50, 100, £, p, amount, shape, squares, larger, number Shopping
words twenty-five to thirty, o’clock, total, +, = Students each have a set of notes and coins; review their
values. Hand out catalogues to pairs of students and ask
them to find an item to buy. The duos then work out
which notes and coins they would use to buy the item.
Take their money, give them any change needed, then ask
them to find something else to buy with the money they
have left. Repeat until they run out of money.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the notes and coins. recognise notes and coins. Worksheet 1
Recognise money Associate them with amounts Read the amount on each Notes
of money. note and coin.
Song: Shopping is My
Favourite Thing

Find: Identify the word coins. select the word coins. Match Worksheet 2
Buses, Money, Number Words, Recognise each coin and the coins and notes to their Coins
What Time is it? note and its name and value. names and values. Match the
Identify number words. number words to the numerals
Recognise the time on an 25–30. Select the time being
analogue clock. shown on the clock.

Calculate: Recognise that amounts of select the coins and notes to Worksheet 3
Coins to £2, Notes, How Much money can be made with make the given amount. Add Using money
Altogether? multiple coins or notes. Use two prices together to find a
addition to find a total cost. total for an equation.

Counting: Identify how many tens and select the correct number of Worksheet 4
Make the Number, How Many ones are in a number. Measure tens and ones blocks. Count Check
Squares? the area of shapes in squares how many squares and select
using a grid. the larger shape.

Read: Read aloud book. listen, follow the reading and Mathseeds book 64:
Book read along. Coins

80
 Money
part 1 Lesson 64 • Worksheet 1 Notes

£ Name

1 Draw lines to match.

£5

£10

£20

£50

2 Join each item to the correct note.

£20 £50

£10
£5

82 Copyright © Mathseeds and Blake eLearning 2016

Money
part 1 Lesson 64 • Worksheet 2 Coins

£ Name

1 Colour:
• £1 coin orange • 10p coin red • 1p coin pink
• 5p coin blue • 50p coin green • 20p coin yellow
• 2p coin purple.

2 Join each item to the correct coin.

20p
2p
10p

£1
1p
50p
5p

Copyright © Mathseeds and Blake eLearning 2016 83

 Money
part 1 Lesson 64 • Worksheet 3 Using money

£ Name

How much do they cost altogether? Add to find the answers.

3p + 6p =

5p + 5p =

£6 + £2 =

10p + 1p =

£10 + £2 =

£20 + £5 =

84 Copyright © Mathseeds and Blake eLearning 2016

Money
part 1 Lesson 64 • Worksheet 4 Check

£ Name

1 Colour the most expensive toy blue and the cheapest toy red.

10p 50p
£20 £1

2 Join each item to the correct coin or note.

5p
£20 20p
£5

3 Draw the matching coins.

£1
10p 5p
2p

Copyright © Mathseeds and Blake eLearning 2016 85

 Lesson 65 • Add to 20
Learning objectives Extra assistance
Children will: Counting on can be a helpful strategy when students
• count on from the largest number to add. begin to add as they can count on from the larger number
rather than counting out both numbers. Allow students to
• count on using objects and a number line.
draw the items, to use manipulatives such as counters, or
• add to 20. give them a laminated number line. They should start with
the larger number and then count on to add the smaller
The National Curriculum in England
number.
Mathematics Year 1
Number – addition and subtraction Classroom activities
Pupils should be taught to: Jump to it!
• read, write and interpret mathematical statements Draw a number line on the playground from 1 to 20. Ask
involving addition (+), subtraction (–) and equals (=) a student to stand on a given number. Give that student
signs a second number and ask them to count on that many
• add and subtract one-digit and two-digit numbers to places by jumping along the number line. They should
20, including zero then be able to tell you the total of the two numbers – the
number they are standing on!
• solve one-step problems that involve addition and
subtraction, using concrete objects and pictorial Count ‘em!
representations, and missing number problems such as Give students a set of 10 items – counters or counting
7 = £– 9 bears for example. Write an addition sum on the board
where one number is 8–15 and the other number is 1–7.
Key vocabulary The total must be under 20. Ask students to use their
add, count on, numerals 1–30, number line, +, =, total, items to find the answer. They can’t make both groups so
sum, calculator they must make one number and count on from the other.
Discuss how counting the smaller number is more efficient.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Use counting on from the count on from the biggest Worksheet 1
Count on to add biggest number to add number to find a total up to Count on
numbers totalling between 10 20. Count on using a number
and 20. line.
Song: The Number Line Sum

Addition strategies: Count by twos to add. Add count pairs of items to find Worksheet 2
Counting by 2s, Number Line two numbers using a number the total. Count on along Number lines
Sums, Broken Calculator line. Break a number into a number line to add. Add
smaller parts to add to another two numbers on a calculator
number. without using certain
numerals.

Addition fluency: Add three numbers in add three numbers to find the Worksheet 3
Add Three, Inchworm, Sound an equation. Answer an total. Select the answer to a Fluent addition
Sums addition equation. Use given sum. Listen to a sum and
mental strategies to add two find the answer.
numbers.
Number: Count out the appropriate give each animal the right Worksheet 4
Animal Legs, Number Grid, number of legs. Recognise number of legs. Find the Check
Make the Number the numeral 29. Identify how numeral 29. Select the correct
many tens and ones are in a number of tens and ones
number. blocks.

Read: Read aloud book. listen, follow the reading and Mathseeds book 65:
Book read along. Zoo Trip

86
Add to Lesson 65 • Worksheet 1 Count on

20 Name

1 Count on from the first number. Find the answer.

7 + 5 = 8 + 7 =

9 + 6 = 13 + 4 =

11 + 3 = 16 + 2 =

2 Count on from the larger number.

7 + 4 = 8 + 5 =

10 + 2 = 12 + 3 =

14 + 2 = 15 + 4 =

88 Copyright © Mathseeds and Blake eLearning 2016

Add to Lesson 65 • Worksheet 2 Number lines

20 Name

1 Use the number lines to find the answers.

9 10 11 12 13 14 15

9+4=

11 12 13 14 15 16 17

11 + 5 =

14 15 16 17 18 19 20

14 + 6 =
2 Find the answers.

10 11 12 13 14 15 16

10 + 4 =

12 13 14 15 16 17 18

12 + 5 =
Copyright © Mathseeds and Blake eLearning 2016 89
Add to Lesson 65 • Worksheet 3 Fluent addition

20 Name

Add numbers to the middle number in each wheel.

3 1 3 5
+1 +2
2 4 2 4

7 5 3 5
+3 +4
6 3 6 4

90 Copyright © Mathseeds and Blake eLearning 2016

Add to Lesson 65 • Worksheet 4 Check

20 Name

1 Use the number lines to find the answers.

11 12 13 14 15 16 17

11 + 4 =

13 14 15 16 17 18 19

13 + 6 =

2 Find the answers.

0 1 2 3 4 5 6 7 8 9 10

3+1+2=

0 1 2 3 4 5 6 7 8 9 10

6+3+1=

Copyright © Mathseeds and Blake eLearning 2016 91

 Lesson 66 • Halves and quarters
Learning objectives Extra assistance
Children will: The word half is not as obviously fitting as the terms
‘third’ or ‘quarter’ are. However, fraction notation is much
• understand that quarters are four equal pieces.
clearer. Fractions are made by dividing something into
• identify quarters, halves and wholes. equal parts. When you cut a cake into 4 equal pieces, each
• show one quarter. piece is called a quarter. It is one of four equal parts so
the notation for this is 1 over 4: 4!, which can be directly
The National Curriculum in England linked to the concept of the fraction. Explain this every
Mathematics Year 1 time you use or encounter fraction notation to reinforce
Number – fractions the concept.

Pupils should be taught to: Classroom activities

• recognise, find and name a half as one of two equal
Which Hat?
parts of an object, shape or quantity
Place three hats on the floor with the labels whole, halves
• recognise, find and name a quarter as one of four
and quarters. Have a set of pictures of shapes or objects
equal parts of an object, shape or quantity
either whole, cut in half or in quarters. Each student
Key vocabulary chooses one and works out which hat it must go in.
Discuss their choices.
quarter, half, halves, whole, share, equally, how many
Gobble
pieces, fraction notation – 2! & 4!, far away, near, in front,
behind, on, next to, coins, pence, pound, numerals 1–10, Give each student a slice of bread and a plastic butter
20, 50, –, = knife. Ask them to trace around the bread on their
page. Now ask them to cut the bread in half and draw
a corresponding line on their outline. Next they cut the
bread into quarters and draw another line. Tell them they
can gobble some of the bread! They then have to colour
in the quarters they gobbled and tell the class how much
they ate – one or three quarters, one half, or the whole
slice.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that quarters are identify which objects have Worksheet 1
Recognise quarters four equal parts of a whole. been cut into quarters. Quarters
Song: Chopping Up the Jelly
Snake

Vocabulary: Identify the word quarter. select the given word. Worksheet 2
Ice the Cakes, Position Comprehend position Differentiate between two Whole, half, quarter
vocabulary. items based on their position.

Show: Identify one quarter of a colour one quarter of a shape Worksheet 3

Fractions, Cut the Fruit, Colour shape. Recognise that 2 equal cut into 4 pieces. Identify how Fractions
the Flag, Cut the Cake pieces are 2!, 3 equal pieces many pieces are needed to
are 3! and 4 equal pieces are 4!. share equally. Colour one half
Identify one half of a shape. of a shape cut into 2, 4, 6 or
8 pieces.

Calculate: Recognise that amounts select the coins to make the Worksheet 4
Coins to £2, Cookie Gremlin of money can be made given amount. Count a group, Check
with multiple coins. Fill in a how many taken away and
subtraction number sentence. how many left.

Read: Read aloud book. listen, follow the reading and Mathseeds book 66:
Book read along. Quarters

92
Halves and
quarters Lesson 66 • Worksheet 1 Quarters
Name

1 Cut the foods into quarters.

whole halves quarters

2 Colour the items that have been cut into quarters.

94 Copyright © Mathseeds and Blake eLearning 2016

Halves and
quarters Lesson 66 • Worksheet 2 Whole, half, quarter
Name

1 Match each fraction to a word.

whole

half

quarter

2 Colour.

one quarter one half one whole

Copyright © Mathseeds and Blake eLearning 2016 95

Halves and
quarters Lesson 66 • Worksheet 3 Fractions
Name

1 Match each picture to a word.

half

quarters

2 Draw lines to cut

in half. in quarters.
96 Copyright © Mathseeds and Blake eLearning 2016
Halves and
quarters Lesson 66 • Worksheet 4 Check
Name

1 Match the words to the pictures.

quarters whole halves

2 Colour the quarters blue and the halves red.

Remember to look for equal parts.

Copyright © Mathseeds and Blake eLearning 2016 97

 Lesson 67 • Counting 30-40
Learning objectives Extra assistance
Children will: The hundred chart can be a useful resource for working
• identify the numbers 30–40. with numbers from 1 to 100. Students can use it like an
extended number line to find numbers before or after a
• order the numbers from 30–40.
given number, to add by counting on and to subtract by
• recognise the sequence of the numbers 30–40. counting back. It can also be used to show the repetition
of ones digits down the columns and tens across the rows.
The National Curriculum in England
This can provide a visual aide for students struggling to
Mathematics Year 1 understand the Base Ten number system.
Number – number and place value
Classroom activities
Pupils should be taught to:
• count to and across 100, forwards and backwards, Order, Order!
beginning with 0 or 1, or from any given number Give individual or pairs of students a set of cards for the
• count, read and write numbers to 100 in numerals numerals 0–40. Ask them to lay the cards out in correct
order. Next they are going to race to put them in reverse
• given a number, identify one more and one less
order, 40 to 0. Say ‘ready, set, go!’ Praise the fastest. Race
Key vocabulary again to put them back in counting order. Repeat until
they have had enough.
numerals 1–40, double, notes, coins, pounds, o’clock, +, =,
Larger or Smaller?
half, share, equally, forty
Give each student a number up to 40 on a card. Keep
it secret! Ask students to pair up with someone and
compare numbers silently. The student with the smaller
number must sit down. The students left standing pair
up again and again, until the student with the highest
number is left standing. Play again, this time looking for
the smallest number.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the numbers in the put the numbers 30–40 in Worksheet 1
Recognise and order sequence 30 to 40. order. Identify the number Number sequence
Song: On Your Marks before or after a given number.

Find: Identify the numeral 40. select the numeral 40. Select Worksheet 2
Number Fish, Number Grid, Identify the word forty. the word forty. Number sense
Rockets
Calculate: Identify how many tens select the correct number Worksheet 3
Make the Number, Notes, and ones are in a number. of tens and ones blocks. Compare numbers
Broken Calculator, Feeding Recognise that amounts of Select the coins and notes
Fractions money can be made with to make the given amount.
multiple coins or notes. Break Add two numbers on a
a larger number into two parts calculator without using
to add to another number. certain numerals. Share the
Divide a group into two equal cookies equally between two
halves. monsters.

Match: Understand that two identical find the identical group and Worksheet 4
Double Bugs, What Time is it? groups make a double. make the double number. Check
Recognise the time on an Select the time being shown
analogue clock. on the clock.

Read: Read aloud book. listen, follow the reading and Mathseeds book 67:
Book read along. 30 to 40

98
Counting Lesson 67 • Worksheet 1 Number sequence
30-40 Name

1 Write the missing numbers.

30 31 32 33 34

35 36 37 38 39 40

2 Order the numbers. Write them in the nests.

32 30 31 35 33 34

40 38 36 39 37

100 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 67 • Worksheet 2 Number sense
30-40 Name

1 Match the number words and numerals.

thirty-three
35
thirty-seven 31
thirty
37
thirty-five 34
30 thirty-six
thirty-one 32
39 forty
thirty-four 33
36 thirty-nine
38
thirty-two
40 thirty-eight

2 Write the numerals from 20 to 40 in order.

20,
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

Copyright © Mathseeds and Blake eLearning 2016 101

Counting Lesson 67 • Worksheet 3 Compare numbers
30-40 Name

1 Complete the number line.

30 9 32 33 34 35 36 37 38 39 40

2 Write.
one more than

30 34 37 39
one less than

31 33 36 38

3 Colour the correct number of blocks.

33 40 38
102 Copyright © Mathseeds and Blake eLearning 2016
Counting Lesson 67 • Worksheet 4 Check
30-40 Name

1 Join the berries together to make number lines.

30 31 32 37 36 35

40 39 38 32 31 30

35 34 33 33 34 35

4 8 10 11 14 15 17

3 5
9 12 13 16

2 Complete the
21
dot to dot. 20 22
Colour. 6 7
18
19
28
2

29 27

23

26 25

1 30 24

Copyright © Mathseeds and Blake eLearning 2016 103

 Lesson 68 • Find the difference
Learning objectives Extra assistance
Children will: How many are left? What is the difference? These two
• count to find the difference in number between two questions are using the same concept – subtraction. The
groups. subtraction equation represents both situations and will
link the ideas for your students. Lay out 10 items in a
• find the difference between two numbers on the
row. Take 4 away. Record this in an equation: 10 – 4 = 6.
number line.
Now lay a row of 10 items and a second row of 4 items
• link finding the difference to the subtraction equation. underneath. Use the equation to find the difference:
10 – 4 = 6. Show students how both questions ask you to
The National Curriculum in England
find the number of items left over.
Mathematics Year 1
Number – addition and subtraction Classroom activities
Pupils should be taught to: Count ‘em!
• read, write and interpret mathematical statements Give each student 10 counting items. Put them in pairs
involving addition (+), subtraction (–) and equals (=) with a barrier between or sitting back to back. Ask each
signs person to select a number and make a group of items.
• add and subtract one-digit and two-digit numbers to Students must line up the two groups in rows and count
20, including zero the difference, filling in a number sentence. Repeat until
they have ten equations written.
• solve one-step problems that involve addition and
subtraction, using concrete objects and pictorial Jump to it!
representations, and missing number problems such as Draw a large number line on the playground. Ask two
7 = £– 9 students to stand on different numbers. Have a third
student count the jumps from one to the other to find the
Key vocabulary difference between the numbers. Show students that in
difference, –, =, numerals 0–12 and 30–36, count, how this context it doesn’t matter what direction they count in,
many, number line, o’clock, number words one to twelve the number of places between is what is important and it
and thirty to thirty-five, sum doesn’t change.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea of line up two groups of items Worksheet 1
Count the difference difference in number between and count the difference. Count the difference
two groups of items. Use Mark two numbers on the
a number line to find the number line and count the
difference. difference.
Song: How You Find the
Difference
Subtract: Subtract some items from a count how many, take some Worksheet 2
Take Away, Cover Up group and find the new total. away and count how many Number lines
are left.
Number sentences: Fill in a subtraction number count the total, items taken Worksheet 3
Apple Tree, Cookie Gremlin, sentence. Identify subtraction away and how many left to fill Number sentences
Four in a Row, Ten Pin Bowling sums that have the given in the equation. Match each
number as an answer. number to a sum.

Find: Identify the numeral 36. Tell select the numeral 36. Move Worksheet 4
Number Grid, O’clock Clocks, time on the hour with an the small hand on the clock Word problems
Number Words analogue clock. Match the to show the hour. Choose the
numerals and the number word for each numeral.
words.
Read: Read aloud book. listen, follow the reading and Mathseeds book 68:
Book read along. Subtract on a Number Line

104
 Find the Lesson 68 • Worksheet 1 Count the difference
difference
Name

Count to find the difference.

The difference between 6 and 4 is

The difference between 7 and 3 is

✿✿✿✿✿✿✿✿
◗ ◗ ◗ ◗ ◗ 8–5=
❑❑❑❑❑❑❑❑❑
❍❍❍❍❍❍
9–6=
106 Copyright © Mathseeds and Blake eLearning 2016
 Find the Lesson 68 • Worksheet 2 Number lines
difference
Name

Count the jumps to find the difference.

0 1 2 3 4 5 6 7 8 9 10

The difference between 10 and 4 is

0 1 2 3 4 5 6 7 8 9 10

The difference between 9 and 5 is

0 1 2 3 4 5 6 7 8 9 10

8–4=

0 1 2 3 4 5 6 7 8 9 10

7–2=
Copyright © Mathseeds and Blake eLearning 2016 107
 Find the Lesson 68 • Worksheet 3 Number sentences
difference
Name

How many more?

– = more

– = more

– =
108 Copyright © Mathseeds and Blake eLearning 2016
 Find the Lesson 68 • Worksheet 4 Word problems
difference
Name

Draw the problems and find the answers.

1 Mango has 10 pink marbles. Dizzy has 8 blue marbles.
How many more pink marbles are there?

There are more pink marbles.

2 Ruby has 9 green bows. Doc has 3 red bows.

How many more green bows are there?

There are more green bows.

Copyright © Mathseeds and Blake eLearning 2016 109
 Lesson 69 • Putting shapes together
Learning objectives Extra assistance
Children will: When teaching students to compose shapes, reinforce
• fit 2D shapes over larger 2D shapes. their use of correct vocabulary. Ask them to name the
2D shapes or 3D objects they used and also to name
• compose 2D shapes to make larger shapes.
the shape they composed. Have them explain how they
• copy a model composed of 3D objects. made the shape, encouraging them to use words such
as fit, match, equal sides, same size, 2D and 3D. Use
The National Curriculum in England
more complex vocabulary in your dialogue with them
Mathematics Year 1 to familiarise them with the terminology, eg compose,
Geometry – properties of shapes composition and composite figure.
Pupils should be taught to:
Classroom activities
• recognise and name common 2-D and 3-D shapes,
including: Collage
– 2-D shapes [for example, rectangles (including Provide students with a piece of paper and lots of shapes
squares), circles and triangles] cut out of coloured paper – triangles, squares, rectangles,
semicircles. Ask them to compose larger, recognisable
– 3-D shapes [for example, cuboids (including cubes),
shapes using 2 or more of the coloured shapes and glue
pyramids and spheres]
them onto the paper. They must label each shape with its
Key vocabulary name when it is composed.
Make it!
triangle, square, rectangle, semicircle, circle, compose,
hexagon, 3D, object, model, –, =, numbers 0–10, largest, Have students use a variety of recycled materials such as
area, far away, near, behind, in front, on, next to, smallest, tubes and boxes as well as cardboard they can cut and
share, equally, larger, smaller shape to create a recognisable object from 3D shapes.
Then ask them to write a label naming the object and the
3D shapes they used to make it, for example: a rocket –
cylinder, cone, cube.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea of fit smaller 2D shapes onto larger Worksheet 1
Compose shapes composing shapes – putting 2D shapes. Copy a model using 2D shapes
things together to make new 3D objects.
shapes.
Sort: Differentiate items by size. order items by size. Choose the Worksheet 2
Big Small Short Tall, Largest Identify which item has the biggest or smallest item. Count Compose shapes
Area, Smallest Area, How largest or smallest area. the squares in each shape and
Many Squares?, Position Measure area in squares using identify which is larger. Sort
a grid. Differentiate between items using position vocabulary.
items based on position.

Draw: Reinforce correct formation of draw shapes using a set of dots Worksheet 3
Dotty Shapes shapes. as corners. 3D objects
Calculate: Find the difference between put two number bars on Worksheet 4
Number Bar Take Away, Cows two numbers on the number the number line and find Check
in Paddocks, Smaller or Larger line. Divide items into equal the difference. Share items
Number groups. Recognise which into equal groups. Label two
number is smaller or larger. numbers smaller and larger.

Read: Read aloud book. listen, follow the reading and Mathseeds book 69:
Book read along. Putting shapes together

110
 Putting Lesson 69 • Worksheet 1
2D shapes
shapes
together Name

1 Draw.
a triangle a rectangle a square

2 Draw one line to change each shape into 2 triangles.

3 Draw 2 lines on each shape to make 4 smaller 2D shapes.

Name the shapes you have made.

________________ ________________ ________________

112 Copyright © Mathseeds and Blake eLearning 2016
 Putting Lesson 69 • Worksheet 2
Compose shapes
shapes
together Name

1 Draw
2 rectangles making a square. 4 squares making a rectangle.

2 Put together 2 half circles.

What shape did you make? ______________________

3 Put together 4 triangles.

What shape did you make? ______________________

Copyright © Mathseeds and Blake eLearning 2016 113
 Putting Lesson 69 • Worksheet 3
3D objects
shapes
together Name

1 Colour the cones red, the cubes blue,

the cylinders green and the
rectangular prisms yellow.

2 Draw your own object made from 3D shapes. Colour.

114 Copyright © Mathseeds and Blake eLearning 2016

 Putting Lesson 69 • Worksheet 4
Check
shapes
together Name

1 How many different ways can you make these shapes using
smaller shapes? Use pattern blocks to help you.

Copyright © Mathseeds and Blake eLearning 2016 115

 Lesson 70 • Time: digital and half past
Learning objectives Extra assistance
Children will: Review the known vocabulary and concepts of time.
• recognise digital time on the hour using :00. Students should know the terms o’clock and on the hour,
and relate them to the analogue clock. When introducing
• identify half past times on analogue clocks.
the term half past inform students that this means half
• read times on the hour and half past written in words. past the hour, so the long hand is halfway round the clock,
sitting on the 6. This gives them a visual to reinforce their
The National Curriculum in England
understanding.
Mathematics Year 1
Measurement Classroom activities
Pupils should be taught to: What’s the Time?
• compare, describe and solve practical problems for: Bring in a number of clocks and show the class how they
time [for example, quicker, slower, earlier, later] each tell the same time – a digital watch and an analogue
• measure and begin to record the following: time watch, a digital clock, an analogue wall clock with
(hours, minutes, seconds) numbers, an analogue clock with markers but no numbers,
and a clock with no markers at all. Have the students draw
• tell the time to the hour and half past the hour and
a couple of the clocks in their books and show different
draw the hands on a clock face to show these times
hours with them.
Key vocabulary Game Time!

time, digital, o’clock, numerals 0–40, half past, number You can play lots of games using time vocabulary and
words one to forty, longer, shorter, ordinal numbers 1st to concepts. Make a set of cards with o’clock and half past
8th, sphere, cube, cylinder, pyramid, cone times, plus corresponding analogue and digital clocks, and
play Snap, Memory or Go Fish. Draw a big clock on the
playground and ask pairs of students to be the hands and
point to the right time. Blindfold a student in the centre of
the clock and ask them to show a time using both arms.
Finally, a classic game using time vocabulary is What’s the
time Mr Wolf?

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Read digital o’clock times identify digital times. Match Worksheet 1
Recognise digital times using :00. Identify half past a digital time to an analogue Digital time
times on analogue clocks and clock. Find the half past times
in words. on analogue clocks. Match
Song: Time to Get Ready the analogue clock time to the
time in words.
Using clocks: Tell time on the hour with an move the small hand on the Worksheet 2
O’clock Clocks, Half Past analogue clock. Recognise the clock to show the hour. Select Half past
Clocks, What Time is it? time on an analogue or digital the time being shown on the
clock. clock.
Match: Estimate the length of time label the activities longer Worksheet 3
How Long Does it Take?, 3D given activities would take. or shorter in terms of time. Time
Words Know the names for 3D Match shape names to their
shapes. objects.
Number: Identify the numeral 37. find the numeral 37. Move Worksheet 4
Number Grid, Ice Cream Order ordinal numbers. Match ordinal numbers into correct Check
Scoops, Number Words, Make numerals and number words. order. Match the word for a
the Number Identify how many tens and numeral. Select the correct
ones are in a number. number of tens and ones blocks.

Read: Read aloud book. listen, follow the reading and Mathseeds book 70:
Book read along. More time, less time

116
 Time: Lesson 70 • Worksheet 1 Digital time
Digital and
Name
half past

1 Match the digital times to the clocks.

4 : 00

8 : 00

I0 : 00

2 : 00

2 Write the missing numbers in the digital clocks.

1 o’clock 5 o’clock

04 : 00 05 : 00
9 o’clock 11 o’clock

00: 00 00: 00
118 Copyright © Mathseeds and Blake eLearning 2016
 Time: Lesson 70 • Worksheet 2 Half past
Digital and
Name
half past

1 Write the missing numbers.

Colour the big hand red. Colour the small hand green.

What time is it?

It’s half past .

2 Draw lines to match.

half past 7

half past 12

half past 6

half past 3

Copyright © Mathseeds and Blake eLearning 2016 119

 Time: Lesson 70 • Worksheet 3 Time
Digital and
Name
half past

What time is it?

It’s 10 o’clock. Time to play.

04 : 00

It’s _______ o’clock. Time for lunch.

0 I : 00

It’s _______ o’clock. Time to ride.

04 : 00

120 Copyright © Mathseeds and Blake eLearning 2016

 Time: Lesson 70 • Worksheet 4 Check
Digital and
Name
half past

1 What time is it?

04 : 00
________ o’clock

04 : 30
_______________________

2 Write the time for:

the start of school. 04 : 00

lunch. 04 : 00
going home. 04 : 00
Copyright © Mathseeds and Blake eLearning 2016 121
 Lesson 71 • Sharing
Learning objectives Extra assistance
Children will: Sharing is the basis for learning multiplication and division.
• count to share items into equal groups. Begin with demonstrations where you share items
unequally between 2 or 3 students and ask them if it is
• identify how many items are in each group.
fair and why not. The goal should be equal groups, so
• find the total number of items. students need to find a better way of sharing. Lead them
towards the idea of handing one item to each student
The National Curriculum in England
in turn until they are all gone and stress that each group
Mathematics Year 1 should be equal at the end.
Number – multiplication and division
Classroom activities
Pupils should be taught to:
• solve one-step problems involving multiplication and Count ‘em!
division, by calculating the answer using concrete Give students 12 items – counters, lolly sticks, blocks or
objects, pictorial representations and arrays with the counting bears for example. The teacher says, “Make 2
support of the teacher groups.” and students count out the items into 2 equal
Notes and guidance: groups. Then they write a sentence, eg 12 shared into 2
groups is 6 each. Repeat, making 3, 4 and 6 groups. This
Through grouping and sharing small quantities, pupils
can also be done with 6, 8, 9, 10, 14, 15, 16, 18 or 20
begin to understand multiplication and division.
items depending on ability levels of students.
Key vocabulary Making Groups

share, count out, equally, numerals 0–41, how many, each, This is best done in a hall or on the playground. The
left, –, =, price, cost, most, least, £, p teacher calls out a number and students move into groups
of that number. Students who are “leftover” get to help
the teacher add up how many groups and how many
students altogether and record this, eg 4 groups of 6 = 24
altogether.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea of sharing by share up to 16 seeds equally Worksheet 1
Count and share counting out items so everyone between 2, 3, 4 or 5 pots. Answer Counting out
gets an equal amount. the question How many seeds each?
Song: Sharing Things is Easy to Do

Share: Share up to 16 items equally into move items to make a set number Worksheet 2
Cat Fish, Cows in Paddocks, 2 to 6 groups. Count out the of equal groups. Give each animal Sharing
Flower Power, Building Towers, appropriate number of legs. the right number of legs.
Animal Legs
Number sentences: Fill in a subtraction number count how many taken away and Worksheet 3
Cookie Gremlin, Doggy Bones sentence. Share items into groups how many left to fill in the equation. Number sentences
of a certain size and complete the Share out the items as instructed
repeated addition sum. and select the total number of
items.

Find: Identify the numeral 41. Compare select the numeral 41 amongst Worksheet 4
Dinosaurs, Prices the prices of items in pounds and other numerals. Read price tags to Check
pence. find the item which costs the most
or least.
Read: Read aloud book. listen, follow the reading and read Mathseeds book 71:
Book along. Sharing

122
Sharing Lesson 71 • Worksheet 1 Counting out
Name

1 Share equally.

leaves
plates

How many leaves on each plate?

strawberries
plates

How many strawberries each?

124 Copyright © Mathseeds and Blake eLearning 2016

Sharing Lesson 71 • Worksheet 2 Sharing
Name

1 Share equally.

How many carrots each?

2 Share.

How many worms each?

3 Draw lines to share the seeds equally.

How many seeds in each pot?

Copyright © Mathseeds and Blake eLearning 2016 125

Sharing Lesson 71 • Worksheet 3 Number sentences
Name

Share equally.

12 bees shared between 3 flowers is each.

6 candles shared between 2 cakes is each.

6 eggs shared between 3 nests is each.

6 cookies shared between 2 plates is each.

126 Copyright © Mathseeds and Blake eLearning 2016

Sharing Lesson 71 • Worksheet 4 Check
Name

1 Share the sheep equally between 2 paddocks.

sheep shared between paddocks is each.

2 Share equally.

fish shared between bowls is each.

balls shared between children is each.

Copyright © Mathseeds and Blake eLearning 2016 127

 Lesson 72 • Doubles Part 2
Learning objectives Extra assistance
Children will: This lesson extends students’ knowledge of doubling
• understand that a double is a number added to itself. using the numbers 6 to 10. These doubles should become
known addition facts. Making a chart on paper or in
• count and add to make doubles.
their books showing the doubles facts 1–10 as addition
• use addition equations to show doubles. sums and two groups of items could help visual learners
remember them. For higher ability students you could
The National Curriculum in England
show them the multiplication equation £ × 2 = £, leading
Mathematics Year 1 into the two times tables.
Number – multiplication and division
Classroom activities
Pupils should be taught to:
• solve one-step problems involving multiplication and Match Up!
division, by calculating the answer using concrete Give half the students a dot pattern from 1 to 10 and
objects, pictorial representations and arrays with the the other half a number which is double a dot pattern.
support of the teacher Give them a time limit to find a matching partner and sit
Notes and guidance: together. Then ask them to draw the dot pattern twice on
a domino-shaped card and fill in the equation £ + £ =£.
Through grouping and sharing small quantities, pupils
Repeat until they have all 10 doubles facts written down.
begin to understand doubling numbers and quantities.
Bingo!
Key vocabulary Give students a laminated board with 6 squares on it. Ask
double, doubling, doubles, doubled, numerals 1–40, +, them to write a number from 1 to 10 in each square (use
=, how many, altogether, smaller, larger, same number, whiteboard markers). Have a set of flashcards of the even
pattern, dice, ten frame, add, o’clock, clock, small hand, numbers from 2 to 20 and hold them up one at a time.
number words one to twelve, sums Students must work out which number is doubled to make
the even number and put a cross on that number on their
board if it is there. First one to get six crosses calls out
bingo and wins!

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise doubles – adding a number double a group of items and count Worksheet 1
Recognise and count to itself to find the double. to find the total up to 20. Counting doubles
Song: Doubling is Fun

Count: Understand that two identical find the identical group and the Worksheet 2
Double Bugs, Double Dice, Ten groups make a double. Identify double number. Subitise dot Doubling
Frame Puzzle two groups which make ten. patterns to tell the double number.
Select two groups of dots to fill the
ten frame.

Find: Identify the numeral 35. select the numeral 35. Choose the Worksheet 3
Number Grid, Continue the Recognise a pattern and select next item in the pattern. Find three Adding doubles
Pattern, Top Hat Numbers, the next item. Add three numbers numbers which make the total.
Space Hop in an equation. Identify sums with Find sums which add to the given
the given answer. number.

Show: Recognise which number is label two numbers smaller and Worksheet 4
Smaller or Larger Number, smaller and which is larger. Tell larger. Move the small hand on the Check
O’clock Clocks time on an analogue clock. clock to show the hour.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 72:
Book along. More Doubles

128
Doubles
Lesson 72 • Worksheet 1 Counting doubles
Part 2
Name

1 Draw matching spots. Write the answers.

Double 6 is Double 8 is Double 7 is

2 Write the answers.

+ = + =

+ = + =

+ = + =

+ = + =
130 Copyright © Mathseeds and Blake eLearning 2016
Doubles
Lesson 72 • Worksheet 2 Doubling
Part 2
Name

Double the number of items. Write the missing numbers.

+ Double is

+ Double is

+ Double is

+ Double is

+ Double is

Copyright © Mathseeds and Blake eLearning 2016 131

Doubles
Part 2 Lesson 72 • Worksheet 3 Adding doubles
Name

Write the missing numbers.

+ 5 + 5 =

+ 5 + 6 =

+ 5 + 5 = 14

+ 5 + 5 = 16

+ 9 + 5 = 18

+ 5 + 5 =

132 Copyright © Mathseeds and Blake eLearning 2016

Doubles
Part 2 Lesson 72 • Worksheet 4 Check
Name

2 I double
numbers!
×2
Write the answers. 4

6 3

×2 ×2

5 7

×2 ×2

×2

Copyright © Mathseeds and Blake eLearning 2016 133

 Lesson 73 • Heavy and light part 2
Learning objectives Extra assistance
Children will: Weight is an area where kinaesthetic lesson ideas really
• identify items which are heavy and light. reinforce the concept. Have a variety of objects for
• use a balance scale to sort items by weight. students to weigh. Begin with hefting the items, one in
• understand that if the scale balances they weigh the each hand where possible, to get a sense of their relative
same. weight and order them from heaviest to lightest. Then
use a balance scale to confirm the order. For extension
The National Curriculum in England students, provide a digital scale to measure the items
Mathematics Year 1 which seem the same.
Measurement Classroom activities
Pupils should be taught to:
Which Hat?
• compare, describe and solve practical problems for:
mass/weight [for example, heavy/light, heavier than, Place three hats on the floor with the labels lighter, heavier
lighter than] and the same, then put out an object to compare to, such
• measure and begin to record the following: mass/weight as an apple. Have a set of items or pictures of things which
are lighter, heavier and the same weight as the object.
Notes and guidance:
Each student chooses one and works out which hat it
The pairs of terms: mass and weight, volume and capacity, must go in. Allow them to heft the items or use a balance
are used interchangeably at this stage. scale if they are not sure.
In order to become familiar with standard measures, Compare and Write
pupils begin to use measuring tools such as a ruler,
Have a set of items and a balance scale on a table. Write
weighing scales and containers.
the phrases is heavier than, is lighter than and is the same
Key vocabulary as on the board. Ask each child to choose two items to
weigh and write a sentence using one of the phrases, eg
balance scale, heavy, light, heaviest, lightest, the same,
The apple is heavier than the feather. After they illustrate it
heavier, lighter, numerals 1–40, how many, left, –, =,
with a drawing of a scale and the two items, the class can
smallest, area, shape, cover, squares, larger, number words
make a book.
one to forty, weigh, order

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use a balance scale to determine identify items which are heaviest Worksheet 1
Recognise weight difference which items are heaviest and or lightest by putting them on Heavy and light
lightest. Find how many eggs a balance scale. Move enough
weight the same as an item by small objects to balance the item
balancing the scale. on the scale.
Song: Heavy, Light and the Same

Sort: Differentiate items by weight. label items as heavy and light. Worksheet 2
Heavy or Light?, Balance Identify the item which takes up Choose the object which is Balance scales
Scales, Smallest Area, How the smallest area. Measure area in heavier or lighter. Select the
Many Squares?, Light, Heavy, squares using a grid. smallest item. Identify which
Heaviest shape is larger. Order items by
weight.
Find: Identify the numeral 34. select the numeral 34. Choose Worksheet 3
Number Grid, Buses, Number Recognise the word heavy. Match the given word. Select the word Weighing the same
Words numerals and their number for a numeral.
words.
Operations: Subtract some items from a group count how many, take some Worksheet 4
Cover Up and find the new total. away and count how many are Check
left.

Read: Read aloud book. listen, follow the reading and Mathseeds book 73:
Book read along. Which one is heavier?

134
Heavy and
Lesson 73 • Worksheet 1 Heavy and light
light part 2
Name

1 Circle.

heavier lighter

heaviest lightest

2 Draw something

heavier. lighter.
136 Copyright © Mathseeds and Blake eLearning 2016
Heavy and
Lesson 73 • Worksheet 2 Balance scales
light part 2
Name

1 Circle.

heavier lighter

heavier lighter
2 Draw the items on the scales.

Copyright © Mathseeds and Blake eLearning 2016 137

Heavy and
Lesson 73 • Worksheet 3 Weighing the same
light part 2
Name

1 Colour the scales that are balanced.

2 Draw things on the scales that you think will balance.

138 Copyright © Mathseeds and Blake eLearning 2016

Heavy and
Lesson 73 • Worksheet 4 Check
light part 2
Name

1 Circle.

heavier lighter
2 Draw the items on the scales.

3 Match things that might weigh the same.

Copyright © Mathseeds and Blake eLearning 2016 139

 Lesson 74 • Grouping
Learning objectives Extra assistance
Children will: Grouping can be dividing a larger group into smaller,
• divide a larger group into smaller, equal groups. equal groups, but it also involves working with groups. For
example, adding groups to make a total or adding a given
• count out groups of a given number.
number of groups to find the total. This is a topic where
• add groups to make a total. lots of hands on work can help cement the concepts,
especially for kinaesthetic and visual learners. Give them
The National Curriculum in England
lots of activities with items like counting bears, Base ten
Mathematics Year 1 blocks, and counters to make groups and then count or
Number – multiplication and division add those groups.
Pupils should be taught to:
Classroom activities
• solve one-step problems involving multiplication and
division, by calculating the answer using concrete Count ‘em!
objects, pictorial representations and arrays with the Give students 18 items – counters, blocks or counting
support of the teacher bears for example. The teacher says, “Make groups of 2.”
Notes and guidance: and students count out the items into groups of 2. Then
they write a sentence, eg 9 groups of 2 makes 18. Repeat,
Through grouping and sharing small quantities, pupils
making groups of 3, 6 and 9. This can also be done with
begin to understand multiplication and division.
6, 8, 9, 10, 14, 15, 16, 18 or 20 items depending on ability
Key vocabulary levels of students.
Match up!
groups of, grouping, numerals 1–40, how many,
altogether, each, share, equally, order, smallest, largest, Give out cards depicting groups of 2 or 3 in dot patterns
–, = on one side and groups of 4 or 5 on the other side. Given
a total by the teacher, students must add their groups to
make it. For example, the teacher says 12. They can put
together 6 cards of 2, 4 cards of 3 or 3 cards of 4. Given a
total of 10, they can have pairs of 5s or 5 sets of 2.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea of dividing make small, equal groups from Worksheet 1
Counting out groups a group into smaller, equal a large group of items. Share Counting out
groups. items into groups of a given
Song: There’s Something number.
Special about Sharing

Groups: Identify groups of a given select the groups which have Worksheet 2
Groups, How Many Groups? number. Add equal groups the given number. Select the Grouping
until they total a target correct number of groups to
number. make the target number.

Share: Share up to 16 items equally move items to make a set Worksheet 3

Cat Fish, Cut the Fruit, Flower into 2, 3 or 4 groups. Identify number of equal groups. Sharing
Power, Building Towers how many pieces are needed Choose the number of pieces
to share equally. needed to match the plates.

Count: Identify correct numerical put numerals in order on Worksheet 4

Lily Pads, Make the Number, order. Identify how many tens the number line. Select the Check
Apple Tree and ones are in a number. correct number of tens and
Fill in a subtraction number ones blocks. Count how many
sentence. taken away and how many
left.
Read: Read aloud book. listen, follow the reading and Mathseeds book 74:
Book read along. Making groups

140
Grouping Lesson 74 • Worksheet 1 Counting out
Name

1 Circle groups of 2.

How many
groups?

How many
groups?

How many
groups?

2 Count.
groups of pencils

groups of fish

groups of apples

groups of balloons

142 Copyright © Mathseeds and Blake eLearning 2016

Grouping Lesson 74 • Worksheet 2 Grouping
Name

1 Make 4 groups. Colour 5 red, 5 yellow, 5 green, 5 orange.

Complete. 4 groups of 5 fish is altogether.

2 Circle groups of 3.

groups of 3 crabs = altogether

Copyright © Mathseeds and Blake eLearning 2016 143
Grouping Lesson 74 • Worksheet 3 Sharing
Name

Share the candles equally.

How many candles on each cake?

groups of = Colour each cake.

144 Copyright © Mathseeds and Blake eLearning 2016

Grouping Lesson 74 • Worksheet 4 Check
Name

1 Circle.

groups of 2

groups of 3

groups of 4

2 Draw

3 groups of 2. 4 groups of 3.
Copyright © Mathseeds and Blake eLearning 2016 145
 Lesson 75 • Counting 40-50
Learning objectives Extra assistance
Children will: To understand numbers from 10 to 100, students need to
• identify the numbers 40–50. grasp the idea of place value. When we represent a number,
we make groups of ten and write a single digit to show how
• order the numbers from 40–50.
many groups of ten we have. The ones which do not add up
• recognise the sequence of the numbers 40–50. to a ten are written to the right of the number of tens using
a single digit number. We say the tens, then ones, eg forty-
The National Curriculum in England
two. Revising how to write numbers may seem a bit basic,
Mathematics Year 1 but this system is vital for understanding larger numbers and
Number - number and place value operations.
Pupils should be taught to:
Classroom activities
• count to and across 100, forwards and backwards,
beginning with 0 or 1, or from any given number Match up!
• count, read and write numbers to 100 in numerals Give one third of the class a card with 40 written on it,
one third get a numeral from 1–9, and the rest get a
• given a number, identify one more and one less
number from 41–49. Have them make trios which can
Key vocabulary complete the number sentence: 40 + # = 4#. They write
out the sum and represent it with Base ten blocks. Swap
numerals 1–50, count, order, +, =, sum, add, notes, coins, cards and go again.
pounds, the same, number words one to fifty
Larger or smaller?
Give each student a number up to 50 on a card. Keep
it secret! Ask students to pair up with someone and
compare numbers silently. The student with the smaller
number must sit down. The students left standing pair
up again and again, until the student with the highest
number is left standing. Play again, this time looking for
the smallest number.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the numbers in the put the numbers 40-50 in Worksheet 1
Recognise and order sequence 40 to 50. Recognise order and count them. Find Number sequence
the numbers in correct numerical the missing numbers. Identify
order. the number before or after a
Song: Count the Bubbles number.

Find: Identify the numeral 50. Match select the numeral 50. Select Worksheet 2
Number Grid, Number Words, the numerals and the number the word for a numeral. Find Order
Buses words. Identify the word fifty. the word fifty.

Count: Identify how many tens and ones select the correct number of Worksheet 3
Make the Number, Number are in a number. Recognise which tens and ones blocks. Count Number sense
Arrows number is shown by a group of the number of tens and ones
tens and ones. to write the number.

Calculate: Split numbers into smaller add two numbers on a Worksheet 4

Broken Calculator, Space Hop, numbers to add. Identify sums calculator missing two Check
Notes, Picture Addition whose answer is the given numerals. Select sums which
number. Make amounts using add to the given number.
multiple coins or notes. Add Select coins and notes to make
10 + some more to make teen the given amount. Count the
numbers. groups and fill in the equation.

Read: Read aloud book. listen, follow the reading and Mathseeds book 75:
Book read along. 40 to 50

146
Counting Lesson 75 • Worksheet 1 Number sequence
40-50 Name

1 Complete the number lines.

30 40
35

41 45
40 48 50

2 Join the flags together to make number lines.

48 47 46 43 44 45

44 45 46 42 41 40

40 41 42 45 44 43

45 44 43 47 48 49

148 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 75 • Worksheet 2 Order
40-50 Name

1 Order the numbers. Write them in the clouds.

42 40 41 45 43 44

49 46 47 50 48
2 Write one number before.

50 41 45
43 47 48
3 Write one number after.

45 49 40
42 46 44
Copyright © Mathseeds and Blake eLearning 2016 149
Counting Lesson 75 • Worksheet 3 Number sense
40-50 Name

Write.
one more than

47 45 42 49

one less than

50 44 41 48

two more than

43 45 50 40

two less than

47 50 46 43

150 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 75 • Worksheet 4 Check
40-50 Name

1 Colour the biggest number red and the smallest number

blue in each group.

47 45 40 46
49 48

42 41 45 50
44 43

2 Colour the correct number of blocks.

49 41 46
Copyright © Mathseeds and Blake eLearning 2016 151
 Lesson 76 • The equals sign
Learning objectives Extra assistance
Children will: The equals sign is used to mean the things on either side
• use the equals sign to indicate the answer to a sum. have the same value. Show students how they can use
the equals sign in various contexts: sum and answer,
• use the equals sign to show that two sums are equal.
equal numbers, equal sums, equal groups of items,
• use the equals sign to mean ‘the same as’. equal measurements (1 pear = 1 orange on the scales),
converting measurements (1 cm = 10 mm) or money
The National Curriculum in England
(£1 + £1 = £2).
Mathematics Year 1
Number – addition and subtraction Classroom activities
Pupils should be taught to: Brainstorm
• read, write and interpret mathematical statements Ask the class to think of situations where you could use
involving addition (+), subtraction (–) and equals (=) an equals sign. Write a list and discuss the options. Each
signs student then illustrates one example and the pictures are
• add and subtract one-digit and two-digit numbers to put together to make a class book about the equals sign.
20, including zero Match Up!
Give half the class a card with an equals sign and a
Key vocabulary number 1–10 on it. The other half gets an addition sum
equals, =, sum, answer, +, same as, true, false, equal, which equals a number 1–10. Give them time to find a
match, smaller, larger, numbers 0–50, days of the week, matching partner and sit together. Each pair should then
sides, corners, number words forty-one to forty-five, more write out and illustrate their number sentence. For a more
than, less than advanced group this could be done with subtraction sums
as well.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the equals sign as count blocks to show two Worksheet 1
Using the equals sign meaning one side has the equal groups. Choose true or Number sentences
same value as the other. false for equal sums.

Sort: Differentiate items by volume match items to the box they Worksheet 2
Which Box?, Smaller or Larger and size. Recognise which fit into. Label two numbers Equal sums
Number, Big Small Short Tall, number is smaller and which smaller and larger. Order items
Falling Bricks is larger. Estimate the size of a by size. Estimate whether a
group of items. group has more or less than a
number.

Count: Measure volume in blocks. count how many blocks are in Worksheet 3
Block It, Sides and Corners Recognise the number of sides a model. Answer the question Using =
and corners on a shape. How many sides/corners?

Match: Identify the numeral 43. select the numeral 43. Match Worksheet 4
Number Grid, Days of the Recognise the days of the the days of the week. Select Check
Week, Number Words week. Match numerals and the word for a numeral.
number words.

Read: Read aloud book. listen, follow the reading and Mathseeds book 76:
Book read along. The equals sign

152
The equals
sign Lesson 76 • Worksheet 1 Number sentences

= Name

1 Make these sums true.

1+ =5 [] +3=7 2 + 6 = []

12 + 5 = [] 14 + = 19 [] + 7 = 20

2 Colour the true sums.

Cross out the false sums.

2+5=9 3+6=9 4+5=9

15 + 5 = 20 11 + 5 = 17 13 + 5 = 18

3 Write three sums which equal the same amount.

+ = 10 + = 10 + = 10

+ = 15 + = 15 + = 15

+ = 20 + = 20 + = 20

154 Copyright © Mathseeds and Blake eLearning 2016

The equals
sign Lesson 76 • Worksheet 2 Equal sums

= Name

1 Colour the sums which are equal.

Cross out the sums which are not.

6+3=1+8 4+4=5+5 1+5=3+3

6 + 6 = 11 + 1 10 + 5 = 12 + 3 13 + 6 = 17 + 1

2 Match the equal sums.

1+9= = 15 + 4

12 + 5 = = 11 + 3

10 + 9 = = 10 + 7

7 + 7 = =6+4

3 Make these equal sums true.

10 + 1 = 9 + 12 + 4 = +3

10 + = 12 + 1 15 + = 16 + 2

+ 4 = 13 + 1 5+5= +
Copyright © Mathseeds and Blake eLearning 2016 155
The equals
sign Lesson 76 • Worksheet 3 Using =

= Name

1 Put the correct sign in each box. You can use +, – or =.

10 5 15 6 3 3

11 2 13 10 2 8

16 1 17 5 4 1

2 Colour the equals sign when it is true.

Cross it out if it is false.
4 = 3 12 + 0 = 10 + 2

5 + 6 = 12 10 + 10 = 18 + 1

5 = 5 11 + 4 = 15

= =

156 Copyright © Mathseeds and Blake eLearning 2016

The equals
sign Lesson 76 • Worksheet 4 Check

= Name

1 Write the sums. The first is done for you.

4 + 4 = 8

2 Draw lines to join the equal sums.

Copyright © Mathseeds and Blake eLearning 2016 157
Counting Lesson 77 • Worksheet 1 Counting by 2s and 5s
by 2s
and 5s Name

1 Colour the 2s pattern yellow. Colour the 5s pattern red.

1 2 3 4 5 6 7 8

18 17 16 15 14 13 12 11 10

19

20 21 22 23 24 25 26 27 28

29

38 37 36 35 34 33 32 31 30

39

40 41 42 43 44 45

2 Which numbers did you

colour yellow and red?
160 Copyright © Mathseeds and Blake eLearning 2015
Counting Lesson 77 • Worksheet 2 Skip counting
by 2s
and 5s Name

1 Complete the number lines.

Count by 2s.

2 4 6 8 10 12 14 16 18 20

Count by 5s.

5 10 15 20 25 30 35 40 45 50

2 Complete the number lines.

+2 +2 +2 +2 +2 +2 +2 +2 +2 +2

0 2 4 6 8 10 12 14 16 18 20

+5 +5 +5 +5 +5 +5 +5 +5 +5 +5

0 5 10 15 8 10 12 14 16 18 50

Copyright © Mathseeds and Blake eLearning 2015 161

Counting Lesson 77 • Worksheet 3 Skip count to add
by 2s
and 5s Name

1 Circle.
groups of 2
How many
altogether?

groups of 5

How many
altogether?

2 Skip count to add.

+ =

+ =

   + =

162 Copyright © Mathseeds and Blake eLearning 2015

Counting Lesson 77 • Worksheet 4 Check
by 2s
and 5s Name

1 Draw 2 cookies in each jar.

Count by 2s. How many cookies?

2 Draw 5 eggs in each nest.

Count by 5s. How many eggs?

Copyright © Mathseeds and Blake eLearning 2015 163

 Lesson 78 • Position part 2
Learning objectives Extra assistance
Children will: Position and direction vocabulary can be used in many
• recognise how to tell left from right. games and activities, such as Simon Says; following written
directions to a place on the playground; reading directions
• identify left and right.
to mark a spot on a map; having pairs of students direct
• follow verbal directions as to position and movement. each other around the room; or giving instructions to a
draw a picture and seeing how it turns out. A helpful tool,
The National Curriculum in England
especially for EAL students, could be a poster or booklet
Mathematics Year 1 of position and direction vocabulary with meanings and
Geometry – position and direction illustrations.
Pupils should be taught to:
Classroom activities
• describe position, direction and movement, including
whole, half, quarter and three-quarter turns Build it!
Notes and guidance: Give each student a stack of coloured building blocks.
Have pairs of pupils erect a barrier between them or sit
Pupils use the language of position, direction and motion,
back to back. One student builds with their blocks while
including: left and right, top, middle and bottom, on top
describing their movements to the other, who tries to copy
of, in front of, above, between, around, near, close and
them. At the end, see if they have the same structure.
far, up and down, forwards and backwards, inside and
Swap roles and go again.
outside.
Robot and Programmer
Key vocabulary Put the class into pairs and designate one of them as the
left, right, up, down, move, above, under, squares, more robot and the other as the programmer. The robot can
than, less than, order, ordinal numbers from 1st to 8th, only do exactly what the programmer tells them to do. Ask
numerals 1–60 the programmers to make their robots move to a certain
place or perform a particular task. They must give detailed
instructions, eg ‘walk forward ten steps’, not just ‘walk
forward’. After a while, have them swap roles and play
again.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify left and right. Follow recognise items on the left or Worksheet 1
Recognise left and right directions around a grid. right. Follow directions to find Left and right
Song: Do You Know the an item.
Difference?

Directions: Comprehend position tap left or right according to Worksheet 2

Right or Left?, Maps, Above vocabulary. verbal instructions. Follow Vocabulary
and Below directions to move around a
grid. Select the item in the
position described.

Compare: Measure area in squares using count squares to identify Worksheet 3

How Many Squares?, Falling a grid. Identify the size of a which shape is larger. Estimate Follow directions
Bricks group of items. whether a group has more or
less than a given number.

Find: Identify the numeral 45. select the numeral 45. Choose Worksheet 4
Number Grid, Continue the Recognise a pattern. Order the next item in the pattern. Check
Pattern, Ice Cream Scoops, ordinal numbers. Put numbers Move ordinal numbers into
Number Line Balloons in order on a number line. order. Move numbers onto a
number line.

Read: Read aloud book. listen, follow the reading and Mathseeds book 78:
Book read along. Find the Treasure

164
 Position
part 2 Lesson 78 • Worksheet 1 Left and right
Name

Colour:
the left shoe blue. the left leg pink.
the right shoe yellow. the right leg purple.
the right arm green. the rest of the clown orange.
the left arm red.
166 Copyright © Mathseeds and Blake eLearning 2016
Position
part 2 Lesson 78 • Worksheet 2 Vocabulary
Name

Write.
left or right

up or down

above or under

Copyright © Mathseeds and Blake eLearning 2016 167

 Position
part 2 Lesson 78 • Worksheet 3 Follow directions
Name

Follow directions to find the treasure.

• Start here
• up 2
• left 3
• up 1
• right 2
• up 1
• right 2 Now draw the treasure in this square!
168 Copyright © Mathseeds and Blake eLearning 2016
Position
part 2 Lesson 78 • Worksheet 4 Check
Name

1 In each pair colour left yellow, right red.

2 Draw:
a flower to the right of the tree.
a bird flying above the tree.
an apple under the tree.
a person to the left of the tree.

Copyright © Mathseeds and Blake eLearning 2016 169

 Lesson 79 • Counting by tens
Learning objectives Extra assistance
Children will: Counting by tens provides a number of patterns students
• skip count by 10s. can discover. Have them colour the tens on a hundred
chart. They can see the pattern of placement at the end of
• skip count on the hundred chart.
each row. They could notice the tens always have zero on
• count groups of 10 to find a total. the end, and that their first digit rises by one – 1, 2, 3, 4
and so on – reflecting the top line of the number square.
The National Curriculum in England
For advanced students, have them count by tens off the
Mathematics Year 1 decade and see how this is different.
Number - number and place value
Classroom activities
Pupils should be taught to:
• count to and across 100, forwards and backwards, Match Up!
beginning with 0 or 1, or from any given number Give one third of the class a ten to 100 (10, 20, etc),
• count, read and write numbers to 100 in numerals; another third get the matching words and the last third
count in multiples of twos, fives and tens have 1 to 10 Base ten sticks. Give them time to find their
matching partners and sit together. Then ask them to
• identify and represent numbers using objects and
make a poster showing the number in numerals, words
pictorial representations including the number line,
and Base ten sticks. Hang these up to show the counting
and use the language of: equal to, more than, less
by 10s pattern.
than (fewer), most, least
Order, Order!
Key vocabulary Give individual students a set of cards for the tens (10,
count, groups of ten, number square, –, =, numbers from 20, 30 and so on) to 100. Ask them to lay the cards out
0–100, number line, sides, corners, triangle, rectangle, in correct order and count them out loud. Next they are
square, pentagon, place value, smallest number, number going to race to put them in reverse order, 100 to 10. Say
words forty-five to fifty ‘ready, set, go!’ Praise the fastest. Count the tens out loud
backwards. Repeat until they are fluently ordering and
counting backwards as well as forwards.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce skip counting by 10s to make groups of 10 and count by Worksheet 1
Skip counting 100. Use the number square to 10s. Find the tens on a hundred Groups of 10
count by tens. chart and count by 10s forwards
Song: Let’s Count by Tens and backwards.

Place value: Put numbers in order on a move numbers into position on Worksheet 2
Number Line Balloons, number line. Recognise the the number line. Count the tens Counting by 10s
Number Arrows, Place Value number being shown by a group and ones to write the number.
Machine, Cheeky 100 Mouse of tens and ones. Understand Use three numerals to make the
place value in three digit smallest possible number. Drag
numbers. Identify a number’s numbers to their places in the
place on the hundred chart. number square.
Find: Identify the numeral 99. select the numeral 99. Answer Worksheet 3
Number Grid, Sides and Recognise the number of sides the question How many sides/ The number square
Corners, Number Words and corners on a shape. Match corners? Select the word for a
numerals and number words. numeral.
Operations: Subtract some items from a count how many, take some Worksheet 4
Banana Skins, Rabbit Food group and find the new total. away, count how many left. Give Check
Share items into groups of a each rabbit some carrots, then
certain size and find the total. find the total.
Read: Read aloud book. listen, follow the reading and Mathseeds book 79:
Book read along. Count to 100

170
Counting Lesson 79 • Worksheet 1 Groups of 10
by tens Name

1 Circle groups of ten.

Count by 10s. How many altogether?

Count by 10s. How many altogether?

Count by 10s. How many altogether?

2 Count the tens. How many altogether?

172 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 79 • Worksheet 2 Counting by 10s
by tens Name

1 Complete the number line.

+10 +10 +10 +10 +10 +10 +10 +10 +10 +10

0 10 20 30 8 10 60 14 16 18 100

2 Order the numbers. Write in the bubbles.

30 10 20 60 40 50

90 80 100 70

3 Colour 90.

90
Copyright © Mathseeds and Blake eLearning 2016 173
Counting Lesson 79 • Worksheet 3 The number square
by tens Name

1 Complete the number square.

1 2 3 5 6 7 9 10

11 12 14 15 16 17 18 19 20

21 22 23 24 25 26 28 29

31 32 33 34 35 36 37 38 39

41 42 44 45 46 47 48 49

51 52 53 54 55 56 57 58 59

61 62 63 64 65 66 67 68 69 70

72 73 74 75 77 78 79

81 82 83 84 86 87 88 89

91 92 93 94 95 96 98 99 100

2 Colour the 10s pattern.

3 What is the same in all the tens?
______________________________________________________
4 How do the tens change?
______________________________________________________

174 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 79 • Worksheet 4 Check
by tens Name

1 Draw 10 of each fruit.

2 Count by tens. How many fruit altogether? _______

Copyright © Mathseeds and Blake eLearning 2016 175
 Lesson 80 • Data part 1
Learning objectives Extra assistance
Children will: Start representing data with young students by using
• read a table of picture data. concrete objects and pictograms with one-to-one
correspondence. Have them sort attribute blocks by colour,
• identify categories with the most items.
size or shape and place them into piles. Next, draw each
• use tally marks to record and read information. item into the correct column in a pictogram. Then count
• fill in pictograms. each category and write the total at the bottom of the
column. Ask them simple questions about their data, eg
The National Curriculum in England Which category has the most?
Mathematics Year 2
Classroom activities
Statistics
Pupils should be taught to: Good Questions
• interpret and construct simple pictograms, tally charts, Ask pairs of students to come up with a survey question
block diagrams and simple tables which will give a limited number of answers. For example,
What sports do you like? may give a lot of answers,
• ask and answer simple questions by counting the
whereas What sport did you play last weekend? will be
number of objects in each category and sorting the
more limited. When each pair has a good question, have
categories by quantity
a research session where they go around the room asking
• ask and answer questions about totalling and each other their questions and recording the answers with
comparing categorical data tallies.

Key vocabulary The Lunch Table

Create a table of the foods everyone had for lunch
table, information, numbers 0–100, data, tally marks,
today. On the board, draw up a table with appropriate
count, most, picture, graph, pictograms, o’clock, number
categories for your class, such as sandwich, leftovers, fruit,
words one to twelve, tens, ones, sum, answer, –, =, sixty,
vegetables, meat, and so on. Ask each child to put a tally
seventy, eighty, ninety, one hundred, thirty, half past
mark in the categories they had today. At the end, total
each column and ask questions, eg Which is the most
popular lunch food?

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea of a table count items pictured in a Worksheet 1
Record data for recording data. Use table. Use tally marks to Tables
pictures, tallies and numbers. show how many items were
Song: Old McDizzy had a Farm counted. Count tally marks.

Show: Make a pictogram to match fill the columns in a pictogram Worksheet 2

Picture Graphs, O’clock Clocks the data given. Tell time on the correctly. Move the small hand Tally marks
hour with an analogue clock. on the clock to show the hour.

Find: Identify the word graph. select the word graph. Find Worksheet 3
Pizza Sauce, Number Grid, Recognise the number 81. the number 81. Select the Pictograms
Number Words, Half Past Match the numerals and the word for a numeral. Select
Clocks number words. Recognise the the time being shown on the
time on an analogue clock. clock.
Calculate: Calculate the number being count the tens and ones to Worksheet 4
Number Arrows, Four in a Row shown by a group of tens write the number. Match each Check
and ones. Identify sums that number to a sum.
have the given number as an
answer.

Read: Read aloud book. listen, follow the reading and Mathseeds book 80:
Book read along. Picture Graphs

176
 Data Lesson 80 • Worksheet 1 Tables
part 1 Name

1 Dizzy collected eggs. He made this table.

3
4
2

How many ? How many ?

How many ? How many altogether?

Which egg is there most of?

Which egg is there least of?

2 Finish the table.

What could this
table show?
____________________
____________________
____________________
____________________
178 Copyright © Mathseeds and Blake eLearning 2016
Data Lesson 80 • Worksheet 2 Tally marks
part 1 Name

1 Count the tally marks. Write the number.

1111 =5

1111
1111 111
1111 1
2 How many starfish altogether?

3 Write these numbers in tally marks.

1 7

5 10

3 9
Copyright © Mathseeds and Blake eLearning 2016 179
 Data Lesson 80 • Worksheet 3 Pictograms
part 1 Name

1 This is a graph of Class 1M’s fruit today.

Fruit
How many ?

How many ?

How many ?

How many fruit

altogether?

What is the most popular fruit? ____________________

What is the least popular fruit? ____________________

2 Turn this graph into a tally table.

180 Copyright © Mathseeds and Blake eLearning 2016

Data Lesson 80 • Worksheet 4 Check
part 1 Name

Complete the table. Use tally marks.

1111 4

Which shape is there most of?

Which shape is there least of?

How many shapes altogether?

Copyright © Mathseeds and Blake eLearning 2016 181

 Lesson 81 • 50 to 70
Learning objectives Extra assistance
Children will: Students should by now be comparing two or more
• identify the numbers 50–70. numbers based on place value. They know the units 0-9
always appear in order from smallest to largest and repeat
• order the numbers from 50–70.
in each decade. They know the tens go up by one in each
• recognise the sequence of the numbers 50–70. decade, echoing the 0-9 order again. When comparing
numbers, point out that they must first compare the tens,
The National Curriculum in England
then the ones. Play games where the aim is to choose the
Mathematics Year 1 largest or smallest number to give them practise at this.
Number – number and place value
Classroom activities
Pupils should be taught to:
• count to and across 100, forwards and backwards, Larger or Smaller?
beginning with 0 or 1, or from any given number Give each student a number up to 70 on a card. Keep
• count, read and write numbers to 100 in numerals it secret! Ask students to pair up with someone and
compare numbers silently. The student with the smaller
• given a number, identify one more and one less
number must sit down. The students left standing pair
Key vocabulary up again and again, until the student with the highest
number is left standing. Play again, this time looking for
count, numerals from 0–100, before, after, smaller, larger, the smallest numbers.
tens, ones, fifty-one, fifty-five, fifty-seven, fifty-eight, sixty,
Order, Order!
place value
Give each student a set of cards with ten random numbers
from 0-70. Ask them to lay the cards out in numerical
order from smallest to largest. Next they are going to race
to put them in reverse order. Say ‘ready, set, go!’ Praise
the fastest. Ask them to swap cards with the person next
to them and race again to put the new cards in order and
then in reverse.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise the numbers from 50 to 70. put missing numbers in the hundred Worksheet 1
Count and order Order and count the numbers. chart and count from 50 to 70. Number sequence
Song: 70 Times Round the Identify numbers before and after a
Playground given number.

Order: Put numbers in order on a number move numbers into position on the Worksheet 2
Number Line Balloons, Cheeky line. Identify a number’s place on number line. Drag numbers to their Order
100 Mouse the hundred chart. places in the number square.

Find: Identify the word sixty. Recognise select the word sixty. Find the Worksheet 3
Buses, Number Grid, Rabbit the numeral 70. Share items into numeral 70. Give each rabbit a Number sense
Food, Number Words groups of a certain size and find certain number of carrots, then
the total. Match numerals and find the total. Select the word for a
number words. numeral.

Number: Recognise the numbers being label two numbers smaller and Worksheet 4
Smaller or Larger Number, shown by groups of tens and larger. Count the tens and ones Check
Number Arrows, Place Value ones. Understand place value in to write the number. Use three
Machine three-digit numbers. numerals to make the smallest
possible number.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 81:
Book along. Count by tens

182
Numbers Lesson 81 • Worksheet 1 Number sequence
50 to 70 Name

1 Complete the rows.

51 52 58 59

64 65 69 70

2 Join the caterpillars together to make number lines.

64 65 66 67 55 54 53

50 51 52 53 68 69 70

59 58 57 56 61 62 63

57 58 59 60 54 55 56

184 Copyright © Mathseeds and Blake eLearning 2016

Numbers Lesson 81 • Worksheet 2 Order
50 to 70 Name

1 Order the numbers. Write them in the snakes.

63 65 61 64 62

52 54 50 51 53

67 66 69 68 70

58 61 62 60 59

Copyright © Mathseeds and Blake eLearning 2016 185

Numbers Lesson 81 • Worksheet 3 Number sense
50 to 70 Name

1 Circle the biggest number. Put a cross on the smallest number.

64 69 60
57 51 55

52 50 56 65

2 Write the number before.

51 70 68
63 66 52
3 Write the number after.

59 60 58
50 69 65
186 Copyright © Mathseeds and Blake eLearning 2016
Numbers Lesson 81 • Worksheet 4 Check
50 to 70 Name

1 Write the number

two more than.

59 67 50
two less than.

64 55 70
2 Complete the number lines.

50 30 8 55 60 14 16 18 100

60 61 30 8 55 60 14 16 18 100

3 Write these numbers from smallest to largest.

59 70 65 50 68 53 61 56
______________________________________________________

Copyright © Mathseeds and Blake eLearning 2016 187

 Lesson 82 • Chance part 1
Learning objectives Extra assistance
Children will: Learning about chance and its terminology can be
• identify situations that definitely will or won’t happen. particularly difficult for EAL students. Be sure to give
them opportunities to learn the meanings and limitations
• recognise that some events might happen.
of the words to be used. Brainstorm lists of events that
• use the terms more and less likely, possible and will or won’t happen today. Take it to a broader level and
impossible. discuss things that won’t ever happen (the impossible) or
situations that might or might not happen at some point
The National Curriculum in England
(the possible). Don’t stray too far into the realms of sci-fi!
Mathematics Year 2
Statistics Classroom activities
Pupils should be taught to: Which Hat?
• interpret and construct simple pictograms, tally charts, Place three hats on the floor with the labels will, won’t
block diagrams and simple tables and might happen. Have a set of pictures of situations,
• ask and answer simple questions by counting the some which are impossible, some which may or may not
number of objects in each category and sorting the happen, and some which definitely will happen. Each
categories by quantity student chooses one and explains which hat they think it
should go in. Encourage the class to discuss (politely) any
• ask and answer questions about totalling and
events they disagree on.
comparing categorical data
Draw it, Label it
Key vocabulary Give each student a piece of paper and ask them to fold
chance, will, won’t, might, happen, right, left, more, less, it in half. Have them draw something which is impossible
likely, numerals 0–28, picture graph, pattern, calculator, on one side and something which is possible on the other.
+, =, possible, impossible, clock, half past, thirty, number Ask them to write the labels possible and impossible at the
words one to twelve, seventy, order, ordinal numbers 1st top. Then ask them whether they should write the words
to 8th will, won’t or might at the bottom of each picture.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the language of chance identify whether an event will or Worksheet 1
Recognise the chances – will, won’t, might happen. won’t happen. Recognise that Will, won’t, might
Song: We Can Be Certain of That some events might happen.

Match: Identify situations which are label two situations as more likely Worksheet 2
More or Less Likely, Possible or more or less likely, or possible or and less likely or as possible and More or less likely
Impossible, Half Past Clocks, impossible. Recognise the time on impossible. Select the time being
Ice Cream Scoops an analogue clock. Order ordinal shown on the clock. Move the
numbers. ordinal numbers into order.

Make: Make a picture graph to match fill the columns in a picture graph Worksheet 3
Picture Graphs, Broken the data given. Break a number correctly. Add two numbers on a Possible and
Calculator into two parts to add to another calculator without using certain impossible
number. numerals.

Find: Comprehend position vocabulary. tap left or right according to verbal Worksheet 4
Right or Left?, Continue the Recognise a pattern and select instructions. Choose the next item Check
Pattern, Number Word Clouds the next item. Identify the word in the pattern. Select the word
seventy. seventy.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 82:
Book along. More or less likely

188
Chance Lesson 82 • Worksheet 1 Will, won’t, might
part 1 Name

Write will, won’t or might happen for each picture.

190 Copyright © Mathseeds and Blake eLearning 2016

Chance Lesson 82 • Worksheet 2 More or less likely
part 1 Name

Circle the picture which is less likely.

Colour the picture which is more likely.

Copyright © Mathseeds and Blake eLearning 2016 191

Chance Lesson 82 • Worksheet 3 Possible and impossible
part 1 Name

Colour the possible animals and cross out the impossible animals.

192 Copyright © Mathseeds and Blake eLearning 2016

Chance Lesson 82 • Worksheet 4 Check
part 1 Name

Draw something

impossible. possible.

that won’t happen. that will happen.

that might happen.

Copyright © Mathseeds and Blake eLearning 2016 193

 Lesson 83 • Money part 2
Learning objectives Classroom activities
Children will: Shopping
• recognise the value of notes and coins. Students each have a group of play notes and coins; review
• use multiple coins and notes to make amounts. their values. Hand out a catalogue to each pair of students
and ask one student to be the shopkeeper and the other
• add amounts of money to find a total.
the customer. The customer chooses an item and works
The National Curriculum in England out which notes and coins they will use. The shopkeeper
takes their money and gives them any change needed.
Mathematics Year 1 Then they swap roles and go again.
Measurement Larger or Smaller?
Pupils should be taught to: Give each student a picture of a note or coin on a card.
• recognise and know the value of different Keep it secret! Ask students to pair up with someone
denominations of coins and notes and compare money silently. The student with the smaller
amount must sit down (if they have the same amount,
Key vocabulary both remain standing). The students left standing pair up
money, pounds, £, numerals 0–20, 50, 100, +, =, p, pence, again and again, until only the students with the highest
coins, notes, price, change, –, total, cost note are left standing. Play again looking for the lowest
amount, the smallest coin.
Extra assistance
When using money in the ‘real’ world, people add
prices together, subtract to find change, and compare
costs. The strategies students have learned for addition,
subtraction and comparing numbers can be directly
transferred to dealing with money. Make this connection
clear to students so they feel confident when given money
problems to solve. Lots of practice in a class shop will also
build their confidence.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Add prices of items to find add amounts of money using Worksheet 1
Using money totals. Identify different an equation and a number Notes and coins
amounts of notes and coins line. Find the group of notes
that make £20. and coins that equals £20.
Song: Let’s Go Shopping

Find: Recognise each coin and note match the coins and notes to Worksheet 2
Money, Coins to £2, Notes and its value. Make amounts their values. Select the coins Make amounts
of money with multiple coins and notes to make the given
or notes. amount.

Calculate: Add three numbers together add three numbers to find the Worksheet 3
Add Three, How Much in an equation. Use answer to a sum. Subtract an Add money
Change?, Counting by 2s, subtraction to find the amount item’s price from your money
How Much Altogether? of change. Count by twos to to find the change. Count
add. Use addition to find a pairs of items to find a total.
total cost. Add two prices to find a total
for an equation.

Compare: Compare the prices of items in read price tags to identify the Worksheet 4
Prices pounds and pence. item which costs the most or Check
least.
Read: Read aloud book. listen, follow the reading and Mathseeds book 83:
Book read along. Dinosaur day

194
 Money
part 2 Lesson 83 • Worksheet 1 Notes and coins

£ Name

Join each item to the correct coin or note.

2p

£1

20p
10p

£5
5p

50p
1p

£50
£20

£10

196 Copyright © Mathseeds and Blake eLearning 2016

Money
part 2 Lesson 83 • Worksheet 2 Make amounts

£ Name

Colour the money to make the amount.

35p

80p

£1.51

£1.26

£6

£11.55

Copyright © Mathseeds and Blake eLearning 2016 197

 Money
part 2 Lesson 83 • Worksheet 3 Add money

£ Name

1 How much altogether? Write the answer to the sum.

£11 + £3 =

£14 + £5 =

£18 + £2 =

£15 + £1 =

2 Circle two items you can buy with a £20 note and fill in the sum.

£5 £15 £7

£3 £12

+ =

198 Copyright © Mathseeds and Blake eLearning 2016

Money
part 2 Lesson 83 • Worksheet 4 Check

£ Name

1 Colour the right amount of money.

£10 £15 £20

2 Circle the most expensive toy and cross out the cheapest toy.

£20 £12 £5

£17 £9 £1

3 Which three toys above can you buy with a £20 note?
There are two answers!
______________________________________________________
Copyright © Mathseeds and Blake eLearning 2016 199
 Lesson 84 • Measuring length
Learning objectives Extra assistance
Children will: Using small items to measure the length of something big
• measure length using uniform units (blocks). is informal measurement. Students should be encouraged
to consider what they can use for units – pencils, counters,
• compare lengths based on measurements.
blocks, handspans or finger-widths. Have them measure
The National Curriculum in England a variety of items using various units. Lead a discussion
toward the conclusion that the units must be uniform –
Mathematics Year 1 the exact same size and shape – in order to give useful
Measurement measurements. This is a key understanding.
Pupils should be taught to:
Classroom activities
• compare, describe and solve practical problems for:
lengths and heights [for example, long/short, longer/ Guessing Competition
shorter, tall/short, double/half] Give students a sheet with a list of items in the room – a
• measure and begin to record the following: lengths book, a desk, a marker, a tissue box and so on. Show
and heights them an informal unit to be used to measure the length
Notes and guidance: of these items, such as a block. Have them estimate how
many units long each item will be and write it on the
Pupils move from using and comparing different types
sheet. Measure and compare their guesses to the true
of quantities and measures using non-standard units,
measurement.
including discrete (for example, counting) and continuous
(for example, liquid) measurement, to using manageable Compare and Write
common standard units. Have a set of items lined up on a table. Write the phrases
is longer than and is shorter than on the board. Ask each
Key vocabulary child to choose two items and write a sentence using one
measure, ruler, numbers from 0–50, 82, long, longer, of the phrases, eg The pencil is shorter than the ruler. After
longest, shortest, shorter, count by fives, picture graph, they illustrate it with a drawing, they should choose two
column, ten, twenty, thirty, forty, fifty more items and write a sentence using the other phrase.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Measure length using uniform measure the length of items Worksheet 1
Measure length units – blocks. Compare items using a ruler made from Sort by length
by length. blocks. Choose the longer
Song: The Froggy Long Jump item.

Sort: Differentiate items by size. select the correctly sized item. Worksheet 2
Longest or Shortest, Tails Measure length

Measure: Measure length in blocks. count how many squares long Worksheet 3
Measuring Blocks, Longer or an item is. Label pairs of items Compare lengths
Shorter shorter and longer.

Find: Identify the numeral 82. Count select the numeral 82. Count Worksheet 4
Number Grid, Counting by 5s, by fives to add. Make a picture groups of 5 to find the total. Check
Picture Graphs, Rabbit Food, graph to match the data Fill the columns in a picture
Number Words given. Share items into groups graph. Give each rabbit a
and find the total. Match certain number of carrots,
numerals and number words. then find the total. Select the
word for a numeral.

Read: Read aloud book. listen, follow the reading and Mathseeds book 84:
Book read along. Measuring length

200
Measuring Lesson 84 • Worksheet 1 Sort by length
length
Name

1 Colour the longer animal red and the shorter animal blue.

2 Circle the longest. Cross out the shortest.

3 Draw

a long scarf. short pants.

202 Copyright © Mathseeds and Blake eLearning 2016
Measuring Lesson 84 • Worksheet 2 Measure length
length
Name

How long? Count the blocks.

The pencil is
blocks long.

The sharpener is
blocks long.

The cylinder is
blocks long.

The paintbush is
blocks long.

The glue stick is

blocks long.

Copyright © Mathseeds and Blake eLearning 2016 203

Measuring Lesson 84 • Worksheet 3 Compare lengths
length
Name

Count the length. Label them longer and shorter.

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

204 Copyright © Mathseeds and Blake eLearning 2016

Measuring Lesson 84 • Worksheet 4 Check
length
Name

1 How long is each shape?

blocks long

blocks long

blocks long

blocks long

2 Draw

a shorter rocket. a longer truck.

Copyright © Mathseeds and Blake eLearning 2016 205
 Lesson 85 • Find the difference part 2
Learning objectives Extra assistance
Children will: There are two approaches to subtraction on the number
• match items and count to find the difference. line. One is to start at the larger number and count back
the number to be taken away. In the example 7 – 3 =,
• find the difference between two numbers on the
start at the 7 and count back 3 places: 6, 5, 4. The last
number line.
number is the answer: 7 – 3 = 4.
• use the subtraction equation.
The second approach is to mark both numbers and count
The National Curriculum in England the spaces between. In the above example, mark the 7 and
the 3. Count the spaces: from 3 to 4, 4 to 5, 5 to 6, 6 to
Mathematics Year 1 7. That’s 4 spaces, so 7 – 3 = 4. Both approaches give the
Number – addition and subtraction same answer, but students may find one easier to use than
Pupils should be taught to: the other, so present both.
• read, write and interpret mathematical statements
Classroom activities
involving addition (+), subtraction (–) and equals (=)
signs Jump to it!
• represent and use number bonds and related Draw a number line on the playground up to 20. Ask a
subtraction facts within 20 student to stand on a given number. Give them a second,
• add and subtract one-digit and two-digit numbers to smaller number and ask them to take it away, i.e. move
20, including zero back that many places. They should then be able to
tell you the difference between the two numbers – the
• solve one-step problems that involve addition and
number they are standing on.
subtraction, using concrete objects and pictorial
representations Count the Difference
Use your number line to 20. Ask two students to stand on
Key vocabulary different numbers. Have a third student count the steps
difference, count, numbers from 1 to 70, number line, –, from one to the other to find the difference between
=, take away, minus, equals, calculator, change, £, sum, the numbers. Show students that it doesn’t matter what
answer, match direction they count in, the number of places between is
what is important.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Find the difference between match up items to count the Worksheet 1
Find the difference two numbers by counting difference. Mark two numbers Find the difference
items or using a number line. on a number line and count
Song: I’m Going to Find the the spaces between to find
Difference the difference.

Count to subtract: Subtract some items from a count items to find the total, Worksheet 2
Banana Skins, Take Away, group and find the new total. number taken away and Number lines
Apple Tree, Cookie Gremlin, Fill in a subtraction number amount left. Count items to
Ten Pin Bowling sentence. fill an equation.

Calculate: Break a larger number into add two numbers on a Worksheet 3

Broken Calculator, How Much two parts to add to another calculator without using Number sentences
Change?, Four in a Row number. Use subtraction to certain numerals. Subtract the
find the change. Identify price of an item from the total
subtraction sums with the to find the change. Match
correct answer. each number to a sum.

Find: Identify the numeral 69. select the numeral 69. Worksheet 4
Number Grid Word problems

Read: Read aloud book. listen, follow the reading and Mathseeds book 85:
Book read along. How to find the difference

206
 Find the Lesson 85 • Worksheet 1 Find the difference
difference
part 2 Name

What is the difference?

The difference between 17 and 12 is .

❤❤❤❤❤❤❤❤❤❤
The difference between 15 and 10 is .

✿✿✿✿✿✿✿✿✿✿✿✿✿✿✿✿✿✿✿✿
✦✦✦✦✦✦✦✦✦✦✦✦✦✦✦✦✦✦✦
20 – 19 =

✖✖✖✖✖✖✖✖✖✖✖✖✖✖✖✖✖✖

18 – 15 =
208 Copyright © Mathseeds and Blake eLearning 2016
 Find the Lesson 85 • Worksheet 2 Number lines
difference
part 2 Name

1 Jump back to find the difference.

10 11 12 13 14 15 16 17 18 19 20

20 – 4 =

10 11 12 13 14 15 16 17 18 19 20

18 – 6 =

2 Count the spaces to find the difference.

10 11 12 13 14 15 16 17 18 19 20

19 – 16 =

10 11 12 13 14 15 16 17 18 19 20

16 – 11 =

Copyright © Mathseeds and Blake eLearning 2016 209

 Find the Lesson 85 • Worksheet 3 Number sentences
difference
part 2 Name

Write the number sentence and find the difference.

✿✿✿✿✿✿✿✿✿✿✿✿✿✿
❀❀❀❀❀❀❀❀❀
_________________________________

_________________________________

10 11 12 13 14 15 16 17 18 19 20

_________________________________

10 11 12 13 14 15 16 17 18 19 20

_________________________________

210 Copyright © Mathseeds and Blake eLearning 2016

 Find the Lesson 85 • Worksheet 4 Word problems
difference
part 2 Name

Use the number line to find the difference and fill in the sum.

Mango has 17 apples. Ruby has 8 pears.

What is the difference?

– =

Waldo has 19 carrots. Doc has 5 beans.

What is the difference?

– =

Copyright © Mathseeds and Blake eLearning 2016 211

Counting Lesson 86 • Worksheet 1 Number sequence
70–100 Name

1 Complete the number lines.

71 8 55 75 16 18 100 79

30 8 83 60 14 16 87 100

30 92 55 60 14 16 18 100

2 Join the snakes together to make number lines.

81 82 83 84 90 91 92

94 95 96 97 76 77 78

72 73 74 75 85 86 87

86 87 88 89 98 99 100

214 Copyright © Mathseeds and Blake eLearning 2015

Counting Lesson 86 • Worksheet 2 Order
70–100 Name

1 Complete the number chart.

52 54 56 58 60

61 62 63 67 68 69

74 75 76 80

81 86 87 88

93 96 97

2 Write the number before.

80 72 91
100 78 87
3 Write the number after.

76 99 82
89 90 70
Copyright © Mathseeds and Blake eLearning 2015 215
Counting Lesson 86 • Worksheet 3 Number sense
70–100 Name

1 Circle the biggest number. Put a cross on the smallest number.

78 87 80 85 89 88

70 100 79

2 Write the number two more than.

93 79 98
91 75 87
3 Write the number two less than.

100 91 72
86 80 77
216 Copyright © Mathseeds and Blake eLearning 2015
Counting Lesson 86 • Worksheet 4 Check
70–100 Name

Match.

thirty 10

one hundred 20

sixty 30

eighty 40

forty 50

ninety 60

twenty 70

seventy 80

fifty 90

ten 100

Copyright © Mathseeds and Blake eLearning 2015 217

 Lesson 87 • Time: digital half past
Learning objectives Extra assistance
Children will: Digital time introduces the concept of hours being sixty
• read and identify half past times on digital clocks. minutes long. Teach the parts of the digital clock in stages.
Begin by teaching digital time on the hour, where the first
• add one hour to a time.
number is the hour, followed by :00. Next, teach half past.
• match digital and analogue clocks. Introduce the idea that each hour is 60 minutes, so half past
the hour is 30 minutes, shown with :30. Equate digital time
The National Curriculum in England
to analogue clocks with minute markers to give students a
Mathematics Year 1 visual representation of the sixty minute concept.
Measurement
Classroom activities
Pupils should be taught to:
• compare, describe and solve practical problems for: Make it!
time [for example, quicker, slower, earlier, later] Give students a paper plate, a split pin paper fastener and
• measure and begin to record the following: time two cardboard arrows, one longer than the other. Ask
(hours, minutes, seconds) them to write the numbers 1 to 12 around the plate and
fasten the arrows through the middle to be the hands of
• sequence events in chronological order using language
the clock. Hold up o’clock and half past times in digital
[for example, before and after, next, first, today,
time and in words and ask them to match their clock to
yesterday, tomorrow, morning, afternoon and evening]
the time.
• tell the time to the hour and half past the hour and
When is it?
draw the hands on a clock face to show these times
Write a schedule for each school day. Divide a large piece
Key vocabulary of paper into half-hour blocks and write in the daily
activities. For example: 9:00 – reading, 10:00 – writing,
digital, half past, thirty, clock, numbers 1–12 and 30,
11:00 – recess, 11:30 – maths, 1:00 – lunch, 2:00 – art,
+, hour, half-hour, longer, shorter, small hand, o’clock,
2:30 – library, 3:00 – home time. Ask the class to watch
number words one to twelve, pattern, days of the week,
the clock and when the time comes to change activity they
picture graph, smaller, larger, numbers 50–70
have to tell the teacher.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify half past times on find the half past times on Worksheet 1
Recognise the time digital clocks. Add one hour to digital clocks. Match digital Digital time
find the new time. and analogue times. Find one
Song: Digital Time is Easy hour later.

Match: Tell time on the hour and half move the small hand on the Worksheet 2
O’clock Clocks, Half Past hour on an analogue clock. clock to show the hour or half Half past
Clocks, Days of the Week Recognise the time on an hour. Select the time being
analogue clock. Recognise the shown on the clock. Match
days of the week. the days of the week.

Compare: Estimate the length of label the activities longer or Worksheet 3

How Long Does it Take?, time activities would take. shorter in terms of time. Label Time
Smaller or Larger Number Recognise which numbers are two numbers smaller and
smaller and larger. larger.

Make: Make a picture graph to fill the columns in a picture Worksheet 4

Picture Graphs, Continue the match the data. Recognise a graph correctly. Choose the Check
Pattern, Rabbit Food pattern and select the next next item in the pattern.
item. Share items into groups Give each rabbit a number of
and find the total. carrots and find the total.
Read: Read aloud book. listen, follow the reading and Mathseeds book 87:
Book read along. Half-hour

218
 Time: Lesson 87 • Worksheet 1 Digital time
Digital
Name
half past

1 Match the digital times to the clocks.

I I : 00

7 : 30

5 : 00

2 : 30

2 Write the missing numbers in the digital clocks.

half past one four o’clock

04 : 00 05 : 00
nine o’clock half past twelve

00: 00 00: 00
220 Copyright © Mathseeds and Blake eLearning 2016
Time: Lesson 87 • Worksheet 2 Half past
Digital
Name
half past

What time is it? Fill in the missing parts.

04 : 30
half past ________

04 : 30
half past eight

04 : 30
_______________________

04 : 30
_________________ eleven
Copyright © Mathseeds and Blake eLearning 2016 221
 Time: Lesson 87 • Worksheet 3 Time
Digital
Name
half past

What is the time one hour later?

two o’clock + 1 hour = 05 : 00

seven o’clock + 1 hour = 05 : 00
twelve o’clock + 1 hour = 05 : 00
five thirty + 1 hour = 05 : 00
nine thirty + 1 hour = 05 : 00
twelve thirty + 1 hour = 05 : 00
222 Copyright © Mathseeds and Blake eLearning 2016
Time: Lesson 87 • Worksheet 4 Check
Digital
Name
half past

1 Write the answers in digital time.

05 : 00 05 : 00
What time do you wake up? What time do you eat lunch?

05 : 00 05 : 00
What time do you eat dinner? What time do you go to bed?

2 Colour the clocks showing half past times.

Copyright © Mathseeds and Blake eLearning 2016 223

 Lesson 88 • Trading: ones for tens
Learning objectives Extra assistance
Children will: Trading and using place value to add is base knowledge for
• trade 10 ones blocks for a ten stick. addition with higher numbers and the vertical algorithm. For
• trade ones for tens when adding. young students, especially visual and kinaesthetic learners,
• make a ten when adding two numbers. Base ten blocks provide a clear cue for when to trade. Have
students put the ones in groups of two or five as they add
The National Curriculum in England them so that when they have 10 it is clear and they trade
for a ten stick. Putting the blocks on mats with place value
Mathematics Year 2
columns can lead in to using the vertical algorithm.
Number – number and place value
Pupils should be taught to: Classroom activities
• recognise the place value of each digit in a two-digit Place Value Mats
number (tens, ones) Have students fold a piece of paper in half and draw a line
• use place value and number facts to solve problems down the fold. Write the word ones at the top of the right
Number – addition and subtraction column and tens on the left. These place value mats can
Pupils should be taught to: be used to play out addition sums with Base ten blocks. If
laminated, they can be used with tally marks or numbers
• add and subtract numbers using concrete objects,
written in whiteboard marker, wiped clean and reused.
pictorial representations, and mentally, including:
– a two-digit number and ones Count ‘em!
– a two-digit number and tens Give students 20 ones blocks and 4 tens sticks in Base ten
– two two-digit numbers blocks, plus a place value mat. Write a sum on the board.
Keep the total under 50 and the ones must add to 10 or
Key vocabulary more. Have the students represent each number on the
trade, ones, tens, numerals 0–100, +, =, addition, sums, mat – ten sticks in the tens column, ones blocks in the
pair, place value, smallest, subtract, –, hundred chart, ones column. Ask them to trade 10 ones for a ten stick.
equations, calculator Then count to find the answer.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of count 10 ones and trade for a ten. Worksheet 1
Count and trade trading 10 ones for a ten. Use Count the tens and ones to identify the Counting tens
it for identifying numbers and number. Add two groups of ones and
in adding. Trade 2 groups of 10 trade groups of 10 ones for tens to find
ones for 2 tens. the answer.
Song: Trading is Great
Addition strategies: Complete addition sums with make 10 to add two numbers. Make Worksheet 2
Look For 10, Fill the Ten, pairs that add to 10. Make a ten and count to find the total. Add two Trading for a ten
Broken Calculator ten to add two numbers. Break numbers on a calculator without using
a larger number into two parts certain numerals.
to add to another number.

Fluency: Use mental strategies to complete 10 subtractions before time Worksheet 3

Subtract to 10, Add Three, answer subtraction sums. Add runs out. Mentally add 3 numbers. Add and trade
Equations three numbers in an equation. Drag the correct numeral or group to
Complete equations using complete each number sentence.
groups of items and numerals.

Find: Understand place value in use three numerals to make the smallest Worksheet 4
Place Value Machine, three-digit numbers. Recognise possible number. Drag numbers to their Word problems
Cheeky 100 Mouse the order of numbers in a 100 places in the number square.
chart.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 88:
Book along. Ten tens

224
Trading: Lesson 88 • Worksheet 1 Counting tens
ones for
tens Name

1 Draw 7 more. Circle ten.

●●●●●●●
How many altogether?

2 Draw 8 more. Circle ten.

▲▲▲▲
How many altogether?

3 Draw 5 more. Circle ten.

♥ ♥ ♥ ♥ ♥
♥ ♥ ♥ ♥ 9+5=

4 Draw 9 more. Circle ten.

★ ★ ★ ★
★ ★ ★ 7+9=

226 Copyright © Mathseeds and Blake eLearning 2016

Trading: Lesson 88 • Worksheet 2 Trading for a ten
ones for
tens Name

1 Trade 10 ones for a ten. What is the number?

The first is done for you.
Tens Ones

12

2 Trade 10 ones for another ten. What is the number?

Tens Ones

Copyright © Mathseeds and Blake eLearning 2016 227

Trading: Lesson 88 • Worksheet 3 Add and trade
ones for
tens Name

1 Add 6 more ones. Trade 10 ones for a ten. Find the answer.
Tens Ones

6+6=

19 + 6 =

35 + 6 =

2 Add 4 more ones. Trade for a ten. Find the answer.

Tens Ones

29 + 4 =

17 + 4 =

46 + 4 =

228 Copyright © Mathseeds and Blake eLearning 2016

Trading: Lesson 88 • Worksheet 4 Word problems
ones for
tens Name

Find the answer. Show your working.

1 Mango has 9 balls and finds 7 more.

How many altogether?

2 Ruby buys 15 carrots and 6 potatoes.

How many altogether?

3 Dizzy ate 28 cherries and 4 pears.

How many altogether?

4 Waldo sees 33 birds and 8 fish.

How many altogether?

Copyright © Mathseeds and Blake eLearning 2016 229

 Lesson 89 • Capacity part 2
Learning objectives Extra assistance
Children will: Informal measurement involves the use of uniform units.
• measure capacity in informal units. In capacity, students compare larger containers by seeing
• use smaller containers to measure the capacity of how many measures of a smaller container will fill them.
larger containers. An important part of this process is the choice of units
• identify which containers are best for measuring capacity. – the smaller container. Give students opportunities to
choose their own units in measurement activities and
The National Curriculum in England discuss their choices. What sort of unit is best? Why?
Mathematics Year 1 Classroom activities
Measurement
Guessing Competition
Pupils should be taught to: Give each student a list of containers and put the actual
• compare, describe and solve practical problems for: containers on display at the front of the room. Show
capacity and volume [for example, full/empty, more students a smaller container to be used to measure the
than, less than, half, half full, quarter] capacity of each item on the list. Ask them to estimate
• measure and begin to record the following: capacity how many measures of the smaller container will fill each
and volume item, then take the containers outside and test them.
Notes and guidance: Brainstorm
Pupils move from using and comparing different types Put students in small groups and give each group a
of quantities and measures using non-standard units, container for a particular food or drink, eg a juice bottle, a
including discrete (for example, counting) and continuous milk carton, a soft drink can, a jam jar, a flour packet or a
(for example, liquid) measurement, to using manageable biscuit box. Ask them to think of other types of containers
common standard units. the item could come in. They should consider capacity as
Key vocabulary well as material and shape. They then choose the best
container for that item and tell the class why it is the best.
fill, container, numerals 1–100, full, empty, half past,
number words one to twelve, thirty, fifty, sixty, seventy,
eighty, ninety, hold, most, least, order, ordinal numbers 1st
to 8th, +, =, money, change, £, –, =

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use informal units to measure capacity. identify which container will Worksheet 1
Measure capacity Choose appropriate units and estimate work best for filling another Choosing units
the number needed to fill a container. container. Estimate how many
Song: Don’t Fill a Bucket with a of one container will fill another
Teaspoon container.
Sort: Differentiate items by volume and label containers full or empty. Worksheet 2
Full or Empty?, Pour It capacity. Recognise and order ordinal Select the container holding Estimating capacity
Out, Ice Cream Scoops numbers. the most and order items by
capacity. Move ordinal numbers
into order.
Match: Recognise the time on an analogue select the time on the clock. Worksheet 3
Half Past Clocks, Baking clock. Match containers and count out Choose matching containers Informal measurement
Cookies, How Many items. Use informal units to measure and count the given number of
Cups, Number Words capacity. Match the numerals and the items. Estimate how many cups
number words. will fill a container. Select the
word for a numeral.

Operations fluency: Use mental strategies to add two answer 10 addition sums before Worksheet 4
Add to 10, How Much numbers. Use subtraction to find the time runs out. Subtract the price Check
Change? amount of change. of an item to find the change.

Read: Read aloud book. listen, follow the reading and Mathseeds book 89:
Book read along. You Can Measure

230
Capacity Lesson 89 • Worksheet 1 Choosing units
part 2 Name

1 Order the containers from largest to smallest capacity by

numbering them from 1 to 4.

2 Circle the best container for measuring the capacity of each item.

232 Copyright © Mathseeds and Blake eLearning 2016

Capacity Lesson 89 • Worksheet 2 Estimating capacity
part 2 Name

Estimate how many times you would use the container to fill
each item.

=
Copyright © Mathseeds and Blake eLearning 2016 233
Capacity Lesson 89 • Worksheet 3 Informal measurement
part 2 Name

Gather these containers and a cup .

Container Estimate Measure Difference

vase

ice cream container

cake tin

water bottle

small juice bottle

1 Estimate how many cups of water each container will hold.

2 Use the cup to fill them with water. How many cups do
they hold?
3 Tick the ones you got right. Write the difference for the others.

234 Copyright © Mathseeds and Blake eLearning 2016

Capacity Lesson 89 • Worksheet 4 Check
part 2 Name

1 Colour the best container for:

ice cream. clothes. money.

sand. toys. school books.

2 Match.

Copyright © Mathseeds and Blake eLearning 2016 235

 Lesson 90 • Skip counting part 2
Learning objectives Extra assistance
Children will: Skip counting on the hundred chart produces some
• make number patterns on the hundred chart. interesting patterns and is a precursor to examining the
• skip count by 2s and 5s. times tables later on. The 2s, 5s and 10s patterns create
• work out the next term in a number pattern. vertical stripes. Have students skip count by 3s, 4s, 6s, 7s,
8s and 9s and colour the patterns. Ask students to colour
The National Curriculum in England two patterns on the same chart and see if they cross over.
Mathematics Year 1 More advanced students may discuss why patterns emerge
the way they do.
Number – number and place value
Pupils should be taught to: Classroom activities
• count to and across 100, forwards and backwards, Order, Order!
beginning with 0 or 1, or from any given number
Give each student a set of cards for the even numbers to
• count, read and write numbers to 100 in numerals;
20. Ask them to shuffle the cards as they are going to race
count in multiples of twos, fives and tens
to put them in order. Say ‘ready, set, go!’ and students
Notes and guidance: lay out their cards in correct order. Praise the fastest. Skip
They practise counting as reciting numbers and counting count together aloud. Repeat with a set of fives to 50.
as enumerating objects, and counting in twos, fives and Extend students by increasing the range of numbers to
tens from different multiples to develop their recognition 100 or by asking them to order them in reverse.
of patterns in the number system (for example, odd and Quietly Counting
even numbers), including varied and frequent practice
Give each student a card with an even number to 20 or a
through increasingly complex questions.
five to 50 on it. Ask them to find their group (2s or 5s) and
Key vocabulary then put themselves in correct order – without talking!
The first group to do so wins. Be aware of the cards that
skip counting, counting by 2s, 5s, numbers 0–100, pattern,
can go in either group – 10 and 20. Students need to sort
number square, number chart, continue, every second
this out without speaking. Shuffle and play again.
number, fifth, next, half past, number words one to twelve
and thirty, +, –, =, equation, double, sums

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise how skip counting fill in patterns on the hundred Worksheet 1
Recognise number patterns creates patterns in the number chart by skip counting with 2s Skip counting
square. Continue a given and 5s. Identify the next term
pattern. in a number pattern.
Song: Count by two

Skip counting: Count by twos and fives to count pairs of items or groups Worksheet 2
Counting by 2s, Counting by find a total. of five to find the total. 100 chart
5s

Operations: Use numbers and symbols to make an equation based on an Worksheet 3

Make the Equation, Double write a sum. Understand that image. Subitise dot patterns Number patterns
Dice, Frog Mouth, Add Three, two identical groups make a to double the number. Select
Rabbit Food double. Identify addition sums sums which add to the given
that have the given answer. number. Add three numbers
Add three numbers. Share to find the total. Share carrots
items into groups and find the between rabbits and find the
total. total.
Match: Recognise the time on an match the time being shown Worksheet 4
Half past Clocks, Number Grid analogue clock. Identify the on the clock. Select the Check
numeral 97. numeral 97.

Read: Read aloud book. listen, follow the reading and Mathseeds book 90:
Book read along. Count by twos

236
 Skip Lesson 90 • Worksheet 1 Skip counting
counting
part 2 Name

1 Complete the skip counting number lines.

+2 +2 +2 +2 +2 +2 +2 +2 +2

2 4 6 8 10 12 14 16 18 20

+5 +5 +5 +5 +5 +5 +5 +5 +5

5 10 15 20 25 30 35 40 45 50

2 Skip count to find the total.

238 Copyright © Mathseeds and Blake eLearning 2016

 Skip Lesson 90 • Worksheet 2 100 chart
counting
part 2 Name

Count by 2s and colour the squares blue.

Count by 5s and colour the squares red.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100
1 What do the count by 5s end with? _______________________
2 What do the count by 2s end with? _______________________
3 Which numbers are red and blue? ________________________
4 Why? _________________________________________________
Copyright © Mathseeds and Blake eLearning 2016 239
 Skip Lesson 90 • Worksheet 3 Number patterns
counting
part 2 Name

1 What is the next number?

20 22 24 26 52 54 56 58

76 78 80 82 92 94 96 98

15 20 25 30 45 50 55 60

60 65 70 75 80 85 90 95

2 Fill in the missing numbers.

30 32 36 38

64 68 72 74

40 45 55 60

75 85 90 100
240 Copyright © Mathseeds and Blake eLearning 2016
 Skip Lesson 90 • Worksheet 4 Check
counting
part 2 Name

1 Complete the skip counting number lines.

+2 +2 +2 +2 +2 +2 +2 +2 +2

52 54 6 8 60 12 14 16 68 20

+5 +5 +5 +5 +5 +5 +5 +5 +5

55 60 65 20 25 30 85 40 45 50

2 Order the numbers. Write them in the clouds.

26 30 28

44 42 40

82 78 80 84

100 94 96 98
Copyright © Mathseeds and Blake eLearning 2016 241
 Lesson 91 • Near doubles
Learning objectives Extra assistance
Children will: The doubles facts to 10 + 10 are basic addition facts. Once
• identify near doubles. known, they can be applied to the addition strategy of
near doubles – double plus 1. When introducing this new
• know the doubles of numbers 1–10.
strategy, go back to using concrete materials and visual
• double the smaller number and add 1 or 2. frameworks to build confidence. Use counters, bears or
blocks to make the double groups, then add 1 more. Show
The National Curriculum in England
the doubles with dot patterns and add 1 more with dot
Mathematics Year 2 stickers.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
• solve problems with addition and subtraction: Match Up!
– using concrete objects and pictorial representations, Give half the students dot patterns from 1 to 10 and the
including those involving numbers, quantities and other half get numbers which are double 1 to 10 plus 1.
measures Give them a time limit to find a matching partner and
sit together. Then ask them to draw the dot pattern
– applying their increasing knowledge of mental and
twice plus an extra dot and fill in the equation beneath
written methods
£ + £ + 1 = £. Repeat until they have all 10 near
• recall and use addition and subtraction facts to 20 doubles facts written down.
fluently, and derive and use related facts up to 100
Bingo!
Key vocabulary Give students a laminated board with 6 squares on it. Ask
them to write an odd number from 1 to 21 in each square
double, near doubles, numbers 1–100, +, =, sum, ten
(use whiteboard markers). Have a set of flashcards of
frame, count, sides, corners, seventeen, twenty-seven,
dominoes showing near doubles and hold them up one at
thirty-eight, eighty-one, ninety-five, tens, ones
a time. Students must work out the near double and put a
cross on that number on their board if it is there. First one
to get six crosses calls out bingo and wins!

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use near doubles to add double the smaller number Worksheet 1
Recognise near doubles numbers 1–11. and add 1 or 2. Doubles
Song: Use a Near Double
Doubles: Understand that two identical find the identical group and Worksheet 2
Double Bugs, Double Dice groups make a double. the double number. Subitise Near doubles
dot patterns to tell the double
number.
Addition strategies: Make a ten to add two make ten and count how many Worksheet 3
Fill the Ten, Counting by 5s, numbers. Count by fives to left to find the total. Count Adding near doubles
Near Doubles add. Recognise the doubles groups of 5 items. Choose the
fact closest to the sum and use nearest doubles fact, then find
it to find the answer. the answer.

Match: Identify addition sums that select sums which add to the Worksheet 4
Space Hop, Sides and Corners, make the number. Recognise given number. Answer the Check
Number Words, Number the number of sides and question How many sides/
Arrows corners on a shape. Match corners? Select the word for a
numerals and number words. numeral. Count the tens and
Recognise the number shown ones to write the number.
by a group of tens and ones.

Read: Read aloud book. listen, follow the reading and Mathseeds book 91:
Book read along. Near doubles

242
 Near Lesson 91 • Worksheet 1 Doubles
doubles Name

1 Add Doc’s double dice rolls.

+ = + =

+ = + =

+ = + =

+ = + =

+ = + =

2 Write the answers.

Double 5 is ______ Double 9 is ______
Double 7 is ______ Double 4 is ______
Double 10 is ______ Double 6 is ______

244 Copyright © Mathseeds and Blake eLearning 2016

 Near Lesson 91 • Worksheet 2 Near doubles
doubles Name

1 Colour the near doubles dominoes.

2 Match each sum to its nearest double.

9 + 10 = 4+5= 1+2= 6+7=

10 + 10 1+1 9+9 4+4

5+5 3+3 7+7 6+6

10 + 11 = 5+6= 3+4= 7+8=

3 Complete.
7+8 =7+7+1 =

5+6 =5+5+1 =

9 + 10 =9+9+1 =
Copyright © Mathseeds and Blake eLearning 2016 245
 Near Lesson 91 • Worksheet 3 Adding near doubles
doubles Name

Add Ruby’s near double dice rolls.

+ + 1 =

+ + 1 =

+ + 1 =

+ + 1 =

+ + 1 =

+ + 1 =

+ + 1 =

+ + 1 =

+ + 1 =

246 Copyright © Mathseeds and Blake eLearning 2016

 Near Lesson 91 • Worksheet 4 Check
doubles Name

1 What comes out of the doubles machine?

3 8

×2 ×2

2 What comes out of the near doubles machine?

3 8

×2+1 ×2+1

6 10

×2+1 ×2+1

Copyright © Mathseeds and Blake eLearning 2016 247

 Lesson 92 • Giving change
Learning objectives Extra assistance
Children will: Playing with money is an excellent scenario for practising
• understand the concept of change. some of the number and operations strategies that
students have learnt. To calculate change, students must
• calculate change from £10 or £20.
be able to read a price and recognise the amount of
• calculate change on a number line. money represented by their notes and coins. They may
need to trade a £10 note for ten £1. Finally, they will
The National Curriculum in England
be using their mental subtraction strategies to find the
Mathematics Year 2 difference between two numbers – the change.
Measurement
Classroom activities
Pupils should be taught to:
• recognise and use symbols for pounds (£) and pence Ten Frames
(p); combine amounts to make a particular value Give each pair of students a laminated ten-frame, a die
• find different combinations of coins that equal the (ten-sided would be perfect, six-sided will do) and ten £1
same amounts of money play coins. They put all the pounds in the ten frame. Ask
one person to roll the die and the other person must say
• solve simple problems in a practical context involving
what the change will be if that number is taken away.
addition and subtraction of money of the same unit,
Have the first person take them away and see if they are
including giving change
right. Swap roles turn by turn.
Key vocabulary Shopping

change, pounds, £, numbers 1–20 & 50 & 100, notes, Students each have a group of play notes and coins; review
coins, price, difference, the same, take away, –, =, number their values. Hand out a catalogue to each pair of students
line, count back, pence, p, costs, most, least, equation, and ask one student to be the shopkeeper and the other
subtract, total, + the customer. The customer chooses an item and works
out which notes and coins they will use. The shopkeeper
takes their money and gives them any change needed.
Then they swap roles and go again.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the idea of change take away the price of an item Worksheet 1
Calculate change – the difference between your from £10 or £20 in pound coins to Change from £10
money and the price of an find the change. Subtract on the
item. number line to calculate change.
Song: I Might Just Get Some
Change

Calculate: Find the amount of change. subtract the price of an item from Worksheet 2
How Much Change?, Make Move numbers and symbols your money to find your change. Change from £20
the Equation, Subtract to 10, to write a sum and find the Make and answer an equation
How Much Altogether? answer. Use mental strategies based on an image. Complete 10
to answer subtraction sums. subtractions before time runs out.
Add to find a total cost. Add two prices together to find a
total for an equation.

Find: Recognise that amounts can select the coins and notes to make Worksheet 3
Coins to £2, Notes, Money be made with multiple coins or the given amount. Match the coins Number lines
notes. Identify each coin and and notes to their values.
note and its value.

Compare: Compare the prices of items in read price tags to identify the item Worksheet 4
Prices pounds and pence. which costs the most or least. Check

Read: Read aloud book. listen, follow the reading and read Mathseeds book 92:
Book along. Mother’s Day

248
 Giving Lesson 92 • Worksheet 1 Change from £10
change Name

What is the change from £10?

£1 £8

£10 – £1 = £10 – £8 =

£5 £7

£10 – = £10 – =

£4 £9

£10 – = £10 – =

250 Copyright © Mathseeds and Blake eLearning 2016

 Giving Lesson 92 • Worksheet 2 Change from £20
change Name

Colour the notes and coins to show the change from £20.

£13

£20 – £13 =

£15

£20 – £15 =

£9

£20 – =

£10

£20 – =

Copyright © Mathseeds and Blake eLearning 2016 251

 Giving Lesson 92 • Worksheet 3 Number lines
change Name

Count back to find the change.

– £2 =

1 2 3 4 5 6 7 8 9 10

– £6 =

1 2 3 4 5 6 7 8 9 10

£11
– =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

– £14 =

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

252 Copyright © Mathseeds and Blake eLearning 2016

 Giving Lesson 92 • Worksheet 4 Check
change Name

Match each item to a sum and find the change.

£3 £10 – £5 =

£7 £10 – £7 =

£10 – £3 =
£5

£18
£20 – £15 =

£15 £20 – £12 =

£12 £20 – £18 =

Copyright © Mathseeds and Blake eLearning 2016 253

 Lesson 93 • Number fact families
Learning objectives Extra assistance
Children will: A number fact family uses the same three numbers to
• recognise related pairs of addition and subtraction sums. make four related sums. These number fact families rely
• identify number fact families consisting of four related on two properties of operations: commutativity in addition
sums. and the relationship between addition and subtraction.
• use number fact families to complete equations. The first part is the idea that the addends in a sum can be
in any order: 1 + 3 = 4 and 3 + 1 = 4. The second concept
The National Curriculum in England is that a subtraction is a ‘reversal’ of an addition: 1 + 3 = 4
Mathematics Year 1 and 4 – 3 = 1, 3 + 1 = 4 and 4 – 1 = 3.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
• read, write and interpret mathematical statements Match Up!
involving addition (+), subtraction (–) and equals (=) signs Write out a selection of number fact families so each
• represent and use number bonds and related equation has its own card (the number of cards should
subtraction facts within 20 match as closely as possible to your number of students).
Notes and guidance: Shuffle and give one card to each student. Lay any spare
cards on a table. Set a time limit for the class to match
Pupils memorise and reason with number bonds to 10
their number fact families and sit together. Have each
and 20 in several forms (for example, 9 + 7 = 16; 16 – 7 =
group write their sums on a poster and illustrate them.
9; 7 = 16 – 9). They should realise the effect of adding or
subtracting zero. This establishes addition and subtraction Write ‘em all
as related operations. Draw two groups of shapes on the board, eg 4 squares
and 3 circles. Students should write the number fact family
Key vocabulary depicted, eg 4 + 3 = 7, 3 + 4 = 7, 7 – 3 = 4, 7 – 4 = 3.
numbers 1–100, +, =, plus, –, take away, related facts, Draw more groups of items until they have filled a page
addition, subtraction, number fact family, equation, true, with number fact families.
false, equal, sum, pattern

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Number fact families use the complete number fact families Worksheet 1
Recognise related facts commutative property of and use related facts to find Related facts: addition
addition and the relationship the missing number in a sum.
between addition and
subtraction.
Song: Know the Facts

Related facts: Identify which equations match choose the sums which match Worksheet 2
Fact Cubes, Fact Dominoes, the image. Complete the the groups of blocks. Select Related facts: subtraction
Fact Families related facts sums. Complete the answer to each related
the number fact family. fact.

Operation fluency: Use mental strategies to answer 10 addition sums Worksheet 3

Add to 10, True or False, add two numbers. Read and before time runs out. Number fact families
Equations, Are They Equal? compare equations using =, Calculate whether an equation
+ and – symbols. Complete is true or false. Drag the
equations using groups of items correct item to complete each
and numerals. sum. Recognise whether two
sums are equal.

Find: Recognise the order of numbers drag the numbers to their Worksheet 4
Cheeky 100 Mouse, Continue in a 100 chart. Identify a places in the number square. Check
the Pattern pattern and select the next Choose the next item in the
item. pattern.

Read: Read aloud book. listen, follow the reading and Mathseeds book 93:
Book read along. Number fact families

254
Number Lesson 93 • Worksheet 1 Related facts: addition
fact
familes Name
Write two addition sums for each picture.

3+2=

2+3=

5+ =

1+ =

+ =

+ =

+ =

+ =

+ =

+ =

256 Copyright © Mathseeds and Blake eLearning 2016

Number Lesson 93 • Worksheet 2 Related facts: subtraction
fact
familes Name
1 Complete the related subtraction sums.

10 – 4 = 5–1= 8–3=

10 – 6 = 5–4= 8–5=

6–3= 9–2= 7–1=

6– = 9– = 7– =

2 Colour the related sums to match.

8–5=3 9–4=5

6–5=1

6–1=5 7–5=2

9–5=4

8–3=5 7–2=5

Copyright © Mathseeds and Blake eLearning 2016 257

Number Lesson 93 • Worksheet 3 Number fact families
fact
familes Name
Finish the number fact families.

2+4=6 6–4=2
4+ = 6– =

♥♥♥
3+6= –6=
♥♥♥
+ = 6– =
♥♥♥
✱
+ = – =
★★★
+ = ★★★ – =
★

+ = – =

+ = – =

258 Copyright © Mathseeds and Blake eLearning 2016

Number Lesson 93 • Worksheet 4 Check
fact
familes Name

1 Complete the number fact families.

9 + 8 = ______ 8 + 7 = ______
______ + ______ = ______ ______ + ______ = ______
______ – ______ = ______ ______ – ______ = ______
______ – ______ = ______ ______ – ______ = ______

2 Use each pair of numbers to write a number fact family.

9 and 4 7 and 5
______ + ______ = ______ ______ + ______ = ______
______ + ______ = ______ ______ + ______ = ______
______ – ______ = ______ ______ – ______ = ______
______ – ______ = ______ ______ – ______ = ______

3 Roll two dice and use the numbers to

write number fact families.
______ + ______ = ______ ______ + ______ = ______
______ + ______ = ______ ______ + ______ = ______
______ – ______ = ______ ______ – ______ = ______
______ – ______ = ______ ______ – ______ = ______
Copyright © Mathseeds and Blake eLearning 2016 259
 Lesson 94 • Position part 3
Learning objectives Extra assistance
Children will: Clockwise and anticlockwise turns relate to the way the
• review position vocabulary. hands move on an analogue clock. Teach students to rotate
in a particular direction by putting out their arms like the
• identify clockwise and anticlockwise turns.
hands on a clock and imagining themselves as the centre
• follow directions. point. Standing in a hoop can help. They can also imagine
they are at the end of the arm and move around the
The National Curriculum in England
circumference of a circle. Reinforce understanding by passing
Mathematics Year 1 a ball around a circle, switching directions now and again.
Geometry – position and direction
Classroom activities
Pupils should be taught to:
• describe position, direction and movement, including Dancing Directions
whole, half, quarter and three-quarter turns This is best done in a hall or large room. Put some
Notes and guidance: appropriate music on low. Demonstrate how to give
dancing directions before letting students lead the group.
Pupils make whole, half, quarter and three-quarter turns
The leader stands in front of the group and calls out
in both directions and connect turning clockwise with
directions, eg ‘turn clockwise, then wave your arms above
movement on a clock face.
your head’.
Key vocabulary Robot and Programmer

above, below, underneath, on top of, left, right, in Put the class into pairs and designate one of them as
between, beside, beneath, clockwise, anticlockwise, turn, the robot and the other as the programmer. The robot
direction, next to, numbers 1–20 & 93, up, down, near can only do what the programmer tells them to. Ask the
doubles, +, =, clock, small hand, o’clock, number words programmers to make their robots move to a certain
one to twelve, squares, shape place or perform a particular task. They must give detailed
instructions, eg ‘walk forward ten steps’, not just ‘walk
forward’. After a while, have them swap roles and play
again.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise and use position find items in a grid using Worksheet 1
Recognise directions vocabulary. Introduce position vocabulary. Identify Recognising turns
clockwise and anticlockwise the words and directions
turns. clockwise and anticlockwise.
Song: How to Turn Around

Vocabulary: Comprehend position select the item in the position Worksheet 2

Above and Below, Maps, vocabulary. described. Follow directions to Position vocabulary
Right or Left? move around a grid. Tap left or
right according to instructions.
Find: Identify the numeral 93. Tell select the numeral 93. Move Worksheet 3
Number Grid, O’clock Clocks, time on the hour with an the small hand to show the Following directions
How Many Squares?, Mugs in analogue clock. Measure hour. Count squares and
a Row area in squares using a grid. identify which shape is larger.
Recognise a pattern and select Choose the next item in the
the next item. pattern.

Operations: Recognise the closest doubles choose the doubles fact Worksheet 4
Near Doubles, Add to 20 fact and use it to find the nearest to the given sum and Check
answer. Use mental strategies answer it. Answer 10 addition
to add two numbers. sums before time runs out.

Read: Read aloud book. listen, follow the reading and Mathseeds book 94:
Book read along. Position

260
Position Lesson 94 • Worksheet 1 Recognising turns
part 3 Name

1 Label the turns clockwise or anticlockwise.

P
P
2 Colour the clockwise turns red and the anticlockwise
turns blue.
a a
a

262
a Copyright © Mathseeds and Blake eLearning 2016
Position Lesson 94 • Worksheet 2 Position vocabulary
part 3 Name

Write left and right, above and below, up and down.

Copyright © Mathseeds and Blake eLearning 2016 263

Position Lesson 94 • Worksheet 3 Following directions
part 3 Name

1 Draw:
• a star above the snowman.
• a tree to the left of the snowman.
• a flower between the tree and the snowman.
• a spider beneath the flower.
• a bird on top of the tree.

2 Turn clockwise and draw something you see.

264 Copyright © Mathseeds and Blake eLearning 2016

Position Lesson 94 • Worksheet 4 Check
part 3

#
Name

1 Match.

P up

turn left

;
P
turn clockwise

turn right

# ;
turn anticlockwise

down

2 Turn anticlockwise and draw something you see.

Copyright © Mathseeds and Blake eLearning 2016 265

 Lesson 95 • Adding 1-digit to 2-digits
Learning objectives Extra assistance
Children will: Addition strategies help students to be able to mentally
• add 1-digit numbers to 2-digit numbers. calculate, but to begin with they should be taught using
concrete materials and visual cues such as Base ten blocks,
• split numbers into tens and ones to add.
place value charts, counters, 100 squares and number
• count on from the larger number on a number line. lines. The progression of use should move to some basic
written work to represent the strategy, eg keeping tallies
The National Curriculum in England
for tens and ones or drawing an empty number line to
Mathematics Year 2 jump along. Eventually, the strategy will be entirely mental.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
• solve problems with addition and subtraction: using Count ‘em!
concrete objects and pictorial representations, Give students a set of 10 ones blocks and 10 tens sticks
including those involving numbers, quantities and in Base ten, plus a place value mat. Write a sum on the
measures board, adding a 2-digit number and a 1-digit number.
• add and subtract numbers using concrete objects, Make sure the ones add to 9 or less. Have the students put
pictorial representations, and mentally, including: a each number on the mat – ten sticks in the tens column,
two-digit number and ones ones blocks in the ones column. Then they count the tens
and ones to find the answer.
Key vocabulary Extend the Strategy
sum, +, =, numbers 1–100, add, break, tens, ones, number Have students practise adding a 1-digit number to a 2-digit
line, count on, equation, –, =, 100 chart, smaller, larger, number by counting on from the larger number on a 100
place value, two-digit, one-digit chart. Then give them numbers to add that are between
10 and 20. Ask if counting on one place at a time is still
helpful. Would counting by 2s be better? For extension
students, discuss strategies for adding larger 2-digit
numbers (ie jump by 10s, then 1s).

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce strategies for adding count out the tens and ones Worksheet 1
Addition strategies 1-digit to 2-digit numbers: split of the 2-digit number and add Partitioning
into tens and ones or count along the 1-digit number to the ones.
the number line from the larger Find the 2-digit addend on the
number. number line and count on to
Song: The Answer to Mango’s Sum add the 1-digit addend.

Addition strategies: Count by fives to add. Add a count groups of 5 items to find Worksheet 2
Counting by 5s, Add Tens, group of tens to a 2-digit number. the total. Add the tens and then Counting on
Look For 10 Complete addition sums with pairs the ones to find the answer.
that add to 10. Make 10 to add two numbers.

Operations: Add a group to a number. Read a count and add a group to Worksheet 3
Jumping Beans, Word word problem and translate it to an a given number. Read the Addition to 100
Problems equation. problem, match to a sum and
find the answer.
Number order: Recognise the order of numbers in a drag numbers to their places Worksheet 4
Cheeky 100 Mouse, 100 100 chart. Recognise which number in the 100 square. Label two Word problems
Chart Puzzle, Smaller or Larger is smaller and which is larger. numbers smaller and larger.
Number, Place Value Machine Understand place value in 3-digit Use three numerals to make the
numbers. smallest possible number.

Read: Read aloud book. listen, follow the reading and Mathseeds book 95:
Book read along. Tens and Ones

266
 Adding Lesson 95 • Worksheet 1 Partitioning
1-digit to
2-digits Name

1 Add.

+ =

+ =

2 Split into tens and ones to add.

35 + 4 = 51 + 6 =

Tens Ones Tens Ones

62 + 5 = 76 + 3 =

Tens Ones Tens Ones

268 Copyright © Mathseeds and Blake eLearning 2016

 Adding Lesson 95 • Worksheet 2 Counting on
1-digit to
2-digits Name

1 Count on to add.

34 + 3 = 37 + 1 =

30 31 32 33 34 35 36 37 38 39 40

62 + 6 = 65 + 2 =

60 61 62 63 64 65 66 67 68 69 70

2 Count on using the number chart.

43 + 3 = 52 + 3 =

54 + 4 = 44 + 2 =

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

Copyright © Mathseeds and Blake eLearning 2016 269

 Adding Lesson 95 • Worksheet 3 Addition to 100
1-digit to
2-digits Name

Use addition strategies to add.

7+7= 8+9= 13 + 4 =

12 + 2 = 34 + 6 = 27 + 3 =

49 + 7 = 55 + 8 = 33 + 9 =

73 + 3 = 66 + 2 = 75 + 3 =

Work space

270 Copyright © Mathseeds and Blake eLearning 2016

 Adding Lesson 95 • Worksheet 4 Word problems
1-digit to
2-digits Name

Find the answer. Show your working.

1 Ruby buys 15 ribbons and then 3 more.
How many ribbons altogether? ________

2 Mango jumps 22 times and then 5 more.

How many jumps altogether? ________

3 Waldo eats 31 fish and then 8 more.

How many fish altogether? ________

4 Dizzy has 23 marbles and buys 4 more.

How many marbles altogether? ________

Copyright © Mathseeds and Blake eLearning 2016 271

 Lesson 96 • Bridging ten
Learning objectives Extra assistance
Children will: In order to bridge to ten students need to know the number
• bridge to a 10, then add the difference. pairs that add to ten so they can work out what number is
needed to get to the nearest ten. They should also know
• use ten frames to bridge to 10.
all the addition pairs up to 10 so they can easily split the
• use number lines to bridge to 10. smaller addend to bridge ten. For example, in 18 + 7, a
student should quickly recognise that they need 2 to get to
The National Curriculum in England
20 (8 + 2 = 10). Then, if they know 2 + 5 = 7, they know
Mathematics Year 2 they need 5 more. This leaves them with 20 + 5 = 25.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
• recall and use addition and subtraction facts to 20 Bridge Ten
fluently, and derive and use related facts up to 100 Give students two ten frames and 20 counters. Write a
• add and subtract numbers using concrete objects, number from 6 to 9 on the board. Students put that many
pictorial representations, and mentally, including: a counters on a ten frame. Write a second number from
two-digit number and ones 6 to 9, which they make on the other ten frame. Put an
addition symbol between the numbers. Students should
Key vocabulary move counters from the smaller number to the other ten
frame to make 10, then add the remainder.
ten frame, count, numbers 1–100, +, =, sum, bridge,
number line, equation, –, equal, smaller, larger, jump Extend the Strategy
strategy, number chart, sixty-nine, ninety-nine, ninety- Repeat the above activity using smaller numbers. For
three, eighty-five, seventy example, 5 + 6 or 2 + 9. Ask if bridging ten is still
helpful when the first number is so small. Help them to
understand that it is better to bridge ten from the larger
number.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce strategies for count the marbles in each ten Worksheet 1
Addition strategies bridging 10 using ten frames frame, move some to make Ten frames
and number lines. 10 or 20, then add. Find one
Song: Bridge to Twenty number on the number line,
jump to 10 or 20, then add
the difference.
Addition strategies: Make a ten to add two make ten and count how Worksheet 2
Fill the Ten, Jump Forward numbers. Jump down the many left to find the total. Number lines
number chart to answer a Split a number into tens and
sum. ones to add.

Operation fluency: Use numbers and symbols make an equation based on Worksheet 3
Make the Equation, Equations, to write a sum. Complete an image. Drag the correct Bridging ten
Are They Equal?, Add Tens equations. Compare equations part to complete each number
using =, + and – symbols. Add sentence. Recognise whether
a group of tens to a 2-digit two sums are equal. Add tens
number. and then ones.

Find: Identify the numeral 78. select the numeral 78. Label Worksheet 4
Number Grid, Smaller or Recognise which number is two numbers smaller and Word problems
Larger Number, Number smaller and which is larger. larger. Select the word for a
Words Match numerals and number numeral.
words.
Read: Read aloud book. listen, follow the reading and Mathseeds book 96:
Book read along. Bridging tens

272
Bridging Lesson 96 • Worksheet 1 Ten frames
ten Name

Move counters to make 10, then add the leftover counters.

The first one is done for you.

● ● ● ● ● ● ● ● ● ●
● ● ● ● ●
8+5= 10 + 3 = 13

● ● ● ● ● ● ● ●
● ● ● ●
9+3= 10 + =

● ● ● ● ● ● ● ● ●
● ●
7+4= 10 + =

● ● ● ● ● ● ● ● ● ●
● ● ● ● ●

+ = 10 + =

274 Copyright © Mathseeds and Blake eLearning 2016

Bridging Lesson 96 • Worksheet 2 Number lines
ten Name

Jump to the nearest ten, then add the difference.

The first one is done for you.

8+7= 10 + 5 =
+2 +5

8 9 10 11 12 13 14 15 16 17 18

17 + 6 = 20 + =

17 18 19 20 21 22 23 24 25 26 27

29 + 5 = + =

29 30 31 32 33 34 35 36 37 38 39

37 + 8 = + =

37 38 39 40 41 42 43 44 45 46 47

Copyright © Mathseeds and Blake eLearning 2016 275

Bridging Lesson 96 • Worksheet 3 Bridging ten
ten Name

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

Jump to the nearest ten, then add the difference.

59 + 7 60 + 6 =

68 + 6 70 + =

77 + 7 + =

56 + 8 + =

67 + 5 + =

75 + 8 + =

276 Copyright © Mathseeds and Blake eLearning 2016

Bridging Lesson 96 • Worksheet 4 Word problems
ten Name

Bridge to ten to find the answers.

1 Dad cooks 9 carrots. Mum cooks 8 more.

How many altogether? ________

2 I have 17 marbles. You give me 8 more.

How many altogether? ________

3 Mum buys 58 beads. I find 8 more.

How many altogether? ________

4 You have 29 lollies. I give you 6 more.

How many altogether? ________

Copyright © Mathseeds and Blake eLearning 2016 277

 Lesson 97 • Data part 2
Learning objectives Extra assistance
Children will: Early data recording and representation should involve
• equate tally marks with numerals. one-to-one-correspondence, for example, using tally marks
and pictograms where one mark or picture represents one
• fill a pictogram to match given data.
item. For this reason, recording and graphing activities for
• use a pictogram to answer questions. younger students should only use small data sets – 3 to 5
categories and up to 10 items in a category. Some good
The National Curriculum in England
options are: counting vehicles going past the school or
Mathematics Year 2 surveying classmates about pets, siblings, hair colour or eye
Statistics colour.
Pupils should be taught to:
Classroom activities
• interpret and construct simple pictograms, tally charts,
block diagrams and simple tables The Pet Graph
• ask and answer simple questions by counting the Create a graph of students’ pets. Draw up a graph with
number of objects in each category and sorting the categories such as dog, cat, fish, bird, etc. Use an image of
categories by quantity the animal to represent the category. Ask each child to put
an image on the graph for each pet they have. At the end,
• ask and answer questions about totalling and
count each category and ask questions, eg Which is the
comparing categorical data.
most popular pet? Compare categories using terms such as
Key vocabulary more, less, the same.
Using Tallies
count, table, tally marks, chart, numbers 1–100, picture,
graph, pictogram, most, more, fewest, smallest, how many Show students a short piece of media relating to their
more, left, right, up, down, column, tens, ones, add, +, =, theme, science topic or integrated unit. Ask them to record
–, equation each time a certain item shows up or a particular word
is used. They should use tally marks, including the cross
bar when they make a group of 5. Afterwards, ask them
to count by fives to find their total. Compare results and
discuss discrepancies.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use tally marks to record count tally marks. Fill a Worksheet 1
Count and record counting. Fill in a pictogram pictogram to match a data Tally marks
and find information in the table. Identify most, fewest
graph. and how many more on the
Song: Count All the Animals graph.

Count: Read tally marks. Recognise select the numeral to match Worksheet 2
Tally Marks, Keeping Score, the number being shown by the tally marks. Count the tens Data tables
Number Arrows, Block It a group of tens and ones. and ones to write the number.
Measure volume in blocks. Count how many blocks are in
a model.

Match: Make a pictogram to match fill the columns in a pictogram Worksheet 3

Picture Graphs, Maps the data given. Comprehend correctly. Follow directions to Pictograms
position vocabulary. move around a grid.

Operations: Use mental strategies to add answer 10 addition sums Worksheet 4

Add to 10, Make the Equation two numbers. Use numbers before time runs out. Make an Check
and symbols to write a sum. equation based on an image.

Read: Read aloud book. listen, follow the reading and Mathseeds book 97:
Book read along. Tallies and tables

278
Data Lesson 97 • Worksheet 1 Tally marks
part 2 Name

1 Write the numbers for these tally marks.

5 2 ______ 55 ______ 4 ______
2 Draw the tally marks for these numbers.
5 ______ 8 ______ 4 ______

3 Make a tally mark for each animal you see. Write the total.

zebra = ______ elephant = ______

bird = ______ lizard = ______

280 Copyright © Mathseeds and Blake eLearning 2016

Data Lesson 97 • Worksheet 2 Data tables
part 2 Name

1 Complete Doc’s table. Give the table a title.

Foods Tally marks Total

Cereal 54
Toast 7
Fruit 553
Yogurt 3

2 Read the data table to answer the questions.

Favourite TV Shows
Cartoons Sport Music Cooking
10 7 5 2

How many people like sport shows best? _________________

Which is the most popular show? ________________________
Which is the least popular show? ________________________
What is the difference between the number
of people who like cartoons and music?
___________

Copyright © Mathseeds and Blake eLearning 2016 281

Data Lesson 97 • Worksheet 3 Pictograms
part 2 Name

Turn this data table into a pictogram.

Banana Apple Cherry Watermelon
8 3 2 5

Title:

282 Copyright © Mathseeds and Blake eLearning 2016

Data Lesson 97 • Worksheet 4 Check
part 2 Name

Favourite Shapes
10 ■
9 ■
8 ● ■
7 ● ■
6 ● ■
5 ● ▲ ■
4 ● ▲ ■ ■
3 ● ▲ ■ ■
2 ● ▲ ■ ■
1 ● ▲ ■ ■
1 Which shape is most popular? ___________________
2 Which shape is least popular? ___________________
3 How many more squares than circles? _________
4 How many more squares than rectangles? _________
5 How many four-sided shapes altogether? _________

Copyright © Mathseeds and Blake eLearning 2016 283

 Lesson 98 • Adding and subtracting tens
Learning objectives Extra assistance
Children will: When moving to operations with two-digit numbers there
• add a group of tens to a two-digit number. should be a progression of difficulty in the problems posed.
• take a group of tens away from a two-digit number. Begin with adding or subtracting a one-digit number so
• use the split strategy with Base ten blocks. the ones total stays within the decade (basic facts to 10);
• jump along number lines & the hundred chart. then add or subtract a one-digit number involving bridging
10 (split strategy and trading). Next, have students add
The National Curriculum in England and subtract tens with two-digit numbers (split and jump
Mathematics Year 2 strategies). Finally, put it all together with addition and
Number – addition and subtraction subtraction of two-digit numbers.
Pupils should be taught to: Classroom activities
• solve problems with addition and subtraction:
Jump to it!
- using concrete objects and pictorial representations,
including those involving numbers, quantities and Draw a large number line on the playground from 1–100.
measures Ask a student to stand on a given number. Give that
- applying their increasing knowledge of mental and student a tens number (10, 20, 30 etc) and ask them to
written methods jump ahead that many tens to find the total. Next have a
• recall and use addition and subtraction facts to 20 student choose a number and take away a tens number by
fluently, and derive and use related facts up to 100 jumping back along the number line.
• add and subtract numbers using concrete objects, Count ‘em!
pictorial representations, and mentally, including: Give students 10 ones and 10 tens in Base ten blocks, plus
- a two-digit number and ones a place value mat. Write a sum on the board adding a
- a two-digit number and tens two-digit number and a tens number. Have the students
Key vocabulary put each number on the mat in blocks, then count to find
the answer. Next, put up a subtraction with a two-digit
+, =, numbers 1–100, tens, ones, number line, –, hundred number minus a ten. Put the first number on the mat and
chart, sum, ten frame, dominoes, related facts, equal, take away the ten.
place value
Mathseeds Lesson TEACH PRACTISE APPLY
sequence Content and skills Children will:
Animated Lesson: Use the split strategy and the add a group of tens to a number using Worksheet 1
Add and subtract tens jump strategy to add tens to a Base ten blocks and a number line. Take Split strategy
number or take away tens from a group of tens away from a number
a number. using a 100 chart.
Song: Adding Two Numbers
Together
Addition: Make a ten to add two make ten and count how many left to Worksheet 2
Fill the Ten, Add Tens, numbers. Add a group of tens find the total. Add tens and then ones Number lines
Counting by 5s, Jumping to a two-digit number. Count to find the answer. Count groups of 5
Beans by fives to add. Add a group to items to find the total. Count and add a
a number to find the total. group to a given number.
Operations: Subtract a group of tens from count how many tens, how many Worksheet 3
Subtract Tens, Fact a group of tens. Complete fell over and how many left. Find the Hundred charts
Dominoes, Are They Equal? the related facts sums using correct domino to give the answer to
dominoes. Compare equations the related facts. Recognise whether
using =, + and – symbols. two sums are equal.

Place value: Recognise the order of drag the numbers to their places in the Worksheet 4
100 Chart Puzzle, Place numbers in a number square. 100 chart. Use three numerals to make Word problems
Value Machine Understand place value in the smallest possible number.
three-digit numbers.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 98:
Book along. Working with tens

284
 Adding
and Lesson 98 • Worksheet 1 Split strategy
subtracting Name
tens

1 Draw the tens and ones, then count to add.

35 + 40 = 51 + 20 =

Tens Ones Tens Ones

2 Draw the first number, then cross off the tens to subtract.

89 – 50 = 64 – 30 =

Tens Ones Tens Ones

3 Find the answers.

73 + 20 = 27 + 70 =

98 – 70 = 65 – 40 =

286 Copyright © Mathseeds and Blake eLearning 2016

 Adding
and Lesson 98 • Worksheet 2 Number lines
subtracting Name
tens

Circle the first number, then jump by tens.

61 + 30 = ______

50 55 60 65 70 75 80 85 90 95 100

38 + 30 = ______

25 30 35 40 45 50 55 60 65 70 75 80

74 – 40 = ______

30 35 40 45 50 55 60 65 70 75 80

93 – 20 = ______

50 55 60 65 70 75 80 85 90 95 100

Copyright © Mathseeds and Blake eLearning 2016 287

 Adding
and Lesson 98 • Worksheet 3 Hundred charts
subtracting Name
tens

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100
Jump up or down the hundred chart by tens to find the answers.

32 + 60 = 56 + 20 = 17 + 70 =

95 – 80 = 49 – 30 = 84 – 50 =

288 Copyright © Mathseeds and Blake eLearning 2016

 Adding
and Lesson 98 • Worksheet 4 Word problems
subtracting Name
tens

Find the answer. Show your working.

1 Ruby made 42 cookies and Dizzy made 50.

How many altogether?

2 Mango picked 71 berries but Waldo ate 40.

How many left?

3 Doc counted 58 circles and 30 triangles.

How many altogether?

4 Mango blew 86 bubbles but 60 popped.

How many left?

Copyright © Mathseeds and Blake eLearning 2016 289

 Lesson 99 • 3D objects: prisms
Learning objectives Extra assistance
Children will: Prisms are very common shapes in the man-made world.
• recognise that prisms have identical end faces and Discuss the naming system for prisms and find examples
rectangular faces. of triangular, rectangular and square prisms around the
• identify prisms amongst other objects. classroom. Ask students to bring in objects which are
prism-shaped to make a display. Label the items. Ask
The National Curriculum in England students to think about things which may be close but not
Mathematics Year 2 exactly the right shape.
Geometry – properties of shapes Classroom activities
Pupils should be taught to:
Make it!
• identify and describe the properties of 2-D shapes,
including the number of sides and line symmetry in a Give each student some playdough, plasticine or clay and
vertical line some matchsticks or lolly sticks. They use the modelling
• identify and describe the properties of 3-D shapes, materials to make prisms – triangular, rectangular and
including the number of edges, vertices and faces square. Show them how to draw the prisms and ask them
• identify 2-D shapes on the surface of 3-D shapes [for to colour the matching ends one colour and the rectangle
example, a circle on a cylinder and a triangle on a sides another colour.
pyramid] What is it?
• compare and sort common 2-D and 3-D shapes and Describe a 2D or 3D shape and have the class guess what
everyday objects it is. Use clues about the number of sides, faces or corners,
whether they are straight, curved or flat, and if the object
Key vocabulary is 2D or 3D. Have students take turns describing a shape. If
prism, flat faces, same, size, shape, rectangle, square, they struggle, give them a card with a picture of the shape
triangle, rectangular, triangular, cone, cylinder, sphere, to be described.
cube, share, numbers 1–100, seventy-one, seventy-two,
seventy-five, eighty, eighty-three

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify the shape of a face on match a 2D shape print to a 3D Worksheet 1
Recognise prisms a 3D object. Recognise a prism object stamp. Identify the parts 3D object recognition
– two identical flat faces at each of a triangular and square prism.
end and the other faces are all Recognise prisms among other
rectangles. 3D objects.
Song: The Prism Song

Vocabulary: Recognise shapes and their match shapes to their names. Worksheet 2
Shape Sort, Buses, Number words. Identify the word cylinder. Select the given word from a Vocabulary
Words, 3D Words Match the numerals and the group. Select the word for a
number words. Know the names numeral. Match shape names to
for 2D and 3D shapes. their objects.

Match: Match items visually. Identify the find the pairs of items which are Worksheet 3
Find the Match, Four in a Row number of flat faces on a 3D the same. Match numbers to a Face shapes
object. 3D object with that many flat
faces.

Count and order: Share up to 16 items equally into move items to make a set Worksheet 4
Building Towers, Cheeky 100 up to 4 groups. Recognise the number of equal groups. Drag Check
Mouse, How Many Squares? order of numbers in a 100 chart. the numbers to their places in
Measure area in squares using a the number square. Count how
grid. many squares are in each shape
and identify which is larger.

Read: Read aloud book. listen, follow the reading and Mathseeds book 99:
Book read along. Prisms

290
3D objects: Lesson 99 • Worksheet 1 3D object recognition
prisms
Name

1 Match the rectangular prisms to Dizzy and the triangular

prisms to Mango.

2 Colour the prisms.

292 Copyright © Mathseeds and Blake eLearning 2016

3D objects: Lesson 99 • Worksheet 2 Vocabulary
prisms
Name

1 Trace and write.

triangular prism

rectangular prism
2 Draw

a triangular prism. a rectangular prism.

Copyright © Mathseeds and Blake eLearning 2016 293
3D objects: Lesson 99 • Worksheet 3
Face shapes
prisms
Name

1 Name the 2D shape of the shaded face.

2 Which shapes are the faces on a triangular prism?

rectangle square triangle circle

3 Which shapes are the faces on a rectangular prism?

rectangle square triangle circle

294 Copyright © Mathseeds and Blake eLearning 2016

3D objects: Lesson 99 • Worksheet 4
Check
prisms
Name

Use a ruler to join the dots. Name the 3D objects.

2 1
5 7
3 6
1
6
4

2 3

4 5

1 2
5 1
7
3 6

4 8

2 3 4 5

Copyright © Mathseeds and Blake eLearning 2016 295

 Lesson 100 • Subtracting unknown numbers
Learning objectives Extra assistance
Children will: Related facts become useful in problems where the
• find the number to be taken away in a subtraction missing number is not the answer to the sum. Teach
sum. students how each addition and subtraction equation can
be thought of as part-part-whole. In addition, it is the two
• use ten frames, number mountains and number lines.
addends and the sum. In subtraction, the answer and the
• relate subtraction to addition. number to be taken away are the parts. This concept can
then be used to find any missing element in a sum. For
The National Curriculum in England
example, 10 – __ = 6 is the same as __ + 6 = 10, and
Mathematics Year 2 __ – 4 = 2 is the same as 2 + 4 = __ .
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
Ten Frames
• recall and use addition and subtraction facts to 20
fluently, and derive and use related facts up to 100 Give each person a laminated board with 10 squares on it
and 10 counters. Write a sum on the board, eg 9 – £ = 4.
• add and subtract numbers using concrete objects,
Students should put the larger number (9) in counters on
pictorial representations, and mentally, including: a
the ten frame, then work out the missing number. They
two-digit number and ones
could take away the difference (4). They could count on
• recognise and use the inverse relationship between from the difference (4). Ask individuals to explain their
addition and subtraction and use this to check method. To extend the activity, give them a second ten
calculations and solve missing number problems frame, more counters and sums up to 20.

Key vocabulary Write it Out

Give students a sheet of sums in the format 17 – £ = 6
take away, subtract, sum, –, =, ten frame, numbers 1-100,
and a set of 20 items to work with, eg counters, blocks or
number mountain, related facts, +, number line, count on,
counting bears. Students should rewrite the subtraction
change, £, equation, minus, equals, tens, word problem,
as an addition, eg 6 + £ = 17, and then find the missing
number fact family
number, using their items if necessary.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce strategies for finding take the answer away from a ten Worksheet 1
Subtraction strategies the unknown number in a frame, make a number mountain Ten frames
subtraction using ten frames, to turn the subtraction into an
related facts and number lines. addition, and count on using a
Song: Trying to Solve a Problem number line to find the missing
number.
Subtraction fluency: Use mental strategies to answer complete 10 subtractions before Worksheet 2
Subtract to 10, Subtract Tens, subtraction sums. Subtract a time runs out. Count how many Count on
Subtract to 20 group of tens from a group of tens, how many fell over and how
tens. many left.

Calculate: Use subtraction to find the subtract the price of an item Worksheet 3
How Much Change?, Make amount of change. Use to find the change. Make an Related facts
the Equation, Word Problems, numbers and symbols to write equation based on an image.
Fact Families a sum. Read a word problem Read the problem, match to a
and translate to an equation. sum and find the answer. Select
Complete the number fact family. the answer to each related fact.

Addition: Make a ten to add two make ten and count how many Worksheet 4
Fill the Ten, Equations numbers. Complete equations left to find the total. Drag the Word problems
using groups of items and correct item to each number
numerals. sentence.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 100:
Book along. Thinking subtraction

296
Subtracting Lesson 100 • Worksheet 1 Ten frames
unknown
numbers Name

Take away the answer to find the missing number.

The first one is done for you.

● ● ● ● ● ● ● ● ● ●
● ● ● ● ●

15 – 8 =7

● ● ● ● ● ● ● ● ● ●
● ● ● ● ● ● ●

17 – =6

● ● ● ● ● ● ● ● ●
● ● ● ● ●

14 – =9

19 – =8

298 Copyright © Mathseeds and Blake eLearning 2016

Subtracting Lesson 100 • Worksheet 2 Count on
unknown
numbers Name

Circle the numbers and then count the difference.

18 – = 15

10 11 12 13 14 15 16 17 18 19 20

16 – = 14

10 11 12 13 14 15 16 17 18 19 20

13 – = 11

10 11 12 13 14 15 16 17 18 19 20

20 – = 12

10 11 12 13 14 15 16 17 18 19 20

Copyright © Mathseeds and Blake eLearning 2016 299

Subtracting Lesson 100 • Worksheet 3 Related facts
unknown
numbers Name

Make a number mountain. The first one is done for you.

9
9– =4
4 + 5

10
10 – =3
3 +

11
11 – =7
7 +

15
15 – =8
8 +

19
19 – = 13
13 +

300 Copyright © Mathseeds and Blake eLearning 2016

Subtracting Lesson 100 • Worksheet 4 Word problems
unknown
numbers Name

Write a sum and find the answer.

1 Ruby went shopping with

16 bags. She came home
with 11. How many bags
did she lose?
________

2 Waldo took 13 fish cakes to

the picnic. He ate some on
the way and now has 7 left.
How many did he eat?
________

3 Mango put 18 balls in a

bag. It had a hole and now
only 7 balls are in the bag.
How many fell out?
________

4 Doc had 20 books. He gave

some to his friends and now
he has 14 left. How many
did he give away?
________

Copyright © Mathseeds and Blake eLearning 2016 301

 Lesson 101 • Counting to 500
Learning objectives Extra assistance
Children will: When introducing three-digit numbers, it is important
• identify the numbers from 1 to 500. to provide some kinaesthetic and visual props to help
students understand the place value concepts. Base ten
• count and recognise three-digit numbers in Base ten blocks are ideal as they provide an example to scale of the
blocks. three places — ones, tens and hundreds. Provide plenty of
• order three-digit numbers. activities where students make numbers with the blocks and
recognise numbers represented by blocks. Offer students
The National Curriculum in England who struggle with three-digit number problems the
opportunity to use the blocks to help them in their thinking.
Mathematics Year 3
Number – number and place value Classroom activities
Pupils should be taught to: Brainstorm
• recognise the place value of each digit in a three-digit Ask students to come up with a list of places and times in
number (hundreds, tens, ones) the ‘real world’ where three-digit numbers are used. Some
• compare and order numbers up to 1000 examples could be prices of big items like a fridge, page
numbers in a long book or the number of students in a
• read and write numbers up to 1000 in numerals and in school or year group. Have each student illustrate and label
words an example of a three-digit number in use and make a wall
display or a class book.
Key vocabulary
Count ‘em!
numbers 1–500, count, number line, more, less, hundreds, Give each student a set of 5 hundreds, 9 tens and 9
tens, ones, tally marks, smaller, larger, place value, ones in Base ten blocks. Write a number from 1–500 on
equation, –, =, + the board and the students make the number. Check
them, then write another number. After a while, swap.
The teacher makes a number 1–500 with blocks and the
students write down the number.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Link the single digit numbers order the hundreds to 500 on a Worksheet 1
Recognise and count 1–5 and the hundreds 100–500. number line. Find one more/less Three-digit numbers
Understand that three-digit or ten more/less than a three-digit
numbers can go up or down by number on a number line.
ones or tens.
Song: A Pattern of Hundreds

Order and match: Put numbers in order on a move numbers into position on the Worksheet 2
Number Line Balloons, Smaller number line. Recognise which number line. Label two numbers Order
or Larger Number, Find the number is smaller and which is smaller and larger. Match three-digit
Match larger. Read and remember three- numbers that are the same.
digit numbers.
Making numbers: Identify how many hundreds, select the correct number of Worksheet 3
Make the Number, Place Value tens and ones are in a number. hundreds, tens and ones blocks. Use Place value
Machine Understand place value in three- three numerals to make the biggest
digit numbers. possible number.

Count and calculate: Read tally marks. Complete select the numeral to match the tally Worksheet 4
Keeping Score, Equations, equations using groups of items marks. Drag the correct numeral Check
Number Arrows, Add to 20 and numerals. Recognise the or group to complete each number
number being shown by a group sentence. Count the hundreds,
of hundreds, tens and ones. Use tens and ones to write the number.
mental strategies to add two Answer 10 addition sums before
numbers. time runs out.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 101:
Book along. Count to 500

2
Counting Lesson 101 • Worksheet 1 Three-digit numbers
to 500 Name

1 Match.

100 200 300 400 500

2 Write the next three numbers.
101, 102, 103, _______ , _______ , _______
330, 331, 332, _______ , _______ , _______
477, 478, 479, _______ , _______ , _______
3 Colour the cars.
yellow = 234 red = 324 blue = 432 green = 423

AAA 423 ZZZ 324

FFF 234 PPP 432

4 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 101 • Worksheet 2 Order
to 500 Name

1 Write these numbers in counting order.

500, 200, 300, 100, 400 _____________________________
156, 159, 157, 155, 158 _____________________________
399, 401, 398, 400, 397 _____________________________

2 Put the numbers on the number line.

256 263 252 268 259

250 260 270

3 Order from smallest to longest distance.

500, 100, 250, 375, 425, 150

Copyright © Mathseeds and Blake eLearning 2016 5

Counting Lesson 101 • Worksheet 3 Place value
to 500 Name

1 Complete.

_______ hundreds _______ tens _______ ones = _______

_______ hundreds _______ tens _______ ones = _______

2 Colour to show the number.

127

456

292

6 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 101 • Worksheet 4 Check
to 500 Name

1 Match the letters to the mail boxes.

133 355 500

244 466

Mrs M. Mum, ✿ Mr P. Papa, ♦ Miss D. Dorta, ✪

244 Mother St, 466 Daddad Dr, 355 Gurl Rd,
Matown Fatherton Chiltern

Master S. Sun, ✷ Ms A. Anty, ♥

133 Bouy Ave, 500 Best Lane,
Laddington Love Hill

2 Colour the smaller number.

100 500 226 256 344 341

3 Colour the larger number.

450 250 489 499 116 119

4 Order from smallest to largest number.

132, 321, 213, 123, 312, 231 ___________________________
Copyright © Mathseeds and Blake eLearning 2016 7
 Lesson 102 • Moving shapes
Learning objectives Extra assistance
Children will: Learning to differentiate between the flip, slide and turn
• identify flips, slides and turns with 2D shapes. movements is made easier by using shapes which have
a clear top and bottom, eg hearts, stars and triangles,
• differentiate between a quarter turn and a half turn.
or which have a difference between their left and right
The National Curriculum in England sides, eg animal shapes, crescent moons and arrows. The
distinctive features can be tracked to show movement,
Mathematics Year 2 for example a triangle point up and a triangle point down
Geometry – position and direction shows a half turn. It is hard to tell if a square or circle has
Pupils should be taught to: made any movement at all!
• order and arrange combinations of mathematical Classroom activities
objects in patterns and sequences
Make a Pattern
• use mathematical vocabulary to describe position,
direction and movement, including movement in a Glue a set of identical cut out 2D shapes or figures onto
straight line and distinguishing between rotation as a paper to make a pattern of movements. Or trace around
turn and in terms of right angles for quarter, half and an object and flip, slide or turn it to trace the next item in
three-quarter turns (clockwise and anti-clockwise) the pattern. Use the patterns as borders on an artwork or
writing piece.
Key vocabulary ★ ★  <><>
★ ★

slide, flip, turn, quarter, half, shape, sides, corners, Match Up

numbers 1–14, sum, +, =, blocks, model, pattern, next, Give out cards of 2D shapes with a line across the bottom
half past, number words from one to twelve, clock, to indicate which way up they go. Have multiple examples
tessellation, squares, cover, larger of each shape upright, upside down, on its side and mirror
image. Call out flip, slide or turn and students find someone
with the matching image to their shape. So for slide it needs
to be the identical shape, for flip it should be the mirror
image and for turn it would be upside down or on its side.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand the difference slide and flip shapes and identify Worksheet 1
Move the shape between a slide, flip and turn pictures where a slide or flip Flip
with 2D shapes. Differentiate has been used. Turn shapes and
between half and quarter turns. identify pictures where a quarter or
Song: The Slide half turn has happened.

Identify: Recognise the different identify whether a shape has Worksheet 2

Flip, Slide or Turn, Move the movements a shape can make. done a flip, slide or turn. Match a Slide
Shape, Continue the Pattern, Identify a pattern and select the movement to a direction. Choose
Half past Clocks next item. Recognise the time the next item in the pattern. Select
on an analogue clock. the time on the clock.

Count: Count the number of sides and answer the question How many Worksheet 3
Sides and Corners, Block It, corners on a shape. Measure sides/corners? Count how many Turns
How Many Squares? volume in blocks. Measure area blocks in a model. Count how
in squares using a grid. many squares in each shape –
which is larger?

Match: Identify which related equations choose sums to match groups of Worksheet 4
Fact Cubes, Tessellations match the image. Complete the blocks. Fill in the spaces with the Check
tessellating patterns. right pieces to make a tessellating
pattern.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 102:
Book along. Flip, slide or turn

8
Moving Lesson 102 • Worksheet 1 Flip
shapes Name

1 Flip each shape and draw it.

2 This shape has been flipped. Flip and draw it again.

Continue across the page.

3 Draw your own shape. Flip and draw it again.

Complete the pattern.

10 Copyright © Mathseeds and Blake eLearning 2016

Moving Lesson 102 • Worksheet 2 Slide
shapes Name

1 Trace around a pattern block. Slide it across and trace again.

Continue across the page. Choose another pattern block.

2 Slide and flip each shape.

slide flip slide flip

3 How has the shape been moved? Write slide or flip.

______________________ ______________________
Copyright © Mathseeds and Blake eLearning 2016 11
Moving Lesson 102 • Worksheet 3 Turns
shapes Name

1 Show where the hand would be after a half turn.

2 Show where the hand would be after a quarter turn.

3 Complete the patterns using half or quarter turns.

12 Copyright © Mathseeds and Blake eLearning 2016

Moving Lesson 102 • Worksheet 4 Check
shapes Name

1 Draw the shape 4 times.

slide flip half turn quarter turn

slide flip half turn quarter turn

2 Continue the patterns.

Copyright © Mathseeds and Blake eLearning 2016 13

 Lesson 103 • Adding 9
Learning objectives Extra assistance
Children will: Using the hundred chart to explain an addition strategy
• learn the strategy ‘add 10 and take away 1’ to add 9. gives students a visual cue for implementing a mental
strategy. Many children learn more efficiently in a visual
• practise the strategy on a hundred chart.
context, but as they move up the grades, mathematics
• practise other addition strategies to build fluency. tends to become more representative and conceptual.
The National Curriculum in England When the basics of number and operations are learned
by associating them with visual cues, higher maths can be
Mathematics Year 2 more effectively employed by revisiting these techniques
Number – addition and subtraction mentally.
Pupils should be taught to:
Classroom activities
• solve problems with addition and subtraction:
Extend the Strategy
– using concrete objects and pictorial representations,
including those involving numbers, quantities and Have students practise adding 9 by adding 10 and taking
measures away 1 on the hundred chart. Repeat this strategy on a
number line. Next, ask them to use this strategy to add 8, 7,
– applying their increasing knowledge of mental and
6, 5 and so on: add 10, then take away 2, 3, 4, etc. Discuss
written methods
how useful this strategy may be for numbers other than 9.
• recall and use addition and subtraction facts to 20
Explore the Patterns
fluently, and derive and use related facts up to 100
Put the number 9 on the board. Ask a student to add 9
• add and subtract numbers using concrete objects,
and write the answer next to it. Have another student add
pictorial representations, and mentally, including a
9 to that number and continue the pattern up to 90. Ask
two-digit number and ones
the class to discuss what patterns they see. Rewrite the
Key vocabulary numbers in a column if it helps them see the place value
patterns: the tens go up by 1 and the ones go down by
numerals 0–100, +, =, –, addition, sums, related facts, 1. Also, notice each pair of digits adds to 9. Try it with a
jump strategy, equal, near doubles, equation, true, false different starting number and see what patterns emerge.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce a strategy for adding add 9 on the hundred chart Worksheet 1
Addition strategy 9 to a number: add 10 and by adding 10 and then going Add 9
take away 1. back 1.
Strategies: Complete addition sums with make 10 to add two numbers. Worksheet 2
Look For 10, Fact Dominoes, pairs that add to 10. Complete Find the correct domino to Addition strategies
Jump Forward, Near Doubles the related facts sums. Jump answer each sum. Split a
down the number chart to number into tens and ones to
answer a sum. Recognise the add on a hundred chart. Use
doubles fact closest to the the nearest doubles fact to
given sum. find the answer to a sum.
Fluency: Use mental strategies to add answer 10 addition sums Worksheet 3
Add to 20, Jumping Beans two numbers. Add a group to before time runs out. Count 100 chart addition
a number to find the total. and add a group to a given
number.
Equations: Compare equations using =, + recognise whether two sums Worksheet 4
Are They Equal?, Make the and – symbols. Use numbers are equal. Make an equation Check
Equation, True or False and symbols to write a sum. based on an image. Recognise
Read equations using =, + and whether an equation is true
– symbols. or false.
Read: Read aloud book. listen, follow the reading and Mathseeds book 103:
Book read along. Adding Nine

14
 Lesson 103 • Worksheet 1 Add 9

Adding 9 Name

1 Circle 13. Add 10, then take away 1. Circle the answer.
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30

13 + 9 = _____
2 Circle 45. Add 10, then take away 1. Circle the answer.
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60

45 + 9 = _____
3 Circle 78. Add 10, then take away 1. Circle the answer.

71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90

78 + 9 = _____
4 Circle 32. Add 10, then take away 1. Circle the answer.

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

32 + 9 = _____

16 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 103 • Worksheet 2 Addition strategies
Adding 9 Name

1 Split into tens and ones to add.

71 + 8 = 86 + 13 = 65 + 32 =

51 + 27 = 72 + 7 + 10 = 14 + 45 + 21 =

2 Look for two numbers that add to 10.

22 + 38 = 67 + 13 = 9 + 81 =

33 + 12 + 7 = 21 + 62 + 19 = 44 + 26 + 17 =

3 Use near doubles to find the answer.

8+9= 12 + 13 = 24 + 25 =

7+6= 15 + 16 = 21 + 20 =

4 Complete the fact family sums.

7+ = 11 9+ = 12 8+ = 13

+ 7 = 11 + 9 = 12 + 8 = 13

11 – 7 = 12 – 9 = 13 – 8 =

11 – =7 12 – =9 13 – =8

Copyright © Mathseeds and Blake eLearning 2016 17

 Lesson 103 • Worksheet 3 100 chart addition

Adding 9 Name

Use the number chart to add.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

31 + 8 = 57 + 2 = 94 + 5 =

45 + 10 = 78 + 20 = 13 + 50 =

52 + 35 = 64 + 24 = 81 + 17 =

21 + 19 = 97 + 3 = 74 + 16 =

28 + 7 = 69 + 4 = 87 + 9 =

18 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 103 • Worksheet 4 Word Problems
Adding 9 Name

Find the answer. Show your working.

1 Joe has 15 ducks and 9 more hatch. How many altogether?

Joe has ducks altogether.

2 Penny buys 33 pencils and 9 pens. How many altogether?

Penny has pencils and pens altogether.

3 Ying made 71 cakes and Lee made 29. How many altogether?

Ying and Lee made cakes.

4 Jose lines up his 22 cars and 19 trucks. How many altogether?

Jose has cars and trucks.

Copyright © Mathseeds and Blake eLearning 2016 19

 Lesson 104 • Measuring
Learning objectives Extra assistance
Children will: Informal measurement uses uniform units that are not
• identify the words ‘one metre’ and the abbreviation quantified. For example, measuring the length of a
1 m. room by hand widths instead of metres. This is useful for
basic measuring and comparison, but not when exact
• compare lengths to 1 metre.
measurements are needed. Give students measuring
• measure items using 1 m rulers. activities to do where informal units are not helpful, such
as cutting a piece of paper to the exact same size as their
The National Curriculum in England
book cover, or marking out a 25 m race track on the oval.
Mathematics Year 2
Measurement Classroom activities
Pupils should be taught to: Guessing Competition
• choose and use appropriate standard units to estimate Give each student a list of furniture and fittings from
and measure length/height in any direction (m/cm) to around the classroom or features from the playground.
the nearest appropriate unit, using rulers Show them a metre ruler and ask them to estimate how
• compare and order lengths and record the results long each item is in metres. Give everyone a turn at
using >, < and = measuring an item on the list and compare their estimates
and the measurements.
Key vocabulary Choices, Choices
metre, ruler, length, measure, 1 m, exactly, more than, less Show students a range of items for measuring length,
than, longer, shorter, square, down, right, left, up, picture such as a 30 cm ruler, metre ruler, builder’s and tailor’s
graph, column, half past, number words one to twelve and measuring tapes, and a trundle wheel. Give each person a
thirty, tessellation, pattern card with an item to be measured from around the school
or room. Ask them to say which device they would use,
then discuss their choices. Finally, go measure!

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of the recognise the words one Worksheet 1
Measure length metre. Measure lengths at metre and equate with One metre
exactly 1 m, less than 1 m, 1 m. Use the metre ruler to
more than 1 m and multiple measure items in comparison
metre ruler lengths. to 1 m and measure distances
Song: How long? of multiple metres.

Compare: Measure length in blocks. label pairs of items shorter Worksheet 2

Longer or Shorter and longer. Comparing lengths

Measure: Use uniform units on a ruler count how many sections on Worksheet 3
Measuring Blocks, How Many to measure length. Use 1 m the ruler to determine length. Measuring with metres
Metres?, Long Jump, How measuring sticks to measure Count how many measuring
Tall? an object or a jump. sticks to find the length or
height.

Find and make: Comprehend position follow directions to move Worksheet 4

Maps, Picture Graphs, Half vocabulary. Make a picture around a grid. Fill the columns Check
past Clocks, Tessellations graph to match the data in a picture graph correctly.
given. Recognise the time on Select the time being shown
an analogue clock. Complete on the clock. Fill in the spaces
the tessellating patterns. to make a tessellating pattern.

Read: Read aloud book. listen, follow the reading and Mathseeds book 104:
Book read along. Metres

20
Measuring Lesson 104 • Worksheet 1 One metre
Name

1 Match. =1m

1 m

3 m

2 m

4 m

2 What can you measure in metres? Circle.

distance mass height capacity

volume width length time

3 Take a metre ruler around the classroom.

What is about one metre?
______________________________________________________
______________________________________________________
4 Can you think of anything outside the classroom that is about
1 metre long?
______________________________________________________
______________________________________________________
22 Copyright © Mathseeds and Blake eLearning 2016
Measuring Lesson 104 • Worksheet 2 Comparing lengths
Name

1 Colour the items which are about 1 metre long.

2 Circle the items which are less than 1 metre.

3 Cross out the items which are more than 1 metre.
Copyright © Mathseeds and Blake eLearning 2016 23
Measuring Lesson 104 • Worksheet 3 Measuring with metres
Name

1 Use a metre ruler to measure.

Height Length
a door m a skipping rope m
a fence m a cricket bat m

Width Distance
a park bench m classroom to bathroom m
a classroom m office to library m
2 Tick the longer item in each pair.
3 How long? =1m

24 Copyright © Mathseeds and Blake eLearning 2016

Measuring Lesson 104 • Worksheet 4 Check
Name

Dizzy
Mango
Doc Waldo
Ruby

Mango is about 1 metre tall.

1 Who is more than 1 m tall?
__________________________ __________________________

2 Who is less than 1 m tall?

__________________________ __________________________

3 Put the names in order from tallest to shortest.

__________________________
__________________________
__________________________
__________________________
__________________________

Copyright © Mathseeds and Blake eLearning 2016 25

 Lesson 105 • Partitioning numbers
Learning objectives Extra assistance
Children will: A numeral expander made from a strip of paper can be
• partition three-digit numbers. folded and expanded to show students different ways of
• read a numeral expander. representing and thinking about
on es
• make three-digit numbers from hundreds, tens and numbers. For example: 3 6 9
ones blocks. te ns on es
3 6 9
The National Curriculum in England 3 hun
d reds
6 9 on es

Mathematics Year 3 d reds te ns on es

3 hun
6 9
Number – number and place value
Classroom activities
Pupils should be taught to:
• recognise the place value of each digit in a three-digit Match Up
number (hundreds, tens, ones) Give each student a card with a representation of a three-
• identify, represent and estimate numbers using digit number based on numeral expanders, Base ten
different representations blocks, number names and numerals. Make sure there
• read and write numbers up to 1000 in numerals and in are two versions of each number. Have students find their
words partner and then write down every way they can come up
Notes and guidance with of showing their number.
Using a variety of representations, including those related Order, Order!
to measure, pupils continue to count in ones, tens and Give each student a three-digit number on a card shown
hundreds, so that they become fluent in the order and as a form of the numeral expander. Make sure everyone
place value of numbers to 1000. has a different number. Ask the class to put themselves in
correct order, smallest to largest number or vice versa –
Key vocabulary without talking! Ask them to stand in a line and hold up
ones, tens, numeral expander, +, –, =, hundreds, numbers their cards. Discuss any numbers out of order. Shuffle and
1–500, smaller, larger, equation, place value, add, play again.
subtract, digits

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the numeral expander make two and three-digit Worksheet 1
Partition numbers and partition two and three-digit numbers from ones, tens and Place value
numbers into ones, tens and hundreds blocks to match the
hundreds. numeral expander.
Song: A Number Game
Number: Identify which number is smaller label two numbers smaller and Worksheet 2
Smaller or Larger Number, and which is larger. Recognise the larger. Drag the numbers to their Partition numbers
Cheeky 100 Mouse order of numbers in a 100 chart. places in the number square.

Place value: Understand place value in four-digit use four numerals to make the Worksheet 3
Place Value Machine, numbers. Recognise the number biggest possible number. Count Numeral expanders
Number Arrows being shown by a group of tens and the tens and ones to write the
ones. number.
Calculate: Complete equations using groups drag the correct card to Worksheet 4
Equations, Word Problems, and numerals. Read a word problem complete each number sentence. Word problems
Add Tens, Subtract Tens, and translate it to an equation. Read the problem, match to a
Make the Equation Add a group of tens to a two-digit sum, find the answer. Add tens
number. Subtract tens from a group and then ones. Count the tens,
of tens. Use numbers and symbols how many fell over and how
to write a sum. many left. Make an equation
based on an image.
Read: Read aloud book. listen, follow the reading and Mathseeds book 105:
Book read along. Making 3-digit numbers

26
Partitioning Lesson 105 • Worksheet 1 Place value
numbers Name

1 Write the number.

= _______

= _______

= _______

= _______

2 Fill in the chart.

Hundreds Tens Ones
four hundred
and twenty-six
two hundred
and seven
one hundred
and sixty-three
three hundred
and ten

28 Copyright © Mathseeds and Blake eLearning 2016

Partitioning Lesson 105 • Worksheet 2 Partition numbers
numbers Name

1 Complete.
131 = 1 hundred, _____ tens and 1 one
318 = _____ hundreds, 1 ten and _____ ones
288 = _____ hundreds, _____ tens and _____ ones
404 = _____ hundreds and _____ ones
2 Complete.
123 = 100 + 20 + _____ 369 = 300 + _____ + _____
246 = _____ + _____ + _____ 490 = ___________________
3 Partition each number both ways.
231 = _____ hundreds, _____ tens and _____ ones
or _____ + _____ + _____
185 = ________________________________________________
or ____________________
452 = ________________________________________________
or ____________________
307 = ________________________________________________
or ____________________
170 = ________________________________________________
or ____________________
Copyright © Mathseeds and Blake eLearning 2016 29
Partitioning Lesson 105 • Worksheet 3 Numeral expanders
numbers Name

1 Complete.

245 hund reds te ns on es

367 hund reds te ns on es

480 hund reds te ns on es

106 hund reds te ns on es

500 hund reds te ns on es

2 Write the number.

1 hund reds 2 te ns 3 on es _______

2 hund reds 3 te ns 4 on es _______

3 hund reds 0 te ns 2 on es _______

4 hund reds 7 te ns 0 on es _______

30 Copyright © Mathseeds and Blake eLearning 2016

Partitioning Lesson 105 • Worksheet 4 Word problems
numbers Name

Write the answers.

1 Dizzy has 5 boxes of 100 balls each. How many balls
altogether? Colour the hundred blocks to find the answer.

2 Mango has 30 bushes, 100 flowers and 9 trees in her garden.

How many altogether? Fill in the chart to find the answer.
Hundreds Tens Ones

3 Doc’s favourite number has 5 ones, 3 hundreds and 4 tens.

What is it? Fill in the numeral expander to find out.

hund reds te ns on es

4 Ruby lives at house number 215. Write this number three

other ways.
________________________________________________________________
________________________________________________________________

Copyright © Mathseeds and Blake eLearning 2016 31

 Lesson 106 • Counting 500–1000
Learning objectives Extra Assistance
Children will: Within the range of three-digit numbers students can find
• identify numbers from 500 to 1000. a number of counting patterns. They can skip count by
• order three-digit numbers. twos – the last digit tells us if a number is odd or even.
• count by ones, tens and hundreds between They can skip count by fives – the last digit tells us if a
500 and 1000. number is in the pattern. They can skip count by tens
where the final digit is always zero. Or skip count by tens
Australian Curriculum Content Descriptions off the decade – the last digit should stay the same. Finally,
Number and Algebra notice the pattern for counting by hundreds – the numbers
always end in 00.
Number and place value
ACMNA026 Investigate number sequences, initially those Classroom activities
increasing and decreasing by twos, threes, fives and ten Quick Look
from any starting point, then moving to other sequences.
Give students a card which has ‘more than 500’ written
ACMNA027 Recognise, model, represent and order on one side and ‘less than 500’ on the other. Show them
numbers to at least 1000. a number from 1 to 1000 and ask the class to show
ACMNA028 Group, partition and rearrange collections the matching side of their card. Write the number on a
up to 1000 in hundreds, tens and ones to facilitate more laminated card so it is easy to wipe off and write a new
efficient counting; understand three-digit numbers as one. After a while, begin to give them just a quick look to
comprised of hundreds, tens and ones/units; demonstrate encourage them to focus on the hundreds digit.
and use models such as place-value blocks. Order, Order!
Key vocabulary Give individual students a set of cards for the hundreds
from 100 to 1000. It is a race to see who can put them in
numbers 500–1000, count, number line, more, less,
order fastest. Say ‘ready, set, go!’ Praise the fastest. Repeat
hundreds, tens, ones, number square, thousand, smaller,
until most students find it easy, then give them a set of
larger, place value, tessellating patterns
tens from 10 to 1000 to put in order. This should prove
more challenging!

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Order the hundreds from 500– put the hundreds from 500 Worksheet 1
Recognise and count 1000. Understand that three-digit to 1000 in their place on a Three-digit numbers
numbers can go up or down by number line. Find one more
ones. Identify the order of the tens or less than a three-digit
from 500–1000. number on a number line. Fill
Song: Raffles Are All About a number square counting by
Numbers tens from 500 to 1000.
Order: Put numbers in order on a number move numbers into their Worksheet 2
Number Line Balloons, Smaller line. Recognise which number is correct position on the Order
or Larger Number smaller and which is larger. number line. Label two
numbers smaller and larger.
Place value: Identify how many hundreds, match a number to a group Worksheet 3
Make the Number, Place Value tens and ones are in a number. of hundreds, tens and ones Place value
Machine, Number Arrows Understand place value in three- blocks. Use three numerals
digit numbers. to make the biggest possible
number.
Find: Identify the word thousand. find your word from amongst Worksheet 4
Buses, Tessellations, Find the Complete the tessellating patterns. other words. Fill in the spaces Check
Match, Counting by 5s Read and remember three-digit to make a tessellating pattern.
numbers. Count by fives to add. Match three-digit numbers.
Count groups of 5 items.
Read: Read aloud book. listen, follow the reading and Mathseeds book 106:
Book read along. Count to 1000

32
Counting Lesson 106 • Worksheet 1 Three-digit numbers
500-1000 Name

1 Match.

500

600

700

800

900

1000

2 Write the next three numbers.

683, 684, 685, _______ , _______ , _______
916, 917, 918, _______ , _______ , _______
751, 752, 753, _______ , _______ , _______

34 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 106 • Worksheet 2 Order
500-1000 Name

1 Put the numbers on the number line.

900 1000 600 800 700
500

2 Write these numbers in counting order.

539, 536, 538, 540, 537 _____________________________
812, 809, 811, 808, 810 _____________________________
998, 1000, 996, 999, 997 _____________________________

3 Put the house numbers in order.

621, 625, 627, 623, 629

Copyright © Mathseeds and Blake eLearning 2016 35

Counting Lesson 106 • Worksheet 3 Place value
500-1000 Name

1 Complete.

_______ hundreds _______ tens _______ ones = _______

_______ hundreds _______ tens _______ ones = _______

2 Colour to show the number.

527

856

36 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 106 • Worksheet 4 Check
500-1000 Name

1 Colour the smaller number in each pair.

1000 500 926 956 744 741

2 Colour the larger number.

550 950 689 699 816 819

3 Number the items 1 to 6 from cheapest to most expensive.

$1000 $550

$899 $623

$745 $980

4 Order from largest to smallest number.

987, 978, 789, 798, 897, 879 ___________________________
Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2016
2016
Copyright 37
 Lesson 107 • Chance part 2
Learning objectives Extra assistance
Children will: Probability is the likelihood of an event happening. A
• understand the vocabulary of chance. student’s experiences with a chance event can skew their
sense of probability. For example, if students play a game
• assess the chances of an event happening.
where they need to roll a 6 on a die to start, they may
• record outcomes in a tally chart. believe it is harder to roll a 6 than any other number. Their
sense of proportion will be out of scale. More advanced
The National Curriculum in England
students may be ready to distinguish between the
Mathematics Year 2 objective chance of something happening and the actual
Statistics outcome when it is done.
Pupils should be taught to:
Classroom activities
• interpret and construct simple pictograms, tally charts,
block diagrams and simple tables Which Hat?
• ask and answer simple questions by counting the Place three hats on the floor with the labels likely, unlikely
number of objects in each category and sorting the and equal chance. Have a set of pictures of situations,
categories by quantity some which are likely to happen, some which are unlikely
to happen, and some which have an even chance of
• ask and answer questions about totalling and
happening. Each student chooses one and explains which
comparing categorical data
hat they think it should go in. Encourage the class to
Key vocabulary discuss (politely) any events they disagree on.
Chances and Outcomes
chance, certain, likely, unlikely, impossible, equal chance,
more, less, tally, table, chart, outcome, flip, slide, turn, Discuss the probability of the outcomes in common chance
possible, –, =, numerals 1–20, metres, will, might, won’t, situations such as flipping coins or rolling dice. Once the
happen, +, pictogram conclusion has been reached that the outcomes are all
equally likely, make a tally chart and ask students to flip
or roll 10 or 20 times and record each outcome. Discuss.
Were the outcomes equally represented? Why not?

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Read and use chance choose a word to describe Worksheet 1
Chances and outcomes vocabulary. Understand that the chance of something Chances
chances and real outcomes happening. Flip a coin to
don’t always match up. record actual outcomes in a
tally chart.

Vocabulary: Recognise situations which label two similar situations Worksheet 2

More or Less Likely, Possible or are more or less likely to as more likely and less likely Vocabulary
Impossible, Gumballs, Could occur or which are possible or possible and impossible.
this happen in real life? or impossible. Apply chance Identify the chance of a certain
vocabulary to a situation. event happening.

Identify: Recognise the different identify whether a shape Worksheet 3

Flip, Slide or Turn, Long Jump, movements a shape can make. has done a flip, slide or turn. Outcomes
Picture Graphs Use 1m sticks to measure a Count measuring sticks to find
jump. Make a pictogram to a length. Fill the columns in a
match the data given. pictogram correctly.

Operations Fluency: Use mental strategies to complete 10 subtraction or Worksheet 4

Subtract to 10, Add to 20 answer subtraction sums or addition sums before time Check
add two numbers. runs out.

Read: Read aloud book. listen, follow the reading and Mathseeds book 107:
Book read along. Chance words

38
Chance Lesson 107 • Worksheet 1 Chances
part 2 Name

1 Colour the things that will happen tomorrow.

Circle the things that might happen tomorrow.
Cross out the things that won’t happen tomorrow.

2 Label the events as more likely or less likely.

40 Copyright © Mathseeds and Blake eLearning 2016

Chance Lesson 107 • Worksheet 2 Vocabulary
part 2 Name

1 Match each event to its chance of happening at lunchtime.

You play You fly home

football. for lunch.
certain

You have to
You eat lunch. possible stay inside.

You play with impossible You grow

friends. green hair.

2 Circle the sentences that are true.

You are likely to be shorter next year.

It is unlikely to snow in summer.

There is an equal chance of getting heads or tails

when you flip a coin.

We are certain to see a rainbow tonight.

It is possible it will rain next week.

Writing a story in class is impossible.

Copyright © Mathseeds and Blake eLearning 2016 41

Chance Lesson 107 • Worksheet 3 Outcomes
part 2 Name

1 Write down the chance of these events happening when you

flip a coin.
certain likely equal chance unlikely impossible

It lands on heads. ____________________

It lands on tails. ____________________
It lands on the thin edge. ____________________
It lands on heads or tails. ____________________
2 If you flip a coin 10 times what is most likely to happen?
Colour your answer.
It lands on 5 heads It lands on 4 heads,
and 5 tails. 4 tails and 2 edges.

It lands on 1 head It lands on 10 heads,

and 9 tails. no tails.

3 Flip a coin 10 times. Record the outcomes with tallies in this table.

Heads
Tails

4 Did your outcomes match your prediction? How?

______________________________________________________
______________________________________________________
42 Copyright © Mathseeds and Blake eLearning 2016
Chance Lesson 107 • Worksheet 4 Check
part 2 Name

certain likely equal chance unlikely impossible

1 If you roll a dice, what is the chance of it landing on:

a number from 1 to 6? ____________________
a number 7? ____________________
a number 3? ____________________
the table? ____________________
2 Draw something:

certain to happen tomorrow. impossible to see.

likely to happen this year. a dog is unlikely to do.

Copyright © Mathseeds and Blake eLearning 2016 43
 Lesson 108 • Odd and even numbers
Learning objectives Extra assistance
Children will: The concept of odd and even numbers is based on the
• pair up items to recognise odd and even numbers. understanding that when you pair up items and there is
• identify odd and even numbers in a number line. one left over, that group is an odd number. Practise pairing
• classify numbers from 1–100 as odd or even. up with objects to 20 to develop the idea that numbers
ending in 1, 3, 5, 7 and 9 have one left over and are odd
The National Curriculum in England numbers. 2s, 4s, 6s, 8s and 10s will pair up neatly and are
Mathematics Year 1 even numbers. For more advanced students, apply this
Number – number and place value understanding to larger numbers. Emphasise that they only
need to look at the ones digit.
Pupils should be taught to:
• count, read and write numbers to 100 in numerals; Classroom activities
count in multiples of twos, fives and tens
Quick Look
Notes and guidance
Give students a card which has odd written on one side
They practise counting as reciting numbers and counting
and even on the other. Hold up pictures of groups from 1
as enumerating objects, and counting in twos, fives and
to 20 and ask the class to show the matching side of their
tens from different multiples to develop their recognition
card. Use dot patterns, items in 2 rows, ten frames and
of patterns in the number system (for example, odd and
Base ten blocks. After a while, begin to give them just a
even numbers), including varied and frequent practice
quick look to encourage them to look for the markers of
through increasingly complex questions.
odd numbers.
Mathematics Year 2
Sort Yourselves Out!
Number – multiplication and division
This is best done in a hall or on the playground. Assign
Pupils should be taught to: each student a number. The teacher calls out instructions
• recall and use multiplication and division facts for the and they must decide if it applies to their number (and
2, 5 and 10 multiplication tables, including recognising thus them). For example: Odd numbers sit down. Even
odd and even numbers numbers jump up and down. Line up in counting order.
Key vocabulary Numbers less than 10 go left and over 10 go right.

odd, even, numbers 1–100, pair, pattern, metres, measure,

subtract, number line, –, =, tessellating, chance, certain,
likely, unlikely, impossible, tally marks

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise that odd numbers have pair up socks to identify odd and Worksheet 1
Count and recognise one left over when you pair items even numbers. Identify odd and even Odd and even groups
up. Identify odd and even numbers as alternating numbers from 1–20.
in the counting sequence.
Song: Today is for Odd Numbers

Sort: Recognise whether a numeral is choose the label odd or even for Worksheet 2
Odd or Even?, Adding odd or even, or whether the answer a number or the answer to a sum. Odd and even
Odds and Evens, Gumballs, to a sum is odd or even. Apply Identify the chance of a certain event numbers
Odd or Even? chance vocabulary. happening.

Counting: Use 1 m measuring sticks to count measuring sticks to find the Worksheet 3
How Many Metres?, measure an object. Use the number length. Count back on the number Odd and even
Subtract to 20, Keeping line to subtract within 20. Read tally line to answer a subtraction sum. answers
Score marks. Select the numeral to match the tally
marks.
Find: Match pictures of items. Complete find the odd one out. Use the right Worksheet 4
Odd One Out, Tessellations the tessellating patterns. pieces to make a tessellating pattern. Check
Read: Read aloud book. listen, follow the reading and read Mathseeds book 108:
Book along. Odd or Even?

44
Odd and Lesson 108 • Worksheet 1 Odd and even groups
even
numbers Name

1 Circle pairs of shoes. Label each group odd or even.

____________________ ____________________
2 Colour the odd groups of socks in red and the even groups in blue.

3 Fill in the ten frame with an 4 Fill in the ten frame with an
odd number. even number.

46 Copyright © Mathseeds and Blake eLearning 2016

Odd and Lesson 108 • Worksheet 2 Odd and even numbers
even
numbers Name

1 Colour the even numbers blue and the odd numbers red.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30
2 What do the even numbers end with?
____ ____ ____ ____ ____
3 What do the odd numbers end with?
____ ____ ____ ____ ____
4 Tick the odd numbers. Put a cross on the even numbers.

78 51 66 89

134 223 772

999 444 1000 565

Copyright © Mathseeds and Blake eLearning 2016 47

Odd and Lesson 108 • Worksheet 3 Odd and even answers
even
numbers Name

1 Will the answer be odd or even? Circle.

+ odd even

+ odd even

+ odd even

2 Will the answer be odd or even? Join the odd sums to Dizzy
and the even sums to Doc.
odd
3+1 4+4
even
12 + 7 14 + 6

11 + 5 2+5

48 Copyright © Mathseeds and Blake eLearning 2016

Odd and Lesson 108 • Worksheet 4 Check
even
numbers Name

1 Write out the odd numbers from 1 to 20.

2 Write out the even numbers from 1 to 20.

3 How many?
Colour the odd groups red and the even groups blue.

Copyright © Mathseeds and Blake eLearning 2016 49

 Lesson 109 • The Calendar
Learning objectives Extra assistance
Children will: Incorporate practice with using a calendar into the
• know the months and days of the week. classroom by having a calendar with students’ birthdays,
beginning and end of term dates, school events, public
• recognise correct month order.
holidays and other important dates on it. Ask students to
• understand how to find a date on a calendar. find an event and tell you the date, or find a date and tell
you the event. They can also add events to the calendar
The National Curriculum in England
when they come up by finding the date and writing the
Mathematics Year 1 event on.
Measurement
Classroom activities
Pupils should be taught to:
Make it!
• sequence events in chronological order using language
[for example, before and after, next, first, today, Have the class make their own calendar. Give pairs or trios
yesterday, tomorrow, morning, afternoon and evening] of students a 7 × 6 grid on an A3 piece of paper. Assign
each group a month. They put the name of the month at
• recognise and use language relating to dates, including
the top. The days of the week go across the top row. Have
days of the week, weeks, months and years
them find out what day the first of the month is on and
Key vocabulary start numbering the days from that day of the week in the
second row. Make sure they know how many days are in
calendar, month, date, January, February, March, April, their month.
May, June, July, August, September, October, November,
What Now?
December, days of the week, ordinal numbers, certain,
likely, unlikely, impossible Have students hold up their sheet and get the months in
order without talking. Put the calendar on the wall. Ask
individuals to put stickers on specific dates for special days
such as birthdays or excursions. Have someone highlight
the weeks of each term by giving them the start and end
dates. Given a date, ask students what day of the week it
falls on.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand how a calendar recognise correct month order Worksheet 1
Reading a calendar works – the months go in order, and how many days are in a Months
there are a set number of days in month. Use ordinal numbers to
a month, and months are made find a date. Match dates to days
up of weeks. of the week.

Vocabulary: Recognise the days of the week. match the days of the week. Worksheet 2
Days of the Week, Buses, Identify the word January. Apply Select the given word. Identify Weeks and days
Gumballs chance vocabulary. the chance of a certain event
happening.

Find: Use correct month order. put missing months in the Worksheet 3
Months, It’s a Date, Move the Understand how a calendar correct place. Find the month, Using a calendar
Shape, Half past Clocks works. Recognise a flip, slide date and day of the week.
or turn. Identify the time on an Choose a movement to match a
analogue clock. direction. Select the time shown
on the clock.
Calculate: Use 1m measuring sticks. Use count metre sticks to find height. Worksheet 4
How Tall?, Make the Equation numbers and symbols to write Make an equation based on an Check
a sum. image.

Read: Read aloud book. listen, follow the reading and Mathseeds book 109:
Book read along. Months

50
 The Lesson 109 • Worksheet 1 Months
Calendar
 Name

1 Label the missing months: April, August, December, March,

May, October, September.
2 Colour the months with 31 days in blue.
Colour the months with 30 days in red.
3 Which month is left? _______________
How many days does it have? _________
52 Copyright © Mathseeds and Blake eLearning 2016
 The Lesson 109 • Worksheet 2 Weeks and days
Calendar
 Name

August
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30

1 Which day of the week is:

August 1? _______________________
August 12? _______________________
August 20? _______________________
August 30? _______________________
2 What is the date of:
the first Sunday in August? ____________
the last Friday in August? ____________
the third Monday in August? ____________
the second Thursday in August? ____________
3 How many:
Wednesdays in August? _________
Saturdays in August? _________
4 Colour the weekdays green.
How many weekdays in August? _____

Copyright © Mathseeds and Blake eLearning 2016 53

 The Lesson 109 • Worksheet 3 Using a calendar
Calendar
 Name

Monday Wednesday Saturday

1 2 3

6 7 11 12

14 15 16 17

20 21 25 26

27 28

1 This is the seventh month of the year. Label it.

2 How many days in this month? _____
3 Fill in the missing days and numbers.
4 Which month comes before this one? _____________________
Which month comes after this one? _____________________
5 Dizzy’s birthday is July 29.
Write Dizzy’s birthday on the calendar.
6 What day of the week is Dizzy’s birthday?
_____________________
7 What is the date:
the day before Dizzy’s birthday? _____________________
the day after? _____________________
a week before Dizzy’s birthday? _____________________
a week after? _____________________
54 Copyright © Mathseeds and Blake eLearning 2016
 The Lesson 109 • Worksheet 4 Check
Calendar
 Name

1 Order the months of the year. Number them from 1 to 12.

January ____ 1 August ____ December ____
May ____ November ____ March ____
September ____ June ____ July ____
February ____ October ____ April ____
2 Tick the true sentences. Put a cross if they are false.
March is the 3rd month.
August is the 5th month.
December is the last month.
February is the first month.
3 Match.
January July
February Summer August
March Autumn September
April Winter October
May Spring November
June December
4 Tick the true sentences. Put a cross if they are false.
June is the first month of summer.
January is in winter.
December begins the summer.
September is the first month of spring.
Copyright © Mathseeds and Blake eLearning 2016 55
 Lesson 110 • Subtraction: jump strategy
Learning objectives Extra assistance
Children will: The jump strategy is the basis for the vertical algorithm,
where ones and tens are lined up in columns to make
• break a number into tens and ones to subtract.
working with them easier. Once students have grasped the
• jump back along a number line to subtract. concept of place value, they can be taught to jump along
• jump down a hundred chart to subtract. the number line or through the hundred chart by tens and
then by ones. An empty number line can be used as a step
The National Curriculum in England between this version and being able to mentally jump by
Mathematics Year 2 tens and ones to add or subtract.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
Count Back
• add and subtract numbers using concrete objects,
pictorial representations, and mentally, including: Give each student a laminated number line 0–100 and
a whiteboard marker. Ask them to circle a number. Tell
– a two-digit number and ones
them a smaller number to take away. They should draw
– a two-digit number and tens the jumps back by tens, then ones. Ask them to circle
– two two-digit numbers the number they ended on. Praise those who are correct.
Check the work of the others and help them understand
Key vocabulary their mistake. Repeat.
jump strategy, –, =, numbers 0–100, subtract, take away, Back Track
minus, tens, ones, number line, hundred chart, +, months Have a hundred chart on the IWB. Draw arrows from a
of the year, days of the week, calendar number, going back to another number. You could use
an arrow for each ten or one, or one arrow for the tens
and one arrow for the ones. Ask students to write the
equation. For example, an arrow goes from 77 to 47, then
another arrow from 47 to 42. So the equation should be
77 – 35 = 42. Repeat using new numbers.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use the jump strategy to jump back along the number line Worksheet 1
Jump to subtract subtract by breaking the number or the hundred chart to take away Number lines
into tens and ones. the tens, then the ones.
Song: The Best Bunny

Subtraction: Use the number line to subtract. count back on the number line Worksheet 2
Subtract to 20, Number Bar Find the difference between to subtract. Put two number Hundred chart
Take Away, Subtract to 20, two numbers on the number bars on the number line to find
Subtract Tens, Jump Back line. Use mental strategies to the difference. Complete 10
subtract. Subtract tens. Jump subtractions quickly. Count tens.
down the number chart to Split a number into tens and ones
answer a sum. to subtract.
Operations: Jump down the number chart split a number into tens and ones Worksheet 3
Jump Forward, Word to answer a sum. Read a word to add. Read a problem, match to Jump strategy
Problems, Equations problem and match to an a sum and find the answer. Drag
equation. Complete equations the correct parts for the number
using groups of items and sentences.
numerals.
Match: Understand how a calendar find the correct month, date and Worksheet 4
It’s a Date works. day of the week. Word problems

Read: Read aloud book. listen, follow the reading and Mathseeds book 110:
Book read along. Jump back to subtract

56
Subtraction: Lesson 110 • Worksheet 1 Number lines
jump
strategy Name

1 Use the number lines to jump back by tens and ones.

75 – 24 =

40 50 60 70 80

59 – 35 =

20 30 40 50 60

2 Fill in the missing numbers.

98 – =

60 70 80 90 100

98 – =

0 10 20 30 40

98 – =

30 40 50 60 70
58 Copyright © Mathseeds and Blake eLearning 2016
Subtraction: Lesson 110 • Worksheet 2 Hundred chart
jump
strategy Name

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

1 Jump back through the hundred chart by tens and ones to

find the answers.
75 – 32 = _____ 34 – 21 = _____ 98 – 45 = _____
2 Draw different coloured arrows to show your jumps back by
tens and ones.
Blue: 69 – 33 = _____ Green: 100 – 73 = _____
Red: 86 – 25 = _____ Purple: 57 – 44 = _____
Copyright © Mathseeds and Blake eLearning 2016 59
Subtraction: Lesson 110 • Worksheet 3 Jump strategy
jump
strategy Name

1 Fill in the missing numbers.

eg 88 – 35 45 – 23
80 – 30 = 50 40 – 20 = _____
8 – 5 = 3 5 – 3 = _____
88 – 35 = 53 45 – 23 = _____

66 – 26 97 – 64
60 – _____ = _____ _____ – _____ = _____
_____ – 6 = _____ _____ – _____ = _____
66 – 26 = _____ _____ – _____ = _____

2 Use the frames to subtract.

Tens Ones Tens Ones Tens Ones
9 5 7 7 4 9
– 7 2 – 4 3 – 2 5

3 Subtract tens, then ones to find the answers.

39 – 31 = _____ 58 – 45 = _____ 76 – 55 = _____
47 – 36 = _____ 89 – 42 = _____ 100 – 42 = _____

60 Copyright © Mathseeds and Blake eLearning 2016

Subtraction: Lesson 110 • Worksheet 4 Word problems
jump
strategy Name

Show your working subtracting tens and ones.

Write the answer in the box.
1 There are 87 seeds and 51 have been planted.
How many are left to plant?

2 I have 68 books and I give away 45 for the book sale.

How many books do I have left?

3 Ruby has 55 shopping bags. She lends 34 bags to Mango.

How many left?

4 If there are 99 children at the pool and 79 go home,

how many are left?

Copyright © Mathseeds and Blake eLearning 2016 61

 Lesson 111 • Sharing part 2
Learning objectives Extra assistance
Children will: Before using the multiplication symbol (×) or the division
• share sets of items into equal groups and rows. symbol (÷) in equations, students need to understand the
elements of a multiplication or division problem. There is
• identify how many in the equal groups and rows.
the total number of items, the number of groups and the
• find the total of a set of groups or rows. number in each group. Be sure to use plenty of hands on
activities to practise these concepts and include vocabulary
The National Curriculum in England
such as ‘divide into 3 groups’, ‘share into equal groups’,
Mathematics Year 1 ‘share equally between 3’, and ‘3 groups of 2 make a total
Number – multiplication and division of 6’.
Pupils should be taught to:
Classroom activities
• solve one-step problems involving multiplication and
division, by calculating the answer using concrete Count ‘em!
objects, pictorial representations and arrays with the Give students 12 items each – counters, lolly sticks, blocks
support of the teacher or counting bears. The teacher says ‘make 2 groups’ and
Notes and guidance students share their items into 2 equal groups. Then they
write a sentence to describe the situation, eg
Through grouping and sharing small quantities, pupils
begin to understand multiplication and division. 2 groups of 6 make 12
They make connections between arrays, number patterns, Repeat, making 3, 4 and 6 groups. This can also be done
and counting in twos, fives and tens. with 6, 8, 9, 10, 14, 15, 16, 18 or 20 items depending on
the ability levels of your students.
Key vocabulary Making Groups
share, equally, groups, rows, numbers 1–100, months of This is best done in a hall or on the playground. The
the year, order, jump strategy, number chart, –, =, + teacher calls out ‘make groups of 2’ and students move
into groups of 2. Students who are ‘leftover’ get to
count and help the teacher record this set of groups as a
sentence, eg
13 groups of 2 = 26
Repeat, making groups of 3, 4, 5, 6 and so on.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Make equal groups or rows and share a set of items into equal Worksheet 1
Count and share identify how many in each. groups or rows. Count each group Equal groups
Song: Sharing is Fun or row.

Share: Share items equally into groups move items to make equal groups Worksheet 2
Cat Fish, Cows in Paddocks, or rows. Use a repeated addition or rows. Count how many rows, Equal rows
Doggy Bones, Building Towers, sum to find the total. Identify how many in each row and find the
Flower Power, Equal Rows, the elements of sharing and the total. Move groups until they add to
How Many Groups? total. Add equal groups to make the target number.
a target number.
Strategies: Jump down the number chart to split a number into tens and ones to Worksheet 3
Jump Back answer a sum. subtract. Sharing

Order: Use correct month order. put the missing months in the Worksheet 4
Months correct place. Word problems

Read: Read aloud book. listen, follow the reading and read Mathseeds book 111:
Book along. Sharing into rows

62
Sharing Lesson 111 • Worksheet 1 Equal groups
part 2 Name

1 Circle 2 equal groups. Complete the sentence.

2 groups of ______ = ______ 2 groups of ______ = ______

2 Circle 3 equal groups. Complete the sentence.

3 groups of ______ = ______ 3 groups of ______ = ______

3 Draw.

3 groups of 5 bananas 2 groups of 4 balloons

64 Copyright © Mathseeds and Blake eLearning 2016
Sharing Lesson 111 • Worksheet 2 Equal rows
part 2 Name

1 Complete each sentence.

_____ rows of _____ = _____ _____ rows of _____ = _____

JJJJ
JJJJ
JJJJ
JJJJ
_____ rows of _____ = _____ _____ rows of _____ = _____
2 Draw.

9 stars in 3 equal rows 8 eggs in 4 equal rows

Copyright © Mathseeds and Blake eLearning 2016 65
Sharing Lesson 111 • Worksheet 3 Sharing
part 2 Name

1 Match.

2 groups of 3

2 rows of 5

4 rows of 2

3 groups of 3

4 rows of 4

3 groups of 4

2 Share equally. Draw the food on each plate.

66 Copyright © Mathseeds and Blake eLearning 2016

Sharing Lesson 111 • Worksheet 4 Word problems
part 2 Name

Draw the problem. Find the answer.

1 Mango has 12 bananas. She shares them equally
between Ruby, Waldo, Doc and herself. How many each?

12 bananas shared between 4 people = each

2 Dizzy has 15 crackers. He puts them into bags of 3 each.

How many bags of crackers does he have?

15 crackers shared into groups of 3 = groups

3 Ruby has 4 plates. There are 4 cakes on each plate.

How many cakes altogether?

4 groups of 4 cakes = altogether

Copyright © Mathseeds and Blake eLearning 2016 67

 Lesson 112 • Area part 2
Learning objectives Extra assistance
Children will: In measuring area with informal units it is important to
• recognise that area can be counted in squares. stress that the units must be uniform – that is, exactly the
same in shape and size. Give students opportunities to
• measure area in informal units – squares.
measure using disparate units, for example, measuring a
• differentiate between sizes of areas. desk using their pencil cases. The units differ so 10 small
pencil cases might fit where only 5 large ones do. When
The National Curriculum in England
they measure using uniform units, such as sheets of A4
Mathematics Year 1 paper, they should all get the same measurement.
Measurement
Classroom activities
Pupils should be taught to:
• compare, describe and solve practical problems for Guessing Competition
lengths and heights [for example, long/short, longer/ Give students a sheet with a list of areas they can see
shorter, tall/short, double/half] – their desk, the teacher’s desk, a floor rug, the door, a
• measure and begin to record the following: lengths cupboard, and so on. Show them an informal unit for
and heights measuring the areas, such as a piece of A4 paper. Have
them estimate how many units each area will be. Write
Notes and guidance
these guesses on the sheet. Measure the items and
Pupils move from using and comparing different types compare their guesses to the true measurements.
of quantities and measures using non-standard units,
Trace it
including discrete (for example, counting) and continuous
(for example, liquid) measurement, to using manageable Students trace around a selection of items onto a piece
common standard units. of paper – pencil, eraser, ruler, bottle, hand, and so on.
Give them a pile of Base ten ones blocks and ask them to
Key vocabulary cover a tracing with the blocks. Count how many blocks
and write this number in the tracing. Compare their results
area, measure, how many, cover, square, numbers 1–1000,
with other people’s. Did anyone measure the same thing
smallest, largest, –, =, number line, triangle, far away, near,
and get a different measurement? Why?
behind, in front, next to, share, equally

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that area can be cover areas with squares. Count Worksheet 1
Cover and count measured in squares that cover the squares covering a shape to Measuring area
the area. find the area.
Song: We’ve Got Some
Measuring To Do
Sort: Differentiate items by size. order items by size. Choose the Worksheet 2
Big Small Short Tall, Largest Differentiate between items biggest or smallest item. Sort Comparing area
Area, Position, Smallest Area, based on position. Measure between positions. Count how
How Many Squares?, Smaller area in squares using a grid. many squares in each shape. Label
or Larger Number Identify which number is smaller two numbers smaller and larger.
or larger.

Draw: Reinforce correct formation of draw shapes using a set of dots as Worksheet 3
Dotty Shapes shapes. corners. Equal areas

Operations: Find the difference between put two numbers on the number Worksheet 4
Number Bar Take Away, two numbers on the number line and find the difference. Move Check
Cows in Paddocks line. Share items equally into items to make equal groups.
groups.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 112:
Book along. Area

68
 Area Lesson 112 • Worksheet 1 Measuring area
part 2 Name

1 Count the squares to find the area of each item.

A
________ ________

5p

________
________

2 Colour the shapes that cover 3 squares in green.

Colour the shapes that cover 4 squares in blue.
Colour the shapes that cover 5 squares in red.

70 Copyright © Mathseeds and Blake eLearning 2016

 Area Lesson 112 • Worksheet 2 Comparing area
part 2 Name

1 Count the squares.

________ ________

________ ________

________ ________

2 Colour the biggest area orange. Colour the smallest area purple.
Find two shapes with the same area. Colour them green.
3 Draw a larger shape in blue. Draw a smaller shape in red.

Copyright © Mathseeds and Blake eLearning 2016 71

 Area Lesson 112 • Worksheet 3 Equal areas
part 2 Name

1 a Colour the shapes with the same area yellow.

b Add one square to make the other two shapes the same area.
2 Circle the odd one out in each row.

72 Copyright © Mathseeds and Blake eLearning 2016

 Area Lesson 112 • Worksheet 4 Check
part 2 Name

1 Draw a shape that covers an area of:

• 2 squares. • 3 squares. • 4 squares.
• 5 squares. • 6 squares. • 7 squares.

2 Draw a different shape that covers:

• 3 squares. • 4 squares. • 5 squares.
Copyright © Mathseeds and Blake eLearning 2016 73
 Lesson 113 • Grouping part 2
Learning objectives Extra assistance
Children will: The base understanding for multiplication is that equal
• identify how many groups and how many in groups are being added together to find a total. There are
each group. many ways to approach this concept. Use equal groups
and rows of items. Students may count each item to
• use repeated addition on the number line to find
find the total or skip count the groups. Jumping along a
the total.
number line or hundred chart to complete the repeated
The National Curriculum in England addition may help. Eventually they should be using the
repeated addition sum, and then the multiplication
Mathematics Year 2 equation, employing mental strategies.
Number – multiplication and division
Pupils should be taught to: Classroom activities
• solve problems involving multiplication and division, Jump to it!
using materials, arrays, repeated addition, mental Draw a large number line on the playground. Give
methods, and multiplication and division facts, students repeated addition sums. They jump along the
including problems in contexts number line to find the answer. After some practice with
Notes and guidance this, give them statements of multiplication such as ‘3
Pupils work with a range of materials and contexts in groups of 2’ and ask them to make the jumps (eg three
which multiplication and division relate to grouping and jumps of two places) to find the answer. When ready, use
sharing discrete and continuous quantities, to arrays and to multiplication equations such as 3 × 2.
repeated addition. Making a Statement
Give students dice and sheets with empty grouping
Key vocabulary statements (_ groups of _ = _) and space to write the
grouping, how many, groups, together, total, repeated matching repeated addition sum next to it. Ask them to
addition, +, =, number line, plus, equals, jump strategy, roll their die twice and put the numbers in a grouping
number chart, ×, problem, equation, – statement (eg 2 groups of 4). Then they use this statement
to write a repeated addition and find the answer to both.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that grouping involves a count how many items in a group and Worksheet 1
Group and add number of groups and a number in how many groups. Find the total using Making groups
each group. Use these numbers in the repeated addition on a number line.
sentence: £ groups of £ = £.
Song: Three Groups of Three
Grouping: Identify groups of a given number. select the groups of 2, 7 and 5. Give Worksheet 2
Groups, Rabbit Food Make equal groups and find the total. each rabbit a group of carrots, then Repeated addition
find the total.
Adding groups: Add equal groups until they total a select a number of groups to make Worksheet 3
How Many Groups?, target number. Identify how many the target number. Count how many Number lines
Flower Pots, Goldfish groups, how many in each group and groups and how many in each group.
the total. Use a multiplication sum or Make a set of groups with the right
repeated addition. number in each group. Find the total.
Operations: Jump down the number chart to split a number into tens and ones to Worksheet 4
Jump Forward, Word answer a sum. Read a word problem add or subtract. Read the problem, Word problems
Problems, Dog Treats, and translate it to an equation. Find the match to a sum and find the answer.
Bird Worms Café answers to multiplication sums. Match an equation to its answer.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 113:
Book along. Equal groups

74
Grouping Lesson 113 • Worksheet 1 Making groups
part 2 Name

1 Circle 2 equal groups. Complete the sentence.

____ groups of ____ = _____ ____ groups of ____ = _____

____ groups of ____ = _____ ____ groups of ____ = _____

2 Draw.

2 groups of 5 balls 3 groups of 2 balloons

4 groups of 3 kites 5 groups of 2 flowers

76 Copyright © Mathseeds and Blake eLearning 2016
Grouping Lesson 113 • Worksheet 2 Repeated addition
part 2 Name

1 Find the answer.

2 + 2 + 2 + 2 = _______ 5 + 5 + 5 = _______

3 + 3 + 3 + 3 + 3 = _______ 4 + 4 + 4 = _______

2 Write the repeated addition sum. Find the answer.

________________ = _______ ________________ = _______

________________ = _______ ________________ = _______

Copyright © Mathseeds and Blake eLearning 2016 77
Grouping Lesson 113 • Worksheet 3 Number lines
part 2 Name

1 Find the answer.

2 + 2 + 2 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
3 + 3 + 3 + 3 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
4 + 4 + 4 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2 Draw the jumps. Find the answer.

5 + 5 + 5 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2 + 2 + 2 + 2 + 2 + 2 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

3 + 3 + 3 = _______

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
78 Copyright © Mathseeds and Blake eLearning 2016
Grouping Lesson 113 • Worksheet 4 Word problems
part 2 Name

Find the answer. You can draw the problem, write a repeated
addition sum or use a number line.
1 Dizzy has three plates with four cakes each.
How many cakes altogether?

2 Ruby has four boxes. There are four bows in each box.
How many bows altogether?

3 Waldo makes six piles of two balls each.

How many balls altogether?

Copyright © Mathseeds and Blake eLearning 2016 79

 Lesson 114 • Quarter hour
Learning objectives Extra assistance
Children will: To explain quarter hours link the analogue clock to a circle
• understand that an hour has 4 quarters. cut into quarters. Explain how we can have one quarter
filled from 12 to 3 – this is a quarter past the hour. We
• recognise that a quarter hour is 15 minutes.
have one quarter left when the clock is filled from 12 to 9
• identify quarter to and quarter past times. – this is a quarter to the hour. The digital clock shows the
hour in 60 minutes so a quarter of an hour is 15 minutes –
The National Curriculum in England
:15 shows a quarter past the hour, :30 shows two quarters
Mathematics Year 2 or half past, and :45 shows three-quarters past the hour
Measurement which we call a quarter to.
Pupils should be taught to:
Classroom activities
• compare and sequence intervals of time
Make it!
• tell and write the time to five minutes, including
quarter past/to the hour and draw the hands on a Ask students to bring in a small cardboard box to make
clock face to show these times a digital clock. Cut two pairs of slits in one side so two
strips of paper can be threaded through and glued into
• know the number of minutes in an hour and the
a loop. Draw a colon between them. The first loop of
number of hours in a day
paper should have the numbers 1 to 12 for the hours. The
Key vocabulary second loop is for minutes. This could have just the quarter
hours (00, 15, 30, 45). Another option is to have two
digital time, :00, :30, :15, :45, o’clock, half past, quarter, loops for the minutes – one is 0 to 5 and the other is 0 to
past, to, numbers 1–31, 45, minutes, minute hand, hour, 9 to make all the minute options.
calendar, months of the year, days of the week, a.m., p.m.,
What Now?
morning, afternoon, night
Ask students to show particular times on their clock. Set
up the clocks in a row showing all the quarter hours in
a school day and count them. They could play matching
games with their digital clock and a paper plate analogue
clock (see Lesson 87 Teacher Guide).

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand an hour as divided match hour and half hour Worksheet 1
Recognise quarter hours into 4 quarters. Recognise the times. Match digital times Quarter past
quarter past and quarter to to analogue clocks for the
times. quarter hours.

Working with time: Understand how the quarters find the time on the clock and Worksheet 2
Waldo Has 15 Minutes of an hour work. the time 15 minutes later. Quarter to

Match: Recognise the time on select the time being shown Worksheet 3
What Time is it?, Half past analogue and digital clocks. on the clock. Match digital Telling time
Clocks, Read the Time, a.m. or Understand that the day is and analogue times. Identify
p.m.?, Which Clock split into two parts – a.m. and which parts of the day are
p.m. a.m. or p.m..

Find: Understand how a calendar find the correct month, date Worksheet 4
It’s a Date, Months works. and day of the week. Put the Word problems
months in the correct order.

Read: Read aloud book. listen, follow the reading and Mathseeds book 114:
Book read along. 15 minutes

80
Quarter Lesson 114 • Worksheet 1 Quarter past
hour Name

1 What time is it?

quarter past ____ quarter past ____ quarter past ____

I2:I5 O4 : I 5 08 : I 5
quarter past ____ quarter past ____ quarter past ____

2 Show the time on the clock.

quarter past one quarter past ten quarter past five

: : :
quarter past eleven quarter past three quarter past seven

82 Copyright © Mathseeds and Blake eLearning 2016

Quarter Lesson 114 • Worksheet 2 Quarter to
hour Name

1 What time is it?

quarter to ____ quarter to ____ quarter to ____

I0:45 O5 : 4 5 0I : 4 5
quarter to ____ quarter to ____ quarter to ____

2 Show the time on the clock.

quarter to twelve quarter to four quarter to eight

: : :
quarter to two quarter to nine quarter to six

Copyright © Mathseeds and Blake eLearning 2016 83

Quarter Lesson 114 • Worksheet 3 Telling time
hour Name

1 Match.

02 : I 5 0I 0 : 3 0

quarter to six

eight o’clock

quarter past two

08 : 0 0 05 : 4 5
half past ten

2 Fill in your times.

When does What time When does What time
school start? is lunch? school end? is bedtime?
____________ ____________ ____________ ____________

84 Copyright © Mathseeds and Blake eLearning 2016

Quarter Lesson 114 • Worksheet 4 Word problems
hour Name

Put the answer in the clock.

1 Dizzy had a nap at ten o’clock.
He woke up two hours later.
What time was it then? :

2 Mango sat down for dinner at 6:30.

She was finished half an hour later.
What time was it then? :

3 Doc played a game for fifteen minutes.

He started at quarter past four.
What time did he finish?

4 Ruby was sorting her bags at 2:45.

It took her a quarter of an hour.
What time did she finish?

5 Waldo went to the playground for an hour.

He arrived at quarter past twelve.
What time did he leave? :
Copyright © Mathseeds and Blake eLearning 2016 85
 Lesson 115 • Multiplying groups
Learning objectives Extra assistance
Children will: When using a multiplication equation, eg 3 × 3 = £,
• make multiplication equations using the × sign. students need to identify the two numbers to be multiplied.
With a set of groups, this is the number of groups and
• put the number of groups and the number in each
the number in each group. In an array, it is the number of
group into an × sum.
rows and the number of items in each row. The answer
• find the answer to multiplication sums. can be found by counting each item, counting by groups
(3, 6, 9) and repeated addition (3 + 3 + 3). Eventually, the
The National Curriculum in England
multiplication facts to 10 × 10 should be known.
Mathematics Year 2
Number – multiplication and division Classroom activities
Pupils should be taught to: Match Up!
• calculate mathematical statements for multiplication Have a set of cards depicting arrays and a set of cards
and division within the multiplication tables and write with the matching multiplication equations from 2 × 2 to
them using the multiplication (×), division (÷) and 10 × 10. Give students one card each and ask them to
equals (=) signs find their match. Then they draw the array in their book,
• solve problems involving multiplication and division, write the equation and find the answer. Hand out new
using materials, arrays, repeated addition, mental cards and go again until they have a page full of arrays
methods, and multiplication and division facts, and equations.
including problems in contexts Count ‘em!
Give students 18 items – counters, blocks or counting bears
Key vocabulary for example. The teacher says, “Make groups of 2” and
multiplication, total, groups of, ×, =, equation, times, students share out the items into groups of 2. Then they
multiplied by, rows, count by 3s, tessellation, tessellating write the equation: 9 × 2 = 18. Repeat, making groups of
patterns 3, 6 and 9. Discuss how the different equations have the
same answer and some are reversals of others. Repeat with
20, 24 and 36 items to extend students.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand finding the total of a identify how many in a group Worksheet 1
Multiply set of groups by multiplying. Use and how many groups. Move Multiplication sign
the multiplication sign. groups into an array and find
Song: Group Them in Rows and the answer to the multiplication
Multiply equation.

Multiplying: Find the answers to multiplication match a multiplication equation Worksheet 2

Choc Chip Cookies, Bird sums. to its answer. Multiplying
Worms Café, Dog Treats

Multiplication sums: Fill in the multiplication sum and identify how many groups, how Worksheet 3
Flower Pots, Goldfish, Apple find the answer. Identify the missing many in a group and the total. Missing numbers
Boxes, Train Tunnels number in a multiplication sum. Work out the missing multiplier.

Patterns: Recognise the counting by 3s choose the numbers to count by Worksheet 4

Space Jumps, Tessellations pattern. Complete the tessellating 3s. Use the right pieces to make Word problems
patterns. a tessellating pattern.

Read: Read aloud book. listen, follow the reading and Mathseeds book 115:
Book read along. Multiplying

86
Multiplying Lesson 115 • Worksheet 1 Multiplication sign
groups Name

1 Find the answer.

3 groups of 2 = 4 groups of 3 =
3 × 2 = ______ 4 × 3 = ______
2 Write the sum. Find the answer.

________________________ ________________________
3 Find the answer.

4 rows of 4 = 5 rows of 3 =
4 × 4 = ______ 5 × 3 = ______
4 Write the sum. Find the answer.

________________________ ________________________

88 Copyright © Mathseeds and Blake eLearning 2016

Multiplying Lesson 115 • Worksheet 2 Multiplying
groups Name

1 Draw the sum. Find the answer.

4 × 2 = ______ 2 × 6 = ______

5 × 4 = ______ 10 × 3 = ______

2 Match the sum to its answer.

10 10 × 4 =
2×3=
20

30 4×5=
6×2=
40

6 2 × 5 =
3 × 10 =
12

9 3×3=

Copyright © Mathseeds and Blake eLearning 2016 89

Multiplying Lesson 115 • Worksheet 3 Missing numbers
groups Name

1 Fill in the equations.

2 × ______ = ______ 3 × ______ = ______

5 × ______ = ______ 4 × ______ = ______

2 Fill in the missing numbers.

2 × ______ = 18 5 × ______ = 15 10 × ______ = 50

3 × ______ = 6 7 × ______ = 14 3 × ______ = 12

8 × ______ = 80 2 × ______ = 16 10 × ______ = 70

90 Copyright © Mathseeds and Blake eLearning 2016

Multiplying Lesson 115 • Worksheet 4 Word problems
groups Name

Draw a diagram. Write the sum. Find the answer.

1 Mango has three triangles with three sides each.
How many sides altogether?

______ × ______ = ______

2 Ruby carries ten bags. There are three bows in each bag.
How many bows altogether?

______ × ______ = ______

3 Dizzy makes lunch. He cuts three apples into four quarters

each. How many apple pieces altogether?

______ × ______ = ______

4 Waldo brings two bags to the playground. Each bag holds

six balls. How many balls altogether?

______ × ______ = ______

Copyright © Mathseeds and Blake eLearning 2016 91

 Lesson 116 • Volume
Learning objectives Extra assistance
Children will: The difference between volume and capacity is something
• understand that volume is the amount of space an even many adults struggle with. For young students,
item takes up. offer the following explanations: Capacity is how much a
• recognise differences in volumes of items. container can hold. For example, a box holds 4 books. Its
• count cubes to find volumes. capacity is 4 books. Volume is how much space an item
takes up. The box has capacity, but also volume – it takes
The National Curriculum in England up space. The box has a bigger volume than one of the
Mathematics Year 1 books as it is bigger in size.
Measurement
Classroom activities
Pupils should be taught to:
Compare and Write
• compare, describe and solve practical problems for
capacity and volume [for example, full/empty, more Have a set of items on a table. Write the phrases has more
than, less than, half, half full, quarter] volume than and has less volume than on the board. Ask
• measure and begin to record the following: capacity each child to choose two items and write a sentence using
and volume one of the phrases, eg The pencil has less volume than
the book. After they illustrate their pages with a drawing
Mathematics Year 2
(close to scale if possible), the class can make a book
Measurement about comparing volumes.
Pupils should be taught to: Make it!
• compare and order volume/capacity and record the Give pairs of students a set of blocks to build with. One
results using >, < and = child builds a structure and the other child counts the
Key vocabulary blocks used. The builder draws a picture of the model and
the counter writes its volume in blocks. Then they swap
volume, takes up, space, less, most, smaller, larger, roles and go again.
numbers to 1200, thermometer, temperature, smallest,
largest, days of the week, blocks, sides, corners, 2D
shapes, litre, L, more than

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of volume choose the item that takes up less Worksheet 1
Recognise volume – how much space an item space. Count how many boxes fill Volume
takes up. Use boxes to measure each bag and choose the one that
volume. holds the most.
Song: Room for the Kitchen Sink

Sort: Differentiate items by volume match items to the box they best fit Worksheet 2
Which Box?, Smaller or and size. Recognise which into. Label two numbers smaller and Sort by volume
Larger Number, Big Small number is smaller and which larger. Order items by size. Estimate
Short Tall, Falling Bricks is larger. Identify the size of a whether a group has more or less
group of items. than a number.

Count: Read a vertical number line on a recognise the number indicated on Worksheet 3
Thermometers, Block It, Sides thermometer. Measure volume in the number line. Count how many Counting cubes
and Corners blocks. Recognise the number of blocks are in a model. Answer the
sides and corners on a shape. question How many sides/corners?

Match: Recognise the days of the match the days of the week. Identify Worksheet 4
Days of the Week, Liquid week. Match containers to their containers of 1 L, more than 1 L and Check
Litres capacities. less than 1 L.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 116:
Book along. Big bags, small bags

92
Volume Lesson 116 • Worksheet 1 Volume
Name

1 Circle the item that takes up less space.

2 Circle the item that takes up more space.

3 Colour the item with more volume red.

Colour the item with less volume blue.

94 Copyright © Mathseeds and Blake eLearning 2016

Volume Lesson 116 • Worksheet 2 Sort by volume
Name

1 Match each item to their box.

2 Number the animals from biggest (1) to smallest (6) by volume.

Copyright © Mathseeds and Blake eLearning 2016 95

Volume Lesson 116 • Worksheet 3 Counting cubes
Name

1 Find the volume.

_______ boxes _______ boxes _______ boxes

_______ boxes _______ boxes _______ boxes

2 Circle the shape that takes up the most space.

Cross out the shape that takes up the least space.
Colour the shapes with the same volume.
3 Draw a shape with a volume of 7 boxes.

96 Copyright © Mathseeds and Blake eLearning 2016

Volume Lesson 116 • Worksheet 4 Check
Name

1 Match the volumes.

2 cubes

3 cubes

4 cubes

5 cubes

2 Match the items with a similar volume.

Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2016
2016
Copyright 97
 Lesson 117 • Skip Counting Patterns part 2
Learning objectives Extra assistance
Children will: Choral counting is a fun way to review the skip counting
• identify patterns involving skip counting. patterns students should already know. Saying the
numbers as a group is less intimidating for those who
• complete number patterns counting by 2s, 3s, 5s, 10s
are unsure of their knowledge as any incorrect responses
and 100s.
are lost in the chorus. Review counting by 1s to ten, then
The National Curriculum in England by 10s to one hundred, then by 100s to one thousand.
Discuss the similarities in these patterns and why they are
Mathematics Year 2 so similar.
Number – number and place value
Pupils should be taught to: Classroom activities
• count in steps of 2, 3, and 5 from 0, and in tens from Say it Right!
any number, forward and backward Skip count by 2s to twenty and make a mistake along the
Mathematics Year 3 way. Ask students to identify the number which was the
Number – number and place value mistake. Have a student skip count by 10s to one hundred
and make a mistake. The class must find the mistake.
Pupils should be taught to:
Ask other students to count by 5s, 100s or 3s and make
• count from 0 in multiples of 4, 8, 50 and 100; find 10 mistakes. To make it harder, start counting from a number
or 100 more or less than a given number other than zero.

Key vocabulary Order, Order!

Give each student a set of cards for the numbers counting
skip counting, pattern, hundred chart, numbers to 1000,
by 3s to 30. Ask them to shuffle the cards as they are
thousand chart, counting by, +, =, –, jump strategy, flip,
going to race to put them in order. Say ‘ready, set, go!’
slide, turn
and students lay out their cards in correct order. Praise
the fastest. Skip count together aloud. Extend students by
asking them to order the cards in reverse from 30 to 0.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Make number patterns skip count by 3s on a hundred Worksheet 1
Recognise the pattern counting by 3s and 100s, chart. Count by 100s on a Counting by 3s
forwards and backwards. thousand chart. Find missing
Recognise that counting by numbers in patterns going
100s is similar to counting by forwards and back.
1s.

Counting patterns: Recognise the counting by 2s, Choose the next numbers in Worksheet 2
Truck Stop, Space Jumps, Skip 3s, 5s and 10s patterns. the patterns. Complete the Counting by 100s
Counting Patterns patterns.

Operations Strategies: Count by 2s or 5s to add. Count pairs of items or groups Worksheet 3

Counting by 2s, Jump Back, Jump down the number chart of 5 to find the total. Split a Missing numbers
Counting by 5s, Jump Forward to answer a sum. number into tens and ones to
add or subtract.

Identify: Recognise the movements a Match a movement to a Worksheet 4

Move the Shape shape can make. direction. Check

Read: Read aloud book. listen, follow the reading and Mathseeds book 117:
Book read along. Counting patterns

98
 Skip
Counting Lesson 117 • Worksheet 1 Counting by 3s
Patterns Name
part 2

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49_ 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

1 Colour the counting by 3s pattern to 100.

2 What sort of pattern is made?
______________________________________________________
3 Find the next number.
21, 24, 27, ______ 30, 33, 36, ______
48, 51, 54, ______ 69, 72, 75, ______
84, 87, 90, ______ 93, 96, 99, ______
100 Copyright © Mathseeds and Blake eLearning 2016
 Skip
Counting Lesson 117 • Worksheet 2 Counting by 100s
Patterns Name
part 2

1 Complete the counting patterns.

1, 2, 3, ____ , ____ , ____ , ____ , ____ , ____ , ____
10, 20, 30, ____ , ____ , ____ , ____ , ____ , ____ , ____
100, 200, 300, ____ , ____ , ____ , ____ , ____ , ____ , ____
2 Colour the 100s pattern.

10 20 30 40 50 60 70 80 90 100

110 120 130 140 150 160 170 180 190 200

210 220 230 240 250 260 270 280 290 300

310 320 330 340 350 360 370 380 390 400

410 420 430 440 450 460 470 480 490 500

510 520 530 540 550 560 570 580 590 600

610 620 630 640 650 660 670 680 690 700

710 720 730 740 750 760 770 780 790 800

810 820 830 840 850 860 870 880 890 900

910 920 930 940 950 960 970 980 990 1000

3 Find the next number.

50, 150, 250, _______ 220, 320, 420, _______
690, 790, 890, _______ 570, 670, 770, _______
Copyright © Mathseeds and Blake eLearning 2016 101
 Skip
Counting Lesson 117 • Worksheet 3 Missing numbers
Patterns Name
part 2

1 Complete.
1, 3, 5, ______ , ______ 82, 84, 86, ______ , ______
12, 15, 18, ______ , ______ 45, 50, 55, ______ , ______
30, 40, 50, ______ , ______ 330, 430, 530, ______ , ______

2 Find the missing numbers.

180, , 380, , , 680, 780, ,

15, , 25, , , 40, 45, ,

, 59, 61, , , , 69, , 73

51, 54, , , 63, , , , 75

570, , 590, , , , 630, 640,

102, 104, , , , , 114, , 118

102 Copyright © Mathseeds and Blake eLearning 2016

 Skip
Counting Lesson 117 • Worksheet 4 Check
Patterns Name
part 2

1 Match.
3 6 9 30 33 36

21 24 27 39 42 45

30 33 36 12 15 18

2 Describe the pattern, eg going up by 2s.

0 50 100 150 200 250 300 350 400 450 500

____________________________

0 5 10 15 20 25 30 35 40 45 50

____________________________

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

____________________________

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

____________________________
Copyright © Mathseeds and Blake eLearning 2016 103
 Lesson 118 • Word Problems
Learning objectives Extra assistance
Children will: Students should approach a word problem with a plan:
• learn how to approach a word problem. read the problem, look for clue words and numbers, apply
a strategy and find the answer. Most simple, one-step
• look for clue words and numbers.
problems involve an operation – addition, subtraction,
• use an equation or picture to solve the problem. multiplication or division. This is the first thing to work out.
Then some strategies to consider are writing an equation,
The National Curriculum in England
drawing a picture or diagram, acting it out with concrete
Mathematics Year 2 materials, using a number line or guess and check.
Number – addition and subtraction
Classroom activities
Pupils should be taught to:
• solve problems with addition and subtraction using Brainstorm
concrete objects and pictorial representations, Divide the class into two groups and give them an A3
including those involving numbers, quantities and piece of paper with an operation symbol on top: + or –.
measures Ask them to make lists of words that could be clues for
• add and subtract numbers using concrete objects, each operation. For example:
pictorial representations, and mentally, including: + and, how many, altogether, more, total, in all
– a two-digit number and ones – how many left, how many more or less, difference
– a two-digit number and tens Put the sheets up on the wall as helpful posters.
– two two-digit numbers Write and Swap
– adding three one-digit numbers Give students a number sentence each and ask them to
write a word problem putting the equation in a familiar
Key vocabulary context. Or give them two numbers to put in a problem of
word problem, numbers to 100, clues, altogether, sum, their own making, using either operation. Have them swap
addition, +, solve, subtraction, –, act it out, jump strategy, with their table mates and solve each other’s problems.
equation

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Word problems: read the identify the operation to be Worksheet 1
Read and calculate problem and recognise what used and the numbers. Make Word problems
type of calculation is needed. a picture or act it out to find
Solve the problem using a the answer.
drawing or act it out.

Word problems: Read a word problem and read the problem. Match to Worksheet 2
Word Problems, Use An translate it to an equation or or make a sum or picture and Draw a picture
Equation, Draw a Diagram, picture. find the answer.
Apple Problems

Equations: Find the difference between put two number bars on the Worksheet 3
Number Bar Take Away, two numbers on the number number line and find the Act it out
Jump Forward, Equations, line. Jump down the number difference. Split a number into
True or False? chart to answer a sum. tens and ones to add. Drag a
Complete equations using card to complete the number
groups and numerals. Read sentence. Recognise whether
equations using =, + and – an equation is true or false.
symbols.
Time: Understand how the quarters Find the time on the clock and Worksheet 4
Waldo Has 15 Minutes of an hour work. the time 15 minutes later. Check

Read: Read aloud book. listen, follow the reading and Mathseeds book 118:
Book read along. How to Solve a Problem

104
 Word Lesson 118 • Worksheet 1 Word problems
problems Name

1 Circle the numbers in each problem. Fill in the equation.

Mango has 23 bananas in her basket
and picks another 36 bananas. + =
How many bananas altogether?

Dizzy made 18 smoke rings

but five blew away. – =
How many rings are left?

2 Circle the clue words for the operation. Complete the sum.
Waldo bought ten pies and ate three on
the way home. How many pies are left? 10 3=

Ruby had 64 marbles and

bought 26 more marbles. 64 26 =
How many altogether?

3 Write a number sentence. Find the answer.

Doc has 27 bow ties.
Ruby has 16 hair bows.
How many bows altogether? ____________________

Mango made 22 sandwiches

and gave four sandwiches to Waldo.
How many sandwiches are left? ____________________
106 Copyright © Mathseeds and Blake eLearning 2016
 Word Lesson 118 • Worksheet 2 Draw a picture
problems Name

Draw a picture of the problem. Find the answer.

1 There are nine cows in the barn. Farmer Jo brings in five

more cows. How many cows in the barn now?

2 There were twelve ducks on the pond but six flew away.
How many ducks on the pond now?

3 Fifteen horses ran up the hill. Eight horses ran back down.
How many horses are still at the top of the hill?

4 Four pigs are rolling in the mud. Eight pigs are sleeping in
the corner. How many pigs in total?

Copyright © Mathseeds and Blake eLearning 2016 107

 Word Lesson 118 • Worksheet 3 Act it out
problems Name

1 Use counters to act out the problem. Find the answer.

I have twelve red apples. You have fourteen green apples.
My friend has three yellow apples.
How many apples altogether? __________________
Twenty-two people went on a picnic.
Five left after one hour. Eight left half an hour later.
How many people were left at the end? __________________
For my party we had ten balloons,
fifteen party hats and twelve paper plates.
How many party things in total? __________________
There were twenty pears in the fruit bowl.
We ate nine on Monday and seven on Tuesday.
How many pears were left for Wednesday? ________________
2 Use play money to act out the problem. Find the answer.
Toy cars cost 60p each. Ali wants to buy three.
How much will they cost altogether? __________________
Bailey had £35 for a day at the zoo. The bus ride cost £4.
The zoo ticket cost £18. A toy lion cost £11.
How much money does Bailey have left? __________________
For lunch, Linh spent £1.25 on a drink,
75p on an orange and £1.50 on a sandwich.
How much did lunch cost in total? __________________
108 Copyright © Mathseeds and Blake eLearning 2016
 Word Lesson 118 • Worksheet 4 Check
problems Name

1 Read the problem.

2 Circle the clue words and numbers.
3 Write a sum.
4 Find the answer. You can draw a picture or act it out.

There are fourteen girls and In the pencil box are

thirteen boys in Mrs Finn’s twenty-one pencils. Eleven
class. How many students people take a pencil out.
altogether? How many pencils left in
the box?

Chris has two scissors, There are twenty-eight

sixteen crayons, eight students in Mr Singh’s
pencils and one glue stick. class. Six are away today.
How many items in total? Nine go to sport. How
many students left?

Copyright © Mathseeds and Blake eLearning 2016 109

 Lesson 119 • Sorting 2D shapes
Learning objectives Extra assistance
Children will: An interesting challenge for students is to list shapes
• identify the rhombus shape and its features. with one or more of the same features, then find the
• recognise parallel lines in 2D shapes and in scenes. differences. For example, a square has four parallel sides
of equal length, just like a rhombus, but the corners are
The National Curriculum in England different angles. Compare various shapes.
Mathematics Year 2 Classroom activities
Geometry – properties of shapes
Sort Them Out
Pupils should be taught to:
Put the class in small groups and have a set of 2D shapes
• identify and describe the properties of 2-D shapes, for each group (pictures or pattern blocks). Discuss
including the number of sides and line symmetry in a differences and similarities: numbers of sides and corners,
vertical line shape and length of sides, parallel lines. Ask students to
• compare and sort common 2-D and 3-D shapes and sort them into two groups based on any quality they like,
everyday objects but they have to be able to explain their classification
Mathematics Year 3 system. Praise all classification systems which can be
Geometry – properties of shapes explained.
Pupils should be taught to: Make it!
• identify horizontal and vertical lines and pairs of Give students a set of pattern blocks and ask them to
perpendicular and parallel lines identify each shape by tracing around it and writing its
name in their book. Then ask them to use two or more
Key vocabulary blocks to make a particular shape, for example, a rhombus.
They can’t just hold up a single rhombus; they must make
rhombus, sides, corners, straight, same length, square,
the shape using multiple blocks. Have them trace around
parallel lines, triangle, number words and numerals to 100,
this new shape and label it.
+, –, hexagon, pentagon, cone, sphere, cube, cylinder, flip,
slide, turn, months, days of the week, tessellation

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise a rhombus and its identify the sides and corners on Worksheet 1
Recognise shapes features. Link the rhombus shape a rhombus. Select the rhombus Rhombus
to the square. Explore parallel from a group of shapes.
lines. Make a rhombus from two Recognise parallel lines in 2D
triangles. shapes. Place triangles over a
Song: Twinkle Twinkle rhombus.
Sort: Recognise shapes and their match shapes to their names. Worksheet 2
Shape Sort, Parallel Lines words. Identify parallel lines. Recognise scenes with parallel Parallel lines
lines.

Match: Know the names for 2D and 3D match shape names to objects. Worksheet 3
3D Words, Flip, Slide or Turn, shapes. Recognise the different Identify a flip, slide or turn. Sorting shapes
Tessellations, Move the Shape movements a shape can make. Use the right pieces to make a
Complete the tessellating tessellating pattern. Match a
patterns. movement to a direction.
Find: Identify a number in words, sums find three other ways of making Worksheet 4
Show Me the Number, It’s a and Base ten blocks. Understand the number. Find the correct Check
Date, Sides and Corners how a calendar works. Count the month, date and day of the
number of sides and corners on week. Answer the question How
a shape. many sides/corners?
Read: Read aloud book. listen, follow the reading and Mathseeds book 119:
Book read along. The Rhombus

110
Sorting Lesson 119 • Worksheet 1 Rhombus
2D
shapes Name

1 Trace and write.

rhombus
2 A rhombus has

______ equal sides.

______ corners.

3 Colour each rhombus.

112 Copyright © Mathseeds and Blake eLearning 2016

Sorting Lesson 119 • Worksheet 2 Parallel lines
2D
shapes Name

1 Circle the parallel lines.

2 Colour the pictures with parallel lines.

Copyright © Mathseeds and Blake eLearning 2016 113

Sorting Lesson 119 • Worksheet 3 Sorting shapes
2D
shapes Name

1 Colour the shapes with parallel sides.

2 Match.

3 sides 4 sides

114 Copyright © Mathseeds and Blake eLearning 2016

Sorting Lesson 119 • Worksheet 4 Check
2D
shapes Name

1 Complete.
Number Number Parallel sides?
Shape Name
of sides of corners ✓ or ✗

2 Draw parallel lines

in railway tracks. in a fence.

Copyright © Mathseeds and Blake eLearning 2016 115
 Lesson 120 • Addition part 1
Learning objectives Extra assistance
Children will: The vertical algorithm is an important structure for
• use an algorithm to add single digit numbers. working with large numbers in addition. It builds on
• relate the algorithm to the place value chart. students’ understanding of place value and the concept of
• use an algorithm to add larger numbers. composing numbers. Use concrete materials and algorithm
layouts to practise adding numbers vertically. Reinforce the
The National Curriculum in England value of starting by adding the ones so you can trade into
Mathematics Year 2 the tens column. Once students have grasped this, begin
Number – addition and subtraction to work with numbers in the algorithm layout.
Pupils should be taught to: Classroom activities
• solve problems with addition and subtraction applying Algorithm Mats
their increasing knowledge of mental and written
Have students draw three columns on a piece of paper and
methods
write the word ones at the top of the right column, hundreds
• add and subtract numbers using concrete objects,
on the left and tens in the middle. Now divide the paper into
pictorial representations, and mentally, including:
three rows. Use these algorithm mats to play out addition
- a two-digit number and ones
sums with Base ten blocks. If laminated, they can be used to
- a two-digit number and tens
write sums in whiteboard marker, wiped clean and reused.
- two two-digit numbers
- adding three one-digit numbers Count ‘em!
Notes and guidance Give students a set of 20 ones and 10 tens in Base ten
blocks, plus an algorithm mat. Write a sum on the board,
Recording addition and subtraction in columns supports
adding a 2-digit number and a 1-digit number. Have the
place value and prepares for formal written methods with
students use the blocks to put the first number in the
larger numbers.
top row and the second number in the middle row. Then
Key vocabulary count the ones and tens to find the answer. To extend the
concept, add two two-digit numbers.
algorithm, vertical, sum, +, add, addition, tens, ones,
columns, jump forward, number chart, skip counting,
pattern, odd, even

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the addition algorithm use an algorithm to add single digit Worksheet 1
Addition algorithms to add single digit numbers. Relate numbers. Use a two-column algorithm Addition algorithms
the addition algorithm to the place to add a single digit number to a two-
value chart to add larger numbers. digit number.

Algorithms: Use Base ten blocks with an make the numbers in Base ten blocks, Worksheet 2
Base Ten Sums, Vertical algorithm to add two numbers. Use then add to find the total. Add the More algorithms
Addition ones and tens columns holding items number of items in the ones and tens
to add in a vertical algorithm layout. columns to find the total.

Operations: Jump down the number chart to split a number into tens and ones to Worksheet 3
Jump Forward, Add answer a sum. Add a group of tens add. Add the tens and then the ones. Adding tens
Tens, Adding Odds and to a two-digit number. Recognise Choose the label odd or even for the
Evens, Jumping Beans, whether the answer to a sum is odd answer to a sum. Count and add a
Word Problems or even. Add a group to a number to group to a given number and find how
find the total. Read a word problem many altogether. Read the problem,
and translate it to an equation. match to a sum and find the answer.

Find: Recognise the counting by 5s and complete the number patterns. Find Worksheet 4
Skip Counting Patterns, 10s patterns. Identify a number in three other ways of making the given Word problems
Show Me the Number words, sums and Base ten blocks. number.
Read: Read aloud book. listen, follow the reading and read Mathseeds book 120:
Book along. Addition Algorithms

116
Addition Lesson 120 • Worksheet 1 Addition algorithms
part 1 Name

1 Add.

5 7 11 14 16
+ 4 + 6 + 7 + 5 + 3

2 Write out each algorithm. Find the answers.

5 3
12 +
4 7

12
+

118 Copyright © Mathseeds and Blake eLearning 2016

Addition Lesson 120 • Worksheet 2 More algorithms
part 1 Name

1 Add.
Tens Ones Tens Ones Tens Ones Tens Ones

1 6 2 5

+ + 2 + + 3

Tens Ones Tens Ones Tens Ones Tens Ones

2 3 3 5

+ + 5 + + 2

2 Complete the algorithms.

17 26 31 47 52
+ 2 + 1 + 6 + 1 + 6

Copyright © Mathseeds and Blake eLearning 2016 119

Addition Lesson 120 • Worksheet 3 Adding tens
part 1 Name

1 Fill in the algorithm.

Tens Ones Tens Ones

+ +

Tens Ones Tens Ones

+ +

2 Write the algorithm and the answer.

14 + 12 = 25 + 13 = 13 + 13 = 44 + 25 = 63 + 36 =

120 Copyright © Mathseeds and Blake eLearning 2016

Addition Lesson 120 • Worksheet 4 Word problems
part 1 Name

Write an algorithm and find the answer.

1 I collect the eggs from the henhouse.
Chooky laid five eggs and Penny laid
four eggs. How many eggs altogether?

2 Maria put an eleven metre long tablecloth on the

long table and then had to put a three metre long
tablecloth on as well. How long is the table?

3 Sam has thirty-three cars in his toy box.

His grandma gives him fourteen more.
How many toy cars does he have now?

4 There are seventy-two children in grade three.

In March fifteen more children enrol.
How many children are in grade three now?

Copyright © Mathseeds and Blake eLearning 2016 121

 Lesson 121 • 3D objects: different views
Learning objectives Extra assistance
Children will: The idea of a ‘view’ of a 3D object ties into the concept of
• identify a 3D object from one view. each face being a 2D shape. This idea is extended in that
sometimes a view is not a flat face, e.g. the side view of a
• identify 3D objects with no corners.
cone is a triangle and any view of a sphere is a circle. Give
• count attributes of 3D objects such as corners, faces students lots of opportunities to view actual 3D objects
and edges. from the top, front, side and bottom. Have them name or
draw the shape from each viewpoint.
The National Curriculum in England
Mathematics Year 2 Classroom activities
Geometry – properties of shapes Trace It
Pupils should be taught to: Give each student a model of a cube, rectangular prism,
• identify and describe the properties of 3-D shapes, square pyramid, triangular prism, triangular pyramid,
including the number of edges, vertices and faces cylinder or cone. Ask them to put it on their paper and
• identify 2-D shapes on the surface of 3-D shapes [for trace around the base of the object. Flip it onto a side
example, a circle on a cylinder and a triangle on a and trace again. Flip once more to the top of the shape
pyramid] and trace (this can be tricky with cones and pyramids).
Compare the different shapes they traced for each view.
• compare and sort common 2-D and 3-D shapes and
everyday objects Check out the View
Put out a set of geometric solids – sphere, cube, cone,
Key vocabulary rectangular prism, square pyramid, triangular prism,
top, front, side, base, view, sorting, corners, vertices, triangular pyramid and cylinder. Ask students to fill in a
edges, object, faces, flat surfaces, square pyramid, table. For each shape they write the 2D shape they see
rectangular prism, cube, triangular prism, triangular when they view the 3D object from the front, the side and
pyramid, cylinder, sphere, hexagon, rectangle, circle, from above. Encourage them to get down on their knees
triangle, pentagon, litre or up on tiptoes to view the shapes. Review their results as
a class.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify a 3D object from one select the object which has the Worksheet 1
Recognise attributes of 3D view of it. Sort objects into a set given view. Match objects to boxes Views of 3D objects
objects with corners and a set with no labeled ‘corners’ or ‘no corners’.
corners. Count the number of Choose the number of corners on
corners on a prism. an object.

Vocabulary: Know the names for 3D shapes. match names to the 3D objects. Worksheet 2
3D Words Corners of 3D objects

Identify attributes: Recognise the number of faces or answer the question How many Worksheet 3
Faces, Edges, Four in a Row, edges or vertices on a 3D object. faces/edges/vertices? Match Attributes of 3D
Vertices, 3D Table Identify the number of flat faces numbers to a 3D object with that objects
on a 3D object. Recognise all the many flat faces. Fill a table asking
attributes of a set of 3D objects. for numbers of faces, edges and
vertices.
Match: Identify matching shapes. find the cards with shapes that Worksheet 4
Find the Match, Make the Compose shapes to make a given match. Move shapes into place Check
Shape, Liquid Litres shape. Match containers to their to make a larger shape. Identify
capacities around 1 litre. containers of 1L, more than 1L and
less than 1L.
Read: Read aloud book. listen, follow the reading and read Mathseeds book 121:
Book along. Pyramids

122
3D objects: Lesson 121 • Worksheet 1 Views of 3D objects
different
views Name

1 Match.
top view front view side view front view

front view side view side view front view

2 Draw:

the front view. the top view.

124 Copyright © Mathseeds and Blake eLearning 2016
3D objects: Lesson 121 • Worksheet 2 Corners of 3D objects
different
views Name

1 Colour the objects with corners blue.

2 How many corners?

rectangular prism ______

cube ______
triangular prism ______
square pyramid ______
triangular pyramid ______
sphere ______

Copyright © Mathseeds and Blake eLearning 2016 125

3D objects: Lesson 121 • Worksheet 3 Attributes of 3D objects
different
views Name

Complete the table.

Number Number Number
3D object Name of object
of faces of edges of vertices

126 Copyright © Mathseeds and Blake eLearning 2016

3D objects: Lesson 121 • Worksheet 4 Check
different
views Name

1 Name a 3D object with this view.

front view side view top view

_________________ _________________ _________________

2 Write the missing numbers.

A cone has ___ edge, ___ flat face and ___ curved surface.
A cylinder has ___ edges, ___ flat faces and ___ curved surface.
A sphere has ___ edges, ___ vertices and ___ curved surface.

3 Draw a 3D object with:

8 vertices. 5 vertices. 0 vertices.

Copyright © Mathseeds and Blake eLearning 2016 127
 Lesson 122 • Greater than or less than
Learning objectives Extra assistance
Children will: The symbols for greater than and less than are easily
• identify the =, ≠, > and < symbols. confused. There are a number of mnemonic devices you
• understand the greater than and less than symbols. can use to help students remember:
• choose the correct symbol to compare two numbers. • the open mouth wants to eat the biggest number.
• the mouth could belong to a crocodile/alligator.
The National Curriculum in England • the less than symbol < looks like the L for less.
Mathematics Year 2 • the less than symbol points left.
Number – number and place value Classroom activities
Pupils should be taught to:
Make a Mnemonic
• compare and order numbers from 0 up to 100; use <,
Give each student two small papers (2cm by 5cm) and ask
> and = signs
them to draw one crocodile opening its mouth wide to
Notes and guidance the left, and another opening to the right. (Some students
Using materials and a range of representations, pupils may like to have simple pictures to copy off the board.)
practise counting, reading, writing and comparing Underneath or on the back have them write > greater than
numbers to at least 100 and solving a variety of related and less than < on the appropriate crocodile. Laminate the
problems to develop fluency. papers.
Use It!
Key vocabulary
Give students papers with numbers or sums written in
equal, =, not equal, ≠, greater than, >, less than, <, two columns with boxes in between. Ask them to put one
numbers to 1200, +, sum, –, number names to 100, ×, of their crocodiles in the space between two numbers or
chance, certain, likely, unlikely, impossible, true, false, jump sums. The mouth must be open to eat the larger number
strategy, number chart, smaller, larger or sum. Now they know which symbol to write in the box.
Have them practise what to say as they read the symbols,
eg for 4 > 2 they say ‘4 is greater than 2’, but for 2 < 4
they say ‘2 is less than 4’.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify larger and smaller select the larger or smaller Worksheet 1
Compare numbers numbers. Recognise which number. Choose the symbol to Equal or not equal
symbol should be used to complete the number sentence:
compare two numbers. >, < or =.

Compare numbers: Compare two numbers. choose the correct symbol: =, > Worksheet 2
Greater than, Less than or Equal Recognise which number is or <. Label two numbers smaller Greater than or less
to, Smaller or Larger Number smaller and which is larger. and larger. than

Equal numbers: Compare equations using =, recognise whether two numbers Worksheet 3
Are They Equal?, Show Me the + and – symbols. Identify a or sums are equal. Find three Symbols for comparing
Number, True or False? number in words, sums and other ways of making the given
Base ten blocks. number.
Other: Construct groups and add make a set of groups and find Worksheet 4
Goldfish, Gumballs, Jump together. Apply chance the total. Identify the chance Word problems
Forward, Number Arrows vocabulary to a situation. Jump of an event happening. Split a
down the number chart to add. number into tens and ones to
Recognise the number shown in add. Count hundreds, tens and
Base ten blocks. ones to write a number.

Read: Read aloud book. listen, follow the reading and Mathseeds book 122:
Book read along. Comparing numbers

128
 Greater Lesson 122 • Worksheet 1 Equal or not equal
than or
less than Name

1 Match the equal numbers.

eleven 52 40 + 8

forty-eight 70 10 + 1

seventy 11 50 + 2

fifty-two 48 70 + 0

2 Write the correct symbol in the box: equal = or not equal ≠.

69 96 71 71

23 twenty-three eighty 8

66 60 + 6 80 + 5 88

130 Copyright © Mathseeds and Blake eLearning 2016

 Greater Lesson 122 • Worksheet 2 Greater than or less than
than or
less than Name

1 Write the correct symbol in the box:

> greater than or < less than.

17 71 23 27 34 27

56 47 82 28 72 97

2 Write a number in each box to make a true number sentence.

74 > 23 <

17 > 98 <

34 < 65 >

3 Tick the number sentences which are true.

1 + 3 > 2 5–2<9 6+3<3

4 < 4 – 1 9>3+4 5>5–3

Copyright © Mathseeds and Blake eLearning 2016 131

 Greater Lesson 122 • Worksheet 3 Symbols for comparing
than or
less than Name

1 Write the correct symbol in the box: =, > or <.

2 Write a number on each line to make a true number sentence.

745 < ______ 378 > ______ ______ < 902

______ > 632 345 = ______ ______ = 789

23___ < 235 67___ > 674 ___45 = 745

___79 < 579 1___9 > 169 7___3 = 773

132 Copyright © Mathseeds and Blake eLearning 2016

 Greater Lesson 122 • Worksheet 4 Word problems
than or
less than Name

Does the number sentence match the story? Circle yes or no.
1 Dizzy has fifteen bananas.
Mango has more. She has
nineteen bananas. 19 > 15 yes no

2 Ruby buys twenty-nine

bows. Doc buys the same
number of bow ties. 29 = 29 yes no

3 Waldo sleeps for fifty minutes.

Mango sleeps for less time.
She sleeps for forty minutes. 50 < 40 yes no

4 Dizzy eats six pears and

three apples. Ruby eats more.
She eats ten pieces of fruit. 10 > 6 + 3 yes no

5 Waldo catches five fish

and then five more.
Doc has less than Waldo.
He has eight fish. 5+5<8 yes no
Copyright © Mathseeds and Blake eLearning 2016 133
 Lesson 123 • Time: 5 minute intervals
Learning objectives Extra assistance
Children will: Teaching time intervals of five minutes can be made easier
• recognise that there are 5 minutes between numbers by having students make their own clocks (see Lesson
on an analogue clock. 87 Teacher Guide). On these clocks write the number of
minutes passed at each number. For example, next to the
• match analogue and digital clocks showing 5 minute
2 write 10 mins. Then ask students a variety of questions
times.
for which they use these clocks to find the answer, eg,
The National Curriculum in England if the long hand points to the three and the short hand
points to the four, what time is it? Or, show me twenty-
Mathematics Year 2 five past six.
Measurement
Pupils should be taught to: Classroom activities
• tell and write the time to five minutes, including Play Time!
quarter past/to the hour and draw the hands on a You can play lots of games using clocks and time
clock face to show these times vocabulary. Have the class make a set of cards with five
• know the number of minutes in an hour and the minute times in words and drawings of matching analogue
number of hours in a day and digital clocks. These can be used to play Snap, Memory
Notes and guidance or Go Fish, or you could ask students to find corresponding
times or put the times in order from earliest to latest.
They become fluent in telling the time on analogue clocks
and recording it. Bingo
Give students a laminated board with nine squares on
Key vocabulary it. Ask them to write a five minute time in words in each
minutes, numbers 1–60, o’clock, minute hand, hour, digital square (use whiteboard markers). Have a set of flashcards
time, calendar, months of the year, date, days of the week, of the five minute times on analogue clocks and hold them
number words to sixty, <, >, =, quarter past, a.m., p.m. up one at a time. Students put a cross on the matching
time on their board if it is there. First one to get a row of
three crosses calls out ‘bingo’ and wins! Play again, writing
digital times on their boards.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that the analogue clock move the long hand by 5 minute Worksheet 1
Recognise time intervals is divided into 5 minute sections. intervals around the clock. Select the Analogue clocks
Recognise matching times on digital clock to match the time on
analogue and digital clocks. the analogue clock.

Match: Recognise the time on digital and match digital and analogue times Worksheet 2
Read the Time, Quarter past analogue clocks. Read and make and times in words. Make the digital Digital clocks
Clocks, Which Clock, Make times on digital and analogue clock match the analogue clock.
it Digital clocks.

Calculate: Add five minutes to a given time. select the time five minutes later Worksheet 3
Five More Minutes, Waldo Understand how the quarters of an than the clock. Find the time on the Telling the time
Has 15 Minutes hour work. clock and the time 15 minutes later.

Find: Understand how a calendar works. find the correct month, date and Worksheet 4
It’s a Date, Greater than, Compare two numbers. Understand day of the week. Choose the correct Word problems
Less than or Equal to, a.m. that the day is split into two parts – symbol: =, > or <. Identify which
or p.m.? a.m. and p.m. parts of the day are a.m. or p.m.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 123:
Book along. Five More Minutes

134
 Time: Lesson 123 • Worksheet 1 Analogue clocks
5 minute
intervals Name

1 Colour the matching time.

5 minutes past 10
1 minute past 10
50 minutes past 12

20 minutes past 1
5 minutes past 1
25 minutes past 1

8 minutes past 12
40 minutes past 12
8 o’clock

2 Draw the hands to show the time.

55 minutes past 5 10 minutes past 8 35 minutes past 3

136 Copyright © Mathseeds and Blake eLearning 2016
 Time: Lesson 123 • Worksheet 2 Digital clocks
5 minute
intervals Name

1 Write in the times on the digital clocks.

: : :
20 minutes past 11 50 minutes past 2 5 minutes past 7

: : :
35 minutes past 12 55 minutes past 5 15 minutes past 1

: : :
45 minutes past 3 30 minutes past 10 10 minutes past 8

2 Match the clocks showing the same time.

4:25 O9 : I 0 06 : 4 0

Copyright © Mathseeds and Blake eLearning 2016 137

 Time: Lesson 123 • Worksheet 3 Telling the time
5 minute
intervals Name

Match.

two o’clock

twenty past eight

half past nine

ten to seven

quarter past eleven

twenty-five to eleven

quarter to four

138 Copyright © Mathseeds and Blake eLearning 2016

 Time: Lesson 123 • Worksheet 4 Word problems
5 minute
intervals Name

Show the time on the clock.

1 Waldo had a nap at three o’clock.
He slept for five minutes. What
time did he wake up?

2 Ruby left home at half past seven.

It took her five minutes to walk to
the shops. What time did she get
to the shops?

3 Mango put her cake in the oven at

5:10. She took it out ten minutes
later. What time did the cake
come out of the oven?

4 Dizzy started looking for his ball

at 1:45. Ten minutes later he
found it. What time was it when
Dizzy found his ball?

5 Doc began to read a new book

at noon. He read for twenty-five
minutes. What time did he stop
reading?

Copyright © Mathseeds and Blake eLearning 2016 139

 Lesson 124 • Subtraction part 3
Learning objectives Extra assistance
Children will: Relating the vertical subtraction algorithm to a place value
• use an algorithm to subtract single-digit numbers. chart provides a clear visual and kinaesthetic process for
• relate the algorithm to the place value chart. students who still struggle with the abstract nature of pure
• use an algorithm to subtract two-digit numbers. number work. Use concrete materials like Base ten blocks
and algorithm layouts to play out subtraction sums. In this
The National Curriculum in England way, they can literally take away and see the answer. Once
Mathematics Year 2 students have grasped this process, begin to work with
Number – addition and subtraction numbers in the algorithm layout.
Pupils should be taught to: Classroom activities
• solve problems with addition and subtraction applying Count ‘em!
their increasing knowledge of mental and written
Give students a set of 9 ones and 10 tens in Base ten
methods
blocks, plus an algorithm mat (see Lesson 120 Teacher
• add and subtract numbers using concrete objects, Guide). Write a subtraction sum on the mat. Have students
pictorial representations, and mentally, including: put blocks in the top row to depict the larger number.
– a two-digit number and ones Then they take away the number of blocks from the
– a two-digit number and tens second row. They can count the ones and tens that are left
– two two-digit numbers to find the answer.
Notes and guidance Real Problems
Recording addition and subtraction in columns supports Present the class with problems from the real world
place value and prepares for formal written methods with involving subtraction of two- or three-digit numbers.
larger numbers. Use scenarios they can play out and then check their
answers with an algorithm. Some examples are finding
Key vocabulary
the difference between two lengths of string using rulers,
subtraction, sum, –, =, +, vertical, algorithm, take away, spending play money and finding change, or comparing
tens, ones, column, equation, jump strategy, number numbers in groups of blocks or counters.
chart, diagram, money, cost, change

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the vertical subtraction use an algorithm to subtract single- Worksheet 1
Subtraction algorithms algorithm. Link to the addition digit numbers. Use a two column Subtraction algorithms
algorithm. Relate the subtraction algorithm to subtract single-digit and
algorithm to the place value chart to two-digit numbers from larger two-
subtract larger numbers. digit numbers.
Algorithms: Use ones and tens columns holding subtract the number of items in the Worksheet 2
Vertical Subtraction, Base items to subtract in a vertical second row from the first row. Take Two-digit subtraction
10 Subtraction algorithm layout. Use Base ten blocks away to find the answer to a
blocks with an algorithm to subtract. subtraction algorithm.

Operations: Complete equations using groups drag in the correct numeral or group Worksheet 3
Equations, Jump Back, and numbers. Jump down the to complete sums. Split a number More algorithms
Fruit Shop number chart to answer a sum. Add into tens and ones to subtract.
to find the cost, then subtract to Move money to show total cost and
find change. change.

Word Problems: Read a one- or two-step word read the problem, match to a sum/s Worksheet 4
Apple Problems, Draw problem and find the equation to and find the answer. Make a picture Word problems
a Diagram, Bugs and match. Read a word problem and to match a word problem and find
Butterflies, Puzzle Pieces translate it into a picture. the answer.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 124:
Book along. Subtraction algorithms

140
 Lesson 124 • Worksheet 1 Subtraction algorithms
Subtraction
Name
part 3

1 Cross out to take away.

✿
9 ✿ ✿ 10
✿
– 4 ✿ ✿ – 6
✿
✿ ✿
✿
2 Subtract.
Tens Ones Tens Ones

1 5 2 9

– 1 4 – 2 6

Tens Ones Tens Ones

2 4 3 7

– 3 2 – 1 7

142 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 124 • Worksheet 2 Two-digit subtraction
Subtraction
Name
part 3

1 Subtract ones, then tens.

Tens Ones Tens Ones

2 6 3 5

– 1 3 – 2 4

Tens Ones Tens Ones

3 9 4 5

– 3 2 – 1 5

2 Complete the algorithms.

19 28 34 48 57
– 6 –12 –20 –28 –31

Copyright © Mathseeds and Blake eLearning 2016 143

 Lesson 124 • Worksheet 3 More algorithms
Subtraction
Name
part 3

1 Write the algorithm and the answer.

9–7= 18 – 5 = 25 – 4 = 17 – 11 =

2 Fill in the algorithm.

Tens Ones Tens Ones

Tens Ones Tens Ones

144 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 124 • Worksheet 4 Word problems
Subtraction
Name
part 3

Write an algorithm and find the answer.

1 Luke had twelve friends but seven moved away.
How many friends does Luke still have?

2 Layla has seventeen toy spaceships.

She gives six to her brother. How many
spaceships does she have left?

3 Hunter made twenty-five cupcakes.

He sold twelve of them in one hour.
How many does he have left?

4 Ben is sixty-five years old. Chen is thirty-five

years old. What is the difference between
their ages?

Copyright © Mathseeds and Blake eLearning 2016 145

 Lesson 125 • Money part 3
Learning objectives Extra assistance
Children will: A fun way to introduce this topic is to start with a pound.
• recognise that coins can be added together to make How many 10p coins in a pound? How many 20p coins
larger amounts. in a pound? How many 5p coins? 50p coins? Then look
at making other amounts. To make 30p we can use three
• identify which coins make a given amount.
10p coins, or a 20p coin and a 10p coin, or six 5p coins.
The National Curriculum in England This encourages students to see a variety of combinations
of coins.
Mathematics Year 2
Measurement Classroom activities
Pupils should be taught to: Shopping
• recognise and use symbols for pounds (£) and pence Students each have a set of play coins; review their values.
(p); combine amounts to make a particular value Have a group of items with prices under £1 either on the
• find different combinations of coins that equal the board, on a sheet or in a play shop. Ask one student to be
same amounts of money the shopkeeper and the other the customer. The customer
• solve simple problems in a practical context involving chooses an item to buy and works out which coins they
addition and subtraction of money of the same unit, need. The shopkeeper takes their money. Then they swap
including giving change roles and go again.
Making Amounts
Key vocabulary Give each student an amount of pence from 10p to 50p
coins, add, amount, p, pence, £, pounds, notes, cost, on a card. Ask them to write out as many ways as they can
change, –, =, + of making that amount using up to ten coins. Give them
two minutes. Now give them an amount from 50p to 95p
and another two minutes. Discuss how larger amounts
have more possibilities. Discuss what might be the result if
there was no ten coin restriction.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Make amounts of money select two, three or four coins Worksheet 1
Making amounts by adding coins together by to make the amount needed. Amounts in pence
value.

Calculate: Recognise that amounts of select the coins or notes to Worksheet 2

Coins to £2, Notes, How money can be made with make the given amount. Amounts in pounds
Much Change?, Fruit Shop, multiple coins or notes. Add to Subtract to find your change.
How Much Altogether? find the cost, then subtract to Move money to show the total
find the change. Use addition cost and the change. Add two
to find a total cost. prices together.

Find: Recognise each coin and note match the coins and notes to Worksheet 3
Money, Prices and its value. Compare the their values. Read price tags to Pounds and pence
prices of items in pounds and identify the item which costs
pence. the most or least.

Operations: Identify how many groups, make a set of groups, put the Worksheet 4
Goldfish, Puzzle Pieces how many in each group and right number in each group Word problems
the total. Read a two-step and find the total. Select the
word problem and find the sum to match each step, then
equations to match. find the answer.

Read: Read aloud book. listen, follow the reading and Mathseeds book 125:
Book read along. Making money

146
 Money
part 3 Lesson 125 • Worksheet 1 Amounts in pence

£ Name

Colour the correct coins to make the amount.

15p

52p

25p

70p

87p

76p

148 Copyright © Mathseeds and Blake eLearning 2016

Money
part 3 Lesson 125 • Worksheet 2 Amounts in pounds

£ Name

1 How much?

£_______ £_______

£_______ £_______

2 Colour the amount.

£10 £15 £20

Copyright © Mathseeds and Blake eLearning 2016 149

 Money
part 3 Lesson 125 • Worksheet 3 Pounds and pence

£ Name

1 Colour £2 in each set.

2 How much?

150 Copyright © Mathseeds and Blake eLearning 2016

Money
part 3 Lesson 125 • Worksheet 4 Word problems

£ Name

1 Dora paid for her drink

with a 10p coin and a 20p coin.
How much did her drink cost?

2 Diego bought a new ball with

a 50p coin and a 10p coin.
How much did the ball cost?

3 Boots gave Benny a 2p coin

and two 50p coins.
How much altogether?

4 Peppa wants to buy a new

book for 76p. Colour the
coins she needs.

5 George needs a new hat.

It costs £1.17. Colour
the coins he needs.

Copyright © Mathseeds and Blake eLearning 2016 151

 Lesson 126 • Measuring centimetres
Learning objectives Extra assistance
Children will: When students begin to use measuring devices they
• measure the lengths of items in centimetres using a need to be aware of the guidelines which make the
ruler. results consistent. When using a ruler to measure length,
• find the difference in length between two items using the item must be lined up so that one end is at zero.
centimetres. Show students how measuring the same item starting
from 0 and 1 gives two different measurements. When
The National Curriculum in England comparing lengths, this is even more important. Would it
Mathematics Year 2 be fair to compare heights if one person is standing on a
Measurement step?
Pupils should be taught to: Classroom activities
• choose and use appropriate standard units to estimate
Gobble
and measure length/height in any direction (m/cm) to
the nearest appropriate unit, using rulers Give each student a ruler; a plastic knife; and a banana,
• compare and order lengths and record the results slice of cucumber or soft noodle. Ask them to measure
using >, < and = the length of their food and write it down. Now they cut
1 centimetre off and write down the new length. Gobble
Notes and guidance
the extra centimetre! Next cut 2 or 3 centimetres off and
Pupils use standard units of measurement with increasing write down the new length. Gobble the cut off piece. Now
accuracy, using their knowledge of the number system. they draw lines on their page to show the initial length, the
They use the appropriate language and record using second and the final length. Then gobble the end!
standard abbreviations.
Guessing Competition
Key vocabulary Give students a sheet with a list of items on a table: pen,
ruler, measure, length, centimetre, metre, cm, m, pencil, paperclip, book, glue stick, Base ten stick, tissue
difference, parallel lines, flip, slide, turn, thermometer, box, and so on. Have them estimate on the sheet how
temperature, –, +, x, =, share, equally, greater than, less long in centimetres they think each item will be. Measure
than, equal, >, <, compare each item with a ruler and compare their guesses to the
true measurement. Ticks for correct guesses!

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use informal units and then measure the lengths of items in Worksheet 1
Measuring in centimetres centimetres to measure length. paperclips and centimetres. Find the Centimetres
Use a ruler to find differences difference in centimetres between
in length. two items.

Measure: Measure in centimetres using a measure the lengths of items in Worksheet 2

Centimetres, How Many ruler and in metres using metre centimetres and metres. Measure in centimetres
Metres? sticks.
Find: Identify parallel lines. Recognise recognise parallel lines. Identify Worksheet 3
Parallel Lines, Flip, Slide or the different movements a whether a shape has done a flip, Difference in length
Turn shape can make. slide or turn.
Numbers: Read a vertical number line on recognise the number on the Worksheet 4
Thermometers, Goldfish, a thermometer. Identify how number line. Make a set of groups, Check
Cows in Paddocks, Greater many groups, how many in put a number in each group and
than, Less than or Equal to each group and the total. Share find the total. Move items to make
items equally into groups. equal groups. Choose the correct
Compare two numbers. symbol: =, > or <.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 126:
Book along. Centimetres

152
Measuring Lesson 126 • Worksheet 1
Centimetres
centimetres
Name
cm

1 Colour 3 items that are about 1 centimetre wide.

Glue
Stick

2 A paperclip is about 2 centimetres long. How long is each item?

centimetres

centimetres

centimetres

centimetres

154 Copyright © Mathseeds and Blake eLearning 2016

Measuring Lesson 126 • Worksheet 2
Measure in centimetres
centimetres
Name
cm

1 How long? Use a ruler to measure.

centimetres

centimetres

centimetres

centimetres

centimetres

2 Draw a line.

1 centimetre long

2 centimetres long

5 centimetres long

4 centimetres long

3 centimetres long

Copyright © Mathseeds and Blake eLearning 2016 155

Measuring Lesson 126 • Worksheet 3
Difference in length
centimetres
Name
cm

Find the difference in centimetres. Use a ruler.

The difference is _____ centimetres.

The difference is _____ centimetres.

The difference is _____ centimetres.

The difference is _____ centimetres.

The difference is _____ centimetres.

156 Copyright © Mathseeds and Blake eLearning 2016

Measuring Lesson 126 • Worksheet 4
Check
centimetres
Name
cm

1 Use a ruler to measure the length of these items to the

nearest centimetre.
Your maths book cm Your drink bottle cm

A pair of scissors cm Your pencil cm

A tissue box cm A glue stick cm

2 Trace around your hand.

3 Measure the length of each 4 Measure your handspan from

finger in centimetres and thumb tip to little finger tip
write it on the finger. and write it on the palm.
Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2016
2016
Copyright 157
 Lesson 127 • Elapsed time
Learning objectives Extra assistance
Children will: To practise adding time and calculating between two
• add hours and minutes to a time. times, use real situations. Tell students they have lunch in
• work out how much time has elapsed between two one hour’s time. What time will that be? Ask them how
given times. long the library visit is if you get there at eleven and leave
at 11:30. If school starts at nine and goes to three, how
The National Curriculum in England many hours is that? Crossing the 12 can be tricky so make
Mathematics Year 2 sure they understand how to do that. Then give them
each a chance to pose a time question to the class and
Measurement
work out the answer together.
Pupils should be taught to:
• compare and sequence intervals of time Classroom activities
• tell and write the time to five minutes, including
How Long Does it Take?
quarter past/to the hour and draw the hands on a
clock face to show these times Ask each student to write their schedule for the day on
• know the number of minutes in an hour and the a large piece of paper divided into three columns. In the
number of hours in a day first column they write activities, for example, sleep. In the
next column they write the times, for example, 8 p.m. to
Mathematics Year 3
7 a.m. In the last column they calculate the amount of
Measurement time, for example, 11 hours. For an extension, ask them to
Pupils should be taught to: write up a whole week!
• compare durations of events [for example to calculate How Much Time?
the time taken by particular events or tasks]
Have the students make their own clocks (for instructions
Key vocabulary see the Teacher Guide for Lesson 87). Put students in pairs
and ask them to each show a half past or hourly time on
time, digital, minutes, hour, half past, thirty, o’clock, half their clocks and then calculate the difference between
an hour, start, finish, the months of the year, the days of them. Did they come up with the same amount of time?
the week, calendar, fifteen, a.m., p.m., morning, night, Go again, or swap partners to make it more interesting.
afternoon, quarter past

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand how hours and find the time a certain number Worksheet 1
Calculating time minutes are added to a time, of hours or minutes after a Adding hours
and how much time will pass given hour or half-hour time.
between two hour or half-hour Calculate the length of time
times. between two given times.

Calculate: Read two clocks and calculate show two analogue times in Worksheet 2
Two Clocks, Waldo Has 15 the time difference. Understand digital format, then find the Adding minutes
Minutes how the quarters of an hour difference between their times.
work. Find the time on the clock and
the time 15 minutes later.

Match: Recognise the time on digital select the time being shown Worksheet 3
Half past Clocks, Read the Time, and analogue clocks. on the clock. Match digital and Elapsed time
Make it Digital, Quarter past analogue times.
Clocks

Find: Use correct month order. put the missing months in the Worksheet 4
Months, It’s a Date, a.m. or Understand how a calendar correct place. Find the correct Word problems
p.m.? works. Understand that the day month, date and day of the
is split into two parts – a.m. and week. Identify which parts of
p.m. the day are a.m. or p.m.
Read: Read aloud book. listen, follow the reading and Mathseeds book 127:
Book read along. Two clocks

158
Elapsed Lesson 127 • Worksheet 1 Adding hours
time Name

Show the new time on the clock.

+ 1 hour

+ 3 hours

+ 1 hour

+ 2 hours

160 Copyright © Mathseeds and Blake eLearning 2016

Elapsed Lesson 127 • Worksheet 2 Adding minutes
time Name

1 Add 30 minutes.

OI : 00 O8 : 00 O5 : 00
2 5: 2 5 2 5: 2 5 2 5: 2 5

O2 : 30 II0 : 30 O4 : 30
2 5: 2 5 2 5: 2 5 2 5: 2 5
2 What is the time half an hour later?
7 o’clock _________________________
half past three _________________________
noon _________________________
nine thirty _________________________
eleven o’clock _________________________
three thirty _________________________
midnight _________________________

Copyright © Mathseeds and Blake eLearning 2016 161

Elapsed Lesson 127 • Worksheet 3 Elapsed time
time Name

How much time has passed?

____________________
____________________

OI : 00 OI : 30
____________________
____________________

____________________
____________________

____________________
O2 : 00 O3 : 30 ____________________

____________________
____________________

162 Copyright © Mathseeds and Blake eLearning 2016

Elapsed Lesson 127 • Worksheet 4 Word problems
time Name

1 Dizzy’s TV show starts at 7 p.m.

It finishes at 8 p.m.
How long does Dizzy’s show run for?
________________________________

2 Mango has to leave in 2 hours.

It is now 1:30.
What time will Mango leave?
________________________________

3 Waldo takes 30 minutes to walk to

the shops. If he leaves at 10 o’clock,
what time will he arrive?
________________________________

4 Ruby was at dance class from 4 o’clock

to half past 5. How long was Ruby’s
dance class?
________________________________

5 Doc had a nap for two and a half hours.

If he fell asleep at eleven o’clock,
what time did he wake up?
________________________________

Copyright © Mathseeds and Blake eLearning 2016 163

 Lesson 128 • Addition part 2
Learning objectives Extra assistance
Children will: Word problems involving large numbers can be quite
• understand how an addition algorithm works. intimidating for some students. Knowing the language
that will tell them which operation to use can make these
• use the addition algorithm with three-digit numbers.
problems seem easier. Discuss terms like: altogether,
The National Curriculum in England left, total, difference, in all, less than, more than. When
students know how to translate word problems into
Mathematics Year 3 algorithms they feel more confident approaching these
Number – addition and subtraction types of activities.
Pupils should be taught to:
Classroom activities
• add and subtract numbers with up to three digits,
using formal written methods of columnar addition Place Value Mats
and subtraction Have students divide a piece of paper into three columns
Notes and guidance and four rows. Write the word ones at the top of the right
Pupils use their understanding of place value and column and hundreds on the left. Write tens in the middle
partitioning, and practise using columnar addition and column. These place value mats can be used to play out
subtraction with increasingly large numbers up to three addition sums with Base ten blocks. If laminated, they can
digits to become fluent. have numbers written in whiteboard marker, wiped clean
and reused.
Key vocabulary Write ‘em All
add, scores, +, tens, ones, column, greater than, >, Give each student six cards with a numeral 0-9 written
hundreds, odd, even, word problem, equation, cost, on each one. Ask them to make an addition sum on their
change, £, jump strategy, number chart place value mat and write the answer in the bottom row.
Ask them to check each other’s work. Then have them
use the same six numerals to make two new numbers to
add. Make and check at least five sums.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand how to use a Add two-digit numbers using Worksheet 1
Adding hundreds vertical algorithm to add. an algorithm. Add three-digit Two-digit algorithms
Extend to three-digit numbers. numbers using an algorithm.

Algorithms: Use ones and tens columns Add the number of items to Worksheet 2
Vertical Addition, Base Ten holding items to add in a find the total. Make numbers Three-digit algorithms
Sums vertical algorithm layout. in Base ten blocks, then add to
find the total.

Operations: Recognise whether the answer Choose the label odd or even Worksheet 3
Adding Odds and Evens, Fruit to a sum is odd or even. Add for the answer to a sum. Writing algorithms
Shop, Jump Forward, Base 10 to find the cost, then subtract Move money to show the total
Addition, Addition to 999 to find the change. Jump cost and the change. Split a
down the number chart to number into tens and ones
answer a sum. Convert Base to add or subtract. Make the
ten blocks into an equation. equation, then add.

Word problems: Read a word problem and read the problem, make a Worksheet 4
Use An Equation, Puzzle Pieces translate it to an equation. sum, find the answer. Select Word problems
Read a two-step word problem the sum to match each step,
and find the equations to then find the answer.
match.
Read: Read aloud book. listen, follow the reading and Mathseeds book 128:
Book read along. Using addition

164
Addition Lesson 128 • Worksheet 1 Two-digit algorithms
part 2 Name

1 Fill in the algorithms.

Tens Ones Tens Ones

+ +
+ +

Tens Ones Tens Ones

+ +
+ +

2 Find the answers.

46 81 60 73
+ 32 + 18 + 27 + 20

53 45 33 25
+ 26 + 14 + 22 + 23

166 Copyright © Mathseeds and Blake eLearning 2016

Addition Lesson 128 • Worksheet 2 Three-digit algorithms
part 2 Name

1 Add.
Hundreds Tens Ones Hundreds Tens Ones

2 7 5 3 1 4
+ 1 2 1 + 2 5 3

Hundreds Tens Ones Hundreds Tens Ones

5 8 2 8 3 6
+ 4 0 7 + 1 4 3

2 Complete the algorithms.

461 691 730 954

+ 317 + 208 + 169 + 25

563 870 315 495

+ 236 + 120 + 264 + 401

Copyright © Mathseeds and Blake eLearning 2016 167

Addition Lesson 128 • Worksheet 3 Writing algorithms
part 2 Name

Write the algorithms.

592 + 406 = 680 + 318 =
Hundreds Tens Ones Hundreds Tens Ones

+ +

863 + 135 = 947 + 51 = 555 + 210 =

+ + +

774 + 222 = 869 + 120 = 686 + 301 =

168 Copyright © Mathseeds and Blake eLearning 2016

Addition Lesson 128 • Worksheet 4 Word problems
part 2 Name

Use an algorithm and find the answer.

1 Doc walked 351 metres to the shop.
He took a short cut home and only
walked 338 metres. +
Doc walked ______ metres.

2 Ruby ran around the oval 427 times.

She had a rest. Then she ran another
161 times around the oval. +
Ruby ran around the oval ______ times.

3 Mango did 482 star jumps.

Dizzy did 513 star jumps.
Together they did ______ star jumps. +

4 Waldo ate 154 little fish biscuits.

There were 745 biscuits left in the box.
When Waldo first bought the box of fish +
biscuits, it had ______ biscuits.

Copyright © Mathseeds and Blake eLearning 2016 169

 Lesson 129 • Rounding numbers
Learning objectives Extra assistance
Children will: Learn how to round numbers up or down with this
• identify the midpoint between two multiples of ten. consistent rule: 1, 2, 3, 4 rounds down; 5, 6, 7, 8, 9
rounds up. In single and two-digit numbers, when
• use the midpoint to round a number up or down to
rounding the ones to the nearest ten, this is clear. For the
the nearest ten.
visual learners, you could provide a 0–10 number line with
The National Curriculum in England a midpoint marked between 4 and 5 with arrows going
up and down to 0 and 10.
Mathematics Year 2
Number – number and place value Classroom activities
Pupils should be taught to: Throw it Around
• recognise the place value of each digit in a two-digit Eleven students are assigned a ten from 0 to 100 on a
number (tens, ones) card taped to their chest. They stand in a circle within easy
• identify, represent and estimate numbers using throwing distance. Someone begins by throwing a ball to
different representations, including the number line someone else and saying a number from 1 to 99, avoiding
• compare and order numbers from 0 up to 100; use <, the tens. That person must then round the number to the
> and = signs closest ten and throw the ball to the person wearing that
number. If incorrect, the student catching should throw
• read and write numbers to at least 100 in numerals
the ball to the correct answer. If correct, the thrower says
and in words
another number and the game goes on.
• use place value and number facts to solve problems
Guess Again
Key vocabulary Students write a series of clues for a number, including the
ten it would round off to. Other clues could be whether it
estimate, rounding, closest, multiple of ten, midpoint,
has one, two or three digits, is odd or even, what numerals
round down, round up, exact, nearest, number line,
make the number or what the digits add to. Students swap
greater than, less than, equal, >, <, =, –, +, more than,
with a classmate and try to find each other’s number.
smaller, larger, thermometer, temperature, metre, measure

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand what the midpoint is round numbers up or down to Worksheet 1
Rounding numbers and how this determines whether 10 or 0. Round numbers above Round within 10
you round up or down. 10 up or down to the closest
multiple of ten.

Estimate: Round each number to its nearest choose the multiple of ten or Worksheet 2
Nearest 10, Nearest 100, multiple of ten or one hundred. one hundred closest to the Round within 100
Falling Bricks Identify the size of a group of number. Estimate whether a
items. group has more or less than a
given number.

Measure: Read a vertical number line on a recognise the number indicated Worksheet 3
Thermometers, How Many thermometer. Measure in metres on the number line. Measure the Estimate answers
Metres? using metre sticks. lengths of items in metres.

Numbers: Put numbers in order on a move numbers into position on Worksheet 4

Number Line Balloons, Greater number line. Compare two the number line. Choose the Word problems
than, Less than or Equal to, numbers. Identify a number in correct symbol: =, > or <. Find
Show Me the Number, Smaller words, sums and Base ten blocks. three ways of making the given
or Larger Number number. Label two numbers
smaller and larger.

Read: Read aloud book. listen, follow the reading and Mathseeds book 129:
Book read along. Rounding

170
Rounding Lesson 129 • Worksheet 1 Round within 10
numbers Name

1 Round the number up to 10 or down to 0. Circle your answer.

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

2 Colour the numbers which round up to 10.

172 Copyright © Mathseeds and Blake eLearning 2016

Rounding Lesson 129 • Worksheet 2 Round within 100
numbers Name

1 Round the number to the nearest ten. Circle your answer.

10 11 12 13 14 15 16 17 18 19 20

20 21 22 23 24 25 26 27 28 29 30

30 31 32 33 34 35 36 37 38 39 40

40 41 42 43 44 45 46 47 48 49 50

2 Round the number to the nearest ten. Write your answer.

55 62 79

84 91 97

Copyright © Mathseeds and Blake eLearning 2016 173

Rounding Lesson 129 • Worksheet 3 Estimate answers
numbers Name

1 Round the numbers to the nearest ten, then find the answer.

19 + 19 = + =

29 + 11 = + =

31 + 41 = + =

52 + 28 = + =

68 + 19 = + =

72 + 22 = + =

84 + 17 = + =

95 + 4 = + =

2 Estimate to the nearest ten.

39 + 28 = 61 + 34 =

91 – 19 = 88 – 44 =

174 Copyright © Mathseeds and Blake eLearning 2016

Rounding Lesson 129 • Worksheet 4 Word problems
numbers Name

Find the answer to the nearest ten.

1 An orange weighs around seven grams.
I have a bag of seven oranges.
About how much does it weigh?
______ grams

2 My ribbons are eleven centimetres long each.

I have five ribbons. About how much
ribbon do I have?
______ centimetres

3 My tea cup holds 23 teaspoons.

I drink four cups of tea.
About how much tea is that?
______ teaspoons

4 It takes me 45 minutes to read a book.

I read two books. About how long
did it take?
______ minutes

5 I chew 28 times a minute. It takes me

three minutes to chew a piece of steak.
About how many times did I chew?
______ chews

Copyright © Mathseeds and Blake eLearning 2016 175

 Lesson 130 • Multiplication word problems
Learning objectives Extra assistance
Children will: With multiplication word problems, students should look
• translate a word problem into a multiplication for and make use of structure. There are three important
equation. numbers in every multiplication problem – the number of
groups, how many items are in each group, and the total
• make a picture to show the problem.
number of items. These are linked to the multiplication
• skip count to find the answer. equation:
The National Curriculum in England 2 boxes of 3 balls each makes a total of 6 balls
2×3=6
Mathematics Year 2
Once students understand what they are looking for,
Number – multiplication and division word problems become easier to do.
Pupils should be taught to:
• solve problems involving multiplication and division, Classroom activities
using materials, arrays, repeated addition, mental Write it!
methods, and multiplication and division facts, Make cards labelled: number of groups, number in each
including problems in contexts group, total. Ask pairs of students to use these three cards
to help them write a problem involving equal groups. They
Key vocabulary
should set the scene, identify the type and number of items
multiplication, ×, multiplied, times, =, +, –, count by, in a group, and state how many groups there are. They
equation, word problem should finish with a question such as ‘How many in total?’
Swap problems, write an equation and find the answer.
Match Up
Write a series of multiplication problems on cards. Put
their matching equations (without answers) on cards as
well. Hand these cards out and ask students to find their
matching partner without speaking – only reading the
problems and equations is allowed. When they find their
match, they must work out the answer.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use the multiplication equation, a revise use of the multiplication Worksheet 1
Word problems picture and skip counting to find the symbol. Write an equation based on Draw a picture
solution to a problem. a word problem. Use a picture and
skip count to find the answer.

Operations: Count by twos to add. Read a count pairs of items to find the Worksheet 2
Counting by 2s, Apple word problem and translate it to an total. Read the problem, match to a Skip count
Problems equation. sum and find the answer.

Multiplication: Answer a multiplication equation. find the solution to the Worksheet 3

Bird Worms Café, Identify how many groups, how multiplication equation. Make a set Write an equation
Goldfish, Choc Chip many in each group and the total. of groups, put a number in each
Cookies, Dog Treats, Match a multiplication equation to group and find the total. Choose
Flower Pots its answer. the sum which gives the answer.

Number patterns: Recognise the counting by 5s choose the next number in the Worksheet 4
Truck Stop, Space Jumps pattern. pattern. Word problems

Read: Read aloud book. listen, follow the reading and read Mathseeds book 130:
Book along. Multiplication word
problems

176
Multiplication Lesson 130 • Worksheet 1 Draw a picture
word
problems Name

1 Use the picture to find the answer.

Min has three buckets Kim made two trays of ten
with three rocks in each cookies. How many cookies
bucket. How many rocks altogether? ________
altogether? ________

2 Draw a picture to find the answer.

Luke bought four pairs of Jett has five fish bowls.
shoes. How many shoes in There are two fish in each
total? ________ bowl. How many fish in
total? ________

Nim made three sandwiches. Ollie wrote two books.

She used two slices of bread Each book had six pages.
for each sandwich. How How many pages did Ollie
much bread did she use write altogether? ________
altogether? ________

178 Copyright © Mathseeds and Blake eLearning 2016

Multiplication Lesson 130 • Worksheet 2 Skip count
word
problems Name

1 Skip count by 2s, 5s or 10s to find the answer.

Raj ate two apples every day
for seven days. How many apples
did he eat in total? _____

Patty has three dogs.

They each have five puppies.
How many puppies altogether? _____

Quinn bought four packets of marbles.

There were ten marbles in each pack.
How many marbles in total? _____

2 Skip count along the number line to find the answer.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Sun made three paper flowers each day for four days.
How many flowers altogether? ______

Tina writes five letters every week. After four weeks,

how many letters has she written in total? ______

Uma has eight pairs of gloves. How many gloves does

she have altogether? ______

Copyright © Mathseeds and Blake eLearning 2016 179

Multiplication Lesson 130 • Worksheet 3 Write an equation
word
problems Name

1 Use the numbers from the problem to fill in the equation.

Bel has two bookshelves.
She has five books on each shelf. × =
How many books does Bel have?
Eli bought five packs of bouncy balls.
Each packet had three balls in it. × =
How many bouncy balls did Eli buy?
Ali has three animal puzzles.
Each puzzle has ten pieces. × =
How many puzzle pieces altogether?
2 Write an equation and find the answer.
Caz has four dogs.
They each have four legs.
How many legs in total?

Dan made enough finger puppets to

cover all the fingers on five hands.
How many puppets did he make?

Vin owns five cars.

He checks their tyres once a month.
How many tyres does he have to check?

180 Copyright © Mathseeds and Blake eLearning 2016

Multiplication Lesson 130 • Worksheet 4 Word problems
word
problems Name

1 Read the problem.

2 Circle the clue words and numbers.
3 Write an equation.
4 Find the answer. Draw a picture or a number line.

Waldo made three pizzas. Mango has eight footballs.

He cut them into six slices So does Ruby. How many
each. How many slices of footballs is that altogether?
pizza does he have?

Doc reads two books every Dizzy goes down the slide
day. How many books six times. Mango and
does he read in a week? Waldo do too. How many
slides did they do in total?

Copyright © Mathseeds and Blake eLearning 2016 181

 Lesson 131 • Word problems part 2
Learning objectives Extra assistance
Children will: Problems where you need to work backwards present a
• look for clue words and numbers in word problems. situation where the beginning number is unknown but
• solve a working backwards word problem. the operation and the answer are known. Ask students
• use a picture, act it out or write an equation to solve to write the equation out to see the problem – use an
the problem. empty line, box or question mark for the missing number.
They then use their knowledge of how addition and
The National Curriculum in England subtraction are reverse operations to solve the problem.
Mathematics Year 2 Classroom activities
Number – addition and subtraction
Match Up
Pupils should be taught to:
Write a series of working backwards problems on
• solve problems with addition and subtraction: cards. Put their matching equations (with missing initial
– using concrete objects and pictorial representations, numbers) on cards as well. Hand these cards out and ask
including those involving numbers, quantities and students to find their matching partner without speaking
measures – only reading the problems and equations is allowed.
– applying their increasing knowledge of mental and When they find their match, they must work out the
written methods answer.
Write and Swap
Key vocabulary
Give students a number sentence each and ask them to
word problem, working backwards, clues, altogether, +, –, write a working backwards word problem using the sum
=, equation, odd, even, cost, change, £, >, < and leaving out the initial number. Or give them two
numbers to make a working backwards problem of their
own. Have them swap with their table mates and solve
each other’s problems.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise what type of problem identify a working backwards Worksheet 1
Read and calculate they have. Solve it by working problem. Make a picture, act it out Working backwards
backwards through the problem. or write an equation to find the
answer.
Problem solving: Read a word problem and read the problem, match to or make Worksheet 2
Bugs and Butterflies, Word translate it to an equation. Read a sum and find the answer. Select Draw a diagram
Problems, Use An Equation, a two-step word problem and the sum to match each step, then
Puzzle Pieces find the equations to match. find the answer.
Operations: Jump down the number chart split a number into tens and ones Worksheet 3
Jump Forward, Adding Odds to answer a sum. Recognise to add. Choose the label odd or Use an equation
and Evens, Fruit Shop, Base 10 whether the answer to a sum even for the answer to a sum. Move
Addition is odd or even. Add to find the money to show the total cost and
cost, then subtract to find the the change. Count Base ten blocks
change. Use Base ten blocks with to fill in an addition sum.
an addition equation.

Compare: Compare two numbers. choose the correct symbol: =, > or Worksheet 4
Greater than, Less than or <. Check
Equal to
Read: Read aloud book. listen, follow the reading and read Mathseeds book 131:
Book along. Working Backwards

182
 Word Lesson 131 • Worksheet 1 Working backwards
problems
part 2 Name

1 Tick the working backwards problems.

Mei had some apples. She gave Mr Tam has a class of 27
15 to Bob and had five left. students. Today nine students
How many apples did Mei are away. How many students
have to start with? does Mr Tam have in class
today?
Annie has made a playlist. Pip has a rock collection.
There are 12 rock songs and He found three more interesting
13 pop songs. How many songs rocks. Now he has 27 rocks.
are in Annie’s playlist? How many did Pip have to
start with?

2 Solve these working backward problems.

Billy made some sandwiches for lunch.
He ate three and there were five left.
How many sandwiches did Billy make? _______

Yana has a big collection of feathers. She found 13 more

on her beach trip and now she has 34. How many feathers
did Yana have before her beach trip? _______

184 Copyright © Mathseeds and Blake eLearning 2016

 Word Lesson 131 • Worksheet 2 Draw a diagram
problems
part 2 Name

Draw a diagram to solve these problems.

You might use a number line, calendar or tally marks.

Ned is ten years older than Lela. Lela is six years older than
Stacey. Stacey is eight. How old is Ned? _______

Hannah went on a camping trip. She was gone for five days.
If she came home on Saturday, what day did she leave?
_________________________________

Phil’s snake is the shortest. It is 5 cm shorter than Trevor’s.

Trevor’s snake is 7 cm shorter than Alex’s. Alex’s snake is
167 cm long. How long is Phil’s snake? _______

Wendy added 15 new bugs to the insect collection at the

museum. Now there are 95 insects in the collection.
How many were there before? _______

Copyright © Mathseeds and Blake eLearning 2016 185

 Word Lesson 131 • Worksheet 3
Use an equation
problems
part 2 Name

1 Fill in the equations to solve the problems. ? + ____ = ____

Juan started his homework. It took 2 hours. ____ – ____ = ?
He finished at 6 o’clock. What time did he
start? ? = ____

Some children get on the bus to go home ? – ____ = ____

from school. Ten get off at the first stop.
____ + ____ = ?
Eighteen are left on the bus. How many
children got on the bus at school? ? = ____

2 Write your own equations to solve these problems.

Liam had a stack of books Zahra found a bunch of
to read over the summer. stickers under her bed.
He read 12 in the first two She gave half of them to her
weeks and had 13 left to go. sister and had 14 left for
How many books did Liam herself. How many stickers
have in his stack at the start did Zahra find under her
of summer? ______ bed? ______

186 Copyright © Mathseeds and Blake eLearning 2016

 Word Lesson 131 • Worksheet 4
Check
problems
part 2 Name

Match each word problem to a sum and find the missing number.

Mango aims to walk for a certain amount

of time every day. Today she walked 10
minutes to the park and 15 minutes around
the park. She still has 20 minutes to go.
How long is Mango aiming to walk for?
__ + 1 = 11

Dizzy watched his

favourite TV show for
an hour. It ended at
eleven o’clock. What __ + 2 + 3 = 20
time did it start?

Ruby has three new ribbons.

The red ribbon is 2 cm shorter than the __ + 12 = 36
pink. The pink ribbon is 3 cm shorter than
the blue. The blue ribbon is 20 cm long.
How long is the red ribbon?

__ – 10 – 15 = 20
Doc loves his shell collection.
Today he added 12 new shells
and now he has 36 in total.
How many did he have yesterday?

Copyright © Mathseeds and Blake eLearning 2016 187

 Lesson 132 • Halves, quarters and eighths
Learning objectives Extra assistance
Children will: Equivalent fractions are easier to understand with
• identify halves, quarters and eighths. fractions which match up visually, such as halves, quarters
and eighths. Cut items, shapes or pictures into half, then
• recognise that halves can be cut into quarters and that
cut those halves into quarters, and cut again into eighths.
quarters can be cut into eighths.
This makes the link between these fractions very clear and
The National Curriculum in England leads into discussion of size relative to denominator, i.e.
the larger the denominator, the smaller the fraction.
Mathematics Year 2
Number – fractions Classroom activities
Pupils should be taught to: Make it!
• recognise, find, name and write fractions !3, !4, @
4 and #4 Give pairs of students some plasticine or playdough and
of a length, shape, set of objects or quantity ask them to make pizzas. Cut the play food in half. Talk
• write simple fractions for example, !2 of 6 = 3 and about half and the fraction !2. Then cut each half into
recognise the equivalence of @4 and !2 two. Discuss quarters and !4. Note how @4 = !2. Repeat with
Mathematics Year 3 eighths, comparing to !2 and the quarters. Group the slices
to make !2, !4 and !8 and compare sizes. Which slice would
Number – fractions
you prefer?
Pupils should be taught to:
Gobble
• recognise and show, using diagrams, equivalent
Give each student a slice of bread and a plastic knife. Ask
fractions with small denominators
them to trace around the bread on their page. Now they
• compare and order unit fractions, and fractions with cut the bread in half and draw a corresponding line on
the same denominators their outline. Next cut the bread into quarters and draw
another line. Then cut the bread into eighths, and draw
Key vocabulary these lines too. Gobble some of the bread! They then
half, halves, quarters, eighths, equal, fractions, share have to colour in the eighths they gobbled and tell the
equally, !2, !3, !4, !8, fraction notation class how much they ate – in halves, quarters or eighths.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise that halves are 2 identify items cut into equal Worksheet 1
Making fractions equal parts, quarters are 4 equal halves, quarters and eighths. Eighths
parts and eighths are 8 equal Cut halves into quarters and cut
parts. quarters into eighths.

Fraction shapes: Identify shapes cut into quarters match cut up shapes to their Worksheet 2
Equal Parts, Fraction Shapes and eighths. Recognise different fraction type. Identify which Halves, quarters,
ways of cutting a shape into the shapes are cut into the same eighths
same fraction. fraction.
Fraction notation: Identify fractions of a shape. colour a given fraction of a shape. Worksheet 3
Fractions, Light Bulbs, Fraction Match fraction shapes to Select the fraction to match the Fractions
Parrots fraction notation. Identify coloured part of a shape. Match
fractions which represent the quarters and eighths which are
same amount. the same amount.

Making fractions: Link the number of equal pieces identify how many pieces to share Worksheet 4
Cut the Cake, Cut the Fruit, with the fraction. Identify equally and the matching fraction. Check
Colour the Flag fractions which represent one Colour one half of a shape cut
half. into 2, 4 or 8 pieces.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 132:
Book along. Halves, quarters and
eighths

188
 Halves,
Lesson 132 • Worksheet 1 Eighths
quarters
and eighths Name

1 Circle the shapes cut into eighths. Colour !8 of each.

2 Colour.

@8 ^8

%8 #8

*8 $8
190 Copyright © Mathseeds and Blake eLearning 2016
 Halves,
Lesson 132 • Worksheet 2 Halves, quarters, eighths
quarters
and eighths Name

1 Colour blue for halves, red for quarters and green for eighths.

2 Match.

!2 one quarter

!4 one eighth

one half
!8
Copyright © Mathseeds and Blake eLearning 2016 191
 Halves,
quarters
Lesson 132 • Worksheet 3 Fractions
and eighths Name

1 Draw lines to show the fractions.

halves quarters eighths

2 Fill in the fractions.

4
@ !2 8
! 4
@

8
! !4 8
! 4
@ !2
192 Copyright © Mathseeds and Blake eLearning 2016
 Halves,
quarters
Lesson 132 • Worksheet 4 Check
and eighths Name

1 Label these fractions.

8
! ______________________

8
! ______________________

8
! ______________________

2 Colour half of each. Fill in the fractions.

!2 !6 8
! 4
! 0
!
Copyright © Mathseeds and Blake eLearning 2016 193
 Lesson 133 • Number patterns
Learning objectives Extra assistance
Children will: When looking at number patterns with three-digit
• identify addition and subtraction patterns. numbers, encourage students to work out which place
is changing in each number – ones, tens or hundreds. If
• find the missing numbers in a pattern.
they highlight, circle or write out the changing digits they
The National Curriculum in England can more easily pick up on the pattern. Remind them that
they need to consider place value when explaining the
Mathematics Year 3 pattern rule. For example, 123, 133, 143, 153. They pull
Number – number and place value out the tens digits – 2, 3, 4, 5 – which are going up by 1,
Pupils should be taught to: but the rule is actually add 10.
• find 10 or 100 more or less than a given number
Classroom activities
• recognise the place value of each digit in a three-digit
number (hundreds, tens, ones) Match Up
• compare and order numbers up to 1000 Write a series of number patterns onto cards, putting
half the pattern on one card and the second half of the
Number – addition and subtraction
pattern on another card. Hand these cards out and ask
Pupils should be taught to: students to find their matching partner without speaking
• add and subtract numbers mentally, including: – only reading the patterns is allowed. When they find
– a three-digit number and ones their match, they must work out the next three numbers
in the pattern.
– a three-digit number and tens
Write and Swap
– a three-digit number and hundreds
Ask students to write three number patterns: adding
Key vocabulary ones, adding tens and adding hundreds. Have them swap
with their table mates and continue each other’s patterns
problem, pattern, +, –, skip counting, ×, >, <, =,
for five more numbers.
tessellation

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify addition and subtraction recognise the difference in the Worksheet 1
Number patterns number patterns. Calculate the number pattern and work out the Addition patterns
missing numbers from the patterns missing numbers.

Skip counting: Count by twos to add. Recognise count pairs and groups of items to Worksheet 2
Counting by 2s, Skip the counting by 3s, 5s and 10s find the total. Select the next or Subtraction patterns
Counting Patterns, patterns. Skip count to add. missing numbers in the patterns.
Counting by 5s, Truck Stop

Grouping: Identify how many groups, how make a set of groups, put the right Worksheet 3
Goldfish, Choc Chip many in each group and the total. number in each group and find Number patterns
Cookies Find the answers to multiplication the total. Find the answer to a
sums. multiplication sum.

Find: Compare two numbers. Complete choose the correct symbol: =, > Worksheet 4
Greater than, Less than or the tessellating patterns. or <. Fill in the spaces to make a Word problems
Equal to, Tessellations tessellating pattern.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 133:
Book along. Number Patterns

194
Number Lesson 133 • Worksheet 1 Addition patterns
patterns Name

1 What is the rule?

 3, 6, 9, 12 + ______
12, 16, 20, 24 + ______
26, 36, 46, 56 + ______
131, 151, 171, 191 + ______
423, 523, 623, 723 + ______
159, 359, 559, 759 + ______

2 What are the next three numbers?

103 108 113 118

290 490 690 890

732 762 792 822

371 373 375 377

196 Copyright © Mathseeds and Blake eLearning 2016

Number Lesson 133 • Worksheet 2 Subtraction patterns
patterns Name

1 What is the rule?

 88, 86, 84, 82 – ______
39, 36, 33, 30 – ______
97, 87, 77, 67 – ______
290, 270, 250, 230 – ______
654, 554, 454, 354 – ______
905, 705, 505, 305 – ______
2 What are the next three numbers?

845 745 645 545

982 962 942 922

370 365 360 355

152 142 132 122

Copyright © Mathseeds and Blake eLearning 2016 197

Number Lesson 133 • Worksheet 3 Number patterns
patterns Name

1 What is the rule?

972, 772, 572, 372 __________
622, 624, 626, 628 __________
135, 185, 235, 285 __________
450, 420, 390, 360 __________
392, 492, 592, 692 __________
880, 876, 872, 868 __________

2 Fill in the missing numbers.

230 800

760 800 630

218 600

212 620

640 200 615

198 Copyright © Mathseeds and Blake eLearning 2016

Number Lesson 133 • Worksheet 4 Word problems
patterns Name

1 Dizzy is counting the pegs on the line.

“Two, four, six, eight, ten …”
What is the rule for his counting
pattern? _______

2 Mango is counting cupcakes. Each box holds six cupcakes.

What will the number pattern be?

3 Waldo puts 11 fish in each bucket. How many altogether? _____

11 22 33

4 Ruby had £231. Then her four friends

each gave her £100 for her birthday.
How much does she have now? _______
Write out the number pattern to add.

Copyright © Mathseeds and Blake eLearning 2016 199

 Lesson 134 • Subtraction part 4
Learning objectives Extra assistance
Children will: Once students have understood how to subtract two-
• subtract two-digit numbers in an algorithm using Base digit numbers using an algorithm, they should be able
ten blocks. to extend that knowledge to larger numbers. If students
are having trouble subtracting three-digit numbers in an
• extend to three-digit numbers.
algorithm, it is possible they haven’t understood the core
The National Curriculum in England concept of lining up the digits and working with each
place value one at a time. Go back to smaller numbers
Mathematics Year 3 and use Base ten blocks to reteach the concept.
Number – addition and subtraction
Pupils should be taught to: Classroom activities
• add and subtract numbers with up to three digits, Count ‘em!
using formal written methods of columnar addition Give students a set of 9 hundreds, 9 tens and 9 ones in
and subtraction Base ten blocks, plus an algorithm mat (see Lesson 120
Notes and guidance Teacher Guide). Write a subtraction sum on the mat. Have
Pupils use their understanding of place value and students put blocks in the top row to depict the larger
partitioning, and practise using columnar addition and number. Then they take away the number of blocks from
subtraction with increasingly large numbers up to three the second row. They can count the blocks that are left to
digits to become fluent. find the answer.
Real Problems
Key vocabulary Present the class with real world problems involving
subtraction, columns, algorithm, ones, tens, hundreds, subtraction of three-digit numbers. Use scenarios they can
equations, –, +, =, jump strategy, number chart, cost, play out and then check their answers with an algorithm.
change, £, problem, diagram Some examples are finding the difference in centimetres
between the length, width or height of two objects or
people, taking the cost of an object away from a budget
involving hundreds of pounds, or comparing populations,
school sizes or theatre capacities.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Link the algorithm format to a subtract two- and three-digit Worksheet 1
Subtraction algorithm place value chart. Extend two-digit numbers in an algorithm by using Two-digit subtraction
subtraction to three digits. Base ten blocks in a place value
chart to act it out.
Calculate: Complete equations using groups drag the correct numeral or group Worksheet 2
Equations, Jump Back, of items and numerals. Jump down to complete each number sentence. Three-digit subtraction
Fruit Shop the number chart to answer a sum. Split a number into tens and ones
Add to find the cost, then subtract to add or subtract. Move money to
to find the change. show the total cost and the change.

Algorithms: Use items in a vertical algorithm subtract items in the ones and tens Worksheet 3
Vertical Subtraction, Base layout to subtract. Use Base columns to find the difference. Take Subtraction algorithms
10 Subtraction ten blocks with an algorithm to blocks away to find the answer to a
subtract. subtraction algorithm.

Problem solving: Read a word problem and translate make a picture to match a word Worksheet 4
Draw a Diagram, Word it into a picture. Read a word problem and find the answer. Read Word problems
Problems, Bugs and problem and translate it to an the problem, match to a sum, find
Butterflies equation. the answer.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 134:
Book along. 3-digit subtraction

200
 Lesson 134 • Worksheet 1 Two-digit subtraction
Subtraction
Name
part 4

1 Subtract ones, then tens.

Tens Ones Tens Ones

6 8 7 5

– 3 5 – 2 4

Tens Ones Tens Ones

8 7 5 9

– 4 0 – 1 9

2 Complete the algorithms.

97 48 82 53 79
– 72 –26 –30 –12 –63

202 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 134 • Worksheet 2 Three-digit subtraction
Subtraction
Name
part 4

1 Subtract ones, tens, then hundreds.

Hundreds Tens Ones

3 7 3

– 1 4 2

Hundreds Tens Ones

4 8 5

– 3 7 3

2 Complete the algorithms.

559 245 382 999
– 205 – 132 – 240 – 789

Copyright © Mathseeds and Blake eLearning 2016 203

 Lesson 134 • Worksheet 3 Subtraction algorithms
Subtraction
Name
part 4

Write the algorithm and the answer.

738 – 416 = 474 – 132 = 623 – 411 =

982 – 631 = 581 – 361 = 859 – 440 =

347 – 123 = 692 – 560 = 958 – 847 =

204 Copyright © Mathseeds and Blake eLearning 2016

 Lesson 134 • Worksheet 4 Word problems
Subtraction
Name
part 4

Write an algorithm and find the answer.

1 Last year 684 people lived in Greenville.
Then 124 people left because of a flood.
How many people live in Greenville now?

2 The State theatre holds 888 people at most.

Tonight’s play has sold 763 seats.
How many empty seats will there be?

3 May has to drive 954 km to her mum’s

house. She has already driven 451 km. How
many more kilometres does she have to go?

4 Ben’s school has 726 students. There are

323 female students. How many boys
are at Ben’s school?

Copyright © Mathseeds and Blake eLearning 2016 205

 Lesson 135 • Comparing mass
Learning objectives Extra assistance
Children will: Ask students to propose a list of possible items from
• use a balance scale to find equal weights. the classroom to use as informal units on one side of a
• keep a tally of weight measurements. balance scale. What qualities do the informal units need
• transfer data from tallies to a graph. to have in order to be useful? Discuss:
• compare measurements of mass. • the amount of items (you need a big pile of them)
• their shape (for example, marbles can roll off)
The National Curriculum in England • their weight (smaller is better)
Mathematics Year 1 • uniformity in the units
Measurement Classroom activities
Pupils should be taught to:
Make it!
• compare, describe and solve practical problems for
Students can make their own balance scale. They need
mass/weight [for example, heavy/light, heavier than,
a coat hanger, two identical containers and six equal
lighter than]
lengths of string. Put three holes evenly spaced around
• measure and begin to record the following: mass/
the rim of one container. Tie the end of one string
weight
through each hole and tie the other ends of the three
Mathematics Year 2 strings together. Tie or tape the knotted end onto one
Measurement side of the coat hanger. Do the same for the other side.
Pupils should be taught to: Now hang the coat hanger from a pole or doorknob to
• compare and order mass and record the results using start comparing masses.
>, < and = Guessing Competition
Give each student a list of items and put the items on
Key vocabulary display along with a pile of blocks. Have some small, heavy
balance scales, weigh, balance, tally, picture graph, items such as a paperweight, and some large, light items
pictogram, information, compare, heaviest, lightest, same, such as a hat. Ask them to write an estimate of how many
mass, heavier, lighter, parallel lines, light, heavy, equation, blocks will balance each item. Students then use a balance
+, –, =, vertices, 3D objects, centimetres, cm, weight scale to find the actual weight of each item in blocks.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use pebbles to compare weights using move pebbles to balance the scale Worksheet 1
Comparing mass a balance scale. Make a tally chart and make a tally chart of the results. Balance scales
and transfer the data to a pictogram. Fill in a pictogram to match the tally
Answer questions based on the table. Compare masses based on the
information in the graph. data in the graph.
Measuring: Differentiate items by weight. Measure choose the object on the scales which Worksheet 2
Balance Scales, Light, in centimetres using a ruler. Measure is heavier or lighter. Order items by Pictogram
Heavy, Heaviest, the mass of an item in pebbles using a weight. Measure the lengths of items
Centimetres, Pebble balance scale. in centimetres. Balance an item on
Mass the scale using pebbles.
Calculate: Recognise numerals and count out move a given number of items. Read Worksheet 3
Baking Cookies, Bugs items. Read a word problem and the problem, match to a sum and find Data
and Butterflies, Pebble translate it to an equation. Answer the answer. Compare items based on
Graphs questions based on the data in a their weight in pebbles.
pictogram.
Geometry: Identify parallel lines. Recognise the recognise scenes with parallel lines. Worksheet 4
Parallel Lines, Vertices number of vertices on a 3D object. Answer the question, How many Word problems
vertices?

Read: Read aloud book. listen, follow the reading and read Mathseeds book 135:
Book along. Compare mass

206
Comparing Lesson 135 • Worksheet 1
mass Balance scales
Name

1 What is the mass of each item?

pencil = ____ blocks book = ____ blocks

glue = ____ blocks scissors = ____ blocks

2 Draw blocks to balance the scales. How many blocks?

____ blocks ____ blocks

208 Copyright © Mathseeds and Blake eLearning 2016
Comparing Lesson 135 • Worksheet 2
mass Pictogram
Name

Use the table to make a pictogram.

Apple Cherry Watermelon Banana
1111 11 1111 1111 1111 1

Title:

Copyright © Mathseeds and Blake eLearning 2016 209

Comparing Lesson 135 • Worksheet 3 Data
mass
Name

Mass in Blocks
8 ■
7 ■
6 ■
5 ■ ■
4 ■ ■
3 ■ ■ ■
2 ■ ■ ■ ■
1 ■ ■ ■ ■

1 Which item is heaviest? ____________________________

2 Which item is lightest? ____________________________
3 What is the difference between the scissors and the eraser?
____ blocks
4 How much heavier is the marker than the pencil? ____ blocks
5 How much lighter is the pencil than the scissors? ____ blocks

210 Copyright © Mathseeds and Blake eLearning 2016

Comparing Lesson 135 • Worksheet 4
mass Word problems
Name

1 Doc puts two trains on one side of the scale.

How many dolls are needed to balance the scales? _______
2 Mango puts three balls on one side of the scale.
How many blocks are needed to balance the scales? _______
3 Waldo puts a ball and a doll on one side of the scale.
How many blocks are needed to balance the scales? _______
4 Dizzy puts a train on the scale. Balance the scales.
How many? How many?

_______ _______

Copyright © Mathseeds and Blake eLearning 2016 211

 Lesson 136 • The division sign
Learning objectives Extra assistance
Children will: When introducing the division symbol and division
• be introduced to the division sign ÷ and division equations, students need to have an understanding
equations. of how division works. There is a group of items to be
divided up, say 12. Then there is the number to be divided
• use a number line to divide a number.
by, for example, 3. This could mean 12 divided into 3
The National Curriculum in England groups, or 12 divided into groups of 3. Either way, when
working with the equation, it looks the same: 12 ÷ 3 = 4.
Mathematics Year 2
Number – multiplication and division Classroom activities
Pupils should be taught to: Match Up!
• calculate mathematical statements for multiplication Have a set of cards with division equations using numbers
and division within the multiplication tables and write to 20, and another set of cards with the answers. Give
them using the multiplication (×), division (÷) and students one card each and ask them to find their match.
equals (=) signs They then check they are correct by playing out the
• solve problems involving multiplication and division, division equation with counters. Hand out new cards and
using materials, arrays, repeated addition, mental go again.
methods, and multiplication and division facts, Count ‘em!
including problems in contexts Give students 18 items, counting bears for example. The
teacher says, “Divide by 2” and students share out the
Key vocabulary
items into groups of 2 or make 2 groups. Then they write
share, equally, divided by, division sign, ÷, =, number line, the equation: 18 ÷ 2 = 9. Repeat, dividing by 3, 6 and 9.
sum, equation, × Discuss how there are pairs of equations using the same
numbers in different orders. Repeat with 20, 24 and 36
items to extend students.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Learn to make division share items into equal groups Worksheet 1
The division sign equations. Practice dividing and match the process to the Dividing
items into equal groups. Divide division number sentence.
a number using a number line. Jump down a number line to
divide a number.

Sharing: Share a group of items equally move items to make equal Worksheet 2
Cat Fish, Cows in Paddocks, into a set number of groups. groups. Count how many The division sign
Equal Rows, Flower Power Identify the elements of rows, how many in each row
sharing and the total. and find the total.

Division: Answer division equations. use an array to answer a Worksheet 3

Bubble Drop, Gifts Galore division sum. Calculate the Division sums
answer to a division equation.

Multiplication: Add equal groups until they select the correct number Worksheet 4
How Many Groups?, Choc total a target number. Find of groups to make the Word problems
Chip Cookies the answers to multiplication target number. Match a
sums. multiplication equation to its
answer.

Read: Read aloud book. listen, follow the reading and Mathseeds book 136:
Book read along. The division sign

212
 The Lesson 136 • Worksheet 1 Dividing
division
sign Name

Circle equal groups. Find the missing numbers.

9 divided into 3 groups = ____ in each group

8 divided into 4 groups = ____ in each group

14 divided into 2 groups = ____ in each group

6 divided by ____ = ____ 10 divided by ____ = ____

____ divided by ____ = ____ ____ divided by ____ = ____

214 Copyright © Mathseeds and Blake eLearning 2016
 The Lesson 136 • Worksheet 2 The division sign
division
sign Name

1 Divide into equal groups. Fill in the equation.

÷ = ÷ =

÷ = ÷ =

2 Draw a picture to find each answer.

12 ÷ 6 = 16 ÷ 2 =

Copyright © Mathseeds and Blake eLearning 2016 215

 The Lesson 136 • Worksheet 3 Division sums
division
sign Name

1 Match and find the answer.

12 ÷ 3 =

8÷4=

6÷3=

9÷3=

10 ÷ 5 =

2 Use the number line to find the answers.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

14 ÷ 7 = _____ 15 ÷ 3 = _____ 16 ÷ 4 = _____

18 ÷ 2 = _____ 18 ÷ 3 = _____ 18 ÷ 6 = _____
20 ÷ 4 = _____ 20 ÷ 5 = _____ 20 ÷ 10 = _____

216 Copyright © Mathseeds and Blake eLearning 2016

 The Lesson 136 • Worksheet 4 Word problems
division
sign Name

Read the problem.

Plan: Which operation? Which numbers?
Work: Write an equation.
Answer.

Dizzy shared 12 hats Mango has five boxes.

between his four friends. Each box holds one pair
How many hats did each of shoes. How many shoes
person get? does Mango have?

= =

Waldo bought 20 fish. He Doc walked two kilometres

divided them equally into each day this week,
four fish tanks. How many including the weekend.
fish are in each fish tank? How far did Doc walk this
week?

= =

Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2016
2016
Copyright 217
 Lesson 137 • Problem solving
Learning objectives Extra assistance
Children will: The idea of using a table to solve a problem is helpful
• use a table to calculate the answer to a word problem. when two sets of numbers are relating to each other,
• jump along a number line to count groups of items. like the number of cards and the number of stickers. A
table can establish a pattern in the calculations. Students
The National Curriculum in England will need help figuring out what information needs to be
Mathematics Year 2 shown in the table, so do suggest number of rows and
columns, and what headings to use. Clever students may
Number – number and place value
see quicker solutions (such as an equation). Be sure to
Pupils should be taught to: relate these back to the table.
• use place value and number facts to solve problems
Number – addition and subtraction Classroom activities
Pupils should be taught to: Match Up
• solve problems with addition and subtraction using Have a series of word problems written on a set of cards
concrete objects and pictorial representations, and matching but incomplete tables on another set of
including those involving numbers, quantities and cards. Students take one card each and find their partner.
measures The pair must write out the table and work out the
Number – multiplication and division solution to the problem. Swap cards and go again.
Pupils should be taught to: Making Problems
• solve problems involving multiplication and division, Put a table on the board with numbers but no headings.
using materials, arrays, repeated addition, mental Ask students to work in pairs to write a problem that uses
methods, and multiplication and division facts, the table. Ask each pair to demonstrate their problem on
including problems in contexts the board using the given table.

Key vocabulary
table, number line, jump, total, graph, weight, heaviest,
lightest, the same, mass, equation, +, –, =, counting
pattern, ×, diagram, odd, even, sum

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Using a table and a number line fill in a table with numbers to find Worksheet 1
Problem solving as a problem solving strategy. the answer to a problem. Jump Fill a table
along a number line to fill in the
table.

Make a table: Use a visual table to answer a fill in the table with items, then Worksheet 2
Stickers, Hats and Feathers problem. count the total. Make a table

Problem solving: Read a word problem and read the problem, match to a sum Worksheet 3
Apple Problems, Word translate it to an equation. Read and find the answer. Make a picture Word problems
Problems, Draw a Diagram a word problem and translate it to match a word problem and find
into a picture. the answer.

Calculate: Answer questions based on the compare items based on their Worksheet 4
Pebble Graphs, Truck Stop, data in a pictogram. Use the weight in pebbles. Choose the next Check
Dog Treats, Adding Odds and counting by 2s pattern. Find the number in the pattern. Match a
Evens answers to multiplication sums. multiplication equation to its answer.
Recognise whether the answer Choose the label odd or even for the
to a sum is odd or even. answer to a sum.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 137:
Book along. Using Tables to Solve
Problems

218
Problem Lesson 137 • Worksheet 1 Fill a table
Solving Name

Fill the table to find the answer.

There are six tables with ten people sitting at each table.
How many people altogether? _____
Tables 1 2 3 4 5 6
People 10 20 30

I am making booties for my seven dogs.

How many booties do I need to cover all their paws? _____
Dogs 1 2 3 4 5 6 7
Number of paws 4 8

Ava walks two kilometres each school day.

How many kilometres does she walk in a week? _____
Day Monday Tuesday Wednesday Thursday Friday
km 2

Ben ate five cherries at every meal today.

How many cherries did he eat today? _____
Meal Breakfast Lunch Dinner
Cherries

220 Copyright © Mathseeds and Blake eLearning 2016

Problem Lesson 137 • Worksheet 2 Make a table
Solving Name

Make a table to find the answer.

You have to do three maths problems every night for a whole week.
How many problems is that altogether? _____

The cat caught six mice every day for ten days.
How many mice did she catch in total? _____

Zali bought 11 lollies to share with her friends every day at school.
How many lollies did she buy in one school week? _____

Yan can make 20 cakes in a week.

Over six weeks, how many cakes can he make? _____

Copyright © Mathseeds and Blake eLearning 2016 221

Problem Lesson 137 • Worksheet 3 Word problems
Solving Name

Write your own word problems using these tables.

Day Mon Tues Wed Thur Fri Sat Sun

2 4 6 8 10 12 14
______________________________________________________
______________________________________________________
______________________________________________________

1 2 3 4
5 10 15 20
______________________________________________________
______________________________________________________
______________________________________________________

1 2 3 4 5 6 7 8 9
3 6 9 12 15 18 21 24 27
______________________________________________________
______________________________________________________
______________________________________________________

222 Copyright © Mathseeds and Blake eLearning 2016

Problem Lesson 137 • Worksheet 4 Check
Solving Name

Solve these problems.

Dizzy has to race around the track eight times in his race car.
If each lap is 5 km, how far will he go? ________

Mango is making a playlist. Each song is three minutes long.

If she uses ten songs, how long will the playlist be? ________

Waldo bought nine bags of marbles. Each bag has four marbles
in it. How many marbles altogether? ________

Ruby wants to add five ribbons to her dress. Each ribbon is

6 cm long. How much ribbon does she need to buy?_______

Copyright © Mathseeds and Blake eLearning 2016 223

 Lesson 138 • A fraction of a collection
Learning objectives Extra assistance
Children will: Once students understand basic equivalent fractions such
• share a collection into groups to find a fraction of the as @4 = !2, the next step is to show that this means !2 of a
collection. group of 4 is 2 items. Finding a fraction of a collection can
be done by dividing the collection into equal groups. The
• make the number of groups match the denominator of
number of groups is the same as the denominator of the
the fraction.
fraction. Give students lots of opportunities to practice
The National Curriculum in England this with hands-on activities as this concept will underpin
their future understanding of fractions of numbers.
Mathematics Year 3
Number – fractions Classroom activities
Pupils should be taught to: Make it!
• recognise, find and write fractions of a discrete set Give pairs of students some modelling clay, plasticine or
of objects: unit fractions and non-unit fractions with playdough and ask them to make 16 balls. Ask them to
small denominators share the collection of 16 into two equal groups. Talk
Notes and guidance about how one group – 8 – is a half. Next have them
Pupils understand the relation between unit fractions as share 15 balls into 3 equal groups. Discuss thirds – 5 balls
operators (fractions of), and division by integers. is !3. Next do 4 groups with 16 balls, making quarters of 4
balls each. Finally share the balls into 8 groups and discuss
They continue to recognise fractions in the context of parts
eighths. To extend students, ask them to show you the
of a whole, numbers, measurements, a shape, and unit
same fractions with 24 balls.
fractions as a division of a quantity.
Jump to it
Key vocabulary This is best done in a hall or on the playground. Nominate
half, !2, share, equal groups, third, !3, quarter, !4, eighth, !8, a certain number of students to stand. Start with small
fraction numbers like 2, 3, 4, 6, 8 and gradually use larger
numbers. Ask them to divide into fractions without
talking. Stick with the fractions halves, thirds, quarters and
eighths. Change groups so all students get a turn.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Share a collection into equal make equal groups to find Worksheet 1
Finding a fraction groups to find a fraction of the fractions of collections. Fraction of a shape
collection.

Shape fractions: Identify one half of a shape. colour one half of a shape cut Worksheet 2
Colour the Flag, Light Bulbs, Match fraction shapes to into 2, 4, 6 or 8 pieces. Match a Fraction of a group
Fraction Patterns, Fraction fraction notation. fraction to the coloured part of
Match a shape.

Fractions of numbers: Divide a group into equal share the cookies equally Worksheet 3
Feeding Fractions, Paint Box halves, thirds or quarters and between 2, 3 or 4 monsters Fraction of a number
identify the number in each and identify the number in
fraction. Work out a fraction of that fraction. Colour squares to
a given number of squares. match the fraction and identify
the number which is that
fraction.
Calculate: Read two clocks and calculate show two analogue times in Worksheet 4
Two Clocks the time difference. digital format, then find the Word problems
difference between them.

Read: Read aloud book. listen, follow the reading and Mathseeds book 138:
Book read along. Fractions fruit salad

224
A fraction Lesson 138 • Worksheet 1 Fraction of a shape
of a
collection Name

1 Colour one half. How many squares?

!2 of 6 = _____ !2 of 8 = _____

2 Colour one third. How many squares?

!3 of 9 = _____ !3 of 12 = _____
3 Colour one quarter. How many squares?

!4 of 8 = _____ !4 of 12 = _____
4 Colour one eighth. How many squares?

!8 of 8 = _____ !8 of 16 = _____
226 Copyright © Mathseeds and Blake eLearning 2016
A fraction Lesson 138 • Worksheet 2 Fraction of a group
of a
collection Name

1 Share into halves.

!2 of _____ = _____ !2 of _____ = _____

2 Share into thirds.

!3 of _____ = _____ !3 of _____ = _____

3 Share into quarters.

!4 of _____ = _____ !4 of _____ = _____

4 Share into eighths.

!8 of _____ = _____
Copyright © Mathseeds and Blake eLearning 2016 227
A fraction Lesson 138 • Worksheet 3 Fraction of a number
of a
collection Name

Draw a diagram to help you find the answer.

What is !2 of 12? _____ What is !2 of 16? _____

What is !3 of 12? _____ What is !3 of 18? _____

What is !4 of 12? _____ What is !4 of 16? _____

What is !8 of 8? _____ What is !8 of 16? _____

228 Copyright © Mathseeds and Blake eLearning 2016

A fraction Lesson 138 • Worksheet 4 Word problems
of a
collection Name

Draw a diagram to solve the problem.

1 Doc has 20 bowties. He wants to give a quarter of them away.
How many is that? ______

2 Ruby bought 18 buns. Half of them are for Waldo.

How many is that? ______

3 Mango found 21 shells. She put a third of them in the hermit

crab tank. How many is that? ______

4 Dizzy blew 24 bubbles. An eighth of them floated away.

How many is that? ______

Copyright © Mathseeds and Blake eLearning 2016 229

 Lesson 139 • Two-step problem solving
Learning objectives Extra assistance
Children will: When students begin to work on two-step word
• identify the two steps in a word problem. problems, use words specific to the operations being used
to give them easy clues to identify the two steps.
• work through the two operations.
Addition words: add, plus, total, sum, and, with, combine,
The National Curriculum in England join, altogether
Mathematics Year 2 Subtraction words: subtract, minus, take away, lose,
difference, less, left
Number – addition and subtraction
Multiplication words: multiply, times, groups of, equal
Pupils should be taught to:
groups, altogether, total
• solve problems with addition and subtraction:
Division words: divide, share, equal groups, how many in
– using concrete objects and pictorial representations, each group, how many groups
including those involving numbers, quantities and
measures Classroom activities
– applying their increasing knowledge of mental and Write it
written methods
Give each student a lined card. Ask them to write the
Number – multiplication and division first step of a two-step problem. Then they swap with a
Pupils should be taught to: partner, read the first half of the new problem and write
• solve problems involving multiplication and division, the second step. The cards can then be laminated to make
using materials, arrays, repeated addition, mental a class set to work through.
methods, and multiplication and division facts, Money Problems
including problems in contexts Hand out some play money to pairs of students. One is
the shopkeeper and one is the customer. Put an online
Key vocabulary
catalogue or menu up on the whiteboard and have the
two-step problem, solve, share, equally, +, –, ×, ÷, !2, half, pairs act out scenarios where they have to calculate a total
equation, mass, weigh, balance, scales, cost, change, £, p of two or more items, choose a note or notes to pay with,
and then calculate change. They can swap roles after a
few turns.

Mathseeds Lesson sequence TEACH PRACTISE APPLY

Content and skills Children will:
Animated Lesson: Identify the relevant parts of find the numbers in a problem, Worksheet 1
Problem solving a two-step word problem and work through two operations Add and subtract
recognise which operations are using these numbers and find the
needed. Work through the two answer to the two-step problem.
steps to solve the problem.

Problem solving: Read a word problem and read the problem, make or match Worksheet 2
Use An Equation, Word Problems, translate it to an equation. Use a sum, find the answer. Move Add and divide
Apple Problems, Hats and a visual scenario to answer a feathers onto hats to find a total.
Feathers, Bugs and Butterflies problem.

Two-step problems: Read a two-step word problem select the sum to match each Worksheet 3
Puzzle Pieces, Fruit Shop and find the equations to match. step, then find the answer. Move Mixed operations
Add to find the cost, then money to show the total cost and
subtract to find the change. the change.

Measure: Measure the mass of an item in balance an item on the scale Worksheet 4
Pebble Mass pebbles. using pebbles. Two-step problems

Read: Read aloud book. listen, follow the reading and Mathseeds book 139:
Book read along. Two-step Problems

230
Two-step Lesson 139 • Worksheet 1 Add and subtract
problem
solving Name

1 Use the number line to find the answer.

10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Sam made 13 sandwiches and 17 wraps for lunch.

His friends ate 20 of them.
How many left? _____

Kim brought 29 marbles to school.

She lost 15, then found nine.
How many does she have now? _____

Jamie has £12 in his wallet. He has £15 in his

money box. Jamie buys a robot for £18.
How much is left? _____
2 Fill in the algorithms.
Alex picks 16 apples and Li read 135 pages on Monday
19 peaches. She eats 25 and 121 pages on Tuesday.
over the next week. The book has 378 pages. How
How many left? ______ many pages are left? ______

232 Copyright © Mathseeds and Blake eLearning 2016

Two-step Lesson 139 • Worksheet 2 Add and divide
problem
solving Name

1 Match each problem to the correct equations.

Jo has six books and
buys eight more. She
divides them equally 20 + 20 + 20 + 20 = 80
between two bookshelves.
6 + 8 = 14
Laurie has four fish tanks.
He buys ten goldfish and 14 80 ÷ 2 = 40
minnows. He puts an equal
number of fish in each tank. 10 + 14 = 24

14 ÷ 2 = 7
Beth has four songs to practice
every day for 20 mins each.
She adds the time together 24 ÷ 4 = 6
and breaks it into two sessions.

2 Write the equations. Find the answers.

Fred buys 25 toys for his party bags. He also buys 25
lollipops. Fred shares the toys and lollipops equally between
10 bags. How many items are in each bag?
__________________________ __________________________
Amy has a necklace with 18 small beads and 12 large beads.
When it breaks, she decides to share the beads equally and
make three bracelets. How many beads on each bracelet?
__________________________ __________________________
Copyright © Mathseeds and Blake eLearning 2016 233
Two-step Lesson 139 • Worksheet 3
Mixed operations
problem
solving Name

Find the answers. Use an algorithm, equation or number line.

1 Nat sleeps for eight hours at night. She goes to school for six
hours a day. She spends one hour a day travelling. She reads
for two hours every evening. How many hours in a day are
left? _______

2 Tony sleeps nine hours a night and naps for two hours every
afternoon. How many hours does he sleep in a week? _______

3 Carol travels 110 km a day for work. She works five days a
week. How many km does she travel in two weeks? _______

4 Steve is buying a new uniform. He needs two sets of clothes.

The pants are £125 and the shirts are £80. How much does
he pay? _______

234 Copyright © Mathseeds and Blake eLearning 2016

Two-step Lesson 139 • Worksheet 4
Two-step problems
problem
solving Name

Solve these problems.

Waldo has 13 caps. He gets seven new ones. Then he gives
away nine of his old ones. How many caps does Waldo have
now? _______

Mango has to catch a bus in 45 minutes. It takes her 20 mins to

get dressed and 10 mins to walk to the bus stop. How long does
she have to eat breakfast? _______

Doc chops up 200 g of berries. Then he adds 120 g of banana.

Finally he chops up 180 g of apple. He shares the fruit salad
evenly into five bowls. How much does each portion of fruit
weigh? _______

Ruby decided to see two movies in a row. The first went for 91
minutes. The second went for 87 minutes. However, Ruby was
late for the start of the first movie by 15 minutes. How long did
Ruby spend at the movies? _______

Copyright © Mathseeds and Blake eLearning 2016 235

 Lesson 140 • Mathseeds Masterclass
Learning objectives Statistics
Pupils should be taught to:
Children will: • answer questions about totalling and comparing
• revise their knowledge of number, operations, categorical data
geometry, measurement and data.
The National Curriculum in England Key vocabulary
equation, algorithm, +, –, ×, ÷, =, number pattern, 4!,
Mathematics Year 2
parallel lines, rhombus, corners, slide, flip, digital time,
Number – number and place value
analogue clocks, rulers, inches, area, volume, most popular,
Pupils should be taught to:
least popular, numbers to 100 in words, <, >, greater than,
• count in tens
less than, equal, vertices, names of 3D shapes, faces, edges
Number – addition and subtraction
Pupils should be taught to: Classroom activities
• solve problems with addition and subtraction Revision Race
Number – fractions
Give students a grid of maths problems to work through.
Pupils should be taught to:
They can be mixed topics or a set of questions all on one
• recognise fractions of a set of objects
topic. Students can do the questions in any order they like.
Number – multiplication and division
Grids can be differentiated to match student ability levels.
Pupils should be taught to: Students can work individually or in pairs. Have a prize for
• solve problems involving multiplication and division the first team to finish all their problems to get the class
Geometry – properties of shapes motivated.
Pupils should be taught to:
Maths Stories
• identify and describe 2-D and 3-D shapes
Geometry – position and direction Give pairs of students a lined sheet of paper. Assign each
pair a mathematical concept, rule or strategy. They are to
Pupils should be taught to:
write a story to help them remember it. Write an example
• describe position, direction and movement
as a class, such as a story about the greater than and less
Measurement
than symbols < and >. The story could be about a hungry
Pupils should be taught to:
crocodile and his wide open jaws always heading for the
• tell the time, measure length using rulers, compare
largest meal.
volume

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise areas of mathematics covered answer operations questions. Complete Worksheet 1
Revision for grade 2 in number, operations, a number pattern. Work with fractions, Number & operations
geometry, measurement and data. lines, shapes and transitions. Identify
times, lengths, areas and volumes.
Interpret data displays.

Number: Identify a number in words, sums find three other ways of making a Worksheet 2
Show Me the Number, and Base ten blocks. Compare two given number. Choose the correct Measurement
Greater than, Less numbers. symbol: =, > or <.
than or Equal to
Operations: Identify how many groups, how make a set of groups, put the right Worksheet 3
Goldfish, Train Tunnels, many in each group and the total. number in each group and find the Geometry
Puzzle Pieces Identify the missing number in a total. Work out the number which is
multiplication sum. Read a two- the missing multiplier. Select the sum
step word problem and find the to match each step, then find the
equations to match. answer.
Measurement & Measure in centimetres using a ruler. identify how long an object is. Answer Worksheet 4
geometry: Recognise the number of vertices on the question How many vertices? Data
Centimetres, Vertices, a 3D object. Read and make times Make the digital clock match the
Make it Digital, 3D on digital and analogue clocks. analogue clock. Fill a table with
Table Identify attributes of 3D objects. numbers of faces, edges and vertices.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 140:
Book along. Numbers Around the
World

236
Mathseeds Lesson 140 • Worksheet 1 Number & operations
Masterclass
Name

1 Fill in the missing numbers.

130, 140, _____ , 160, 170 335, 340, _____ , 350, 355
722, 724, _____ , 728, 730 256, 356, _____ , 556, 656
989, 889, _____ , 689, 589 481, 479, _____ , 475, 473

2 Find the answers.

8+7= _____ 12 – 9 = _____ 16 + 8 = _____
22 – 6 = _____ 36 + 5 = _____ 64 – 8 = _____
50 + 34 = _____ 79 – 40 = _____ 89 + 20 = _____
61 + 27 = _____ 55 – 44 = _____ 26 + 23 = _____
46 – 35 = _____ 78 + 19 = _____ 63 – 21 = _____
3 Answer the algorithms.
736 234 527 956
+223 +121 – 315 – 834

472 629 349 840

+431 +324 – 128 – 530

238 Copyright © Mathseeds and Blake eLearning 2016

Mathseeds Lesson 140 • Worksheet 2 Measurement
Masterclass
Name

1 How long?
cm

cm

cm

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 cm

2 Colour the largest volume. Circle the smallest volume.

3 Colour a larger area.

Copyright © Mathseeds and Blake eLearning 2016 239

Mathseeds
Lesson 140 • Worksheet 3 Geometry
Masterclass
Name

1 Fill in the table.

Number Number
Shape Name
of sides of vertices

2 Trace the parallel lines in red.

240 Copyright © Mathseeds and Blake eLearning 2016

Mathseeds
Lesson 140 • Worksheet 4 Data
Masterclass
Name

Favourite Flowers

lily daisy rose tulip

Which flower is most popular? __________________________

Which flower is least popular? __________________________
How many more than ? _________
How many more than ? _________
How many flowers altogether? _________
Copyright © Mathseeds and Blake eLearning 2016 241
 Lesson 141 • Length: word problems
Learning objectives Extra assistance
Children will: Length is a fertile area for providing ‘real world’ word
• look for clue words and numbers. problems. Students can explore heights, widths and depths
• work backwards to solve the problems. of objects they can physically measure, as well as lengths
• find answers in appropriate units. of distance. Problems can involve addition, subtraction,
multiplication, division, number patterns, working
The National Curriculum in England backwards, and two-step problems. They can use numbers
Mathematics Year 2 from single digits up to three digits, depending on which
units are used. Students can also be encouraged to write
Number – addition and subtraction
their own word problems, to look at problem solving in a
Pupils should be taught to: different way.
• solve problems with addition and subtraction:
– using concrete objects and pictorial representations, Classroom activities
including those involving numbers, quantities and Find the Difference
measures Put students into groups of 4 or 5 and have them measure
– applying their increasing knowledge of mental and each person’s height. Let them choose their own tools
written methods and methodology for this. Next they should come up with
Mathematics Year 3 a visual representation of the 4 or 5 heights, such as a
Measurement bar chart. Finally, ask them to work out the difference in
height between each pair of people in the group.
Pupils should be taught to:
Write Your Own
• measure, compare, add and subtract lengths (m/cm/
mm) Give each student two pieces of card. On one, they write
a word problem involving adding or subtracting length, eg
Key vocabulary Ruby had 97 cm of ribbon. She cut off 25 cm. How much
ribbon does she have left? Now, they write a working
cm, centimetres, less, further, +, =, –, sum, number
backwards version on the other card, eg Ruby had some
mountain, related facts, measure, ruler, equation, metres,
ribbon. She cut off 25 cm. Now she has 72 cm left. How
m, thermometer, temperature, estimate, about, tape
much ribbon did she have to start with? Swap these cards
measure
and work the backwards problems.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify how to solve word start with the given facts, then use Worksheet 1
Solve the problem problems involving length. Work diagrams and equations to work out Use an equation
backwards to solve the problems. the answers.

Informal units: Use uniform units on a number count how many sections on the Worksheet 2
Measuring Blocks, line to measure length and ruler or thermometer to determine Draw a diagram
Thermometers temperature. length or temperature.

Formal units: Measure in centimetres using a measure the lengths of items in Worksheet 3
Centimetres, How Many ruler. Measure in metres using centimetres. Count how many Work backwards
Metres?, How Tall?, Units of measuring sticks or tape. Select metres to find lengths and heights.
Length, Red Carpet the closest length estimate based Choose a length estimate in either
on the units. centimetres or metres.

Word problems: Read a word problem and read the problem, match to a sum Worksheet 4
Trees and Flowers, Puzzle translate it to an equation. or sums and find the answer. Word problems
Pieces
Read: Read aloud book. listen, follow the reading and read Mathseeds book 141:
Book along. Length Problems

242
 Length: Lesson 141 • Worksheet 1 Use an equation
word
problems Name

Write equations to solve the problems.

Tom has a belt which is 120 cm long. His waist is only 101 cm. How
much overlap will there be when he puts on the belt? _________

Amy bought a dress that was 130 cm long. She added a 22 cm

layer to the bottom. How long is the dress now? ___________

Marcus is 175 cm tall. He puts on a top hat that adds 15 cm to

his height. How tall is he now from the ground to the top of his
hat? ___________

Nada’s hair is 89 cm long. She gets 26 cm cut off.

How long is her hair now? ___________

Sara’s new jeans are 8 cm too long. After she gets them
shortened, they are 113 cm long. How long were the jeans when
she bought them? ___________

244 Copyright © Mathseeds and Blake eLearning 2016

 Length: Lesson 141 • Worksheet 2 Draw a diagram
word
problems Name

Draw a diagram to solve the problem.

You could use a number line or a picture.

The museum has three animals in a line. The crocodile is 5 m

long, the python is 2 m and the Komodo dragon is 3 m.
How long is the line? ___________

The Viking longship in the museum is 25 m long. Their

Turkish galley is 32 m long. What is the difference between
their lengths? ___________

The Chinese princess was buried with two amber necklaces.

One was 160 cm long. The other was 49 cm shorter.
How long was the shorter necklace? ___________

The tapestry was made using 9 panels. Three panels were

14 m long. Two panels were 3 m each. The other four panels
were 5 m. How long is the tapestry? ___________

Copyright © Mathseeds and Blake eLearning 2016 245

 Length: Lesson 141 • Worksheet 3
Work backwards
word
problems Name

Work backwards to solve the problems.

Joey’s rope is 12 cm shorter than Fran’s. Rachel’s

is 13 cm shorter than Joey’s. If Rachel’s rope is
274 cm long, how long is Fran’s skipping rope?
___________

Jerry’s school has three fields. The hockey field is 95 m long

and the cricket field is 130 m. The three fields extend for 345 m
altogether. How long is the football field? _________

Three friends line up on their bikes. Kelly’s bike is 10 cm shorter

than Jill’s. Jill’s bike is 5 cm longer than Julie’s. If Julie’s bike is
155 cm long, how long is Kelly’s bike? ___________

Jesse puts up a rope fence. He uses a purple rope first. Then

he puts up a 97 m red rope and a 55 m blue rope. The fence
is 200 m long. How long is the purple rope? ___________

246 Copyright © Mathseeds and Blake eLearning 2016

 Length: Lesson 141 • Worksheet 4
Word problems
word
problems Name

Solve these problems with larger numbers.

Mango’s bed is 189 cm long. At the end of her bed is a
bookshelf which is 135 cm wide. Next to that is her desk,
176 cm wide, filling that wall. How long is the wall? ________

Waldo swam 384 m from the beach to the boat.

Then he swam back again. How many metres
did he swim? ___________

Doc walked 135 metres every day this week.

How far did he walk altogether? ___________

Ruby is making a new dress. She bought 450 cm of cloth.

She used 35 cm for each sleeve. She used 275 cm for the skirt.
How much cloth is left for the body of the dress? ___________

Copyright © Mathseeds and Blake eLearning 2016 247

 Lesson 142 • Fluent facts within 20
Learning objectives Extra assistance
Children will: Number bonds are pairs of numbers that add to a given
• learn number bonds adding to 10. number. By the end of grade 2, the number bonds to 10
and 20 should be known. These number facts should then
• learn number bonds adding to 20.
be combined with the concept of related facts for fluent
• use number bonds with related facts to answer sums. answering of subtraction sums to 20. Automaticity can
be developed with lots of repetitive practice answering
The National Curriculum in England
relevant sums.
Mathematics Year 2
Number – addition and subtraction Classroom activities
Pupils should be taught to: Roll Away
• solve problems with addition and subtraction: Give each student a die and a sheet of empty sums:
– using concrete objects and pictorial representations, ¨ + ¨ = 10 and 10 – ¨ = ¨.
including those involving numbers, quantities and Roll the die and put the number in one box. Then work
measures out which number goes in the other box to make the sum
– applying their increasing knowledge of mental and true. Have a race to see who can fill their sheet first. Swap
written methods and check for accuracy. Extend this activity to make totals
• recall and use addition and subtraction facts to 20 of 20, using two dice to make the initial number.
fluently, and derive and use related facts up to 100 Count ‘em!
Have a series of cards with visual depictions of numbers
Key vocabulary from 0–10. Use numerals, Base ten blocks, dot patterns,
fluent, number bonds, +, =, numbers to 20, subtraction, –, ten frames, and arrays of simple items. Hold up a card for
number fact families, related facts, near doubles, equation five seconds and ask students to write the number which
makes 10 in their book. Repeat for ten cards, then check
their answers. Repeat, shortening the viewing time each
round to develop quicker thinking.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Know number bonds to 10 and answer sums adding to 10 and Worksheet 1
Number facts 20. Use number fact families to 20. Use number bonds to answer Number bonds to 10
answer sums. subtraction sums.

Add to 20: Identify sums that add to the select sums which add to the Worksheet 2
Space Hop, Near Doubles, given number. Recognise the given number. Choose the Number bonds to 20
Add to 20, Add Three, doubles fact closest to the sum doubles fact nearest to the given
Treasure Chests and use it to find the answer. sum, then answer the sum.
Use mental strategies to Answer 10 sums before time
answer sums quickly. Add three runs out. Add three numbers.
numbers. Make pairs of numbers Move numbers to make pairs
that add to the target number. that add to a given number.

Related facts: Complete the related facts sums find the correct domino to give Worksheet 3
Fact Dominoes using dominoes. the answer to the related facts. Number fact families

Mixed equations: Complete equations using drag the correct numeral or Worksheet 4
Equations, Falling Joys, groups of items and numerals. group to complete each sum. Check
Letter Box Use mental strategies to answer Answer the equations before
sums quickly. Find the answer to time runs out. Match the sums to
each equation. their answers.

Read: Read aloud book. listen, follow the reading and Mathseeds book 142:
Book read along. Facts to 20

248
Fluent Lesson 142 • Worksheet 1 Number bonds to 10
facts Name
within 20
1 Write the matching equation.

4 + ____ = 10 3 + ____ = 10

____ + ____ = 10 ____ + ____ = 10

____ + ____ = ____ ____ + ____ = ____

2 Colour the number bonds to 10.

5+5 3+6 2+8 1+9

9+0 7+3 6+4 5+3

250 Copyright © Mathseeds and Blake eLearning 2016

Fluent Lesson 142 • Worksheet 2 Number bonds to 20
facts Name
within 20

1 Fill in the missing numbers.

0 + = 20
6 + 14 =
+ 19 = 20
+ 13 = 20
2 + 18 =
8 + = 20
3 + = 20
+ 11 = 20
+ 16 = 20
10 + = 20
5 + = 20

2 Complete.

20+ 1+
18+ 12+ 2+ 7+
20 20
15+ 17+ 6+ 4+
14+ 9+

Copyright © Mathseeds and Blake eLearning 2016 251

Fluent Lesson 142 • Worksheet 3 Number fact families
facts Name
within 20

1 Fill in the missing numbers.

10 10 10

3 5 4

20 20 20

14 1 0

2 Complete the number fact families.

2 + 8 = ____ 0 + ____ = 10 1 + 9 = ____

8 + ____ = ____ ____ + 0 = ____ 9 + ____ = ____
____ – ____ = 8 ____ – ____ = 0 ____ – ____ = 9
____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____

15 + 5 = ____ 13 + 7 = ____ 18 + ____ = 20

5 + ____ = ____ 7 + ____ = ____ ____ + 18 = ____
____ – ____ = 5 ____ – ____ = 7 ____ – ____ = 18
____ – ____ = ____ ____ – ____ = ____ ____ – ____ = ____

252 Copyright © Mathseeds and Blake eLearning 2016

Fluent Lesson 142 • Worksheet 4 Check
facts Name
within 20

1 Use related facts to subtract.

10 – 6 = ___ 10 – 3 = ___ 10 – 9 = ___
20 – 11 = ___ 20 – 4 = ___ 20 – 18 = ___

2 Use number bonds to add.

12 + 18 = ____ 25 + 15 = ____ 31 + 49 = ____
46 + 24 = ____ 37 + 33 = ____ 18 + 62 = ____
75 + 15 = ____ 87 + 13 = ____

3 Colour the pairs of numbers that add to 10 in matching colours.

10 2 7 5

1 6 5 9

3 8 4 0

Copyright © Mathseeds and Blake eLearning 2016 253

 Lesson 143 • Comparing lengths using data
Learning objectives Extra assistance
Children will: A pictogram is most useful for displaying data relating
• measure lengths in metres. to groups of things. In other situations, a bar chart is
more useful as this type of graph gives a representation
• fill in a bar chart to show the measurements.
of numerical data, rather than a literal display of items.
• interpret the data in the graph. Discuss with the class how they could show lengths
in a pictogram. Most commonly they will end up with
The National Curriculum in England
something that is basically a bar chart anyway, leading into
Mathematics Year 2 an introduction to this type of graph.
Measurement
Classroom activities
Pupils should be taught to:
• choose and use appropriate standard units to estimate Measure it
and measure length/height in any direction (m/cm) to Put the class into groups of two or three and ask them
the nearest appropriate unit, using rulers to choose a type of item of which they can measure
• compare and order lengths and record the results the length of four or more examples. Suggestions could
include pencil cases, bags, lunch boxes, books, hand spans,
Mathematics Year 3
foot lengths, student heights, paths, fences, classrooms,
Statistics and so on. They should then choose a measuring tool
Pupils should be taught to: (and appropriate units) and get to work, recording their
• interpret and present data using bar charts, pictograms measurements in a table or list.
and tables Graph it
• solve one-step and two-step questions [for example, Ask students to take their measurements and make a
‘How many more?’ and ‘How many fewer?’] using bar chart. Show them how to construct a bar chart using
information presented in scaled bar charts and their data. Discuss how the bars or columns represent the
pictograms and tables lengths of the items in a way that allows for immediate
visual comparison. Compare graphs using different units of
Key vocabulary length.
length, bar chart, column graph, measuring tape, m,
metre, compare, represent, chart, units of length, cm,
centimetre, estimate, equation, tall, ruler, table

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Measure length in metres. measure lengths using a tape Worksheet 1
Graphing measurements Represent measurements on a bar measure. Colour the bar chart to Collect data
chart. Interpret information from a show the lengths. Answer questions
bar chart. on the data in the bar chart.

Measuring: Measure length in metres and measure lengths using a tape Worksheet 2
Red Carpet, Long Jump, centimetres. Select the best length measure, 1 m measuring stick, and Make a graph
Units of Length, How Tall?, estimate based on the units. a ruler. Choose a length estimate in
Centimetres centimetres or metres.

Data: Make a bar chart and interpret the fill in a bar chart to match given data Worksheet 3
Fabrics data shown. and answer questions. Read a graph

Word problems: Read a word problem and translate read the problem, match to a sum Worksheet 4
Trees and Flowers, Stickers, it to an equation. Use a table to or sums and find the answer. Fill in a Check
Puzzle Pieces solve a problem. table to answer questions.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 143:
Book along. Comparing Length

254
Comparing Lesson 143 • Worksheet 1 Collect data
lengths
using data Name

Use a ruler to measure these items.

Put this data in the table, including the unit of length.

Item Length

256 Copyright © Mathseeds and Blake eLearning 2016

Comparing Lesson 143 • Worksheet 2 Make a graph
lengths
using data Name

Use the data from the previous page to fill in the bar chart.
Use a different colour for each item.
Units: Title:

Items:

Which item is longest? _____________________________________

Which item is shortest? ____________________________________
How much longer is the pencil than the eraser? _______________
How much shorter is the sharpener than the glue stick? ________
What is the difference between the longest and
the shortest items? _______________
Copyright © Mathseeds and Blake eLearning 2016 257
Comparing Lesson 143 • Worksheet 3
Read a graph
lengths
using data Name

Insect Lengths
Hercules beetle
Atlas moth
Elephant beetle
Giant earwig
cm 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Which insect is longest? ______________________

Which insects have the same length?
___________________________ and __________________________
If you lined these insects up, how long would the line be? _______

Snake Lengths
Carpet python
Boa constrictor
King cobra
Scrub python
m 1 2 3 4 5 6 7

Put the snake names in order from shortest to longest.

_________________________________________________________
_________________________________________________________
What is the difference between the longest and shortest snakes?
______________________
Which tool would be best for measuring the length of a snake?
30 cm ruler 5 m tape measure a metre ruler
258 Copyright © Mathseeds and Blake eLearning 2016
Comparing Lesson 143 • Worksheet 4
Check
lengths
using data Name

Dizzy is making a bar chart of his friends’ heights.

1 Number the steps he should follow from 1 to 5 in order.
Measure his friends and record their heights.
Colour in the bar for each friend on the graph.
Draw up a bar chart layout.
Choose a measuring tool and units to use.
Put a title, his friends’ names and the units on the graph.
2 Which tool should Dizzy use to measure his friends’ heights?
30 cm ruler 2 m tape measure a metre ruler
3 What title should Dizzy put on his graph?
______________________________________________________
4 Write three questions Dizzy could answer once he has his
graph finished.
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Copyright © Mathseeds and Blake eLearning 2016 259
 Lesson 144 • Addition strategies within 1000
Learning objectives Extra assistance
Children will: Using a vertical algorithm to work with larger numbers
• use Base ten blocks to add three-digit numbers. involves an underlying series of mathematical concepts.
Revise these concepts if a student is having trouble using
• use a vertical algorithm to add three-digit numbers.
the vertical algorithm.
• use a number line to add three-digit numbers.
• Place value and lining up the digits in the sum.
The National Curriculum in England • Understanding zero in place value.
Mathematics Year 3 • Knowing addition facts for single digit numbers.
Number – addition and subtraction • The relationship between addition and subtraction.
Pupils should be taught to: Classroom activities
• add and subtract numbers with up to three digits,
Write ‘em all
using formal written methods of columnar addition
and subtraction Give each student six cards with a numeral 0–9 written on
each one. Ask them to make a three-digit addition sum
• solve problems, including missing number problems,
using the numbers and work out the answer. Have them
using number facts, place value, and more complex
check each other’s work. Then ask them to use the same
addition and subtraction
six numerals to make two new numbers to add. Work
Notes and guidance through at least five sums.
Pupils use their understanding of place value and Real Problems
partitioning, and practise using columnar addition and
Present the class with real world problems involving
subtraction with increasingly large numbers up to three
addition of three-digit numbers. Some examples are
digits to become fluent.
adding the lengths in centimetres of two pieces of
Key vocabulary furniture, calculating a total of two items costing hundreds
of pounds, or adding the weights of two items in grams.
sum, strategies, Base ten blocks, vertical addition, number Ask them to write an algorithm to find the answer, then
line, equation, hundreds, tens, ones, count on, cost, p, £, play out the scenario with Base ten blocks, a number line
change, difference or a diagram to check their answers.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Compare three strategies for add 2 three-digit numbers using Worksheet 1
Compare strategies adding three-digit numbers. Base ten blocks, an algorithm and a Use blocks to add
number line.

Use blocks: Recognise the number being count the blocks to write the Worksheet 2
Number Arrows, Addition shown by a group of hundreds, number or fill in the sum and find Vertical addition
to 999 tens and ones. the answer.

Calculate: Answer vertical addition questions. calculate the answer to the Worksheet 3
Addition Sums, Adding Use number facts to find the algorithm. Find the missing number Add on a number line
Light Lines, Treasure missing addend. Make pairs of in an addition sum. Move numbers
Chests numbers that add to the target to make pairs that add to a given
number. number.

Word problems: Read a two-step word problem and select the sum to match each step, Worksheet 4
Puzzle Pieces find the equations to match. then find the answer. Word problems

Read: Read aloud book. listen, follow the reading and read Mathseeds book 144:
Book along. Add within 1000

260
 Addition Lesson 144 • Worksheet 1 Use blocks to add
strategies
within 1000 Name

Draw blocks to show the sum, then find the total.

253 + 135 = _____
Hundreds Tens Ones

416 + 241 = _____

Hundreds Tens Ones

352 + 314 = _____

Hundreds Tens Ones

262 Copyright © Mathseeds and Blake eLearning 2016

 Addition Lesson 144 • Worksheet 2 Vertical addition
strategies
within 1000 Name

1 Calculate the answer.

559 245 382 438
+230 +132 +403 +361

2 Write the algorithm and the answer.

738 + 160 = 474 + 322 = 628 + 271 =

623 + 311 = 582 + 402 = 426 + 451 =

Copyright © Mathseeds and Blake eLearning 2016 263

 Addition Lesson 144 • Worksheet 3 Add on a number line
strategies
within 1000 Name

Use the empty number lines to add. Jump by hundreds, then

tens, then ones.
724 + 152 = _____

692 + 305 = _____

529 + 470 = _____

512 + 473 = _____

421 + 367 = _____

264 Copyright © Mathseeds and Blake eLearning 2016

 Addition Lesson 144 • Worksheet 4 Word problems
strategies
within 1000 Name

Calculate the answers. Use a number line, blocks, or an algorithm.

1 Waldo bought a new fridge for £755 and a new microwave
for £324. How much did he spend altogether? _________

2 Mango had 173 ants in her ant farm. Then another 123
moved in. How many ants does she have now? _________

3 Ruby walked 256 m to the shop. She took the long way
home – 341 m. How far did Ruby walk in total? _________

4 Doc read 538 pages yesterday. Today he read 411 pages.

How many pages did he read in two days? _________

Copyright © Mathseeds and Blake eLearning 2016 265

 Lesson 145 • 2D Shapes: Quadrilaterals
Learning objectives Extra assistance
Children will: After introducing quadrilaterals and their defining
• identify quadrilaterals. attributes, it can be interesting to explore this category of
• identify attributes of quadrilaterals. shapes. Start with the regular quadrilaterals they already
• identify parallel lines. know. Identify pairs of parallel lines. Notice the sizes of the
corners; some are always the same size (eg squares and
The National Curriculum in England rectangles), but some can be wider or narrower and still
Mathematics Year 2 be the same shape. Recognise how changing the vertices
changes one shape to another (eg square to rhombus). As
Geometry – properties of shapes
an extension, irregular quadrilaterals could be introduced.
Pupils should be taught to:
• identify and describe the properties of 2-D shapes, Classroom activities
including the number of sides and line symmetry in a What Do You Know?
vertical line
Put students in groups of three. Give each group a
Notes and guidance poster-size piece of paper with a quadrilateral name at
Pupils handle and name a wide variety of common 2-D the top. Ask them to draw examples of the shape in the
and 3-D shapes including quadrilaterals. top half of the poster, then write as many facts as they
Mathematics Year 3 can underneath. These could include the fact that it is a
Geometry – properties of shapes quadrilateral; numbers of sides, corners and parallel lines;
and similarities to other quadrilaterals.
Pupils should be taught to:
Make it
• identify horizontal and vertical lines and pairs of
perpendicular and parallel lines Give each student six craft sticks and have them make a
rectangle. Ask the class to change their rectangle into a
Key vocabulary parallelogram. Observe. Have some students demonstrate
2D, quadrilateral, sides, parallel lines, rectangle, differing strategies. Now ask them to change the
trapezium, square, pentagon, rhombus, hexagon, triangle, parallelogram to a rhombus. And then a square. Discuss
parallelogram, corners, composing, flip, slide, turn, vertices, how these four shapes are all parallelograms.
octagon, kite, tessellating pattern

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify quadrilaterals. Identify choose the quadrilateral. Identify a Worksheet 1
Identifying quadrilaterals other 2D shapes. Recognise pairs shape by name. Recognise parallel Quadrilaterals
of parallel lines in 2D shapes. lines in the shape, and decide if it
is a quadrilateral.

Shape attributes: Identify the number of sides and answer the question How many Worksheet 2
Sides and Corners, Four in a corners on a shape. Recognise sides/corners? Match number of Parallel lines
Row, 2D Table how many sides 2D shapes have. sides to shapes. Fill in a table of
attributes for 2D shapes.

Sort shapes: Sort shapes based on whether move shapes into two categories. Worksheet 3
Sort the Shapes, Parallel Lines they are quadrilaterals. Identify Recognise scenes with parallel Sorting shapes
parallel lines. lines.

Work with shapes: Compose shapes to make a given move shapes into place to make Worksheet 4
Make the Shape, Flip, Slide shape. Recognise the different a larger shape. Identify whether Check
or Turn, Move the Shape, movements a shape can make. a shape has done a flip, slide
Tessellations Move the right pieces to make a or turn. Match a movement
tessellating pattern. to a direction. Complete the
tessellating patterns.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 145:
Book along. Quadrilaterals

266
Quadrilaterals
Lesson 145 • Worksheet 1 Quadrilaterals
Name

1 Fill in the table.

Shape Name Vertices Sides

2 What type of shape are all these shapes? _________________

3 How do you know? ____________________________________
______________________________________________________
4 Colour the shapes below that are the same type as above.

268 Copyright © Mathseeds and Blake eLearning 2016

Quadrilaterals
Lesson 145 • Worksheet 2 Parallel lines
Name

1 Trace the parallel lines on these shapes with matching colours.

2 Which quadrilaterals have:

two pairs of parallel lines? ______________________________
______________________________________________________
one pair of parallel lines? ______________________________
no parallel lines? ______________________________
3 Colour the non-quadrilaterals that have parallel lines.

Copyright © Mathseeds and Blake eLearning 2016 269

Quadrilaterals
Lesson 145 • Worksheet 3 Sorting shapes
Name

1 Write your own categories for sorting this group of shapes.

You could sort based on sides, corners, parallel lines or types
of shape.
blue = ___________________ red = ____________________
green = ___________________ purple = _________________
2 Now colour them to match.

3 Look at the sheet of the person next to you.

Did they use the same categories as you?
How did your sorting strategies differ?
______________________________________________________
______________________________________________________
______________________________________________________
270 Copyright © Mathseeds and Blake eLearning 2016
Quadrilaterals
Lesson 145 • Worksheet 4 Check
Name

1 Name four quadrilaterals.

______________________________________________________
______________________________________________________
2 Colour triangles pink. Colour quadrilaterals orange.
Colour shapes with more than four sides yellow.

3 Turn these parallel lines into different shapes.

Copyright © Mathseeds and Blake eLearning 2016 271

 Lesson 146 • Subtraction strategies within 1000
Learning objectives Extra assistance
Children will: The main advantage of teaching multiple strategies for
• use Base ten blocks to subtract three-digit numbers. operations lies in the fact that students’ minds all work
• use a vertical algorithm to subtract three-digit differently. For some students, the abstract nature of
numbers. pure number work comes easily, but other students
• use a number line to subtract three-digit numbers. really struggle without a visual or physical way to
interpret the numbers. Encourage students to practice
The National Curriculum in England the other strategies, but focus on the one they are most
comfortable with for now.
Mathematics Year 3
Number – addition and subtraction Classroom activities
Pupils should be taught to: Operations Race
• add and subtract numbers with up to three digits, Ask students to choose the subtraction strategy they are
using formal written methods of columnar addition most comfortable with. Pair them up with someone using
and subtraction a different strategy. Write ten three-digit sums on the
• solve problems, including missing number problems, board. The pairs race to see who is fastest to answer. If
using number facts, place value, and more complex one person is consistently faster, have them explain their
addition and subtraction strategy to the other person.
Notes and guidance Real Problems
Pupils use their understanding of place value and Present the class with real world problems involving
partitioning, and practise using columnar addition and subtraction of three-digit numbers. Some examples are
subtraction with increasingly large numbers up to three finding the difference in length of two pieces of furniture
digits to become fluent. or subtracting a price from a budget of hundreds of
pounds. Ask them to write an algorithm to find the
Key vocabulary answer, then play out the scenario with Base ten blocks or
sum, Base ten blocks, vertical subtraction, number line, a number line to check their answers.
subtract, hundreds, tens, ones, –, =, count back, jump
strategy, number chart, difference, cost, p, £, change

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Compare three strategies for subtract 2 three-digit numbers using Worksheet 1
Compare strategies subtracting three-digit numbers. Base ten blocks, an algorithm and a Use blocks to subtract
number line.

Subtraction algorithms: Use ones and tens columns subtract the number of items in the Worksheet 2
Vertical Subtraction, holding items to subtract in ones and tens columns. Calculate Vertical subtraction
Subtraction Sums, Light Lines, an algorithm. Answer vertical the answer to the algorithm. Find
Base 10 Subtraction subtraction questions. Use the missing number in a subtraction
number facts to find missing sum. Take blocks away to find the
numbers. Use Base ten blocks answer to a subtraction algorithm.
with an algorithm to subtract.

Operations: Jump down the number chart to split a number into tens and ones to Worksheet 3
Jump Back, Fruit Shop, Letter answer a sum. Add to find the subtract. Move money to show the Subtract on a number
Box cost, then subtract to find the total cost and the change. Match line
change. Find the answer to each the sums to their answers.
sum.
Numbers: Recognise the number in a group count the hundreds, tens and ones Worksheet 4
Number Arrows of hundreds, tens and ones. to write the number. Word problems

Read: Read aloud book. listen, follow the reading and read Mathseeds book 146:
Book along. Subtract within 1000

272
Subtraction Lesson 146 • Worksheet 1 Use blocks to subtract
strategies
within 1000 Name

Draw blocks. Cross out to take away. Write the answer.

574 – 351 = _____
Hundreds Tens Ones

748 – 316 = _____

Hundreds Tens Ones

631 – 510 = _____

Hundreds Tens Ones

828 – 703 = _____

Hundreds Tens Ones

274 Copyright © Mathseeds and Blake eLearning 2016

Subtraction Lesson 146 • Worksheet 2 Vertical subtraction
strategies
within 1000 Name

1 Calculate the answer.

559 245 483 795
–230 –132 –303 –361

2 Write the algorithm and the answer.

738 – 616 = 474 – 123 = 628 – 407 =

943 – 730 = 582 – 381 = 895 – 573 =

Copyright © Mathseeds and Blake eLearning 2016 275

Subtraction Lesson 146 • Worksheet 3 Subtract on a number line
strategies
within 1000 Name

Use the empty number lines to subtract.

Jump by hundreds, then tens, then ones.
724 – 312 = _____

692 – 470 = _____

529 – 118 = _____

873 – 551 = _____

967 – 506 = _____

276 Copyright © Mathseeds and Blake eLearning 2016

Subtraction Lesson 146 • Worksheet 4 Word problems
strategies
within 1000 Name

Calculate the answers. Use a number line, blocks, or an algorithm.

1 Mango has £588 to spend on a new bed. She only spends
£375. How much money does she have left? _________

2 Dizzy travelled 279 metres to the park. He flew for 164 m,

then walked the rest of the way. How far did he walk? ______

3 Ruby needs 450 grams of flour for her recipe. She already has
330 grams. How much more flour does she need? _________

4 Doc knows there are 365 days in a year. The last day of
August is day 243. How many days are left until the new
year? _________

Copyright © Mathseeds and Blake eLearning 2016 277

 Lesson 147 • Money word problems
Learning objectives Extra assistance
Children will: Some students can be intimidated by the context of
• interpret word problems about money. dealing with money, put off by the extra symbols. Assure
them that problems in money should be worked out just
• use addition and subtraction strategies.
like working with any numbers. They can take the symbols
• add and subtract mentally. off and work with just the numbers if it helps, then put
the symbols back on once they have the answer. Remind
The National Curriculum in England
them that if they get to three digits or above, anything
Mathematics Year 2 from the hundreds digit up represents pounds, since 100
Measurement pence equals 1 pound.
Pupils should be taught to:
Classroom activities
• recognise and use symbols for pounds (£) and pence
(p); combine amounts to make a particular value Write Your Own
• solve simple problems in a practical context involving Give each student a piece of card. They write a word
addition and subtraction of money of the same unit, problem involving adding or subtracting money, eg Dizzy
including giving change bought two fish for £1.50 each. How much did they cost?
Now, they swap with a friend and write a second part to
Key vocabulary their friend’s problem, eg How much change did he get
from £5? Now the class has a set of money problems to
p, pence, £, pound, price, cost, most, least, change, –, =,
work through.
total, +, equation
Real Problems
Give pairs of students play money in notes and coins.
Hand out a money problem for the pair to work through
(see above), giving the answer with their play money.
If they have made a mistake, ask them to show you
their process. Now they write a series of equations or
algorithms to solve the same problem. Did they get the
same answer?

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Solve money word problems use various strategies to add Worksheet 1
Work with money adding, taking away and prices, take away and answer a Problems in pence
working with both pounds and two-step problem.
pence.

Money identification: Recognise each coin and note match the coins and notes to Worksheet 2
Coin Drop, Money and its value. their values. Problems in pounds

Work with money: Recognise that equivalent make the given amount. Read Worksheet 3
Notes, Prices, How Much amounts of money can be made. price tags to identify which item Pounds and pence
Change?, How Much Compare the prices of items. Use costs the most or least. Subtract
Altogether?, Fruit Shop addition to find a total cost. Use the price of an item to find
subtraction to find the amount change. Add two prices together
of change. to find a total.

Money problems: Recognise the sums required to choose the equations to match Worksheet 4
Dollars and Sense, Puzzle answer word problems. the problems. Word problems
Pieces
Read: Read aloud book. listen, follow the reading and Mathseeds book 147:
Book read along. Money Problems

278
 Money Lesson 147 • Worksheet 1
Problems in pence
problems
£p Name

1 Add or take away? Complete the equation.

Molly buys a banana for Sally has 65p.
50p and an apple for 25p. Kelly has 40p.
How much does she What is the difference
spend in total? between their amounts?

50p 25p = p 65p 40p = p

Billy has 90p. He buys a hot Polly finds a 50p coin and
dog for 70p. How much does a 5p coin on the ground.
he have left? How much does she have
altogether?
90p 70p = p
50p 5p = p

2 Use the number line to find the answer.

0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100

Holly has 25p. She is given Nelly has 80p. He buys a

another 25p. Then she spends toy for 50p. Then he buys a
30p. How much does she chocolate for 25p. How much
have now? money is left?

p p
280 Copyright © Mathseeds and Blake eLearning 2016
 Money Lesson 147 • Worksheet 2
Problems in pounds
problems
£p Name

1 Count on or back by tens to find the answer.

Sam wants to buy a football for £35 and a cap for £10.
How much money does he need? _______

Pam has £55 and her grandma gives her £20 more.
How much money does she have now? _______

Cam has £60. She buys a gift for £30.

How much does she have left? _______

2 Write an algorithm to solve the problem.

Jim earns £40 one day and Kim sold her three dolls for
£45 the next day. How much £20, £15 and £30 each.
money has he earned in all? How much money did she
make?

Copyright © Mathseeds and Blake eLearning 2016 281

 Money
problems Lesson 147 • Worksheet 3 Pounds and pence

£p Name

1 Write the equations. Find the answers.

Penny buys a muffin for £3.50 and a drink for £2.50.
How much change does she get from a £10 note?
__________________________________ __________________________________

Denny has £4.50 in his wallet. He spends £1.40 on a toy and

puts £2 in his money box. How much is left in his wallet?
__________________________________ __________________________________

2 Work backwards to solve these problems.

Jenny has some birthday Benny’s mother gave him
money. She buys a book for some money. He bought a
£5. Now she has £2.50 left. ruler for £2.30, a pencil for
How much money was she £1.20 and an eraser for £2.
given to start with? _______ He gave her the change of
£4.50. How much did she give
him to start with? _______

282 Copyright © Mathseeds and Blake eLearning 2016

 Money
problems Lesson 147 • Worksheet 4 Word problems

£p Name

Solve the problems.

1 Mango buys two pears for 45p each. She pays with a £1
coin. How much change should she get? __________

2 Ruby has some money. She is given £25. Now she has £65.
How much did she have to start with? __________

3 Dizzy has £56. He finds a £20 note.

Now how much money does he have? __________

4 Waldo owes Doc £2.50 for lunch and £2 for the drink Doc
bought him. Colour the coins Waldo should give Doc.

Copyright © Mathseeds and Blake eLearning 2016 283

Lesson 148 • Mentally add and subtract 10 & 100
Learning objectives Extra assistance
Children will: Being able to mentally add or subtract 10 or 100 builds on
• use Base ten blocks to add and subtract 10 and 100. students’ understanding of place value. They can visualise
the Base ten blocks and add or take away a block. They
• consider place value in order to add and subtract 10
can imagine the numerals in a place value chart and
and 100 mentally.
change the relevant numeral by one. They can picture a
The National Curriculum in England 100 or 1000 chart and jump by 10 or 100. Eventually they
should be able to just look at the number on the page
Mathematics Year 3 and know which numeral should change.
Number – number and place value
Pupils should be taught to: Classroom activities
• find 10 or 100 more or less than a given number Roll Away
• recognise the place value of each digit in a three-digit Hand out 8-sided dice (6-sided will do) and sheets of
number (hundreds, tens, ones) mixed empty sums in these formats:
Number – addition and subtraction ¨¨¨ + 10 = ¨¨¨ ¨¨¨ + 100 = ¨¨¨
Pupils should be taught to: ¨¨¨ – 10 = ¨¨¨ ¨¨¨ – 100 = ¨¨¨
• add and subtract numbers mentally, including: Students roll their die three times to fill in the first number
• a three-digit number and ones in the sum, then work out the answer in their head. Give
them a time limit to fill in the whole sheet, then swap and
• a three-digit number and tens
check for accuracy.
• a three-digit number and hundreds
Mental Race
Key vocabulary Give each student a sheet with two columns of three-digit
numbers, face down. When the teacher says ‘go’, they
hundreds, tens, ones, add, +, =, plus, sum, in your head,
flip over the sheet and add 10 to the numbers in the first
–, take away, subtract, mentally, number line, number
column, and 100 to the second column. Fastest and most
chart, total, cost, change, £, p
accurate finisher is the winner. Then do the same with
subtracting 10 and 100.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Visualise Base ten blocks to add and consider place value in order to add Worksheet 1
Mental calculations subtract 10 and 100 mentally. and subtract 10 and 100 in their Add and subtract 10
head.

Count and add: Add three numbers in an equation add three numbers to find the Worksheet 2
Add Three with Base ten blocks. answer to a given sum. Add and subtract 100

Mental operations: Add to find the cost, then subtract move money to show the total Worksheet 3
Fruit Shop, Add to 20, to find the change. Use mental cost and the change. Answer the Mixed sums
Treasure Chests, Letter Box, strategies to answer sums. Make equations. Move numbers to make
Space Hop pairs of numbers that add to the pairs that add to a given number.
target number. Identify sums that Select sums which add to the given
make the given number. number.

Word problems: Use a table to solve a problem. fill in a table to answer questions. Worksheet 4
Stickers Word problems

Read: Read aloud book. listen, follow the reading and read Mathseeds book 148:
Book along. In Your Head

284
+ and – Lesson 148 • Worksheet 1 Add and subtract 10
10 & 100 Name

1 Complete.
Hundreds Tens Ones Hundreds Tens Ones

5 4 7 6 8 2
+ 1 0 – 1 0

Hundreds Tens Ones Hundreds Tens Ones

7 5 9 8 9 3
+ 1 0 – 1 0

2 Add 10.

284 734 461

3 Subtract 10.

840 372 901

286 Copyright © Mathseeds and Blake eLearning 2016

+ and – Lesson 148 • Worksheet 2 Add and subtract 100
10 & 100 Name

1 Complete.
Hundreds Tens Ones Hundreds Tens Ones

3 3 1 8 4 7
+ 1 0 0 – 1 0 0

Hundreds Tens Ones Hundreds Tens Ones

2 6 9 5 2 4
+ 1 0 0 – 1 0 0

2 Add 100.

493 792 501

3 Subtract 100.

664 275 951

Copyright © Mathseeds and Blake eLearning 2016 287

+ and – Lesson 148 • Worksheet 3 Mixed sums
10 & 100 Name

1 Match sums to answers.

123 + 100 = 421

312 – 10 = 133
123 + 10 = 131
321 + 100 = 302
231 – 10 = 223
312 – 100 = 221
231 – 100 = 212

2 Fill in the missing numbers.

683 + 10 = 940 – = 840

+ 100 = 345 571 – = 561

+ 10 = 724 815 – 100 =

– 10 = 452 194 + = 294

601 – 10 = 953 + = 963

728 + 100 = – 100 = 834

288 Copyright © Mathseeds and Blake eLearning 2016

+ and – Lesson 148 • Worksheet 4 Word problems
10 & 100 Name

Work out the answers in your head.

1 Waldo caught 145 fish. Then he caught 10 more.
How many fish does he have now? _____

2 Mango had 273 pencils but she lost 10 of them.

How many pencils does she have now? _____

3 Doc was up to page 386. Then he read 100 more pages.

What page is he up to now? _____

4 Ruby had £452. Then she spent £100 on a bag.

How much money does she have left? _____

5 Dizzy collected 501 shells. Then he found 10 more.

How many shells does he have now? _____

6 Waldo picked 174 apples. Mango picked 100 apples.

How many apples altogether? _____

7 Doc bought 250 cm of ribbon. He gave Ruby 100 cm.

How much ribbon is left? _____

8 Dizzy bought 999 lollipops. He gave 10 to Mango.

How many are left? _____

Copyright © Mathseeds and Blake eLearning 2016 289

 Lesson 149 • Area part 3
Learning objectives Extra assistance
Children will: Introduce measuring area with informal units by using
• use square units to measure areas. options that don’t tessellate (such as hands, coins or plastic
counters) to cover a desk. Discuss the areas not covered.
• count square units to compare areas.
Next, measure the area with books of varying sizes.
• make a given area in square units. Discuss how the books cover the whole area but are not
uniform. Finally, use sticky notes. Discuss how squares fit
The National Curriculum in England
neatly onto rectangular surfaces, how the notes are all the
Mathematics Year 2 same and how they give a consistent measurement.
Measurement
Classroom activities
Pupils should be taught to:
• choose and use appropriate standard units to estimate Which Shape?
and measure Use tape on carpet or chalk on concrete to mark out
• compare and order lengths, mass, volume/capacity and some rectangles. Hand out boxes of pattern blocks and
record the results using >, < and = ask students to pick one shape to measure the area of
a rectangle. Help them come to the realisation that,
Key vocabulary although all the shapes do cover the space with no gaps,
only one shape matches the edges of the rectangle – the
area, surface, square units, largest, squares, rectangles,
square.
rows, columns
Measure it
Give students buckets of square colour tiles and ask them
to measure a list of areas such as their desk, maths book,
sheet of paper, pencil case, and so on. They should write
their measurements down. After they have finished, ask
them to compare results in small groups. They should
bring any differences to the whole class to figure out.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Use square units to measure, count squares to find areas. Worksheet 1
Measure Area compare and cover areas. Compare areas based on the Square units
number of square units. Make an
area with squares.

Compare areas: Identify which takes up the largest choose the biggest item. Worksheet 2
Largest Area area. Compare areas

Measure area: Measure area by counting square colour a given area of square units. Worksheet 3
Colour the Area, Square units. Measure area as an array of Count the squares to find the area. Make areas
Robots, Animal Arrays, square units. Count the number of rows and
Elastics, Rectangle Tangle columns to find the area. Make a
given area.

Problems: Use a table to solve a problem. fill in a table to answer questions. Worksheet 4
Stickers, Puzzle Pieces, Read a two-step word problem and Select the sum to match each Word problems
Treasure Chests find the equations to match. Make step, then find the answer. Move
pairs of numbers that add to the numbers to make pairs that add to a
target number. given number.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 149:
Book along. Area of rectangles

290
 Area Lesson 149 • Worksheet 1 Square units
part 3 Name

1 Count the area of each rectangle in square units.

A B C D

E F

A _____ B _____ C _____ D _____ E _____ F _____

Order from smallest to largest.
_____ _____ _____ _____ _____ _____
2 What is the area in square units of these shapes?

A B C D

A _____ B _____ C _____ D _____ E _____ F _____

Order from largest to smallest.
_____ _____ _____ _____ _____ _____

292 Copyright © Mathseeds and Blake eLearning 2016

 Area Lesson 149 • Worksheet 2 Compare areas
part 3 Name

A C E
D

B
F

1 Which rectangle has the largest area? _____

What is the area? _____ squares
2 Which rectangle has the smallest area? _____
What is the area? _____ squares
3 Which rectangles have the same area? _____ _____
What is the area? _____ squares

5 Colour the rectangle you think is larger. Don’t measure, estimate!

6 Use Base ten ones blocks to measure their areas.
Write the number of blocks inside each rectangle.
7 Was your estimate correct? _____
Copyright © Mathseeds and Blake eLearning 2016 293
 Area Lesson 149 • Worksheet 3 Make areas
part 3 Name

1 Colour the following areas:

3 square units 4 square units 5 square units
6 square units 7 square units 9 square units

2 Colour two different shapes with an area of 10 square units.

3 Colour three different shapes with an area of 8 square units.

294 Copyright © Mathseeds and Blake eLearning 2016

 Area Lesson 149 • Worksheet 4 Word problems
part 3 Name

The new zoo needs to decide how to fit the animals into their area.
Colour squares below to show how all the animals can fit. You have
to leave a path between each animal pen. The path is 1 square wide.
lions – 7 squares – yellow crocodiles – 8 squares – green
flamingos – 5 squares – pink elephants – 10 squares – grey
birds – 9 squares – blue snakes – 12 squares – red

Is there room for a 4 square office building? Colour it purple.

Copyright © Mathseeds and Blake eLearning 2016 295
 Lesson 150 • Adding many numbers
Learning objectives Extra assistance
Children will: Adding more than two addends can seem intimidating
• add more than two numbers. to some students. Remind them of the associative and
commutative laws of addition. Essentially, it doesn’t
• use a number line and the jump strategy.
matter what order the numbers are added in, so they can
• use the split strategy and algorithms. break the sum into manageable parts. Add two numbers,
then add the other number. Add two pairs, then add
The National Curriculum in England
them together. Look for ones that add to 10. Start with
Mathematics Year 2 the largest number. Add all the ones, then all the tens.
Number – addition and subtraction Turn the sum into smaller steps.
Pupils should be taught to:
Classroom activities
• add and subtract numbers using concrete objects,
pictorial representations, and mentally, including: Real Problems
– a two-digit number and ones Present the class with real world problems involving
addition of three or more numbers. They should use a
– a two-digit number and tens
strategy they are comfortable with. Some examples are
– two two-digit numbers adding the cost of three or more items from a catalogue,
– adding three one-digit numbers buying multiple tickets to an event, or calculating the
• show that addition of two numbers can be done in combined weight of three objects. Ask students to
any order (commutative) demonstrate their strategies to the class.
Write Your Own
Key vocabulary Each student writes a word problem that involves adding
jump, number line, +, =, tens, ones, split, vertical addition, three or more numbers. The problems could be made in
difference, hundreds, subtraction, –, sums, take away, different levels: easy – just adding, medium – two-step
cost, change problems (add and subtract), hard – working backwards.
Or easy – two-digit numbers, medium – three-digit
numbers, hard – larger numbers. Write them on cards,
swap and work the problems.

Mathseeds Lesson TEACH PRACTICE APPLY

sequence Content and skills Children will:
Animated Lesson: Add more than two addends using add three numbers on a number Worksheet 1
Addition strategies the jump strategy, split strategy line. Add four numbers by splitting Jump strategy
and vertical addition. them into tens and ones. Use an
algorithm.

Addition: Use number facts to find the find the missing number in a Worksheet 2
Adding Light Lines, Addition missing addend. Answer vertical sum. Calculate the answer to an Split strategy
Sums, Base 10 Addition addition questions. Use Base ten algorithm. Add blocks together to
blocks to add. answer a sum.

Subtraction: Use ones and tens columns subtract items in a vertical Worksheet 3
Vertical Subtraction, Light holding items to subtract. Use algorithm format. Find the Algorithm
Lines, Subtraction Sums number facts to find missing missing number in a subtraction
numbers. Answer vertical sum. Calculate the answer to an
subtraction questions. algorithm.

Mixed operations: Use mental strategies to answer answer the sums before time runs Worksheet 4
Falling Joys, Fruit Shop equations. Add to find the cost, out. Move money to show the Word problems
then subtract to find the change. total cost and the change.

Read: Read aloud book. listen, follow the reading and read Mathseeds book 150:
Book along. Adding Many Numbers

296
 Adding Lesson 150 • Worksheet 1 Jump strategy
many
numbers Name

Use the empty number lines to add.

Start with the largest number. Make tens if you can.
21 + 32 + 19 = _____

63 + 21 + 16 = _____

48 + 33 + 12 = _____

15 + 9 + 75 = _____

31 + 35 + 17 + 11 = _____

298 Copyright © Mathseeds and Blake eLearning 2016

 Adding Lesson 150 • Worksheet 2 Split strategy
many
numbers Name

Group and split the numbers to add.

23 + 41 + 37 = 23 + 52 + 18 =

(37 + 23) + 41 = (52 + )+ =

30 + 7 + 20 + 3 = 60 50 + 2 + + =

60 + 41 = + =

60 + 40 + 1 = _____________________ =

67 + 11 + 21 = 35 + 18 + 7 + 32 =

(67 + 21) + 11 = (32 + 18) + (35 + 7) =

60 + 7 + 20 + 1 = 30 + 2 + + =

+ 11 = 30 + 5 + + =

+ + 10 + 1 = + =

_____________________ =

Copyright © Mathseeds and Blake eLearning 2016 299

 Adding Lesson 150 • Worksheet 3 Algorithms
many
numbers Name

1 Add.
2 3 50 17 328 115
15 23 31 35 0 6 51
+ 41 + 15 + 31 + 101 + 32 2

32 15 2 35 45 0 472
2 5 31 24 0 111 23
11 3 121 2 26 4
+ 31 + 50 + 4 01 + 12 + 300

2 Write the algorithm. Find the answer.

42 + 51 + 4 = 261 + 524 + 213 = 140 + 325 + 402 =

300 Copyright © Mathseeds and Blake eLearning 2016

 Adding Lesson 150 • Worksheet 4 Word problems
many
numbers Name

1 Mango has 32 cm of ribbon.

Ruby gives her another 42 cm.
Then she finds another 18 cm.
How much ribbon does Mango
have altogether? ________

2 Waldo caught 17 fish on Monday,

23 fish on Tuesday and 35 fish on
Wednesday. How many fish has he
caught so far this week? ________

3 Doc read 213 pages yesterday.

He read 345 pages today. He has
131 pages left to read. How long
is this book? _____________

4 Dizzy counted his steps today. He took

21 steps to the kitchen, 15 steps while
making toast, 32 steps to the dining
room, then 32 steps back again.
How many steps in total? ________

Copyright © Mathseeds and Blake eLearning 2016 301

 Lesson 151 • Counting 1000-5000
Learning objectives Worksheet answers
Children will: Worksheet 1
• count by thousands, hundreds and tens. 1 1000, 2000, 3000, 4000, 5000
• order numbers on a number line. 2 a two thousand b five thousand
• order three-digit and four-digit numbers from smallest c one thousand d four thousand
to largest. e three thousand
3 a 4, 50, 200, 3000 b 1, 20, 500, 4000
The National Curriculum in England c 3, 10, 1000, 4000 d 2, 40, 100, 5000
Mathematics Year 4 Worksheet 2
Number – number and place value 1 Teacher check
Pupils should be taught to: 2 a 2510, 2520, 2530, 2540, 2550, 2560
• recognise the place value of each digit in a four-digit b 4950, 4960, 4970, 4980, 4990, 5000
number (thousands, hundreds, tens, and ones) 3 a < b> c< d> e< f <
• order and compare numbers beyond 1000 g < h> i> j < k< l>
• identify, represent and estimate numbers using Worksheet 3
different representations 1 a 1563, 2945, 3890, 4798
• round any number to the nearest 10, 100 or 1000 b 1890, 2490, 3764, 4902
c 4165, 4398, 4629, 4890
Key vocabulary 2 2316, 3429, 3781, 4213, 4930
thousand, base ten, place value, expanded form, thousand 3 a 2539 b 4890
chart, jump strategy, <, >, =, rounding Worksheet 4
1 a £4250 b £65
Extra assistance c £4250, £3250, £2195, £1200, £905, £65
2 a £1210 b £3260 c £2205
Students who have grasped the central premise of the Base
3 a £2295 b £4350 c £1005
10 number system should have no trouble with thousands. 4 a £3195 b £5250 c £1065
For those who struggle, use visual resources such as place 5 a three thousand, one hundred and five
value charts and Base ten blocks. Show students the four b one thousand, nine hundred and twenty-nine
types of Base ten blocks. Explain how the 1000 cube is
10× the 100 square. Remind them that the 100 block is
10× the 10 stick, and that is 10× the 1 block. Each place
value is 10× the previous one.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the numbers from 1000 to put round thousands and tens from Worksheet 1
Ordering numbers 5000. 1000-5000 in order. Order 3-digit and Thousands
4-digit numbers.
Recognising numbers: Recognise the number represented select the number shown using the Worksheet 2
Base ten Blocks, Marble by blocks. Translate number words Base ten blocks. Select the number Tens, hundreds and
Match, Show Me the and expanded form into a number written in words or in expanded form. thousands
Number in numerals. Read number sentences Match different number formats and
using 4-digit numbers. sums that equal the number.

Making numbers: Recognise the number represented make the number shown using the Worksheet 3
Number Arrows, Place by blocks. Understand place value. Base ten blocks. Make the biggest Order 4-digit
Value Machine number possible with the given four numbers
digits.
Working with numbers: Use the jump strategy to add on jump through the chart to add Worksheet 4
Jump Forward, Smaller or a thousand chart. Compare two hundreds and tens. Label two numbers Check
Larger Number, Greater numbers. Understand how rounding larger or smaller. Use symbols to
than, Less than or Equal works. compare numbers: <, >, =. Round the
to, Nearest 100 number to the nearest 100.

End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Chooks

2
Counting Lesson 151 • Worksheet 1 Thousands
1000-5000 Name

1 Write the thousands in order on the number line.

5000 3000 1000 4000 2000

2 Write the numbers in words.

a 2000 ____________________________________________________
b 5000 ____________________________________________________
c 1000 ____________________________________________________
d 4000 ____________________________________________________
e 3000 ____________________________________________________
3 Write these numbers in order from smallest to largest.
a 3000 4 50 200

____________________________________________________________
b 500 4000 1 20

____________________________________________________________
c 3 1000 4000 10

____________________________________________________________
d 40 100 2 5000

____________________________________________________________
4 Copyright © Mathseeds and Blake eLearning 2016
 Tens, hundreds and
Counting Lesson 151 • Worksheet 2 thousands
1000-5000 Name

1 Fill in the missing numbers.

100 200 300 400 800 900

1100 1200 1300 1400 1500 1600 2000

2100 2400 2500 2600 2700

3300 3700 3800 3900 4000

4100 4200 4300 4500 4600 4700 4800 4900

2 Put these numbers in order on the number line.

2510 2530 2550 2560 2540 2520
a

4990 4970 5000 4980 4960 4950

b

3 Put the correct symbol in the box: < >

a 1000 4000 b 3400 2900 c 1100 1700

d 4250 2070 e 1400 1900 f 3560 3760

g 3500 3600 h 4440 4410 i 2110 2010

j 2930 2970 k 3870 3880 l 1950 1780

Copyright © Mathseeds and Blake eLearning 2016 5
Counting Lesson 151 • Worksheet 3 Order 4-digit numbers
1000-5000 Name

1 Put these numbers in order on the number line.

a 1563 4798 2945 3890

b 3764 1890 4902 2490

c 4398 4890 4165 4629

2 Write these numbers in order from smallest to largest.

3429 4930 2316 3781 4213

____________________________________________________________
3 Write these numbers in numerals.
a two thousand, five hundred and thirty-nine ________________
b four thousand, eight hundred and ninety ________________

6 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 151 • Worksheet 4 Check
1000-5000 Name

1
£2195

£3250 £905

£65
£1200
£4250

a Which is the most money? ____________________

b Which is the least money? ____________________
c Order the amounts from most to least.
__________________________________________________________
2 Add £10 to
a £1200 _________ b £3250 _________ c £2195 _________
3 Add £100 to
a £2195 _________ b £4250 _________ c £905 _________
4 Add £1000 to
a £2195 _________ b £4250 _________ c £65 _________
5 Write the numbers in words.
a 3105 ___________________________________________________
b 1929 ___________________________________________________

Copyright © Mathseeds and Blake eLearning 2016 7

 Lesson 152 • Symmetry
Learning objectives Extra assistance
Children will: A fun introduction to the concept of symmetry is to let
• recognise symmetry in patterns and pictures. students explore a variety of 2D shapes and pictures
• identify lines of symmetry. with small mirrors. When they put the mirror on and the
reflection is the same as the other half, they have found a
• match symmetrical halves.
line of symmetry. Another kinaesthetic activity is cutting
The National Curriculum in England out 2D shapes and folding them in half. If all the edges
match up, it is a line of symmetry.
Mathematics Year 3
Geometry – properties of shapes Worksheet answers
Pupils should be taught to: Worksheet 1
• identify horizontal and vertical lines and pairs of Teacher check
perpendicular and parallel lines Worksheet 2
Notes and guidance Teacher check
Pupils’ knowledge of the properties of shapes is extended Worksheet 3
at this stage to symmetrical and non-symmetrical polygons Teacher check
and polyhedra. Worksheet 4
Teacher check
Mathematics Year 4
Geometry – properties of shapes
Pupils should be taught to:
• identify lines of symmetry in 2-D shapes presented in
different orientations
• complete a simple symmetric figure with respect to a
specific line of symmetry

Key vocabulary
symmetry, symmetrical, line of symmetry

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the concept of decide if patterns are symmetrical or Worksheet 1
Identify symmetry symmetry. not. Find lines of symmetry. Match Symmetrical or not
symmetrical halves. Choose symmetrical
pictures.

Recognise symmetry: Identify lines of symmetry. recognise whether a line is creating Worksheet 2
Line of Symmetry? Yes or No?, Recognise symmetrical shapes. two symmetrical halves. Label items Lines of symmetry
Is This Shape Symmetrical?, as symmetrical or non-symmetrical.
Lines of Symmetry Choose the line of symmetry.

Make symmetry: Draw a line of symmetry. draw a line of symmetry on each Worksheet 3
Symmetry, Symmetry Grids Make a symmetrical pattern. picture. Match the other half of the Identify symmetry
pattern.

2D shapes: Count the number of sides match each number to a shape with Worksheet 4
Four in a Row, Sides and and corners on 2D shapes. that many sides. Answer the question Check
Corners, Flip Slide or Turn, Recognise the move made ‘How many sides/corners?’ Identify
Parallel Lines by the shape. Identify parallel the type of move each shape made.
lines. Choose the picture with parallel lines.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Monster Mayhem

8
Symmetry Lesson 152 • Worksheet 1 Symmetrical or not
Name

1 Colour the symmetrical items.

2 Draw a line of symmetry on the symmetrical shapes.

10 Copyright © Mathseeds and Blake eLearning 2016

Symmetry Lesson 152 • Worksheet 2 Lines of symmetry
Name

1 Trace over the lines of symmetry.

2 Draw a line of symmetry on the patterns that are symmetrical.

Copyright © Mathseeds and Blake eLearning 2016 11

Symmetry Lesson 152 • Worksheet 3 Identify symmetry
Name

1 Circle the symmetrical things.

2 Colour the symmetrical halves in matching colours.

3 Complete the symmetrical patterns.

12 Copyright © Mathseeds and Blake eLearning 2016

Symmetry Lesson 152 • Worksheet 4 Check
Name

1 Complete the symmetrical pictures.

2 Draw your own symmetrical picture.

Copyright © Mathseeds and Blake eLearning 2016 13

 Lesson 153 • Number Patterns 2
Learning objectives Worksheet answers
Children will: Worksheet 1
• learn about the Fibonacci sequence. 1 2, 3, 5, 8
2 13, 21, 34, 55
• identify and apply two-step number pattern rules.
3 5 + 8 = 13, 8 + 13 = 21, 13 + 21 = 34, 21 + 34 = 55
The National Curriculum in England 4 34 + 55= 89, 55 + 89= 144, 89 + 144 = 233, 144 + 233 = 377
5 Add the last two numbers to get the next number
Mathematics Year 3
Worksheet 2
Number – addition and subtraction a 10, 13, 16, 19, 22, 25 b 46, 41, 36, 31, 26, 21
Pupils should be taught to: c 3, 5, 4, 6, 5 d 11, 8, 13, 10, 15
e 31, 34, 40, 43, 49 f 43, 41, 37, 35, 31
• solve problems, including missing number problems,
g 14, 24, 19, 29, 24 h 20, 11, 21, 12, 22
using number facts, place value, and more complex
i 55, 65, 80, 90, 105 j 81, 76, 72, 67, 63
addition and subtraction
Worksheet 3
Key vocabulary 1 a 30, 40, 35; +10, –5 b 29, 21, 31; –8, +10
c 50, 52, 55; +2, +3 d 80, 71, 77; –9, +6
number pattern, sequence, Fibonacci, rule, skip counting,
e 191, 190, 194; +4, –1 f 470, 477, 475; –2, +7
odd, even, digits
g 871, 875, 878; +3, +4 h 256, 246, 146; –100, –10
Extra assistance 2 a 22, 29, 37; add ascending numbers
b 224, 234, 334; +1, +10, +100
For students who find number sequences interesting, there c 64, 128, 256; double the last number to find the next
are more to be explored at this level. Pascal’s Triangle is an Worksheet 4
interesting one along similar lines to Fibonacci. Students 1 a +10, –5 b –8, +3 c –3, +8
can explore number patterns within the triangle, for 2 Teacher check
example, colour the multiples of 2, 3, 4 & 5 for interesting
patterns. For more advanced students, you can look at
triangular numbers and their occurrence in Pascal’s Triangle
(see Useful Resources, page 15).

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the Fibonacci apply the Fibonacci rule. Worksheet 1
Number sequence rules sequence. Investigate other Follow a rule to complete a Fibonacci sequence
number patterns, including number pattern. Identify a
two-step rules. number sequence rule.

Continue number patterns: Identify the rule and complete choose the next number or Worksheet 2
Skip Counting Patterns, the sequence. item in the pattern. Follow the rules
Continue the Pattern, Number
Pattern Balloons

Missing numbers: Identify the rule and complete work out the missing number Worksheet 3
Number Stairs, Guess the the pattern, including in the sequence, counting What is the rule?
Number, What’s the Rule? backwards sequences. up or down. Use clues about
Understand how various digits, place value and odd/
aspects of number work. even to work out a number.

Operations: Use addition facts to 20. make pairs of numbers that Worksheet 4
Treasure Chests, Stickers, Grouping to find how many add to a given total. Make Check
Adding Odds and Evens altogether. Identify whether given groups and find the
sums will give odd or even total. Select an odd or even
answers. label for a sum’s answer.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz Reward game:
content and skills. to earn a reward game. Into the Deep

14
 Number Lesson 153 • Worksheet 1 Fibonacci sequence
Patterns 2 Name

1 Complete these sums.

1 + 1 =
1 + 2=
2 + 3=
3 + 5=
2 Find the next four numbers in the Fibonacci sequence.
1, 1, 2, 3, 5, 8, , , ,
3 Complete the sums for the numbers you added to the sequence.
5 + 8 =
8 + =
+ =
+ =
4 Find the next four numbers in the Fibonacci sequence.
34 + 55 =
55 + =
+ =
+ =
5 Explain the rule for the Fibonacci sequence.
____________________________________________________________
____________________________________________________________
16 Copyright © Mathseeds and Blake eLearning 2016
 Number Lesson 153 • Worksheet 2 Follow the rules
Patterns 2 Name

Follow the rule to complete the pattern.

a +3 1 4 7

b –5 61 56 51

c +2, –1 1 3 2 4

d –3, +5 7 4 9 6

e +3, +6 13 16 22 25

f –2, –4 55 53 49 47

g +10, –5 4 14 9 19

h –9, +10 18 9 19 10

i +10, +15 5 15 30 40

j –5, –4 99 94 90 85

Copyright © Mathseeds and Blake eLearning 2016 17

 Number Lesson 153 • Worksheet 3 What is the rule?
Patterns 2 Name

1 What comes next? What is the rule?

a 15, 25, 20, 30, 25, 35, ____ , ____ , ____ +_______ , –_______

b 23, 15, 25, 17, 27, 19, ____ , ____ , ____ _______ , _______

c 35, 37, 40, 42, 45, 47, ____ , ____ , ____ _______ , _______

d 99, 90, 96, 87, 83, 74, ____ , ____ , ____ _______ , _______

e 181, 185, 184, 188, 187, ____ , ____ , ____ _______ , _______

f 462, 460, 467, 465, 472, ____ , ____ , ____ _______ , _______

g 854, 857, 861, 864, 868, ____ , ____ , ____ _______ , _______

h 576, 476, 466, 366, 356, ____ , ____ , ____ _______ , _______

2 Now try these trickier ones. What is the rule?

a 1, 2, 4, 7, 11, 16, ____ , ____ , ____

_______________________________________________________

b 1, 2, 12, 112, 113, 123, 223, ____ , ____ , ____

_______________________________________________________

c 1, 2, 4, 8, 16, 32 ____ , ____ , ____

_______________________________________________________
18 Copyright © Mathseeds and Blake eLearning 2016
 Number Lesson 153 • Worksheet 4 Check
Patterns 2 Name

1 What is the rule?

a

0 5 10 15 20 25 30 35 40 45

Rule: +_______ , _______

–
b

0 5 10 15 20 25 30 35 40 45

Rule: –_______ , _______

+
c

0 5 10 15 20 25 30 35 40 45

Rule: –_______ , _______

+

2 Draw as many jumps as you can on the number lines.

a

0 5 10 15 20 25 30 35 40 45

Start at 5. Rule: +4, –1

b

0 5 10 15 20 25 30 35 40 45

Start at 5. Rule: +3, +4

Copyright © Mathseeds and Blake eLearning 2016 19
 Lesson 154 • Litres and Millilitres
Learning objectives Worksheet answers
Children will: Worksheet 1
• read measurements in litres and millilitres. 1 a 1 L b more than 1 L c less than 1 L
• recognise the symbols L and mL. 2 a 2 L b 5 L c 4 L
The National Curriculum in England 3 Teacher check
Worksheet 2
Mathematics Year 3 1 a 500 mL b 100 mL c 400 mL d 200 mL
Measurement e 250 mL f 300 mL
Pupils should be taught to: 2 a 100 mL b 400 mL c 350 mL
• measure, compare, add and subtract: lengths (m/cm/ 3 Teacher check
mm); mass (kg/g); volume/capacity (L/mL) Worksheet 3
Notes and guidance 1 a 2 L b 5 L c 1L
Pupils continue to measure using the appropriate tools 2 a 2000 mL b 5000 mL c 1000 mL
and units, progressing to using a wider range of measures, 3 a mL b L c mL d L
including comparing and using mixed units (for example, 4 a 2! L b 1 2! L c 3 2! L d 4 2! L
1 kg and 200 g) and simple equivalents of mixed units (for e 2 2! L
example, 5 m = 500 cm). Worksheet 4
1 2×2L=4L
Key vocabulary 2 3 × 300 mL = 900 mL
litres, millilitres, capacity, L, mL, container, measurement, 3 8 weeks
unit, array, thermometer, temperature, equation 4 650 mL
5 500 mL + 500 mL = 1000 mL = 1 L
Extra assistance 6 200 mL + 100 mL + 300 mL = 600 mL
A fun way to introduce litres and millilitres is to talk about 1000 mL – 600 mL = 400 mL
the capacity of different ‘containers’. Start with containers
they can see and read the labels of, such as cans, jars,
cartons, bottles and so on. Then have students investigate
larger ‘containers’ such as a bath (140 L), backyard pool
(40 000 L) and Olympic pool (2.5 million L). For an
extension ask students to convert these litre amounts to
millilitres.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce units for measuring identify labels for 1 litre and 1 L, Worksheet 1
Measure capacity capacity – litres and millilitres. millilitres and mL. Recognise the Litres
Understand that 1000 mL = 1 L. amount of liquid in a measuring jug.
Order jugs by amount.

Capacity units: Use labels and relative size match the containers to the capacity Worksheet 2
Liquid Litres, Fill It Up, to estimate capacity. Identify labels. Select the correct units and Millilitres
Aquariums appropriate units and estimate guess the capacity. Place the creature in
capacity. Match amounts in litres. the right size aquarium.

Measuring: Follow measurement instructions choose the correct container and Worksheet 3
Baking Cookies, to make the right recipe. measure out the ingredients. Choose Measure capacity
Thermometers, Water mLs, Read a thermometer. Read mL the temperature shown. Select the
Juice Bar measurements on a jug. amount of liquid shown in millilitres.

Operations: Use arrays to calculate fill an array and find the total number Worksheet 4
Animal Arrays, Lemonade Stall multiplication sums. Translate of items. Choose the matching Word problems
word problems into equations equation and calculate the answer.
and find the answers.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Build a Bot

20
Litres and Lesson 154 • Worksheet 1 Litres
Millilitres Name

1 Match the correct label to each jug.

a 2L
b 2L
c 2L

1L 1L 1L

more than 1 L 1L less than 1 L

2 Write the measurement in litres, eg 1 L.

5L 5L 5L

a 1L
_______ b 1L
_______ c 1L
_______

3 Colour the jugs to show the amounts.

a 2L b 2L c 2L

1L 1L 1L

more than 1 L 1L less than 1 L

d 5L e 5L f 5L

1L 1L 1L

three litres five litres two litres

22 Copyright © Mathseeds and Blake eLearning 2016
Litres and Lesson 154 • Worksheet 2 Millilitres
Millilitres Name

1 Match the correct label to each jug.

a 500 mL c 500 mL e 500 mL

500 mL 500 mL 500 mL

b d f

100 mL 200 mL 250 mL 300 mL 400 mL 500 mL

2 Write the measurement in millilitres, eg 200 mL.

500 mL 500 mL 500 mL

a _______ b _______ c _______

3 Colour the jugs to show the amounts.

a 500 mL b 500 mL c 500 mL

300 mL 450 mL 150 mL

d 500 mL e 500 mL f 500 mL

200 mL 250 mL 100 mL

Copyright © Mathseeds and Blake eLearning 2016 23
Litres and Lesson 154 • Worksheet 3 Measure capacity
Millilitres Name

1 Write the capacity of each jug in litres.

2L 5L 1L

1L

a ______ L b 1L
______ L c ______ L

2 Write the same capacities in millilitres.

a _______ mL b _______ mL c _______ mL

3 Which units should you write the measurement in – mL or L?

500 mL 5L 500 mL 2L

1L

1L

a_________ b_________ c _________ d_________

4 Match the correct label to each jug.

a c e
5L
b 5L
d 5L

5L 5L

1L 1L 1L

1L 1L

3!2 L !2 L 1!2 L 2!2 L 4!2 L

24 Copyright © Mathseeds and Blake eLearning 2016

Litres and Lesson 154 • Worksheet 4 Word problems
Millilitres Name

1 Dizzy bought two cartons of milk. Each carton holds

2 L of milk. How much milk did Dizzy buy?
______ × ______ = ____________

2 Waldo has three glasses of water. Each glass holds

300 mL of water. How much water altogether?
______ × ______ = ____________

3 Ruby has a 400 mL bottle of cleaning spray. She uses 50 mL a week.

How many weeks will the bottle last? ______

0 50 mL 100 mL 150 mL 200 mL 250 mL 300 mL 350 mL 400 mL 450 mL

4 Mango makes a special juice. She uses 200 mL of orange juice,

300 mL of apple juice, 100 mL of carrot juice and 50 mL of lime
juice. How much special juice does she end up with? ____________

0 100 mL 200 mL 300 mL 400 mL 500 mL 600 mL 700 mL 800 mL 900 mL

5 Mrs T drank two enormous cups of tea. Each cup had

500 mL of tea in it. How much tea is that in litres?
______ + ______ = ______ mL = ______ L

6 Doc has 1 litre of water in his bottle. He drinks 200 mL in the

morning, 100 mL at lunch, and 300 mL in the afternoon.
How much is left by dinner time?
______ + ______ + ______ = ______
______ – ______ = ____________
Copyright © Mathseeds and Blake eLearning 2016 25
 Lesson 155 • Multiplication Revision
Learning objectives Extra assistance
Children will: Early multiplication strategies begin with adding equal
• revise repeated addition with equal groups. groups—repeated addition, eg 3 + 3 + 3 + 3. This strategy
• use equations to represent multiplication. can also be used for arrays by adding the rows. The next
step should be skip counting the rows in the array to find
• answer word problems using equations and number
the total, eg 3, 6, 9, 12. This strategy can be used on a
lines.
number line or hundred chart as well. Eventually students
The National Curriculum in England could be skip counting in their heads to calculate the
answer to a multiplication sum, as a step before learning
Mathematics Year 2
their times tables.
Number – multiplication and division
Pupils should be taught to: Worksheet answers
• solve problems involving multiplication and division, Worksheet 1
using materials, arrays, repeated addition, mental 1 a 2 + 2 + 2 + 2 + 2 + 2 = 12 b 3 + 3 + 3 = 9
methods, and multiplication and division facts, c 5 + 5 = 10
including problems in contexts 2 a 2, 4, 6, 8, 10, 12, 14 b 3, 6, 9, 12, 15
Notes and guidance c 5, 10, 15, 20

Pupils work with a range of materials and contexts in Worksheet 2

1 16 2 25 3 21 4 35 5 90 6 10
which multiplication and division relate to grouping and
sharing discrete and continuous quantities, to arrays and to Worksheet 3
repeated addition. 1 a 10 × 4 = 40 b 2×4=8 c 5 × 3 = 15
d 3 × 4 = 12 e 10 × 3 = 30 f 6 × 5 = 30
Key vocabulary 2 a 20 b 10 c 9
d 27 e 2 f 2
repeated addition, multiplication, multiplying, equation, g 40 h 10 i 10
array
Worksheet 4
1 15 2 60 3 50 4 12 5 18 6 70 7 8 8 30

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use repeated addition to find add groups together to find Worksheet 1
Revise multiplication a total. Write a multiplication the total. Find the answer to a Groups
equation. Use various strategies multiplication sum. Make a sum
to answer multiplication word from a word problem and use a
problems. number line to find the answer.

Groups: Use equal rows to find a total. share items into equal rows and use Worksheet 2
Equal Rows, How Many Calculate the number of equal them to calculate the total. Add Number lines
Groups?, Apple Boxes, groups needed for a target number. equal groups to make the total.
Goldfish Make equal groups to calculate a Drag in the matching numbers of
total. groups and find the total.

Arrays: Answer an equation using an array. use the array to answer the sum. Worksheet 3
Row Upon Row, Animal Use arrays to calculate multiplication Fill an array and find the total Equations
Arrays sums. number of items.

Equations: Match a sum to a description of choose the matching multiplication Worksheet 4

Groups and Rows, Dog groups or a repeated addition. equation. Select the multiplication Word problems
Treats, Train Tunnels Match equations to their answers. sum that makes the total. Choose
Calculate the missing number from the number that completes the
a multiplication sum. equation.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Super Slalom

26
Multiplication Lesson 155 • Worksheet 1 Groups
Revision Name

1 How many? Fill in the repeated addition.

a 2 + 2 + + + + =

b 3 + + = c + =

2 How many? Skip count to find the answer.

a 2, 4, , , , ,

b 3, , , ,

c , , ,

28 Copyright © Mathseeds and Blake eLearning 2016

Multiplication Lesson 155 • Worksheet 2 Number lines
Revision Name

Jump along the number line to find how many.

1 I buy 8 pairs of shoes. How many shoes altogether? _____

0 2 4 6 8 10 12 14 16 18 20

2 You have 5 packs of 5 pens each. How many pens altogether? _____

0 5 10 15 20 25 30 35 40 45 50

3 We eat 7 baskets with 3 dumplings in each.

How many dumplings altogether? _____

0 3 6 9 12 15 18 21 24 27 30

4 7 × 5 = _____

0 5 10 15 20 25 30 35 40 45 50

5 9 × 10 = _____

0 10 20 30 40 50 60 70 80 90 100

6 5 × 2 = _____

0 2 4 6 8 10 12 14 16 18 20

Copyright © Mathseeds and Blake eLearning 2016 29

Multiplication Lesson 155 • Worksheet 3 Equations
Revision Name

1 Write the equation to match the array.

a × = b × =

c × = d × =

e × = f × =

2 What is the missing number?

 a 10 × 2 = _____ b 5 × _____ = 50 c _____ × 5 = 45

d 9 × 3 = _____ e 3 × _____ = 6 f _____ × 2 = 4

g 8 × 5 = _____ h 7 × _____ = 70 i _____ × 10 = 100

30 Copyright © Mathseeds and Blake eLearning 2016
Multiplication Lesson 155 • Worksheet 4 Word problems
Revision Name

1 Ruby folds t-shirts into piles 2 Dizzy grabs six bags of balls
of five. She has three piles. for game day. Each bag has
How many shirts altogether? ten balls in it. How many balls
_____ altogether? _____

3 Doc has five shelves with ten 4 Ruby, Mrs T and Mango are
books on each shelf. trying on hats. They end up
How many books altogether? buying four hats each. How
_____ many hats altogether? _____

5 Mrs T uses three tea bags for 6 Waldo naps for ten minutes.
each pot of tea. She drank six He does this seven times today!
pots of tea today. How many How much extra sleep did
tea bags did she use? _____ Waldo get from his naps? _____

7 Waldo makes two pies for each 8 Mango jumps five times in ten
friend – Mango, Dizzy, Ruby seconds. How many jumps can
and Doc. How many pies does she do in a minute? _____
he make? _____

Copyright © Mathseeds and Blake eLearning 2016 31

 Lesson 156 • Counting 5000 – 10 000
Learning objectives Worksheet answers
Children will: Worksheet 1
• make four-digit numbers using Base 10 blocks. 1 Teacher check
• order numbers on a number line. 2 a seven thousand, eight hundred and fifty-seven
• use blocks to understand place value. b nine thousand, eight hundred and three
c five thousand, four hundred and ninety-one
The National Curriculum in England d three thousand, eight hundred and ninety
Mathematics Year 4 Worksheet 2
1 a 5329, 6349, 7980, 8324
Number – number and place value
b 3892, 5928, 7829, 9342
Pupils should be taught to: c 2839, 4932, 5321, 7439
• find 1000 more or less than a given number d 2562, 4031, 6611, 8172
• recognise the place value of each digit in a four-digit 2 1347, 3946, 6394, 8230, 9928
number (thousands, hundreds, tens, and ones) 3 8294, 7305, 5720, 4897, 2934
• order and compare numbers beyond 1000 Worksheet 3
• identify, represent and estimate numbers using 1 a 3985 b 7827 c 2410 d 8275 e 5130 f 6711
different representations 2 a 9283 b 4830 c 6404 d 1010 e 5799 f 3220
• round any number to the nearest 10, 100 or 1000 3 a 5495 b 6574 c 8928 d 5027 e 9151 f 1110
Key vocabulary 4 a 2749 b 8352 c 4957 d 10 372 e 1622 f 6891
5 a 2000 + 800 + 50 + 6 b 5000 + 900 + 30 + 7
thousand, Base 10 blocks, place value, expanded form, c 8000 + 300 + 60 d 4000 + 20 + 3
thousand chart, jump strategy, <, >, =, rounding e 7000 + 800 + 4 f 900 + 10 + 4
Extra assistance g 1000 + 700 + 40 + 3
Worksheet 4
For pupils who struggle with the idea of place value, 1 a 7442 b 9850 c 5320 d 8631
provide a variety of ways to conceptualise it. Hopefully
2 a 2447 b 5089 c 2035 d 1368
one of these forms for presenting a large number will help
the concept ‘click’ for them. 3 Teacher check

• Place value charts 4 4021

• Base 10 blocks
• Numeral expanders
• Expanded form
• Numbers in words

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Investigate numbers to 10 000. make 4-digit numbers using blocks, Worksheet 1
Making numbers Understand place value in 4-digit match to words and order on the Making 4-digit
numbers using Base 10 blocks. number line. Change one place in a numbers
4-digit number.
Number recognition: Recognise the number represented select the number shown using the Worksheet 2
Base Ten Blocks, Number by blocks. blocks. Order 4-digit numbers
Arrows
Place value: Understand place value. Use the make the biggest number possible. Worksheet 3
Place Value Machine, Jump jump strategy and place value to Jump to add thousands and Place value in 4 digits
Forward, Smaller or Larger add on a thousand chart. Compare hundreds. Label two numbers
Number, Greater than, Less two numbers. Understand how larger or smaller. Use symbols to
than or Equal to, Nearest rounding works. compare numbers: <, >, =. Round
100 to the nearest 100.

Number forms: Translate number words, expanded select the number written in Worksheet 4
Marble Match, Show Me form and number sentences into a words or in expanded form. Match Check
the Number number in numeral form. different number formats and sums
that equal the number.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Into the Deep

32
Counting Lesson 156 • Worksheet 1 Making 4-digit numbers
5000-
10 000 Name
1 Draw each number in blocks.
Thousands Hundreds Tens Ones

a 4353

b 6229

c 2801

2 Write the numbers in words.

a 7857 ___________________________________________________________________
b 9803 ___________________________________________________________________
c 5491 ___________________________________________________________________
d 3890 ___________________________________________________________________
34 Copyright © Mathseeds and Blake eLearning 2016
Counting Lesson 156 • Worksheet 2 Order 4-digit numbers
5000-
10 000 Name

1 Put these numbers in order on the number lines.

a 5329 8324 7980 6349

b 9342 7829 3892 5928

c 2839 4932 7439 5321

d 8172 2562 6611 4031

2 Write these numbers in order from smallest to largest.

9928, 1347, 3946, 8230, 6394
____________________________________________________________
3 Write these numbers in order from largest to smallest.
5720, 7305, 2934, 8294, 4897
____________________________________________________________
Copyright © Mathseeds and Blake eLearning 2016 35
Counting Lesson 156 • Worksheet 3 Place value in 4 digits
5000-
10 000 Name
1 Write the number 1 more than:
a 3984 ___________ b 7826 ___________ c 2409 ___________
d 8274 ___________ e 5129 ___________ f 6710 ___________
2 Write the number 10 more than:
a 9273 ___________ b 4820 ___________ c 6394 ___________
d 1000 ___________ e 5789 ___________ f 3210 ___________
3 Write the number 100 more than:
a 5395 ___________ b 6474 ___________ c 8828 ___________
d 4927 ___________ e 9051 ___________ f 1010 ___________
4 Write the number 1000 more than:
a 1749 ___________ b 7352 ___________ c 3957 ___________
d 9372 ___________ e 622 ___________ f 5891 ___________
5 Complete.
a 2856 = 2000 + ___________ + ___________ + ___________
b 5937 = ___________ + ___________ + ___________ + 7
c 8360 = _________________________________________________________________
d 4023 = _________________________________________________________________
e 7804 = _________________________________________________________________
f 914 = _________________________________________________________________
g 1743 = _________________________________________________________________

36 Copyright © Mathseeds and Blake eLearning 2016

Counting Lesson 156 • Worksheet 4 Check
5000-
10 000 Name
1 Make the largest possible number using these digits:
a 2 7 4 4 ___________ b 8 5 9 0 ___________
c 3 0 2 5 ___________ d 8 3 6 1 ___________
2 Make the smallest possible number using the same digits:
a 2 7 4 4 ___________ b 8 5 9 0 ___________
c 3 0 2 5 ___________ d 8 3 6 1 ___________

3 Write the missing digits and make these statements true.

a 6730 < 673____ b 2034 > 203____
c 9850 < 98____0 d 5348 > 53____8
e 1395 > 1____95 f 4087 < 4____87
g 8903 < ____903 h 3429 > ____429
i 4930 > 49____ ____ j 7839 < 78____ ____
k 9625 > ____ ____ 25 l 6294 < ____ ____ 94
m 5204 < 5____ ____4 n 1846 > 1____ ____6
o 2963 > 2____ ____3 p 8504 < 8____ ____4

4 My number is odd. One of the digits is zero. The tens digit is larger
than the ones digit. Three of the digits are even numbers. The
thousands digit is twice the tens digit, and four times the ones digit.
What is my number? ___________

Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2016
2016
Copyright 37
 Lesson 157 • Area Part 3
Learning objectives Worksheet answers
Children will: Worksheet 1
• learn to multiply length by width to find area. 1 a 9 b 8
c 10 d 12
• understand that square metres are squares with sides
2 a 4 × 4 = 16 b 3 × 5 = 15
of 1 m.
c 4 × 5 = 20 d 3 × 6 = 18
The National Curriculum in England Worksheet 2
1 a 2 × 6 = 12 m2 b 5 × 5 = 25 m2
Mathematics Year 4 c 2 × 3 = 6 m2 d 4 × 6 = 24 m2
Measurement 2 a 15 m2 b 9 m2
Pupils should be taught to: c 6 m2 d 80 m2
• find the area of rectilinear shapes by counting squares Worksheet 3
1 A 1 × 12 = 12 B 1 × 12 = 12 C 8 × 5 = 40
Notes and guidance D 4 × 7 = 28 E 4 × 7 = 28 F 8 × 5 = 40
Pupils relate area to arrays and multiplication. G 4 × 7 = 28 H 4 × 7 = 28 I 1 × 12 = 12
J 1 × 12 = 12
Key vocabulary 2 240 m2
area, surface, squares, multiply, metres, m, length, width, Worksheet 4
square metres, m2, arrays, symmetry 1 a 5 m2 b 10 m2 c 25 m2
2 a 8 m2 b 12 m2 c 18 m2
Extra assistance 3 a 15 m2 b 30 m2 c 35 m2
When introducing the idea of multiplying the side lengths 4 a 36 m2 b 49 m2 c 64 m2
to find the area of a rectilinear shape, it is important to d 64 m2
have pupils prove for themselves that it works. Ask them
to calculate the area of a shape in squares by multiplying
the length by the width, then have them lay out or draw
squares to compare the results.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Learn how to use multiplication to multiply length by width to find Worksheet 1
Multiply to find area calculate area in squares, and then the area of a rectangle. Use side Area in squares
square metres. lengths in metres to find areas in
m2.

Counting squares: Count squares to show or find an colour the given area in squares. Worksheet 2
Colour the Area, Square area. Make a symmetrical pattern in Count squares to find area. Match Multiply for area
Robots, Symmetry Grids, squares. the other half of the pattern.
Elastics

Operations: Answer an equation using an array. use the array to answer the sum. Worksheet 3
Row Upon Row, Animal Use arrays to calculate multiplication Fill an array and find the total Area in square metres
Arrays, Falling Joys sums. Answer equations in a given number of items. Use mental
amount of time. strategies to quickly answer sums.

Multiply for area: Calculate the area of a rectangle in count squares or multiply side Worksheet 4
Rectangle Tangle, Rugged squares or square metres. lengths to find area. Word problems
Up

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Monster Mayhem

38
Area Lesson 157 • Worksheet 1 Area in squares
part 3 Name

1 What is the area?

a b

area = ____ squares area = ____ squares

c d

area = ____ squares area = ____ squares

2 Calculate the area.

a b

____ × ____ = ____ squares ____ × ____ = ____ squares

c d

____ × ____ = ____ squares ____ × ____ = ____ squares

40 Copyright © Mathseeds and Blake eLearning 2016

Area Lesson 157 • Worksheet 2 Multiply for area
part 3 Name

1 Calculate the area.

a
6m b 5m

2m
5m

____ × ____ = ____ m2 ____ × ____ = ____ m2

c d 6m
3m

2m 4m

____ × ____ = ____ m2 ____ × ____ = ____ m2

2 What is the area?

Porch
Bedroom
1 Living
5m
Dining
Kitchen

Bedroom Bath
3m 2

3m 5m 2m

a Bedroom 1 is _____ m2. b Bedroom 2 is _____ m2.

c The bathroom is _____ m2. d The house is _____ m2.
Copyright © Mathseeds and Blake eLearning 2016 41
Area Lesson 157 • Worksheet 3 Area in square metres
part 3 Name

1 Find the area of each section of the court in square metres.

12 m 12 m
1m A B
5m 5m
D 4m E
8m C F
7m 7m
G 4m H

1m I J

A _____ × _____ = _____ m2 B _____ × _____ = _____ m2

C _____ × _____ = _____ m2 D _____ × _____ = _____ m2
E _____ × _____ = _____ m2 F _____ × _____ = _____ m2
G _____ × _____ = _____ m2 H _____ × _____ = _____ m2
I _____ × _____ = _____ m2 J _____ × _____ = _____ m2
2 Can you find the area of the whole court?
Show your working out below.

42 Copyright © Mathseeds and Blake eLearning 2016

Area Lesson 157 • Worksheet 4 Word problems
part 3 Name

Answer the questions. Don’t forget to use square units!

1 Farmer Helen has a vegetable garden.
Each row is 5 m long and 1 m wide.
a She plants 1 row of lettuce. What is the area? ___________
b She plants 2 rows of peppers. What is the area? ___________
c She plants 5 rows of tomatoes. What is the area? ___________

2 Farmer Helen also has an orchard.

Each fruit tree takes up a 2 m2 space.
a She has 4 apple trees. What is the area? ___________
b She has 6 orange trees. What is the area? ___________
c She has 9 peach trees. What is the area? ___________

3 Farmer Helen wants to get some sheep.

Each sheep needs 5 m2 in the yard.
a If she gets 3 sheep, what area should the yard be? ___________
b If she gets 6 sheep, what area should the yard be? ___________
c If she gets 7 sheep, what area should the yard be? ___________

4 Farmer Helen plans to build a new barn in one of three places.

a The space next to the stables is 6 m long and 6 m wide.
What is the area? _________________________________________
b The space near the vegetable garden is 7 m long and 7 m wide.
What is the area? _________________________________________
c The space behind the farmhouse is 8 m long and 8 m wide.
What is the area? _________________________________________
d Which is the biggest area? __________________________________
Copyright © Mathseeds and Blake eLearning 2016 43
 Lesson 158 • Times Tables (x2, x4)
Learning objectives Worksheet answers
Children will: Worksheet 1
• observe the 2× and 4× tables making patterns on the 1 a 2×2=4 b 5 × 2 = 10 c 3×2=6
hundred chart. d 4×2=8 e 1×2=2 f 6 × 2 = 12
• identify the answers to the 2× and 4× tables. 2 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
3 a 4×2=8 b 7 × 2 = 14 c 3×2=6
The National Curriculum in England d 9 × 2 = 18 e 5 × 2 = 10 f 8 × 2 = 16
Mathematics Year 3 Worksheet 2
1 A 3 × 4, 4 × 3, 12 B 7 × 4, 4 × 7, 28
Number – multiplication and division
C 2 × 4, 4 × 2, 8 D 5 × 4, 4 × 5, 20
Pupils should be taught to: E 9 × 4, 4 × 9, 36 F 4 × 4, 4 × 4, 16
• recall and use multiplication and division facts for the 3, G 8 × 4, 4 × 8, 32 H 6 × 4, 4 × 6, 24
4 and 8 multiplication tables I 10 × 4, 4 × 10, 40
• write and calculate mathematical statements for 2 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
multiplication and division using the multiplication Worksheet 3
tables that they know, including for two-digit numbers 1 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
times one-digit numbers, using mental and progressing 2 2× table
to formal written methods 3 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
Key vocabulary 4 4× table
5 a 10, 18, 6, 0, 12, 4 b 28, 12, 32, 8, 36, 16
times tables, multiplication, counting by, multiple of, 6 a 4 b 2 c 4 d 4
times, 2×, 4×, array, product, multiplication table e 2 f 2 g 4 h 4
i 2
Extra assistance Worksheet 4
Emphasising number patterns in the times tables can be 1 a 4 × 8 = 32 b 5 × 2 = 10 c 9 × 4 = 36
helpful to their memorisation. Pupils probably already d 2 × 6 = 12 e 4 × 6 = 24
know how to count by 2s and how to list even numbers, 2 a 14 b 16 c 20
which ties into the answers for the 2× table. For the 4× d 8 e 18
table, show pupils the pattern the answers make on
a 100 chart. It might also be helpful to know that the
answers repeat their ones digits: 4, 8, 2, 6, 0, 4, 8, 2, 6, 0.
Highlight this on a times table poster.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the 2× and 4× tables. find the answers to the 2× and Worksheet 1
Learning times tables Look at the patterns they make on 4× tables on a hundred chart. 2 times table
the hundred chart. Use the times Multiply by 2 or 4 to find the
tables to count by 2s and 4s. number of legs.
Groups: Identify groups of a given number. select the groups of 2, 7, 5. Worksheet 2
Groups, Groups and Rows, Match a sum to a description of Choose the matching 4 times table
Goldfish groups or a repeated addition. multiplication equation. Make
Make a matching set of groups for groups to match the sum and find
a multiplication equation. the answer.

Arrays: Use arrays to calculate fill an array and find the total Worksheet 3
Animal Arrays, Sheep, Row multiplication sums. Make an number of items. Move equal Using times tables
Upon Row array to show a number. groups to make a total. Use the
array to answer the sum.
Times tables: Use a multiplication table to answer an equation using a Worksheet 4
On the Table, Bird Worms answer a sum. Know the answers multiplication table. Answer a sum Word problems
Café, Train Tunnels to the times tables. Calculate from the times tables. Choose
the missing number from a the number that completes the
multiplication sum. equation.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Super Slalom

44
 Times Lesson 158 • Worksheet 1 2 times table
tables
Name
(×2, ×4)

1 How many wings? Fill in the equations.

a ____ × 2 = ____ b ____ × 2 = ____

c ____ × 2 = ____ d ____ × 2 = ____

e ____ × 2 = ____ f ____ × 2 = ____

2 Find the answers.

× 0 1 2 3 4 5 6 7 8 9 10
2
3 Complete.
a 2 × 4 = ____ × 2 = 8 b 2 × 7 = ____ × 2 = ____

c 2 × 3 = ____ × ____ = ____ d 2 × 9 = ____ × ____ = ____

e 2 × 5 = ____ × ____ = ____ f 2 × 8 = ____ × ____ = ____

46 Copyright © Mathseeds and Blake eLearning 2016
Times Lesson 158 • Worksheet 2 4 times table
tables
Name
(×2, ×4)
1 Complete the table.
●
●
● 1×4 4×1 4
●
● ● ●
A ● ● ●
● ● ●
● ● ●
■ ■ ■ ■ ■ ■ ■
B ■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■ ■
▲ ▲
C ▲ ▲
▲ ▲
▲ ▲
● ● ● ● ●
● ● ● ● ●
D ● ● ● ● ●
● ● ● ● ●
■ ■ ■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■ ■ ■ ■
E ■ ■ ■ ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■ ■ ■ ■
▲ ▲ ▲ ▲
▲ ▲ ▲ ▲
F ▲ ▲ ▲ ▲
▲ ▲ ▲ ▲
● ● ● ● ● ● ● ●
● ● ● ● ● ● ● ●
G ● ● ● ● ● ● ● ●
● ● ● ● ● ● ● ●
■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■
H ■ ■ ■ ■ ■ ■
■ ■ ■ ■ ■ ■
▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲
▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲
I ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲
▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲ ▲

2 Find the answers.

× 0 1 2 3 4 5 6 7 8 9 10
4
Copyright © Mathseeds and Blake eLearning 2016 47
 Times Lesson 158 • Worksheet 3 Using times tables
tables
(×2, ×4) Name

1 Double these numbers.

0 1 2 3 4 5 6 7 8 9 10

2 What times table are these answers for? ____________________

3 Now double the numbers again.

4 What times table are these answers for? ____________________

5 Complete.

2 5 4 7
6 ×2 9 9 ×4 3
0 3 2 8

6 Fill in the gaps.

a 2 × ____ = 8 b 3 × ____ = 6 c 4 × ____ = 16

d 5 × ____ = 20 e 6 × ____ = 12 f 7 × ____ = 14

g 8 × ____ = 32 h 9 × ____ = 36 i 10 × ____ = 20

48 Copyright © Mathseeds and Blake eLearning 2016

Times Lesson 158 • Worksheet 4 Word problems
tables
(×2, ×4) Name

1 Write the equation and find the answer.

a Jenny had four packets of eight sweets each.
How many sweets altogether?
____ × ____ = ____
b Benny made five cakes. Each cake used two eggs.
How many eggs altogether?
____ × ____ = ____
c Penny bought nine packets of bouncy balls. Each pack had four
balls in it. How many balls altogether?
____ × ____ = ____
d Kenny organised his toy soldiers. He had two rows of six soldiers.
How many soldiers altogether?
____ × ____ = ____
e Lenny baked four trays of muffins.
Each tray held six muffins.
How many muffins altogether? ____ × ____ = ____

2 Find the answer.

a Billy gave two marbles to each of seven friends.
How many marbles did he give out? ________________
b Lily cut four pizzas into four slices each.
How many slices of pizza? ________________
c Willy washed five cars. How many wheels did he wash? _________
d Milly bought four new pairs of shoes.
How many shoes altogether? ________________
e Gilly was given two packets of new pencils. Each pack held
nine pencils. How many new pencils altogether? ________________
Copyright © Mathseeds and Blake eLearning 2016 49
 Lesson 159 • Equivalent amounts of money 2
Learning objectives sign and decimal point so they remember to carry these
symbols into the answer. Eg:
Children will:
£14.50
• know the value of notes and coins. +£12.25
• understand how prices work using pounds and pence. £26.75
• add and subtract with money.
Worksheet answers
The National Curriculum in England Worksheet 1
Mathematics Year 3 1 a £5.25 b £12.50 c £44.00 d £15.80
e £11.50
Measurement
2 a-e Teacher check
Pupils should be taught to: Worksheet 2
• add and subtract amounts of money to give change, 1 a 20p, 10p, 5p b £1, 10p, 5p, 2p
using both £ and p in practical contexts c £1, 50p d 50p, 20p, 10p, 5p
Notes and guidance e 50p, 5p, 1p f £1, 50p, 20p, 2p, 1p
Pupils continue to become fluent in recognising the value 2 a £4.40 b £7.65 c £0.05
of coins, by adding and subtracting amounts, including d £9.50 e £11.95 f £16.15
mixed units, and giving change using manageable Worksheet 3
amounts. They record £ and p separately. The decimal 1 £89.50 + £5.70 = £95.20 2 £24.85 + £52.20 = £77.05
recording of money is introduced formally in year 4. 3 £66.05 + £19.95 = £86.00 4 £5.70 + £24.85 = £30.55
5 £52.20 + £19.95 = £72.15 6 £19.95 + £5.70 = £25.65
Key vocabulary 7 £66.05 + £24.85 = £90.90 8 £5.70 + £52.20 = £57.90
9 £19.95 + £24.85 = £44.80
equivalent, value, £, p, pounds, pence, change, cost,
Worksheet 4
price, equation
1 a £14.05 b Teacher check
Extra assistance 2 a £16.80 b Teacher check
3 a £18.85 b Teacher check
When adding and subtracting in pounds and pence, 4 a £20 b Teacher check
remind students that pound amounts can be converted 5 a £6.65 b Teacher check
into pence as £1 = 100p. This means they are really
dealing with three- or four-digit numbers (not decimals),
which they already know how to add and subtract.
Vertical algorithms are particularly helpful for adding
and subtracting more complex amounts of money. Have
students write the amounts in, including the pound

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Know the values of notes and coins, count groups of coins and notes. Worksheet 1
Calculating with money and compare to written prices. Identify prices. Calculate change Equivalent amounts
Calculate change. from a note.

Money values: Know coin and note values. match coins and notes to their Worksheet 2
Coin Drop, Money values. Change

Comparing amounts: Know note values. Understand make an equivalent amount in Worksheet 3
Notes, Prices amounts of money written as prices. notes. Compare prices using Prices
pounds and pence.

Working with money: Know coin and note values and identify an amount of money and Worksheet 4
How Much Change?, How calculate change. Add prices calculate change. Find the total Word problems
Much Altogether?, Pounds together. Interpret a money word of 2 or more prices. Choose the
and Pence, Fruit Shop, problem. matching equation and answer.
Puzzle Pieces
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Build a Bot

50
Equivalent Lesson 159 • Worksheet 1 Equivalent amounts
amounts
of money 2 Name

1 How 2 Write or draw another way to

much? make this amount.
a

52 Copyright © Mathseeds and Blake eLearning 2016

Equivalent Lesson 159 • Worksheet 2 Change
amounts
of money 2 Name

1 Colour the change from £5.

a £4.65

b £3.83

c £3.50

d £4.15

e £4.44

f £3.27

2 Find the change from £20.

a £20 – £15.60 = __________
 b £20 – £12.35 = __________
c £20 – £19.95 = __________ d £20 – £10.50 = __________
e £20 – £8.05 = __________ f £20 – £3.85 = __________
Copyright © Mathseeds and Blake eLearning 2016 53
Equivalent Lesson 159 • Worksheet 3 Prices
amounts
of money 2 Name

£89.50 £5.70

£24.85
£66.05
£19.95
£52.20

Fill in the algorithms to find the totals.

1 bike + socks 2 gloves + cap 3 football + book
£ £ £
+ £ + £ + £
£ £ £

4 socks + gloves 5 cap + book 6 book + socks

£ £ £
+ £ + £ + £
£ £ £

7 football + gloves 8 socks + cap 9 book + gloves

£ £ £
+ £ + £ + £
£ £ £

54 Copyright © Mathseeds and Blake eLearning 2016

Equivalent Lesson 159 • Worksheet 4 Word problems
amounts
of money 2 Name

1 Andy buys a £5.95 sandwich and pays with a £20 note.

a What is his change? __________
b How could this change be made in notes and coins?
________________________________________________________

2 Mandy buys a burger for £12.50 and a drink for £4.30.

a How much does her lunch cost? __________
b What notes and coins could she use to pay for her
lunch with no change?
________________________________________________________

3 Sandy buys a pizza using a £20 note and gets £1.15 change.
a How much did his pizza cost? __________
b How could his change be made in notes and coins?
________________________________________________________

4 Candy buys a £9.60 salad and a £5.50 drink.

She gets £4.90 in change.
a What note did she use to pay for her lunch? __________
b If she paid the exact amount in notes and coins, what might
it look like?
________________________________________________________

5 Randy spends £13.75 on his lunch.

He buys a £7.10 pasta and a drink.
a How much did the drink cost? __________
b Show his change from a £20 note.
________________________________________________________
Copyright © Mathseeds and Blake eLearning 2016 55
 Lesson 160 • Comparing and ordering fractions
Learning objectives denominator. When the denominator is the same, it
is a simple comparison of the numerators – the larger
Children will: numerator is the larger fraction – there are more of the
• be introduced to 5ths, 6ths and mixed fractions. same equal parts. In mixed numbers, the whole numbers
• compare fractions with the same denominator. should be compared first, then the fractions.
• order fractions on a number line. Worksheet answers
The National Curriculum in England Worksheet 1
1 a-c Teacher check
Mathematics Year 3
2 a #4 b 6@, !3 c 3!
Number – fractions d 6#, !2 e @5 f 4@, 2!
Pupils should be taught to: Worksheet 2
• count up and down in tenths; recognise that tenths 1 a #4 b @3 c ^8 d %8
arise from dividing an object into 10 equal parts and in e $6 f #5
dividing one-digit numbers or quantities by 10 2 a > b > c > d < e >
• recognise and use fractions as numbers: unit fractions f < g > h < I <
and non-unit fractions with small denominators Worksheet 3
1 a !5, @5, #5, $5, 5%
• compare and order unit fractions, and fractions with b !6, @6, #6, $6, 6%, ^6
the same denominators c 8!, !4, #8, 2!, %8, #4, &8, 1
Key vocabulary 2 a @3, 1
b !4, #4
thirds, quarters, fifths, sixths, eighths, fraction notation, c @5, #5, $5
mixed numbers, whole number, >, < d !6, $6, ^6
e !8, @8, #8, %8, &8, 1
Extra assistance Worksheet 4
When comparing fractions, students need to 1 a-d Teacher check
understand what they are comparing. If there is a visual 2 !4, #4, 1@4, 1#4
representation of the fractions comparison is easy – 3 @3, 1!3, 1@3
they can see which is larger. When comparing fraction 4 @5, #5, 1@5, 1#5, 2
notations students need to revise the numerator and

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise how to make a fraction. identify fractions as equal sections Worksheet 1
Comparing fractions Identify the larger fraction. of a bar. Compare fractions of food Identify fractions
Introduce whole numbers and in fraction notation, including whole
fractions. Use fraction number numbers. Order fractions on a
lines. number line.
Recognising fractions: Represent fractions with equal move equal parts to match the Worksheet 2
Share the Pizza, Paint Box, parts. Match fraction notation to fractions. Colour equal parts to make Compare fractions
Fraction Match, Scarves, Light a visual representation. the fraction. Move the fraction to its
Bulbs, Fraction Patterns matching shape fraction. Choose the
fraction to match the coloured parts,
and vice versa.

Ordering fractions: Recognise fraction notation match fraction notations and Worksheet 3
Fraction Parrots, Order and equivalent fractions. Order equivalent fractions on a number Order fractions
Fractions fractions based on their visual line. Move fractions into order.
size.
Comparing fractions: Recognise which fraction is move a symbol < = > into place to Worksheet 4
Compare Fractions larger or smaller, or if they are compare two fractions. Check
equivalent.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn Reward game:
content and skills. a reward game. Chooks

56
 Comparing Lesson 160 • Worksheet 1 Identify fractions
and ordering
fractions Name

1 Colour the fractions.

a !4 red, @4 yellow, !4 green.

b @5 blue, #5 purple.

c @6 yellow, @6 green, !6 pink, !6 blue.

2 Write the fractions. Is there an equivalent fraction?

a b
= = =

c d
= = =

e f
= = =

58 Copyright © Mathseeds and Blake eLearning 2016

 Comparing Lesson 160 • Worksheet 2 Compare fractions
and ordering
fractions Name

1 Circle the larger fraction. Colour that fraction of the food.

a !4 #4 b !3 @3

c ^8 @8 d %8 #8

e $6 @6 f #5 @5

2 Use the correct symbol: < or >.

a !2 !4 b #4 !4 c @3 !3

d !5 $5 e %6 !6 f !8 &8

g 1@3 1!3 h 1@4 1#4 i 1#5 1$5

Copyright © Mathseeds and Blake eLearning 2016 59

 Comparing Lesson 160 • Worksheet 3 Order fractions
and ordering
fractions Name

1 Put these in order from smallest to largest.

a !5, @5, $5, 5#, %5 ____________________________________

b ^6, !6, #6, 6%, $6, @6 ____________________________________

c 1, #8, !4, &8, 2!, !8, %8, #4 ____________________________________

2 Fill in the fraction number lines.

a

0 !3 @8 #3 =
b

0 !8 @4 #8 $4 = 1
c

0 !5 @8 #8 $8 5% = 1
d

0 !6 @6 #6 $6 %6 6^*8 = 1
e

0 !8 @8 #8 $8 %8 ^8 &8 *8 =

60 Copyright © Mathseeds and Blake eLearning 2016

 Comparing Lesson 160 • Worksheet 4 Check
and ordering
fractions Name

1 Colour the fractions.

a 1#4 b 1#8

c 1%6 d 1#5

Fill in the fraction number lines.

2

0 !8 @4 #8 1 1!4 ^8 &8 2

0 !3 @4 1 1!4 2

0 !5 $5 1 1!5 &8 1$5

Copyright © Mathseeds and Blake eLearning 2016 61

 Lesson 161 • Partitioning numbers
Learning objectives Worksheet answers
Children will: Worksheet 1
• understand that place determines the value of each 1 a 4 b 50 c 300 d 5000
digit in a number. e 70 f 3000 g 8 h 700
• use place value to identify, make, add to and compare i 0
four-digit numbers. 2 a 9000, 400, 70, 2 b 3000, 300, 20, 9
The National Curriculum in England c 8000, 400, 10, 5 d 9000, 700, 30, 7
e 1000, 600, 3 f 2000, 800, 80
Mathematics Year 3 Worksheet 2
Number – number and place value 1 a 5000 + 600 + 40 b 2000 + 800 + 6
Pupils should be taught to: c 7000 + 30 + 3
• find 10 or 100 more or less than a given number 2 a 3442 b 8966 c 6400
• recognise the place value of each digit in a three-digit 3 a 4737 b 9264 c 2582
number (hundreds, tens, ones) 4 a 1902 b 5548 c 9220
• compare and order numbers up to 1000 5 a 9353 b 4695 c 8066
• solve number problems and practical problems
Worksheet 3
involving these ideas
1 a 4321 b 9420 c 8751 d 9653
Key vocabulary e 8760 f 9630 g 8541 h 7720
2 a 1234 b 2049 c 1578 d 3569
place, value, ones, tens, hundreds, thousands, digit, <, >,
e 6078 f 3069 g 1458 h 2077
odd, even, rounding, jump strategy
3 a 9812 b 9734 c 6530 d 8512
Extra assistance 4 a 2089 b 5665 c 1367 d 1483
5 a < b< c> d<
Once students can read four-digit numbers and tell you
e > f>
the value of each digit according to its place, it can still be
a challenge to ask them to form a number within certain Worksheet 4
parameters. To extend their understanding of place value, 1 Haxby 2 Masham
ask them to make the smallest or largest number possible 3 Haxby, Tetbury, Alford, Masham
with a set of given digits. Give them a zero to make it 4 9428 5 5572
more interesting. Another option is to add in a qualifier 6 1215 7 3460
such as ‘even’ or ‘odd’. For example, make the smallest 8 a Watchet b Salcombe c Oundle d Haxby
even number possible with the digits 9, 0, 8, 2.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Consider place value in reading four- identify the value of each place in a Worksheet 1
Using place value digit numbers. Use expanded form four-digit number. Add 1, 10, 100 or Place value in
to add to one place in a number. 1000 to a number using place value. large numbers
Consider place value and digit Order digits to make the biggest
size when making and comparing possible number. Compare two
numbers. numbers using < and >.

Place value: Recognise the number represented select the number shown using the Worksheet 2
Number Arrows, Marble by blocks. Translate number words, Base Ten blocks. Select the number Place value
Match, Show Me the expanded form and number written in words or in expanded form. addition
Number, Base Ten Blocks sentences into a number. Match different number formats and
sums that equal the number.

Comparison: Compare two numbers. label two numbers larger or smaller. Worksheet 3
Smaller or Larger Number, Use symbols to compare numbers: <, Making and
Greater than, Less than or >, =. comparing
Equal to numbers
Number work: Understand how various aspects use clues about digits, place value Worksheet 4
Guess the Number, Nearest of number work. Understand how and odd/even to work out a number. Word problems
100, Jump Forward rounding works. Use the jump Round the number to the nearest 100.
strategy to add on a number chart. Jump through the chart to add.
End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Into The Deep

62
 Place value in
Partitioning Lesson 161 • Worksheet 1 large numbers
numbers Name

1 What is the value of the bold digit in each number?

a 8294 _______ b 7251 _______ c 6305 _______
d 5021 _______ e 4972 _______ f 3564 _______
g 2148 _______ h 1716 _______ i 9480 _______
2 Colour the place values which make up each number.
a 9472 b 3329
9000 900 90 9 9000 900 90 9
7000 700 70 7 3000 300 30 3
4000 400 40 4 2000 200 20 2
2000 200 20 2 1000 100 10 1
c 8415 d 9737
8000 800 80 8 9000 900 90 9
5000 500 50 5 7000 700 70 7
4000 400 40 4 3000 300 30 3
1000 100 10 1 1000 100 10 1
e 1603 f 2880
6000 600 60 6 8000 800 80 8
5000 500 50 5 3000 300 30 3
3000 300 30 3 2000 200 20 2
1000 100 10 1 1000 100 10 1
64 Copyright © Mathseeds and Blake eLearning 2016
Partitioning Lesson 161 • Worksheet 2 Place value addition
numbers Name

1 Fill in the expanded notation.

1000 + _______
1188 = ________ 100 + _____
80 + _____
8
a 5640 = ________________________________
b 2806 = ________________________________
c 7033 = ________________________________

2 Fill in the expanded notation. Then add one.

a 3441 = ________ + _______ + _____ + _____ + 1 = ________
b 8965 = ________ + _______ + _____ + _____ + 1 = ________
c 6399 = ________ + _______ + _____ + _____ + 1 = ________

3 Fill in the expanded notation. Then add ten.

a 4727 = ________ + _______ + _____ + _____ + 10 = ________
b 9254 = ________ + _______ + _____ + _____ + 10 = ________
c 2572 = ________ + _______ + _____ + _____ + 10 = ________

4 Fill in the expanded notation. Then add a hundred.

a 1802 = ________ + _______ + _____ + _____ + 100 = ________
b 5448 = ________ + _______ + _____ + _____ + 100 = ________
c 9120 = ________ + _______ + _____ + _____ + 100 = ________

5 Fill in the expanded notation. Then add a thousand.

a 8353 = ________ + _______ + _____ + _____ + 1000 = ________
b 3695 = ________ + _______ + _____ + _____ + 1000 = ________
c 7066 = ________ + _______ + _____ + _____ + 1000 = ________
Copyright © Mathseeds and Blake eLearning 2016 65
 Making and comparing
Partitioning Lesson 161 • Worksheet 3 numbers
numbers Name

1 Make the biggest 2 Make the smallest

number possible number possible using
using these digits. the same digits.
a 1234 ________________ ________________
b 0942 ________________ ________________
c 8571 ________________ ________________
d 6935 ________________ ________________
e 8067 ________________ ________________
f 9630 ________________ ________________
g 1845 ________________ ________________
h 7207 ________________ ________________
3 Make the biggest even number possible using these digits.
a 9 2 8 1 ________________ b 4 7 3 9 ________________
c 3 5 0 6 ________________ d 2 8 1 5 ________________

4 Make the smallest odd number possible using these digits.

a 9 2 8 0 ________________ b 6 5 6 5 ________________
c 6 1 7 3 ________________ d 4 1 8 3 ________________

5 Compare the pairs of numbers and write the correct symbol < or >.

a 1682 1687 b 9434 9444 c 5292 5092

d 7302 8302 e 3928 2948 f 8392 8354

66 Copyright © Mathseeds and Blake eLearning 2016

Partitioning Lesson 161 • Worksheet 4 Word problems
numbers Name

Town Population
Alford 3459
Tetbury 5472
Masham 1205
Haxby 8428
1 Which town has the largest population? _______________________
2 Which town has the smallest population? _______________________
3 Write the town names in order from largest population to smallest.
____________________________________________________________
4 If one thousand people move 5 If one hundred people move to
into the town of Haxby, what the town of Tetbury, what will
will the population be? the population be?
_____________ _____________

6 If ten people move into 7 If one person moves to

Masham, what will the Alford, what will the
population be? population be?
_____________ _____________
8 Circle the town with the larger population.
a Alford (pop. 3459) or Watchet (pop. 3785)
b Masham (pop. 1205) or Salcombe (pop. 1909)
c Tetbury (pop. 5472) or Oundle (pop. 5735)
d Haxby (pop. 8428) or Egremont (pop. 8194)
Copyright © Mathseeds and Blake eLearning 2016 67
 Lesson 162 • Time to the minute
Learning objectives Then add them together. For example, 10:17 to 12:05.
43 minutes to 11:00 +
Children will:
1 hour to 12:00 +
• learn to tell time to the minute on analogue and digital 5 minutes to 12:05
clocks. = 1 hour and 48 minutes
• calculate how much time has passed in minutes.
Worksheet answers
The National Curriculum in England
Worksheet 1
Mathematics Year 3
1 a one minute past five b thirty-eight past eleven
Measurement c thirteen past eight d twenty-seven past nine
Pupils should be taught to: e forty-two past three f fifty-nine past seven
• tell and write the time from an analogue clock 2 a two past ten b fifty-six past one
• estimate and read time with increasing accuracy to c forty-four past four d thirty-one past twelve
the nearest minute; record and compare time in terms e twenty-eight past six f nineteen past two
of seconds, minutes and hours; use vocabulary such Worksheet 2
as o’clock, a.m./p.m., morning, afternoon, noon and 1 a-i Teacher to check
midnight Worksheet 3
• compare durations of events [for example to calculate 1 a 2 hours, 28 minutes b 9 hours, 7 minutes
the time taken by particular events or tasks] c 2 hours, 38 minutes d 3 hours, 24 minutes
Key vocabulary 2 a 1 hour, 26 minutes b 6 hours, 25 minutes
c 49 minutes d 3 hours, 43 minutes
minute, digital, hour, a.m., p.m.
Worksheet 4
Extra assistance 1 a 21 minutes b 38 minutes
c 1 hour, 15 minutes d 24 minutes
When calculating how much time has passed between
e 1 hour, 11 minutes
two times, encourage pupils to think in increments. How
2 3 hours, 49 minutes
many minutes to the next hour? How many hours to the
second time? How many minutes in the second time?

Mathseeds Lesson sequence TEACH PRACTISE APPLY

Content and skills Children will:
Animated Lesson: Understand that there are 60 identify minute markers and 5 Worksheet 1
Telling time minutes in an hour. Identify how minute sections. Match digital Telling time
time is shown on digital and and analogue times to the
analogue clocks. Calculate the minute. Read two clocks to find
difference between two times. how much time has passed.

Reading times: Read digital and analogue find the clocks showing the Worksheet 2
Read the Time, Make it Digital, clocks. Change a clock to show same time. Make the digital Matching times
It’s a Date, Minutes, a.m. or the time. Read a calendar. clock match the analogue clock.
p.m.? Understand which parts of the Find the date on the calendar.
day are a.m. and p.m. Identify a.m. and p.m. times.

Calculating time: Add 15 minutes to a given time. calculate the time 15 mins later Worksheet 3
Waldo Has 15 Minutes, Two Calculate an amount of time and show it on the clock. Find Passing time
Clocks that has passed. the difference between two
times.

Calculations: Match amounts in litres. place the creature in the right Worksheet 4
Aquariums, Share the Pizza Represent fractions with equal size aquarium. Move equal parts Word problems
parts. to match the given fractions.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Chooks

68
 Time Lesson 162 • Worksheet 1 Telling time
to the
minute Name

1 Write the time in words.

a b c

d e f

2 Match the times.

thirty-one past twelve
a I0 : 02
two past ten
b I : 56
nineteen past two
c 4 : 44
d I2 : 3I fifty-six past one

e 6 : 28 forty-four past four

f
2 : I9 twenty-eight past six

70 Copyright © Mathseeds and Blake eLearning 2016

Time Lesson 162 • Worksheet 2 Matching times
to the
minute Name

1 Draw the hands on the clocks to match the times.

a b c

7 : 08 I0 : I I 5 : 53
d e f

3 : 34 I : 22 I2 : 47
g h i

9 : 06 4 : 39 8 : 24

Copyright © Mathseeds and Blake eLearning 2016 71

 Time Lesson 162 • Worksheet 3 Passing time
to the
minute Name

1 How much time has passed?

a b

c d

2 How much time has passed?

a b

2 : 43 4 : 09 5 : I6 I I : 4I

c d

7 : 32 8 : 2I 6 : 54 I0 : 37

72 Copyright © Mathseeds and Blake eLearning 2016

Time Lesson 162 • Worksheet 4 Word problems
to the
minute Name

Ruby had a list of jobs to get through.

She started at 9:00. As she finished each job
she looked at her watch and noted the time.
1 Work out how long each job took.

a b

9 : 2I 9 : 59

c d

I I : I4 I I : 38

e
2 How long did Ruby spend
I2 : 49 doing jobs altogether?

Copyright © Mathseeds and Blake eLearning 2016 73

 Lesson 163 • Equivalent Number Sentences
Learning objectives Worksheet answers
Children will: Worksheet 1
• make number fact families using the same two parts 1 a 68 b 13 + 72 = 85 c 25 + 69 = 94
and a whole. d 17 e 59 – 23 = 36 f 91 – 48 = 43
• understand that equivalent number sentences have the 2 a 84, 84 – 29 = 55 b 41, 41 + 41 = 82 c 89, 89 – 58 = 31
same answer. d 37, 37 + 38 = 75 e 79, 79 – 15 = 64 f 44, 44 + 53 = 97
3 a 32 + 46 = 78 b 11 + 62 = 73
The National Curriculum in England 46 + 32 = 78 62 + 11 = 73
Mathematics Year 3 78 – 46 = 32 73 – 62 = 11
Number – addition and subtraction 78 – 32 = 46 73 – 11 = 62
c 75 + 23 = 98 d 54 + 34 = 88
Pupils should be taught to:
23 + 75 = 98 34 + 54 = 88
• solve problems, including missing number problems, 98 – 23 = 75 88 – 54 = 34
using number facts, place value, and more complex 98 – 75 = 23 88 – 34 = 54
addition and subtraction Worksheet 2
Mathematics Year 2 1 a 818 b 484 + 326 = 810
Number – addition and subtraction c 222 + 555 = 777 d 987 – 471 = 516
Pupils should be taught to: e 676 – 411 = 265 f 324 – 205 = 119
• recognise and use the inverse relationship between 2 a 891, 891 – 589 = 302 b 209, 209 + 709 = 918
c 584, 584 – 159 = 425 d 222, 222 + 653 = 875
addition and subtraction and use this to check
e 670, 670 – 385 = 285 f 420, 420 + 128 = 548
calculations and solve missing number problems 3 a 629 + 131 = 760 b 352 + 507 = 859
Key vocabulary 131 + 629 = 760 507 + 352 = 859
760 – 131 = 629 859 – 507 = 352
addition, subtraction, inverse operations, equivalent 760 – 629 = 131 859 – 352 = 507
number sentences Worksheet 3
1 a✓ b✗ c✗ d✓ e✓ f✗
Extra assistance 2 a5 b1 c 30 d 20 e 93 f 30
Write equivalent number sentences on the board, missing 3 a-h Teacher to check
the last number, eg 12 + 5 = 20 –  . Illustrate the left side 4 a-f Teacher to check
of the equation using Base Ten blocks going into the left Worksheet 4
side of a balance scale; 12 and 5 more. Put 20 blocks in 1 a 10 b Max 16, Bella 9
c Lim 15, Yee 7
the right side. Discuss how to balance the scale: how many
2 a 9 – 4 = 3 + 2 b 12 minutes, 17 + 8 = 13 + 12
blocks need to be taken away from the right side? Write
the number into the equation. Write a series of similar
equations for the class to solve using scales and blocks.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand a sum as made of make related number sentences Worksheet 1
Number sentences two parts and a whole. Learn that and number fact families. Fill in the 2-digit number
equivalent number sentences have missing numbers in equivalent number fact families
the same answer. sentences.
Making sums work: Make a sum to match the given choose two numbers which add to Worksheet 2
Make the Number Bar, Letter answer. Calculate sums using all the given number. Match sums to 3-digit number
Box, Treasure Chests, Fact four operations. Use addition facts answers. Make pairs of numbers that fact families
Cubes to 20. Identify related number add to a given total. Choose the two
sentences. sums using the given numbers.
Equivalent sums: Identify equivalent number work out if the two given sums have Worksheet 3
Are They Equal?, True or sentences. Recognise true or false the same answer. Decide if a given Equivalent
False?, Balancing Act number sentences. Understand number sentence is true or false. number
how equivalent sentences work. Make equivalent number sentences. sentences
Word problems: Interpret a two-step word choose the matching equations and Worksheet 4
Puzzle Pieces, Fruit Shop problem. Add prices together. answer. Find the total of two or more Word problems
Work out the change from a note. prices, and calculate change.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Build a Bot

74
Equivalent Lesson 163 • Worksheet 1 2-digit number
Number fact families
Sentences Name

1 Fill in the second number sentence.

a 23 + 45 = 68 b 72 + 13 = 85 c 69 + 25 = 94
45 + 23 = 13 + = + =

d 35 – 17 = 18 e 59 – 36 = 23 f 91 – 43 = 48
35 – 18 = 59 – = – =
2 Find the answer. Complete the related number sentence.
a 55 + 29 = b 82 – 41 = c 31 + 58 =
– 29 = + 41 = – 58 =

d 75 – 38 = e 64 + 15 = f 97 – 53 =
+ 38 = – 15 = + 53 =
3 Complete the number fact families.
a 32 + 46 = b 11 + 62 =
+ = + =
– = – =
– = – =

c 75 + 23 = d 54 + 34 =
+ = + =
– = – =
– = – =

76 Copyright © Mathseeds and Blake eLearning 2016

Equivalent Lesson 163 • Worksheet 2 3-digit number
Number fact families
Sentences Name

1 Fill in the second number sentence.

a 245 + 673 = 818 b 326 + 484 = 810
673 + 145 = 484 + =
c 555 + 222 = 777 d 987 – 516 = 471
+ = 987 – =
e 676 – 265 = 411 f 324 – 119 = 205
– = – =
2 Find the answer. Complete the related number sentence.
a 302 + 589 = b 918 – 709 =
– 589 = + 709 =
c 425 + 159 = d 875 – 653 =
– 159 = + 653 =
e 285 + 385 = f 548 – 128 =
– 385 = + 128 =
3 Complete the number fact families.
a 629 + 131 = b 352 + 507 =
+ = + =

– = – =

– = – =

Copyright © Mathseeds and Blake eLearning 2016 77

Equivalent Lesson 163 • Worksheet 3 Equivalent number
Number sentences
Sentences Name

1 Are these equivalent number sentences? ✓ for yes. ✗ for no.

a 8 + 7 = 20 – 5 b 19 – 8 = 6 + 6
c 13 + 5 = 18 + 1 d 22 – 8 = 30 – 16
e 32 + 25 = 60 – 3 f 87 – 43 = 22 + 23
2 Make these number sentences equivalent.
a 13 + 22 = 40 – b 29 – 13 = 15 +
c 49 + = 60 + 19 d 84 – = 79 – 15
e 56 + 15 = – 22 f 96 – 24 = + 42
3 Write an equivalent number sentence.
a 9 + 23 = _______________ b 49 – 17 = ________________
c 14 + 52 = ______________ d 95 – 33 = ________________
e 29 + 26 = ______________ f 78 – 39 = ________________
g 64 + 17 = ______________ h 81 – 45 = ________________
4 Make these number sentences equivalent.
a 41 + = 71 – b 29 – = 11 +
c 23 + = 32 + d 88 – = 95 –
e + 16 = – 20 f – 31 = + 10

78 Copyright © Mathseeds and Blake eLearning 2016

Equivalent Lesson 163 • Worksheet 4 Word problems
Number
Sentences Name

1 Complete the equivalent equations to find the answers.

a Gina and Maria picked the same number of pieces of fruit.
Gina picked five apples and seven oranges.
Maria picked two apples and some oranges.
How many oranges did Maria pick? ______
5 + 7 = 2 +
b Max and Bella each get 30 minutes of screen time a day.
Today Max had 14 minutes in the morning and Bella had 21.
How much time does each child have in the afternoon?
14 + = 21 + Max _______ Bella _______
c Lim had 40 chocolates. Yee had 32. They each ate some of
their chocolates. Then they both had 25 left. How many
chocolates did they each eat?
40 – = 32 – Lim _______ Yee _______
2 Find the equivalent number sentences.
a Roshi had nine cards and Adit had three. They were supposed
to both have five cards. Write equivalent number sentences
to show how they end up with five cards each.
__________________________ = __________________________
b Abdul and Issy have two jobs each, taking the same amount
of time. Abdul vacuums for 17 minutes and dusts for
8 minutes. Issy mops for 13 minutes and cleans the sinks.
How long does Issy take to clean the sinks? ______ minutes
__________________________ = __________________________
Copyright © Mathseeds and Blake eLearning 2016 79
 Lesson 164 • Reading a Map
Learning objectives Worksheet answers
Children will: Worksheet 1
• understand how coordinates work. 1 a A4 b D2 c A1 d D1
• read coordinate maps. 2 a moon b smiley face c sun d arrow
3 a-d Teacher to check
• interpret compass directions.
4 A2, B4, C1, D3
The National Curriculum in England Worksheet 2
1 Teacher to check
Mathematics Year 4
2 a Africa b North America
Geometry – position and direction c Asia d Africa
Pupils should be taught to: e South America f South America
• describe positions on a 2-D grid as coordinates in the g Europe h Asia
first quadrant i Atlantic Ocean j Indian Ocean
k Pacific Ocean
• describe movements between positions as translations
of a given unit to the left/right and up/down Worksheet 3
1 a A5 b D3 c C1
Key vocabulary d F2 e A3 f C4
2 a flamingo b ticket entry c squirrel
coordinates, column, row, compass, directions, East, West,
d gift shop e parrot f elephant
North, South
3 F1 & F6
Extra assistance 4 D1 & A6
5 E1 & E6
To help students remember the order of the directions 6 A1 & A2
around a compass, teach them a mnemonic device — 7 (b) a path
encoding the abstract information in a more personal way
for easier retrieval from their memories. Try these: Worksheet 4
1 Teacher to check
Never Eat Soggy Wafers 2 A4  D4  D2  F2  F1  C1  C3  A3
Naughty Elephants Spray Water 3 a North b 16 c 1600 m
Never Eat Slimy Worms d B2 e Teacher to check

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Learn how coordinate maps find coordinates by row and Worksheet 1
Using Coordinates work and use them to find column, letter and number. Identify Coordinates
a specific square. Find an what is at a set of coordinates.
item on a map and identify Find the coordinates for an item on
its coordinates. Introduce a map. Use compass directions.
the compass and reading
directions.

Directions: Understand directions – follow given directions. Select the Worksheet 2

Maps, Compass Points, Steer left, right, up, down. Read item in the given direction. Compass directions
the Car a compass in different
orientations.

Coordinates: Use coordinates to identify a colour or select the square at Worksheet 3

Colour the Grid, Where in the square on a grid map. the given coordinates. Find the Map reading
World?, Read the Map coordinates for a map icon.

Other topics: Count squares to show or find choose squares to show a given Worksheet 4
Elastics, Square Robots, Falling an area. Answer equations in a area. Count squares to find area. Word problems
Joys given amount of time. Use mental strategies to quickly
answer sums.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Monster Mayhem

80
Reading
a Map Lesson 164 • Worksheet 1 Coordinates
Name

4
★
3
J
2
R ♥
1
 ð
A B C D

1 Write the coordinates for

a the star. _____ _____ b the heart. _____ _____
c the cloud. _____ _____ d the lightning. _____ _____
2 What shape is at these coordinates?
a C4 __________________ b C3 __________________
c B2 __________________ d B1 __________________
3 Draw these shapes at these coordinates.
a a triangle at D4 b a circle at C2
c a rectangle at B3 d a square at A3
4 Which coordinates have no image now?
_____ _____ _____ _____ _____ _____ _____ _____

82 Copyright © Mathseeds and Blake eLearning 2016

Reading
a Map Lesson 164 • Worksheet 2 Compass directions
Name

North Europe
America
Pacific Atlantic
Ocean Ocean Asia
Pacific
Africa Ocean

South
America Indian
Ocean
Australia

1 Label the points on the compass: North, South, East, West.

2 Use this map of the world and the compass to answer these questions.
 a Which continent is south of Europe? _______________________
b Which continent is west of Europe? _______________________
c Which continent is north of Australia? _______________________
d Which continent is west of Australia? _______________________
e Which continent is east of Australia? _______________________
f Which continent is south of North America? ___________________
g Which continent is east of North America? ___________________
h Which continent is west of North America? ___________________
i Which ocean is east of the Americas and west of Africa?
_______________________
j Which ocean is south of Asia and east of Africa? ______________
k Which ocean is east of Asia and west of the Americas?
_______________________
Copyright © Mathseeds and Blake eLearning 2016 83
Reading
a Map Lesson 164 • Worksheet 3 Map reading
Name

1
A B C D E F
1 Write the coordinates for these items.
a monkey _____ _____ b owl _____ _____
c fox _____ _____ d bear _____ _____
e lion _____ _____ f koala _____ _____
2 What is at these coordinates?
a A4 ______________________ b B6 ______________________
c C3 ______________________ d D6 ______________________
e B1 ______________________ f F4-5 ______________________
3 Where are the restrooms located? _____ _____ & _____ _____
4 Where can you go for first aid? _____ _____ & _____ _____
5 Where can you go to eat? _____ _____ & _____ _____
6 Where are the hippos? _____ _____ & _____ _____
7 What are the empty squares for?
(a) more animals (b) a path (c) it’s a mistake
84 Copyright © Mathseeds and Blake eLearning 2016
Reading
a Map Lesson 164 • Worksheet 4 Word problems
Name

1 Draw Sara’s usual walking route on the map.

Start at home in A4 and go east to the corner shop.
Turn right and head south to the stadium.
Turn left and head east to the lighthouse.
Turn right and walk to the hotel, then turn right and go to the bridge.
Head north to the factory and then walk west to the airport.

A B C D E F
2 Write the coordinates for Sara’s walking route.
_____ _____ è _____ _____ è _____ _____ è _____ _____ è
_____ _____ è _____ _____ è _____ _____ è _____ _____
3 Use the map to answer these questions.
a Which compass direction does Sara walk in to get home from
the airport? ____________
b How many squares on the map does Sara walk through?
_____________
c If each square is 100 m, how far does Sara walk? _____________
d What are the coordinates for the school? _____ _____
e Draw a park in the square at A1.
Copyright © Mathseeds and Blake eLearning 2016 85
 Lesson 165 • Division
Learning objectives Worksheet answers
Children will: Worksheet 1
• relate division to sharing and grouping items. 1 a 3 b 2 c 9 d 4
• understand that the divisor and quotient in a division 2 a 7 b 3 c 6 d 6
equation can be swapped to make related number Worksheet 2
sentences.
1 a 40 ÷ 5 = 8 b 30 ÷ 5 = 6 c 20 ÷ 4 = 5
The National Curriculum in England d 21 ÷ 3 = 7 e 30 ÷ 3 = 10 f 16 ÷ 4 = 4
g 36 ÷ 4 = 9 h 25 ÷ 5 = 5
Mathematics Year 3
Worksheet 3
Number – multiplication and division
1 a 6 b 4 c 8
Pupils should be taught to:
d 10 e 8 f 7
• recall and use multiplication and division facts for the
2 a 18 ÷ 6 = 3 b 12 ÷ 4 = 3 c 16 ÷ 8 = 2
3, 4 and 8 multiplication tables
d 20 ÷ 10 = 2 e 24 ÷ 8 = 3 f 28 ÷ 7 = 4
• write and calculate mathematical statements for
Worksheet 4
multiplication and division using the multiplication
tables that they know 1 a 2 b 7 c 6
d 6 e 3 f 3
• solve problems, including missing number problems,
involving multiplication and division g 4 h 7
2 a ✓ b ✗ c ✗
Key vocabulary d ✓ e ✗ f ✓
division, ÷, sharing, grouping, divide, equation g ✓ h ✗
3 a 5, 20 ÷ 5 = 4 b 4, 36 ÷ 4 = 9 c 9, 63 ÷ 9 = 7
Extra assistance
d 8, 48 ÷ 8 = 6 e 9, 27 ÷ 3 = 9 f 6, 54 ÷ 9 = 6
When students are still working with division on a literal/ g 10, 40 ÷ 4 = 10 h 9, 72 ÷ 8 = 9
visual level (sharing and grouping), it can be a good time
to explain the two types of division problems: how many
in each group, and how many groups. This leads into the
concept of related division sums. For example, sharing a
set of 10 balls into 5 groups – how many in each group?
10 ÷ 5 = 2. But if the question becomes sharing a set of
10 balls into groups of 2 – how many groups? You swap
the quotient and the divisor to get the related fact:
10 ÷ 2 = 5.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that number of groups share items into groups to find the Worksheet 1
Division equations and number in each group create answer to a division problem. Fill Grouping
related division number sentences. in related division equations.

Grouping: Identify groups to match an select the groups of donuts that Worksheet 2
Division Donuts, Bubble Drop equation. Calculate the answer to answer the number sentence. Find Writing equations
a division number sentence. the answer to a division sum.

Division Equations: Recognise true or false number work out if a division sum is Worksheet 3
True or False?, Train Tunnels sentences. Calculate the missing true. Choose the number that Related division sums
number from a division sum. completes the equation.
Dividing: Calculate the answer to a division find the answer to a division sum. Worksheet 4
Three Columns, Gifts Galore, equation. Match division equations Find the sum that makes the Check
Squash the Jellies, Bird Worms to their answers. answer.
Cafe

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Super Slalom

86
Division Lesson 165 • Worksheet 1 Grouping
÷ Name

1 Share the shapes into groups and answer the equation.

a ★★ ★ ★ b
★ ■■■■■■■
★ ★ ★★ ★ ★ ■■■■■■■
★ ★ ★ ★
15 ÷ 5 = 14 ÷ 7 =

c ● ● ● ● ● d
▲ ▲ ▲ ▲ ▲
●●●●●●●● ▲ ▲ ▲ ▲ ▲ ▲
● ● ● ● ● ▲ ▲ ▲ ▲ ▲
18 ÷ 2 = 16 ÷ 4 =

2 Share the shapes into groups and find the missing number.

a ▲▲▲▲▲▲▲ b
▲▲▲▲▲▲▲ ♥ ♥ ♥ ♥ ♥
▲▲▲▲▲▲▲
♥ ♥ ♥ ♥ ♥
♥ ♥ ♥ ♥ ♥
21 ÷ =3 15 ÷ =5

c
♦♦♦♦♦♦♦♦ d ♣ ♣
♦♦♦♦♦♦♦♦ ♣♣ ♣ ♣ ♣
♣
♣ ♣ ♣♣
♦♦♦♦♦♦♦♦
24 ÷ =4 12 ÷ =2

88 Copyright © Mathseeds and Blake eLearning 2016

Division Lesson 165 • Worksheet 2 Writing equations
÷ Name

1 Write a division equation to go with each array.

a ✱ ✱ ✱ ✱ ✱ ✱ ✱ ✱ b ◆ ◆ ◆ ◆ ◆ ◆
✱ ✱ ✱ ✱ ✱ ✱ ✱ ✱ ◆ ◆ ◆ ◆ ◆ ◆
✱ ✱ ✱ ✱ ✱ ✱ ✱ ✱ ◆ ◆ ◆ ◆ ◆ ◆
✱ ✱ ✱ ✱ ✱ ✱ ✱ ✱ ◆ ◆ ◆ ◆ ◆ ◆
✱ ✱ ✱ ✱ ✱ ✱ ✱ ✱ ◆ ◆ ◆ ◆ ◆ ◆
÷ = ÷ =

c ■ ■ ■ ■ ■ d
▲▲▲▲▲▲▲
■ ■ ■ ■ ■
■ ■ ■ ■ ■ ▲▲▲▲▲▲▲
■ ■ ■ ■ ■ ▲▲▲▲▲▲▲
÷ = ÷ =

e f ●●●●
◗◗◗◗◗◗◗◗◗◗
◗◗◗◗◗◗◗◗◗◗ ●●●●
●●●●
◗◗◗◗◗◗◗◗◗◗ ●●●●
÷ = ÷ =

g h ◆ ◆ ◆ ◆ ◆
★★★★★★★★★ ◆ ◆ ◆ ◆ ◆
★★★★★★★★★ ◆ ◆ ◆ ◆ ◆
★★★★★★★★★ ◆ ◆ ◆ ◆ ◆
◆ ◆ ◆ ◆ ◆
÷ = ÷ =

Copyright © Mathseeds and Blake eLearning 2016 89

Division Lesson 165 • Worksheet 3 Related division sums
÷ Name

Use the array. 1 Answer the sum. 2 Write the related sum.

a
18 ÷ 3 = ÷ =

b
12 ÷ 3 = ÷ =

c
16 ÷ 2 = ÷ =

d
20 ÷ 2 = ÷ =

e
24 ÷ 3 = ÷ =

f
28 ÷ 4 = ÷ =

90 Copyright © Mathseeds and Blake eLearning 2016

Division Lesson 165 • Worksheet 4 Check
÷ Name

1 Answer the division equations.

a 18 ÷ 9 = b 14 ÷ 2 =
c 24 ÷ 4 = d 12 ÷ 2 =
e 15 ÷ 5 = f 30 ÷ 10 =
g 32 ÷ 8 = h 21 ÷ 3 =
2 Are these equations correct? ✓ for yes. ✗ for no.
a 12 ÷ 3 = 4 b 16 ÷ 8 = 3
c 24 ÷ 4 = 4 d 18 ÷ 6 = 3
e 28 ÷ 4 = 9 f 25 ÷ 5 = 5
g 36 ÷ 6 = 6 h 42 ÷ 7 = 7
3 Complete the equation and write the related division sum.
a 20 ÷ 4 = ________________________
b 36 ÷ 9 = ________________________
c 63 ÷ 7 = ________________________
d 48 ÷ 6 = ________________________
e 27 ÷ =3 ________________________
f 54 ÷ =9 ________________________
g 40 ÷ =4 ________________________
h 72 ÷ =8 ________________________
Copyright © Mathseeds and Blake eLearning 2016 91
 Lesson 166 • Odd and Even Numbers part 2
Learning objectives Worksheet answers
Children will: Worksheet 1
• identify odd and even numbers up to three digits. 1 a ✗ b ✗ c ✗ d ✓
e ✓ f ✓ g ✗ h ✓
• apply the rules for adding odd and even numbers.
i ✓ j ✗ k ✗ l ✓
The National Curriculum in England 2 a-f any digits from 0, 2, 4, 6, 8
3 a-f any digits from 1, 3, 5, 7, 9
Mathematics Year 3 4 red  233, 235, 237, 239, 241 (bottom row)
Number – addition and subtraction blue  234, 236, 238, 240, 242 (top row)
Pupils should be taught to: Worksheet 2
• add and subtract numbers with up to three digits, 1 a 10, even b 18, even c 38, even
using formal written methods of columnar addition and d 56, even e 54, even f 80, even
subtraction 2 a 8, even b 18, even c 42, even
• estimate the answer to a calculation and use inverse d 52, even e 68, even f 78, even
operations to check answers 3 a 13, odd b 23, odd c 35, odd
d 47, odd e 63, odd f 85, odd
Key vocabulary 4 a 5, odd b 15, odd c 47, odd
d 51, odd e 69, odd f 73, odd
odd, even, digit, thousands, hundreds, tens, ones, difference
5 a even b even c odd d odd
Extra assistance Worksheet 3
1 a 599 odd b 888 even c 688 even
A mnemonic is something that aides memory. It can be a
d 985 odd e 967 odd f 559 odd
visual prompt, or an association with an everyday situation.
2 a 408 even b 492 even c 711 odd
For even and odd numbers try these:
d 1270 even e 1241 odd f 919 odd
Even numbers group everyone in pairs  everyone has a
Worksheet 4
buddy.
1 a odd b even c even
Odd numbers mean someone is on their own  the odd d odd e odd f odd
man out. 2 a even 408 b even 492 c odd 711
There is a Mathseeds poster that applies this visualisation to d even 1270 e odd 1241 f odd 919
addition sums (see p93). 3 a 1410 even b 1221 odd c 11 044 even
d 181 971 odd e 71 284 even

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise odd and even number select the odd and even numbers in a Worksheet 1
Odd and even rules patterns. Identify odd and even hundred chart. Label a 3-digit number Odd & even
numbers by their last digit. Learn as odd or even. Identify whether the numbers
the rules for adding odd and even answer to a sum will be odd or even.
numbers up to three digits.
Identification: Identify odd and even numbers. label a number odd or even as quickly Worksheet 2
Odd or Even?, Marble Translate number words, expanded as possible. Match different number Odd & even
Match, Show Me the form and number sentences into a formats and sums that equal the rules
Number number. number.

Number patterns: Recognise number patterns in a count by 3s and 7s and recognise Worksheet 3
Table Patterns hundred chart. they have both odd and even Adding odds &
numbers. evens

Operations: Identify whether sums will give odd or select an odd or even label for a sum’s Worksheet 4
Adding Odds and Evens, even answers. Use the jump strategy answer. Jump through the chart to Check
Odd or Even Subtractions, to subtract on a hundred chart. Find subtract tens and ones. Fill in the
Jump Back, Light Lines the difference between two numbers. missing number in the subtraction.

End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. into the deep

92
Odd and
even Lesson 166 • Worksheet 1 Odd & even numbers
numbers Name
part 2

1 Tick ✓ the even numbers. Cross ✗ the odd numbers.

a 43 b 87 c 93 d 22
e 38 f 92 g 547 h 342
i 900 j 901 k 653 l 294
2 Fill in the ones digits to make even numbers.
a 8 b 9 c 48 d 73
e 835 f 213
3 Fill in the ones digits to make odd numbers.
a 3 b 5 c 76 d 81
e 912 f 201
4 Colour the odd numbers red and the even numbers blue.

234 236 238 240 242

233 235 237 239 241

94 Copyright © Mathseeds and Blake eLearning 2016

Odd and
even Lesson 166 • Worksheet 2 Odd & even rules
numbers Name
part 2

1 Find the answer. Is it odd or even? Circle.

 a 2+8= _____ odd even b 14 + 4 = _____ odd even
c 26 + 12 = _____ odd even d 38 + 18 = _____ odd even
e 40 + 14 = _____ odd even f 54 + 26 = _____ odd even
2 Find the answer. Is it odd or even? Circle.
 a 3+5= _____ odd even b 11 + 7 = _____ odd even
c 29 + 13 = _____ odd even d 35 + 17 = _____ odd even
e 49 + 19 = _____ odd even f 51 + 27 = _____ odd even
3 Find the answer. Is it odd or even? Circle.
a 8 + 5 = _____ odd even b 16 + 7 = _____ odd even
c 22 + 13 = _____ odd even d 30 + 17 = _____ odd even
e 44 + 19 = _____ odd even f 58 + 27 = _____ odd even
4 Find the answer. Is it odd or even? Circle.
 a 3+2= _____ odd even b 11 + 4 = _____ odd even
c 29 + 18 = _____ odd even d 35 + 16 = _____ odd even
e 49 + 20 = _____ odd even f 51 + 22 = _____ odd even
5 Finish the rules. Write the word odd or even.
 a even + even = _____________ b odd + odd = _____________
c even + odd = _____________ d odd + even = _____________

Copyright © Mathseeds and Blake eLearning 2016 95

 Odd and
even Lesson 166 • Worksheet 3 Adding odds & evens
numbers Name
part 2

1 Complete the sums. Are the answers odd or even?

a 3 2 5 odd b 2 4 8 even
+ 2 7 4 + even + 6 4 0 + even

c 1 7 5 odd d 6 7 2 even
+ 5 1 3 + odd + 3 1 3 + odd

e 7 1 5 odd f 4 0 2 even
+ 2 5 2 + even + 1 5 7 + odd

2 Find the answer. Is it odd or even? Circle.

a 2 6 6 b 1 7 5 c 4 2 7
+ 1 4 2 + 3 1 7 + 2 8 4

odd even odd even odd even

d 3 4 2 e 9 8 5 f 6 7 4
+ 9 2 8 + 2 5 6 + 2 4 5

odd even odd even odd even

96 Copyright © Mathseeds and Blake eLearning 2016
Odd and
even Lesson 166 • Worksheet 4 Check
numbers Name
part 2

1 Is the answer odd or even? Circle.

 a 72 + 15 = ______ odd even b 24 + 38 = ______ odd even
c 31 + 55 = ______ odd even d 91 + 6 = ______ odd even
e 53 + 40 = ______ odd even f 86 + 13 = ______ odd even

2 Will the answer be odd or even? Circle, then find the answer.

a odd even b odd even c odd even

2 6 6 1 7 5 4 2 7
+ 1 4 2 + 3 1 7 + 2 8 4

d odd even e odd even f odd even

3 4 2 9 8 5 6 7 4
+ 9 2 8 + 2 5 6 + 2 4 5

3 Is the answer odd or even? Complete the sums.

 a 423 + 987 = __________ odd + odd = __________
b 829 + 392 = __________ odd + even = __________
c 7394 + 3650 = __________ even + even = __________
d 98 321 + 83 650 = __________ odd + even = __________
e 38 390 + 32 894 = __________ even + even = __________
Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2016
2016
Copyright 97
 Lesson 167 • Chance part 3
Learning objectives Worksheet answers
Children will: Worksheet 1
• revise the concepts of certain, equal chance and 1 a certain b equal chance c impossible
impossible. 2 a all yellow marbles b no blue flowers
• predict the outcomes for chance experiments. c 2 red & 2 black cards d no green pencils
• complete chance experiments and compare results with e 3 pink & 3 purple bows f all orange lollipops
predictions. Worksheet 2
The National Curriculum in England 1 a 1 b 2 c 3 d 4 e 5 f 6
2 a equal chance b impossible c certain
Mathematics Year 3 3 a 1 b 1 c 1 d 1 e 1 f 1
Statistics 4 4 for each outcome
Pupils should be taught to: Worksheet 3
• interpret and present data using bar charts, pictograms 1 5 for each outcome
and tables 2 Teacher to check
• solve one-step and two-step questions [for example, 3 Teacher to check
‘How many more?’ and ‘How many fewer?’] using 4 red 6, blue 12, green 3, yellow 3
information presented in scaled bar charts and 5 Teacher to check
pictograms and tables 6 Teacher to check
Key vocabulary Worksheet 4
1 a 5 in 10 b 2 in 10 c 3 in 10
chance, predict, certain, outcome, equal chance,
2 a 30 b 10 c 3
impossible, experiment, results, likely, unlikely
d 10 in 30 e 3 in 30 f 1 in 30
Extra assistance g 15 in 30
Chance experiments, exploring the difference between
predicted outcomes and actual results (see Classroom
Activities on the next page), provide a good opportunity to
explore definitions of ‘chance’ as opposed to ‘probability’.
Probability means using numbers to work out the odds
of something happening; for example, having a 1 in 6
probability of rolling a 3 on a standard six-sided die. Chance
involves uncontrollable and unpredictable outcomes; for
example, you could roll that die six times and not roll a 3
at all. The 1 in 2 probability of getting heads when you flip
a coin should mean half your flips will be heads, but you
could flip it ten times and only get heads twice.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand the concept of predict an outcome, then do an Worksheet 1
Outcomes and results predicted outcomes differing to experiment to see if the results match the What is the
actual results. predicted outcome. chance?

Chance: Assess the chance of an event choose a label to show the likelihood of Worksheet 2
Could this happen in real happening. an event happening. Predict the
life?, Possible or Impossible, outcome
Gumballs, What Chance?

Outcomes: Predict the chance of an event choose the bag with the higher likelihood Worksheet 3
Button Draw, Lucky Clowns happening. of the event happening. Select the Results table
likelihood of the outcome and check it.

Graphs: Interpret a bar chart. Use given data choose the category with the most votes. Worksheet 4
Favourites, Picture Graphs, to fill in a pictogram. Interpret a Drag pictures to the graph to show the Check
Pebble Graphs pictogram on weight. data. Answer questions about a graph.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Chooks

98
Chance Lesson 167 • Worksheet 1 What is the chance?
part 3 Name

1 Tick the box to show the chance of this happening.

a Landing on heads or tails when you flip a coin.
impossible equal chance certain
b Landing on heads when you flip a coin.
impossible equal chance certain
c The coin spinning forever when you flip it.
impossible equal chance certain

2 Colour the items to match the chance.

a You are certain to select d It is impossible to select

a yellow marble. a green pencil.

b It is impossible to pick e You have an equal chance of

a blue flower. picking a pink or purple bow.

c You have an equal chance f You are certain to choose

of choosing a red or black an orange lollipop.
card.

100 Copyright © Mathseeds and Blake eLearning 2016

Chance Lesson 167 • Worksheet 2 Predict the outcome
part 3 Name

1 What are the possible outcomes when you roll a six-sided die?
a b c

d e f

2 What is the chance of rolling...

a an odd number on a six-sided die?
impossible equal chance certain
b a 7 or an 8 on a six-sided die?
impossible equal chance certain
c a number from 1 to 6 on a six-sided die?
impossible equal chance certain
3 What is the chance of rolling a...
a 1? _____ in 6 b 2? _____ in 6 c 3? _____ in 6
d 4? _____ in 6 e 5? _____ in 6 f 6? _____ in 6
4 If a six-sided die was rolled 24 times, how many rolls do you predict
for each outcome?

Outcomes 1 2 3 4 5 6
Predictions

Copyright © Mathseeds and Blake eLearning 2016 101

Chance Lesson 167 • Worksheet 3 Results table
part 3 Name

1 If this spinner is spun 20 times, how many spins do you predict will
land on each outcome?
Outcomes Red Blue Green Yellow R B
Predictions
2 Complete the experiment. Y G
Cut out the spinner, attach the pointer with
a paper fastener. Spin the spinner 20 times
and record each result.
Outcomes Red Blue Green Yellow
Results

3 Did the results match the predictions? ________ Why or why not?
____________________________________________________________
4 If this spinner is spun 24 times, how many spins do you predict
will land on each outcome?
Outcomes Red Blue Green Yellow
R
Predictions
B
5 Complete the experiment. Y
Cut out the spinner, attach the pointer with G
a paper fastener. Spin the spinner 24 times
and record each result.
Outcomes Red Blue Green Yellow
Results

6 Did the results match the predictions? ________ Why or why not?
____________________________________________________________
102 Copyright © Mathseeds and Blake eLearning 2016
Chance Lesson 167 • Worksheet 4 Check
part 3 Name

1 What is the chance of pulling out a...

a black marble? ______ in ______
b grey marble? ______ in ______
c white marble? ______ in ______

2 Colour the cards — one row green, one row pink and one row blue.

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 7 8 9 10
a How many cards altogether? ________
b How many cards are blue? ________
c How many cards are threes? ________
d What is your chance of picking a green card? _____ in _____
e What is your chance of picking a five card? _____ in _____
f What is your chance of picking the pink ten card? _____ in _____
g What is your chance of picking up an odd card? _____ in _____
Copyright © Mathseeds and Blake eLearning 2016 103
 Lesson 168 • Multiplication Word Problems part 2
Learning objectives Worksheet answers
Children will: Worksheet 1
• translate a word problem into an array. All part a to be checked by teacher.
• write a multiplication equation based on the array. 1 b 8 × 2 = 16 2 b 5 × 4 = 20 3 b 3 × 5 = 15
4 b 4 × 6 = 24 5 b 7 × 3 = 21 6 b 2 × 9 = 18
The National Curriculum in England 7 b 5 × 5 = 25 8 b 2×3=6 9 b 10 × 4 = 40
Mathematics Year 3 Worksheet 2
Number – multiplication and division All part a to be checked by teacher.
Pupils should be taught to: 1 b 10 × 5 = 50
• recall and use multiplication and division facts for the 3, 2 b 8 × 3 = 24
4 and 8 multiplication tables 3 b 5 × 6 = 30
• solve problems, including missing number problems, 4 b 7 × 7 = 49
involving multiplication and division, including positive Worksheet 3
integer scaling problems and correspondence problems 1 a 2×3=6 b 6×4 c 24
in which n objects are connected to m objects 2 a 2 × 5 = 10 b 10 × 10 c 100
Key vocabulary 3 a 2×2=4 b 4×8 c 32
4 a 5 × 4 = 20 b 20 × 2 c 40
multiplication, array, columns, rows, multiply
Worksheet 4
Extra assistance To be checked by teacher.
Using arrays as a way of approaching multiplication follows
on from the strategies of grouping, counting by the
number and repeated addition. It provides a visual concept
of multiplication which can be helpful to students who
struggle with multiplication equations. By the end of grade
three, students should know off by heart the products of
all possible pairs of numbers from 1 to 10. Encourage them
to learn the times tables and not rely on counting an array,
just using it as a conceptualisation of multiplication.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand how to show a use arrays to find the answers Worksheet 1
Array solutions multiplication problem as an array. to multiplication word problems Making arrays
involving 2 or 3 numbers.

Number patterns: Calculate the next number in a count by 6s and select the next Worksheet 2
Truck Stop, Number Stairs, counting pattern. Identify the number in the sequence. Work Using arrays
Table Patterns rule and complete the pattern. out the missing number in the
Recognise number patterns in a sequence. Make the count by 9s
hundred chart. pattern.

Arrays: Translate an array into an equation. write the equation to match the Worksheet 3
Cats and Dogs, Animal Arrays Use an array to multiply. array. Make an array and find how Three multipliers
many.

Multiplication: Use a picture to help solve a find the answer by making the Worksheet 4
Hats and Feathers, Cut the problem. Knowledge of times picture. Find the answers to Word problems
Stack, What’s Missing?, Picnic tables. Find the missing number in a multiplication sums. Fill in the missing
multiplication. number in a sentence. Find the
answer to a multiplication problem.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn Reward game:
content and skills. a reward game. Super Slalom

104
Multiplication Lesson 168 • Worksheet 1 Making arrays
Word Problems
part 2 Name

a Draw shapes to make an array for each equation.

b Write a second equation for the array. Find the product.

1 2×8 2 4×5 3 5×3

a a a

b ___ × ___ = ___ b ___ × ___ = ___ b ___ × ___ = ___

4 6×4 5 3×7 6 9×2

a a a

b ___ × ___ = ___ b ___ × ___ = ___ b ___ × ___ = ___

7 5×5 8 3×2 9 4 × 10
a a a

b ___ × ___ = ___ b ___ × ___ = ___ b ___ × ___ = ___

106 Copyright © Mathseeds and Blake eLearning 2016

Multiplication Lesson 168 • Worksheet 2 Using arrays
Word Problems
part 2 Name

a Draw an array for each question.

b Complete the equation and find the product.

1 Ruby has 10 hats with 2 Mango’s muffin tray holds

5 feathers on each hat. 8 muffins. She makes 3 trays
How many feathers are of muffins. How many
there altogether? muffins in total?
a a

b ___ × ___ = ___ b ___ × ___ = ___

3 Doc has 5 tie racks. 4 Mrs T eats 7 cactus plants

Each rack holds 6 ties. in a day. How many plants
How many ties does Doc does she eat in a week?
have altogether? a
a

b ___ × ___ = ___ b ___ × ___ = ___

Copyright © Mathseeds and Blake eLearning 2016 107

Multiplication Lesson 168 • Worksheet 3 Three multipliers
Word Problems
part 2 Name

a Solve the first step. b What is the next step?

c Draw an array and solve the problem.
1 Dottie played 2 games of scrabble with
her dad 3 nights a week for 4 weeks.
How many games of scrabble did
she play?

a 2 × ____ = ____ b ____ × ____ c ____ games of scrabble

2 Robby eats 2 sandwiches for lunch

every school day. The school terms goes
for 10 weeks. How many sandwiches
does Robby eat at school in one term?

a 2 × ____ = ____ b ____ × ____ c ____ sandwiches

3 Lottie played 2 games of football every

Saturday and 2 games of netball every
Sunday. Over 8 weeks, how many
games of sport did she play?

a 2 × ____ = ____ b ____ × ____ c ____ games of sport

4 Bobby has 5 shelves of shoes.

Each shelf holds 4 shoe boxes.
Each box holds a pair of shoes.
How many shoes in total?

a 5 × ____ = ____ b ____ × ____ c ____ shoes

108 Copyright © Mathseeds and Blake eLearning 2016
Multiplication Lesson 168 • Worksheet 4 Word problems
Word Problems
part 2 Name

a Fill in the missing names, numbers and items to write your own
word problems.
b Swap with a friend and solve each other’s word problems.

1 a ________________ buys ____ packets b

of _______________________ .
Each pack holds ______.
How many _____________ altogether?

2 a ______________________ runs b
_____ kilometres a day. How many
kilometres do they run in ____ days?

3 a ______________________ eats b
____ _______________ at lunch every
day. How many __________________
do they eat in a week?

4 a ______________ plays ____ games of b

_____________ every weekday.
How many games of ______________
are played in ____ weeks?

Copyright © Mathseeds and Blake eLearning 2016 109

 Lesson 169 • Prisms and Pyramids
Learning objectives Worksheet answers
Children will: Worksheet 1
• learn to identify prisms and pyramids. 1 a-d Teacher to check
2 a triangular prism b rectangular prism
• recognise nets of prisms and pyramids.
c hexagonal prism d pentagonal prism
The National Curriculum in England 3 a 2 triangles, 3 rectangles b 6 rectangles
c 2 hexagons, 6 rectangles d 2 pentagons, 5 rectangles
Mathematics Year 3 Worksheet 2
Geometry – properties of shapes 1 a-d Teacher to check
Pupils should be taught to: 2 a triangular pyramid b rectangular pyramid
c pentagonal pyramid d square pyramid
• draw 2-D shapes and make 3-D shapes using modelling
3 an apex
materials; recognise 3-D shapes in different orientations 4 a 4 triangles b 1 rectangle, 4 triangles
and describe them c 1 pentagon, 5 triangles d 1 square, 4 triangles
Key vocabulary Worksheet 3
1 a triangular prism b pentagonal pyramid
prism, faces, triangular, rectangular, cross-section, c rectangular prism d triangular pyramid
hexagonal, square, pyramid, base, apex, net e square pyramid
2 a E b D c A d C
Extra assistance e B
The features of 3D objects are what define the categories Worksheet 4
of these shapes. In the same way all quadrilaterals have 4 1 a end face b vertex c apex d face
sides, all pyramids have a base shape, an apex and a set e base f edge
of triangular faces. All prisms have 2 ends the exact same 2 a & b Teacher to check
size and shape, and the faces between are all rectangles. 3 a & b Teacher to check
Another correlation between 2D and 3D shape categories
is that, since squares are types of rectangles, a cube is
actually a rectangular prism.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Identify prisms and pyramids by recognise the features of a prism Worksheet 1
Differentiate 3D shapes their faces, or base and apex. and a pyramid. Name prisms for Prisms
Understand what a cross-section their end faces and pyramids for
and a net are. their base shape. Match shapes to
nets.

Features of 3D objects: Recognise edges, faces and vertices count the number of edges, faces, Worksheet 2
Edges, Faces, Four in a Row, of 3D objects. flat faces or vertices. Pyramids
Vertices, 3D Table
Identify 3D objects: Identify 3D objects. find the matching pairs of 3D Worksheet 3
Find the Match objects. Nets

2D shapes: Identify parts of a larger shape. drag smaller shapes to make a Worksheet 4
Make the Shape, 2D Table, Recognise sides and vertices of 2D larger shape. Count the number Check
Sort the Shapes shapes. Sort 2D shapes by number of sides and vertices. Move shapes
of sides. to labels ‘quadrilaterals’ or ‘non-
quadrilaterals’.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Monster Mayhem

110
 Prisms Lesson 169 • Worksheet 1 Prisms
and
Pyramids Name

1 Colour the end faces of these prisms. 2 Name each prism.

a b

c d

3 Draw all the faces for each prism.

Prism Faces

a Triangular

b Rectangular

c Hexagonal

d Pentagonal

112 Copyright © Mathseeds and Blake eLearning 2016

 Prisms Lesson 169 • Worksheet 2 Pyramids
and
Pyramids Name
1 Colour the bases of these pyramids. 2 Name each pyramid.
apex
a b

base

c d

3 What does a pyramid have that a prism does not? ____________________

4 Draw all the faces for each pyramid.
Pyramid Faces

a Triangular

b Rectangular

c Pentagonal

d Square

Copyright © Mathseeds and Blake eLearning 2016 113

 Prisms Lesson 169 • Worksheet 3 Nets
and
Pyramids Name
1 Name the 3D objects. 2 Match the 3D objects to their nets.

a A

b B

c C

d D

e E

114 Copyright © Mathseeds and Blake eLearning 2016

 Prisms Lesson 169 • Worksheet 4 Check
and
Pyramids Name
1 Label the features of these shapes.
b c
a

d e f

2 Draw the net for these shapes.

a square prism b rectangular pyramid

3 Draw these shapes.

a rectangular prism b triangular pyramid

Copyright © Mathseeds and Blake eLearning 2016 115

 Lesson 170 • Addition part 3
Learning objectives Worksheet answers
Children will: Worksheet 1
• regroup addition answers and trade tens and hundreds 1 a & b Teacher to check c 392
for 10 ones or tens. 2 a & b Teacher to check c 836
• use this strategy with vertical algorithms. 3 a & b Teacher to check c 622
The National Curriculum in England Worksheet 2
Mathematics Year 3 1 a 64 b 42 c 87 d 80

Number – addition and subtraction e 96 f 42 g 91 h 74

Pupils should be taught to: 2 a 90 b 81 c 90 d 82
• add and subtract numbers with up to three digits, e 80 f 91 g 65 h 83
using formal written methods of columnar addition and Worksheet 3
subtraction 1 a 796 b 446 c 791 d 829
• solve problems, including missing number problems, e 683 f 839 g 864 h 715
using number facts, place value, and more complex
2 a 845 b 700 c 845 d 874
addition and subtraction
e 934 f 987 g 432 h 650
Notes and guidance
Pupils use their understanding of place value and i 631
partitioning, and practise using columnar addition and Worksheet 4
subtraction with increasingly large numbers up to three 1 61
digits to become fluent. 2 82
Key vocabulary 3 528
4 402
regrouping, vertical addition, ones, tens, hundreds, column
5 747
Extra assistance 6 £840
Regrouping and trading is an important concept in working
with larger numbers. For students who have not grasped
the concept of trading using pure numbers, use concrete
materials and algorithm layouts to reinforce the regrouping
of ones and tens (see Classroom Activities on the next
page). Some students may not need this hands-on practice.
They can use the mats to write sums for each other, swap
and complete. They could have a race to see who is fastest.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand regrouping ones and tens recognise that if the ones column adds Worksheet 1
Regrouping to add in addition, and trading to the next to a number 10 or over, they need to add Regrouping
column – tens or hundreds. the 10 to the tens column. Do the same
for tens adding to 100 or over.
Addition: Use blocks to add two-digit numbers. count the blocks for each number and Worksheet 2
Base 10 Addition, Apply knowledge of small number add them together. Fill in the addition 2-digit addition
Addition Patterns additions to solve larger additions. patterns.
Mixed operations: Add prices together. Work out the find the total of 2 or more prices, and Worksheet 3
Fruit Shop, Falling Joys, change from a note. Answer equations calculate change. Use mental strategies 3-digit addition
Light Lines, in a given amount of time. Find the to quickly answer sums. Fill in the missing
difference between two numbers. number in the subtraction.
Addition with trading: Regroup and trade ones to add. Translate find the answer to the addition sums. Fill Worksheet 4
Cut the Stack, Addition a word problem into an equation and in the equation from the word problem Word problems
Sums, Animal Count add three numbers. Regroup and trade and calculate the answer. Find the answer
ones and tens to add. to the addition sums.
End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Build-a-Bot

116
Addition Lesson 170 • Worksheet 1 Regrouping
part 3 Name

a Draw blocks to show the sums.

b Regroup and trade by crossing out 10 ones or 10 tens and drawing
the extra ten or hundred in the next column.
c Then find the total.

1 257 + 135
Hundreds Tens Ones
a
b
+

2 465 + 371
Hundreds Tens Ones
a
b
+

3 359 + 263
Hundreds Tens Ones
a
b
+

118 Copyright © Mathseeds and Blake eLearning 2016

Addition Lesson 170 • Worksheet 2 2-digit addition
part 3 Name

1 Calculate the answer. Don’t forget to trade.

a 3 7 b 2 4 c 3 8 d 4 4
+ 2 7 + 1 8 + 4 9 + 3 6

e 5 9 f 2 5 g 7 2 h 4 8
+ 3 7 + 1 7 + 1 9 + 2 6

2 Write the algorithm and find the answer.

a 75 + 15 = b 44 + 37 = c 68 + 22 = d 63 + 19 =

+ + + +

e 51 + 29 = f 48 + 43 = g 46 + 19 = h 27 + 56 =

+ + + +

Copyright © Mathseeds and Blake eLearning 2016 119

Addition Lesson 170 • Worksheet 3 3-digit addition
part 3 Name

1 Calculate the answer. Don’t forget to trade.

a 5 5 9 b 2 7 5 c 3 8 2 d 4 6 8
+ 2 3 7 + 1 7 1 + 4 0 9 + 3 6 1

e 5 5 6 f 2 4 5 g 3 5 5 h 3 5 4
+ 1 2 7 + 5 9 4 + 5 0 9 + 3 6 1

2 Write the algorithm and find the answer.

a 739 + 106 = b 473 + 227 = c 628 + 217 =

+ + +

d 683 + 191 = e 582 + 352 = f 496 + 491 =

+ + +

g 134 + 298 = h 365 + 285 = i 178 + 453 =

+ + +

120 Copyright © Mathseeds and Blake eLearning 2016

Addition Lesson 170 • Worksheet 4 Word problems
part 3 Name
Write the algorithm and find the answer.

1 Mango has 24 eggs in one box 2 Doc sees 49 cocoons on one

and 37 eggs in another box. branch and 33 on another
How many eggs altogether? branch. How many cocoons in
total?

+ +

3 Mrs T counts 157 butterflies in 4 Ruby walks down one path for
one cage and 371 in the other 236 steps, then down another
cage. How many butterflies in for 166 steps. How many steps
total? altogether?

+ +

5 Waldo finds 428 empty 6 Dizzy buys a new cage for the
cocoons in one area and 319 butterflies for £690 and a box
in another area. How many for more eggs for £150. How
empty cocoons? much did he spend?

+ +

Copyright © Mathseeds and Blake eLearning 2016 121

 Lesson 171 • Times tables (x4, x8)
Learning objectives make a block using the first pair of factors, eg 2 rows of
5 cubes. Then they make more blocks based on the third
Children will: number, eg 4 blocks of 2 rows of 5 cubes. When they join
• identify the 4× and 8× tables answers on the them together to make one big block, they should see that
hundred chart. although they all started with a different equation, the
• recognise that the numbers being multiplied final product is the same.
are ‘factors’.
Worksheet answers
• multiply using three factors.
Worksheet 1
The National Curriculum in England 1 a 3 × 4 = 12 b 6 × 4 = 24 c 8 × 4 = 32
Mathematics Year 3 d 4 × 4 = 16 e 5 × 4 = 20 f 7 × 4 = 28
Number – multiplication and division 2 0, 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
3 a 2×4=8 b 5 × 4 = 20 c 7 × 4 = 28
Pupils should be taught to:
d 8 × 4 = 32 e 3 × 4 = 12 f 6 × 4 = 24
• recall and use multiplication and division facts for the
Worksheet 2
3, 4 and 8 multiplication tables
1 0, 8, 16, 24, 32, 40, 48, 56, 64, 72, 80
• write and calculate mathematical statements for 2 a 8×1=8 b 8 × 10 = 80
multiplication and division using the multiplication c 8 × 4 = 32 d 8 × 6 = 48
tables that they know, including for two-digit numbers e 3 × 8 = 8 × 3 = 24 f 8 × 8 = 8 × 8 = 64
times one-digit numbers, using mental and progressing g 2 × 8 = 8 × 2 = 16 h 5 × 8 = 8 × 5 = 40
to formal written methods i 9 × 8 = 8 × 9 = 72 j 7 × 8 = 8 × 7 = 56
3 a 2 b 5 c 4 d 7 e 3 f 6
Extra assistance
Worksheet 3
The associative property of multiplication is the idea that 1 a 3 × 4 = 12 b 4 × 4 = 16
in multiplication it doesn’t matter what order you multiply c 5 × 4 × 10 = 200 d 4 × 2 × 7 = 56
the factors in. For example, 3 × 4 = 4 × 3. Both sums give e 2 × 3 × 8 = 48 f 20 × 4 × 2 = 160
an answer of 12. Just as 2 × 5 × 4 = 2 × 4 × 5 = 5 × 4 × 2 2 a 6 b 10 c 8 d 2 e 4 f 10
= 5 × 2 × 4 = 4 × 2 × 5 = 4 × 5 × 2 = 40.
Worksheet 4
For more visual and kinaesthetic learners, you can illustrate 1 a 2 × 5 × 10 = 100 b 10 × 2 × 4 = 80
this concept with cubes that join together, like Unifix c 8 × 5 × 2 = 80 d 2 × 6 × 20 = 240
cubes. In groups of six, give each person a version of the 2 a 500 b 30 c 72 d 500
same equation multiplying three numbers. Ask them to

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revisit the 4× table pattern on the find the answers to the 4× and 8× Worksheet 1
Learning times tables hundred chart. Introduce the 8× tables on a hundred chart and identify 4 times table
table on the hundred chart. Multiply factors in an equation. Answer
by three numbers. equations with three factors.

Times tables patterns: Calculate the next number count by 4s and select the next Worksheet 2
Truck Stop, On the Table in a counting pattern. Use a number in the sequence. Answer an 8 times table
multiplication table to answer a sum. equation using a multiplication table.

Multiplication equations: Translate an array into an equation. write the equation to match the Worksheet 3
Cats and Dogs, What’s Find the missing number in a array. Fill in the missing number in a Multiply 3
Missing?, Bird Worms multiplication. Answer multiplication multiplication sentence. Answer a sum factors
Café, Cut the Stack, Train equations. from the times tables.
Tunnels
Calculating products: Make equal groups to calculate a drag in the matching numbers of Worksheet 4
Apple Boxes, Row Upon total. Answer an equation using an groups and find the total. Use the Word problems
Row array. array to answer the sum.

End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Super Slalom

122
 Times Lesson 171 • Worksheet 1 4 times table
tables
x4, x8 Name

1 How many legs? Complete the equations.

a _____ × 4 = _____ b _____ × 4 = _____

c _____ × 4 = _____ d _____ × 4 = _____

e _____ × 4 = _____ f _____ × 4 = _____

2 Find the answers.

× 0 1 2 3 4 5 6 7 8 9 10

3 Complete.
 a 4 × 2 = 2 × 4 = _____ b 4 × 5 = _____ × 4 = _____
c 4 × 7 = _____ × _____ = _____ d 4 × 8 = _____ × _____ = _____
e 4 × 3 = _____ × _____ = _____ f 4 × 6 = _____ × _____ = _____
124 Copyright © Mathseeds and Blake eLearning 2017
Times Lesson 171 • Worksheet 2 8 times table
tables
x4, x8 Name

1 Find the answers.

× 0 1 2 3 4 5 6 7 8 9 10

2 How many legs? Fill in the equations.

 a  1 × 8 = 8 × 1 = _____

b  10 × 8 = 8 × _____ = _____

c  4 × 8 = _____ × _____ = _____

d  6 × 8 = _____ × _____ = _____

e  _____ × 8 = _____ × _____ = _____

f  _____ × 8 = _____ × _____ = _____

g  _____ × _____ = _____ × _____ = _____

h  _____ × _____ = _____ × _____ = _____

i  _____ × _____ = _____ × _____ = _____

j  _____ × _____ = _____ × _____ = _____

3 Complete.
 a 8 × _____ = 16 b 8 × _____ = 40
c 8 × _____ = 32 d 8 × _____ = 56
e 8 × _____ = 24 f 8 × _____ = 48
Copyright © Mathseeds and Blake eLearning 2017 125
 Times Lesson 171 • Worksheet 3 Multiply 3 factors
tables
x4, x8 Name

1 Match the items to their boxes. Fill in the equations.

a 3 stacks of 4 books each.

_____ × _____ = _____
200
b 4 piles with 4 t-shirts in each pile.
_____ × _____ = _____
12
c 5 packets each holding 4 bags of 10 pencils.
_____ × _____ × _____ = _____ 56

d 4 crates with 2 bundles of 7 carrots in each crate.

16
_____ × _____ × _____ = _____

e 2 sacks each with 3 bags holding 8 balls.

160
_____ × _____ × _____ = _____

f 20 cartons holding 4 rows of 2 cans each.

48
_____ × _____ × _____ = _____

2 Complete.
 a 2 × 5 × _____ = 60 b 3 × _____ × 4 = 120
c _____ × 2 × 4 = 64 d 4 × 5 × _____ = 40
e 5 × _____ × 5 = 100 f _____ × 8 × 8 = 640
126 Copyright © Mathseeds and Blake eLearning 2017
Times Lesson 171 • Worksheet 4 Word problems
tables
x4, x8 Name

1 Write the equation and find the answer.

a Peter makes two pots an b Gam rides for ten kilometres
hour. He works for five hours in an hour. She rides for two
a day. How many pots does hours a day. How many
he make in ten days? kilometres does she travel in
____ × ____ × ____ = ____ four days?
____ × ____ × ____ = ____

c Dax packs cans into boxes. d Rocky is organising his books.

He fits eight rows of five cans He has two bookcases. Each
into the bottom of each box, has six shelves. He can fit
and a second layer of cans on twenty books on each shelf.
top. How many cans are in How many books fit into his
each box? bookcases?
____ × ____ × ____ = ____ ____ × ____ × ____ = ____
2 Find the answer.
a Groot plants ten rows of trees b Ronan baked two trays of
in a day. Each row has ten muffins. Each tray had three
trees in it. He does this for rows of five muffins in it.
five days. How many trees How many muffins did he
have been planted? ____ bake? ____

c Yon has a collection of d Bula drives to work and back

statues. He has three shelves every day. One way, the trip
with three rows of eight is fifty kilometres. How many
statues on each shelf. How kilometres does she drive in
many statues altogether?____ five days? ____
Copyright © Mathseeds and Blake eLearning 2017 127
 Lesson 172 • Kilograms and grams
Learning objectives things that are more than, less than or equal to one of
these items in weight, and heft them, then weigh them to
Children will: see if they are right.
• read scales with measurements in kg and g.
• use operations to solve mass problems.
Worksheet answers

The National Curriculum in England Worksheet 1

1 a 1 kg b 5 kg c 2 kg
Mathematics Year 3 d 80 kg e 11 kg f 15 kg
Measurement 2 a 4 b 2 c 3
Pupils should be taught to: d 5 e 1

• measure, compare, add and subtract: lengths (m/cm/ Worksheet 2

mm); mass (kg/g); volume/capacity (l/ml) 1 a 250 g b 500 g c 750 g
d 700 g e 50 g f 900 g
Notes and guidance
2 a 4 b 1 c 3
Pupils continue to measure using the appropriate tools d 5 e 2
and units, progressing to using a wider range of measures,
Worksheet 3
including comparing and using mixed units (for example,
1 a 150 g b 3 kg c 750 g
1 kg and 200 g) and simple equivalents of mixed units (for
d 1 kg e 300 g f 4.5 kg
example, 5 m = 500 cm).
2 a 7.5 kg b 3.15 kg c 8.25 kg
Key vocabulary d 4.15 kg e 4.45 kg f 9.7 kg
Worksheet 4
kilograms, kg, mass, grams, g, kilos, weigh, estimate,
1 5 × 4 = 20 kg
thermometer, millilitres, co-ordinates
2 900 + 3000 = 3900 g = 3.9 kg
Extra assistance 3 2 × 2.5 = 5 kg
4 10 × 500 = 5000 g = 5 kg
When introducing kilograms and grams, relate the units 5 3 × 300 = 900 g = 0.9 kg
to ordinary objects and give students a chance to heft 6 500 + 3000 + 2500 = 6000 g = 6 kg
them and get a feel for the weights. A paperclip is about
1 gram. A pencil is about 10 g. A bar of soap is around
100 g. A bag of five apples is about 500 g. A litre bottle
of water weighs about 1 kilogram. Ask them to identify

Mathseeds Lesson sequence TEACH PRACTISE APPLY

Content and skills Children will:
Animated Lesson: Introduce the measurement read scales measuring mass in Worksheet 1
Measuring mass units kilograms and grams. Use kg or g. Use operations to find Kilograms
a scale to measure mass. Solve the answers to mass problems.
mass word problems.

Informal mass: Estimate the mass of common order items from lightest to Worksheet 2
Light, Heavy, Heaviest, What objects. Balance the scales. heaviest. Choose the best Grams
Does It Weigh?, Pebble Mass mass estimate. Use pebbles to
balance the scales.

Mass units: Balance the scales. Read masses add weights to balance the Worksheet 3
Balance the Scales, Pet Store, written in kg, g and a mixture scales. Order the pets by mass Mass
Fish Market of both. Read masses written in from heaviest to lightest. Make
grams. the scale match the mass given.

Other measurements: Read a thermometer. Read mL choose the temperature shown. Worksheet 4
Thermometers, Water mLs, measurements on a jug. Use Select the amount of liquid Word problems
Read the Map co-ordinates to identify a square shown in millilitres. Select the
on a grid map. item at the given co-ordinates.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Monster Mayhem

128
Kilograms Lesson 172 • Worksheet 1 Kilograms
and
grams Name

= 50 kg = 10 kg = 5 kg = 1 kg

1 Write the mass in kilograms.

a b c

d e f

2 Number these items from 1 to 5, heaviest to lightest.

a b c d e

17 kg 45 kg 24 kg 3 kg 75 kg

130 Copyright © Mathseeds and Blake eLearning 2017

Kilograms Lesson 172 • Worksheet 2 Grams
and
grams Name

1 Write the mass in grams.

0g 0g 0g

500 g 500 g 500 g

a b c

0g 0g 0g

500 g 500 g 500 g

d e f

2 Number these trophies from 1 to 5, heaviest to lightest.

a b c d e

500 g 1000 g 750 g 350 g 900 g

Copyright © Mathseeds and Blake eLearning 2017 131

Kilograms Lesson 172 • Worksheet 3 Mass
and
grams Name

1 Write the mass of each item.

0g 0 kg 0g

500 g 5 kg 500 g
a b c

0 kg 0g 0 kg

5 kg 500 g 5 kg
d e f

2 Work out the weight of each pack

and its contents in kilograms.
a pack + tent = ___________
b pack + tongs = ___________
c pack + tent + torch = ___________
d pack + frypan + tongs = ___________
e pack + frypan + tongs + can opener = ___________
f pack + everything = ___________

132 Copyright © Mathseeds and Blake eLearning 2017

Kilograms Lesson 172 • Worksheet 4 Word problems
and
grams Name

trumpet pan pipes saxophone

bongos guitar

900 g flute 300 g 3 kg

500 g 2.5 kg 4 kg
Write an equation to answer each question in kilograms.
1 Pinky is teaching a music lesson. She brings five guitars.
How much do these instruments weigh altogether?
____________________________________________________________
2 Dash plays the trumpet and the saxophone. When she takes both to
a concert, how much weight is she carrying?
____________________________________________________________
3 Luna has two sets of bongos. When she packs them into one box to
move house, how much does that box weigh?
____________________________________________________________
4 Belle is ordering a special crate for shipping ten flutes. How much
weight does the crate need to be able to hold?
____________________________________________________________
5 Spike buys pan pipes for his friends. He has three sets in his shopping
bag. How much does his bag weigh?
____________________________________________________________
6 Sunny is moving overseas. She has to check in her instruments for
the plane trip – a flute, saxophone and bongos. How much weight
is she checking in?
____________________________________________________________
Copyright © Mathseeds and Blake eLearning 2017 133
 Lesson 173 • Mental Addition and Subtraction Strategies
Learning objectives Worksheet answers
Children will: Worksheet 1
• use rounding to add. 1 a 85 – 3 = 82 b 87 + 4 = 91
• use partitioning to subtract. c 56 + 30 = 86 – 1 = 85 d 78 + 10 = 88 + 3 = 91
e 46 + 50 = 96 – 3 = 93 f 59 + 30 = 89 + 2 = 91
The National Curriculum in England 2 a 55 + 4 = 59 b 28 – 2 = 26
c 98 – 80 = 18 + 1 = 19 d 84 – 60 = 24 – 3 = 21
Mathematics Year 3
e 52 – 30 = 22 + 3 = 25 f 66 – 40 = 26 – 4 = 22
Number – addition and subtraction 3 a 99 b 55 c 89 d 18 e 81 f 34
Pupils should be taught to: g 52 h 38 i 100
• add and subtract numbers mentally Worksheet 2
• estimate the answer to a calculation and use inverse 1 a 65 + 3 = 68 b 87 + 8 = 95
operations to check answers c 62 + 30 = 92 + 4 = 96 d 59 + 20 = 79 + 9 = 88
e 17 + 10 = 27 + 8 = 35 f 48 + 30 = 78 + 5 = 83
• solve problems, including missing number problems,
2 a 78 – 6 = 72 b 34 – 8 = 26
using number facts, place value, and more complex
c 52 – 20 = 32 – 8 = 24 d 78 – 40 = 38 – 2 = 36
addition and subtraction
e 63 – 10 = 53 – 6 = 47 f 49 – 20 = 29 – 4 = 25
Key vocabulary 3 a 65 b 26 c 85 d 39 e 82 f 36
g 95 h 58 i 88
rounding, multiples of ten, midpoint, compensation
strategy, adjustment Worksheet 3
How fast can you decode this message?
Extra assistance Worksheet 4
Teach a range of mental strategies to students and let 1 a 75 b 58 c 9 d £93 e 27 g
them see which strategies work best for them, as Mrs T 2 a 26 b 71 c 85 d 101 e 13
does in the lesson. She prefers rounding for addition and
the jump strategy for subtraction. Some students might
work better with rounding for both operations. Some may
prefer to jump both ways. Others may find it easier to split
both numbers and work within place value. Encourage
students to try a variety of strategies and find the ones
that make most sense to them.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise rounding and use it with round numbers to the nearest ten to Worksheet 1
Add and subtract the compensation strategy to add. add, then adjust the answer. Break a Compensation
Use the jump strategy to subtract. number into parts to subtract it. strategy

Number sentences: Understand how equivalent make equivalent number sentences. Worksheet 2
Balancing Act, True or False? sentences work. Recognise true Decide if a given number sentence is Jump strategy
or false number sentences. true or false.

Mental addition: Use the compensation strategy to round numbers to the nearest ten to Worksheet 3
Round and Adjust, Addition add. Apply knowledge of small add, then adjust the answer. Fill in Mental operations
Patterns, Jump Forward, Cut number additions to solve larger the addition patterns. Jump through
the Stack additions. Use the jump strategy the chart to add thousands and
to add on a ten thousand chart. hundreds. Use mental strategies to
Find the answer to each sum. add.
Mental subtraction: Find the difference between two fill in the missing number in the Worksheet 4
Light Lines, Take Tens, Take numbers. Partition numbers to subtraction or addition. Subtract tens, Word problems
Ones, Adding Light Lines subtract. then ones mentally.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn Reward game:
content and skills. a reward game. Into the Deep

134
 Mental Lesson 173 • Worksheet 1 Compensation strategy
+–
Strategies Name

1 Complete.
a 45 + 37 = 45 + 40 = –3=
b 67 + 24 = 67 + 20 = +4=
c 56 + 29 = 56 + = – =
d 78 + 13 = 78 + = + =
e 46 + 47 = __________________________________
f 59 + 32 = __________________________________
2 Complete.
a 75 – 16 = 75 – 20 = +4=
b 38 – 12 = 38 – 10 = –2=
c 98 – 79 = 98 – = + =
d 84 – 63 = 84 – = – =
e 52 – 27 = __________________________________
f 66 – 44 = __________________________________
3 Find the answer mentally.
a 32 + 67 = b 78 – 23 = c 48 + 41 =
d 55 – 37 = e 62 + 19 = f 99 – 65 =
g 24 + 28 = h 92 – 54 = i 81 + 19 =

136 Copyright © Mathseeds and Blake eLearning 2017

 Mental Lesson 173 • Worksheet 2 Jump strategy
+–
Strategies Name

1 Complete.
a 45 + 23 = 45 + 20 = +3=
b 77 + 18 = 77 + 10 = +8=
c 62 + 34 = 62 + = + =
d 59 + 29 = 59 + = + =
e 17 + 18 = __________________________________
f 48 + 35 = __________________________________
2 Complete.
a 88 – 16 = 88 – 10 = –6=
b 94 – 68 = 94 – 60 = –8=
c 52 – 28 = 52 – = – =
d 78 – 42 = 78 – = – =
e 63 – 16 = __________________________________
f 49 – 24 = __________________________________
3 Find the answer mentally.
a 18 + 47 = b 67 – 39 = c 53 + 32 =
d 97 – 58 = e 33 + 49 = f 83 – 47 =
g 67 + 28 = h 75 – 17 = i 59 + 29 =

Copyright © Mathseeds and Blake eLearning 2017 137

 Mental Lesson 173 • Worksheet 3 Mental operations
+–
Strategies Name

Complete the sums and check the answers below to

decode the message. For an extra challenge, start a
timer and record how long it takes you. ________

_______ _______ _______ _______ _______ _______ _______

54 + 38 96 – 27 59 + 22 32 – 18 46 + 21 85 – 69 76 + 15

_______ _______ _______ _______ _______ _______

66 + 23 83 – 16 45 + 48 73 – 35 57 + 12 93 – 49

_______ _______ _______ _______ _______ _______

61 – 36 55 + 29 97 – 8 43 + 26 72 – 47 67 + 17

_______ _______ _______ _______

58 + 33 100 – 8 78 + 19 84 – 68

_______ _______ _______ _______ _______ _______ _______ ?

91 – 74 45 + 39 51 – 35 82 – 66 58 + 9 92 + 9 103 – 19

A B C D E F G H I
67 24 89 25 84 14 101 92 97

J K L M N O P Q R
68 15 98 17 93 69 82 90 23

S T U V W X Y Z
16 91 44 83 81 39 38 43

138 Copyright © Mathseeds and Blake eLearning 2017

 Mental Lesson 173 • Worksheet 4 Word problems
+–
Strategies Name

1 Complete these problems in your head and write the answer.

a River has 56 records and buys 19 more.
How many records does he own now? _______
b Blossom bakes 85 cookies, then eats 27.
How many cookies are left? _______
c Fern paints 43 pictures and sells 34 of them.
How many are left? _______
d Zen earns £65 for washing cars. His nan also gives him £28.
How much money does he have? _______
e Faith needs 100 g of flour. One bag had 73 g left in it.
How much more flour does she need? _______
2 Use mental strategies to work out the missing number in each story.
a Charles has 83 monster figurines. He has 57 good monsters.
He has _______ bad monsters.
b Dorothy spent £_______ on cakes. She bought a chocolate
cake for £49 and a sponge cake for £22.
c Doris took 17 minutes to walk to and from the shops and
spent 68 minutes in there. She was out for _______ minutes
altogether.
d Walter fills his bath with 72 L of hot water and 29 L of cold
water. His bath now has _______ L of warm water in it.
e Albert counts 32 people in his class today. Yesterday there
were only 19 people. That means _______ people were away
yesterday.

Copyright © Mathseeds and Blake eLearning 2017 139

 Lesson 174 • Data Part 3
Learning objectives Worksheet answers
Children will: Worksheet 1
• translate data into a scaled pictogram. 1 a Total b 555 c add 5
• interpret scaled pictograms. d 20 e add 555
2 a Teacher to check - flavours of milkshake, cake etc
The National Curriculum in England b Teacher to check c a survey or a count
d Teacher to check - customers, friends etc
Mathematics Year 3
3 a 25 b caramel c 10
Statistics d chocolate e 15
Pupils should be taught to: Worksheet 2
• interpret and present data using bar charts, pictograms 1 2, 1
and tables 2 Stayrite, Colour Brite, Hi Lite, Paint Delite
3 Teacher to check
• solve one-step and two-step questions [for example, 4 5 paint cans, 7 cans, 6 cans, 6 cans & 1 half can
‘How many more?’ and ‘How many fewer?’] using
Worksheet 3
information presented in scaled bar charts and 1 58 2 paper 3 rock
pictograms and tables 4 two of the same thing 5 paper
Notes and guidance 6 no 7 Teacher to check
Pupils understand and use simple scales (for example, Worksheet 4
2, 5, 10 units per cm) in pictograms and bar charts with 1 a Tally b 50 c 35
increasing accuracy. d 30 e 35
2 a Teacher to check b 3 books
Key vocabulary c Adventure d 10 e half a book
3 a comedy b fantasy & adventure
survey, tally, frequency chart, results, pictogram, c 20 d 150
pictographs, scaled, key e Teacher to check – library, book shelf, book shop, classroom

Extra assistance
When introducing the idea of scale, you could ask small
groups of students to create a graph using data with large
numbers and see what they come up with on their own.
You may find that they naturally decide to scale the graph.
Have students explain their strategies to the class before
you introduce the process for making a scaled graph.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand how a frequency count tally marks and fill in the Worksheet 1
Using scaled pictograms chart records the results of a totals in a frequency chart. Fill Frequency charts
survey. Transfer the data to in a scaled pictogram. Answer
a scaled pictogram. Interpret questions about the pictogram.
the data.

Data recording: Understand how tally marks count the tally marks. Worksheet 2
Tally Marks work. Make a scaled graph

Making graphs: Use given data to fill in a drag pictures to the graph to Worksheet 3
Picture Graphs, Graph It!, pictogram, unscaled and show the data. Interpret a scaled graph
Books Read scaled.

Interpret graphs: Interpret a column graph or choose the category with the Worksheet 4
Favourites, How Many Bikes?, pictogram. Interpret a scaled most votes. Answer questions Check
Fabrics, Pebble Graphs, How pictogram. Use given data to about unscaled and scaled graphs.
Far? fill in a graph and interpret it. Fill in the columns and answer
questions on the data.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Build-a-bot

140
Data Lesson 174 • Worksheet 1 Frequency charts

part 3 Name

1 Fill in the missing part on each line of the frequency chart.

a Flavour Tally
b Strawberry 15
c Chocolate 5 10
d Vanilla 5555
e Caramel 55 25

2 Answer these questions about the frequency chart.

a What could this frequency chart be counting?
________________________________________________________
b What could be a good title for this data?
________________________________________________________
c How could this data have been collected?
________________________________________________________
d Who could this data have been collected from?
________________________________________________________
3 Answer these questions using the data from the frequency chart.
a What is the highest number of votes for a flavour? _______
b What is the flavour? ______________________________________
c What is the lowest number of votes for a flavour? _______
d What is the flavour? ______________________________________
e Calculate the difference in votes between those two flavours.
________________________________________________________

142 Copyright © Mathseeds and Blake eLearning 2017

Data Lesson 174 • Worksheet 2 Make a scaled graph

part 3 Name

Brand of paint Stayrite Colour Brite Hi Lite Paint Delite

Total votes 10 14 12 13

Use the data in the table to fill in the pictogram.

1 Decide on a scale and fill in the Key.
2 Fill in the horizontal axis with the categories.
3 Write a title at the top.
4 Put pictures in the graph to show the numbers from the table.
3

Key
1 = =

Copyright © Mathseeds and Blake eLearning 2017 143

Data Lesson 174 • Worksheet 3 Interpret a scaled graph
part 3 Name

Scissors, Paper, Rock Winning Plays

✖
✖
✖
✖
✖
Rock Paper Scissors Draw

Key =2 =2 =2
✖ =2

Answer these questions based on the pictogram above.

1 How many games of Scissors, Paper, Rock were played? _____
2 Which play won the most often? ¡ rock ¡ paper ¡ scissors
3 Which play was the least successful? ¡ rock ¡ paper ¡ scissors
4 What has happened when it is a draw? ________________________
5 If you wanted to make the same play every time, which
would you choose? ¡ rock ¡ paper ¡ scissors
6 Would this ensure you win 100% of the time? ¡ yes ¡ no
7 Why or why not? ____________________________________________
144 Copyright © Mathseeds and Blake eLearning 2017
Data Lesson 174 • Worksheet 4 Check
part 3 Name

1 Fill in the missing part on each line of the frequency chart.

a Genre Total
b Sci fi 5555555555
c Fantasy 5555555
d Comedy 555555
e Adventure 5555555
2 Use the frequency table to fill in the missing parts of the graph.
a

b
Sci fi Fantasy Comedy c ____________

Key = d ______ e =5

3 Answer these questions about the data.

a Which is the least popular genre? ________________________
b Which genres are equally as popular? ________________________
c How many more sci fi than comedy books were counted? ______
d How many books were counted altogether? ______
e Where might you count books by genre? _____________________
Copyright © Mathseeds and Blake eLearning 2017 145
 Lesson 175 • Compare fractions of collections
Learning objectives Worksheet answers
Children will: Worksheet 1
• share collections of objects into equal groups.
1 a-e Teacher to check
• identify what fraction of the collection is in each group.
2 a $8 b #9 c 12
# d @0
The National Curriculum in England Worksheet 2
Mathematics Year 3 1 a 1#5 b 5!
Number – fractions 2 a 1$2 b !3
Pupils should be taught to: 3 a 1@2 b !6
• recognise, find and write fractions of a discrete set of 4 a @8 b !4
objects: unit fractions and non-unit fractions with small 5 a 2)Ω b !2
denominators Worksheet 3
• recognise and use fractions as numbers: unit fractions 1 a-f Teacher to check
and non-unit fractions with small denominators 2 a < b > c > d<
• recognise and show, using diagrams, equivalent e > f < g< h >
fractions with small denominators
Worksheet 4
• compare and order unit fractions, and fractions with
the same denominators 1 a 4 b 2Ω
$ c 5!
2 a 4 b 1$6 c !4
Key vocabulary 3 a 2 b 1(8 c ! 2
denominator, numerator, sixths, eighths, twelfths, <, >

Extra assistance
For more advanced students who have quickly grasped
the concept of fractions of collections, correlate the idea
with dividing a collection. Finding one third is dividing by
three – !3 of a number is the same answer as ÷ 3. This can
be illustrated with concrete materials, sharing items into
three groups. Show how 3 groups of items can illustrate
thirds of a collection, a division by 3, and the related
multiplication, eg !3 of 12 is 4, 12 ÷ 3 = 4 and 3 × 4 = 12.
All of these concepts are related.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Share a collection equally and share a set of balloons and work out Worksheet 1
Share into fractions calculate each share as a fraction. the fraction each person gets. Show fractions

Equivalent fractions: Recognise fraction notation and match fractions on a number line. Worksheet 2
Fraction Parrots, Paint Box equivalent fractions. Represent Colour equal parts to make a fraction What fraction?
fractions with equal parts. and identify how many parts in the
fraction.

Sharing equally: Share a collection of items equally. make equal shares. Colour items to Worksheet 3
Feeding Fractions, Ducks Represent fractions with equal make a fraction and identify that Compare fractions
and Cupcakes shares. fraction.
Identify fractions: Recognise which fraction is larger, choose a symbol < = > to compare Worksheet 4
Compare Fractions, or if they are equivalent. Identify a two fractions. Move fractions blocks Word problems
Fraction Wall, Scarves, fraction’s place in the fraction wall. into their place in the wall. Choose the
Order Fractions Match fraction notation to a visual fraction to match the coloured parts.
representation. Order fractions Move fractions into order from smallest
based on their visual size. to largest.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills reward game. Chooks

146
 Compare Lesson 175 • Worksheet 1 Show fractions
fractions of
collections Name

1 Draw a diagram to share the items equally.

2 What fraction of the collection does each person get?

a 2 people sharing 8 balloons.

b 3 people sharing 9 party hats.

c 4 people sharing 12 cupcakes.

d 5 people sharing 10 cups.

148 Copyright © Mathseeds and Blake eLearning 2017

 Compare Lesson 175 • Worksheet 2
What fraction?
fractions of
collections Name

a What fraction of b What is the

the collection is equivalent
each group? fraction?
Eg
5 1
of the socks
10 2
1
of the bows

2
of the hats

3
of the shirts

4
of the shoes

5
of the shoes

Copyright © Mathseeds and Blake eLearning 2017 149

 Compare Lesson 175 • Worksheet 3
Compare fractions
fractions of
collections Name

1 Colour each fraction of the collection.

2 Write the correct symbol in the box > or < .

a b
#6 %6 (0 ^0

c d
^8 @8 !4 #4

e f
%5 @5 #6 $6

g h
!8 #8 $0 @0

150 Copyright © Mathseeds and Blake eLearning 2017

 Compare Lesson 175 • Worksheet 4
Word problems
fractions of
collections Name

Draw a diagram or write out equations or fractions to find the answers.

1 Dahlia shares a bag of 20 bouncy balls between 5 people.

a How many balls does each person get? _____
b What fraction of the collection does each person get? _____
c What is the equivalent fraction? _____

2 Ash has 16 cards. He gives each person 4 cards and

has none left.
a How many people does Ash share his cards with? _____
b What fraction of the collection does each person get? _____
c What is the equivalent fraction? _____

3 Fox bakes 18 cupcakes. She eats 9 and Joel eats 9.

a How many people shared the cupcakes? _____
b What fraction of the cupcakes did each person eat? _____
c What is the equivalent fraction? _____

Copyright © Mathseeds and Blake eLearning 2017 151

 Lesson 176 • Times Tables (x3, x6)
Learning objectives Worksheet answers
Children will: Worksheet 1
• identify the answers to the 3× and 6× tables. 1 a 6 × 3 = 18 b 9 × 3 = 27 c 8 × 3 = 24
• recognise the factors in an equation. d 5 × 3 = 15 e 7 × 3 = 21 f 10 × 3 = 30
2 0, 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
• split one factor to make easier sums.
3 a 6 b 5 × 3 = 15 c 7 × 3 = 21
The National Curriculum in England d 8 × 3 = 24 e 3 × 3 = 9 f 6 × 3 = 18

Mathematics Year 3 Worksheet 2

Number – multiplication and division 1 0, 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
2 a 6 × 6 = 36 b 9 × 6 = 54 c 8 × 6 = 48
Pupils should be taught to:
d 5 × 6 = 30 e 7 × 6 = 42 f 10 × 6 = 60
• recall and use multiplication and division facts for the 3, 4 g 4 × 6 = 24 h 3 × 6 = 18
and 8 multiplication tables
Worksheet 3
• write and calculate mathematical statements for
1 a 15 + 6 = 21, 7 × 3 = 21
multiplication and division using the multiplication tables
b 15 + 12 = 27, 9 × 3 = 27
that they know, including for two-digit numbers times
c 24 + 24 = 48, 8 × 6 = 48
one-digit numbers, using mental and progressing to
d 30 + 12 = 42, 7 × 6 = 42
formal written methods
2 a-d Teacher to check – multiple possible answers
Key vocabulary Worksheet 4
times tables, multiplication, counting by, multiple of, times, 1 a 81 b 48 c 56 d 42
factors, 3×, 6×, array, product, distribution, number facts, 2 a 63 b 36 c 49 d 64
multiplication table
Extra assistance
Six Times Table Tips
• The answers are all even numbers, ending in 0, 2, 4, 6, 8
• The answers are all multiples of 3 and can be divided by 3
• 6 × something = something × 3 × 2, so triple something,
then double the answer, eg 6 × 7 = 7 × 3 = 21 × 2 = 42
• 6 × something = 5 × something + something,
eg 6 × 8 = 5 × 8 + 8 = 40 + 8 = 48

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Introduce the 3× and 6× tables. Look find the answers to the 3× tables on Worksheet 1
Learning times tables at the patterns they make on the a hundred chart and identify factors. 3 times table
hundred chart. Use known times tables Count by 6s using arrays. Split one
to calculate unknown multiplications. number in a sum to make easier
equations.

Times tables: Know the answers to the times tables. count by 6s. Answer a sum from the Worksheet 2
Truck Stop, Bird Worms times tables. Answer a word problem 6 times table
Café, Cut the Stack, Picnic involving multiplication.

Equations: Translate an array into an equation. write the equation to match the Worksheet 3
Cats and Dogs, What’s Find the missing number in a array. Finish a multiplication sentence. Distribution
Missing?, On the Table multiplication. Use a multiplication Answer an equation using a strategy
table to answer a sum. multiplication table.

Groups and arrays: Make equal groups to calculate a total. drag in the matching numbers of Worksheet 4
Apple Boxes, Row Upon Answer an equation using an array. groups and find the total. Use the Word problems
Row array to answer the sum.

End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Super Slalom

152
 Times Lesson 176 • Worksheet 1 3 times table
tables
x3, x6 Name

1 How many leaves? Complete the equations.

a _____ × 3 = _____ b _____ × 3 = _____

c _____ × 3 = _____ d _____ × 3 = _____

e _____ × 3 = _____ f _____ × 3 = _____

2 Find the answers.

× 0 1 2 3 4 5 6 7 8 9 10

3 Complete.
 a 3 × 2 = 2 × 3 = _____ b 3 × 5 = _____ × 3 = _____
c 3 × 7 = _____ × _____ = _____ d 3 × 8 = _____ × _____ = _____
e 3 × 3 = _____ × _____ = _____ f 3 × 6 = _____ × _____ = _____
154 Copyright © Mathseeds and Blake eLearning 2017
Times Lesson 176 • Worksheet 2 6 times table
tables
x3, x6 Name

1 Find the answers.

× 0 1 2 3 4 5 6 7 8 9 10

2 How many legs? Complete the equations.

a _____ × 6 = _____ b _____ × 6 = _____

c _____ × 6 = _____ d _____ × 6 = _____

e _____ × 6 = _____ f _____ × 6 = _____

g _____ × 6 = _____ h _____ × 6 = _____

Copyright © Mathseeds and Blake eLearning 2017 155
 Times Lesson 176 • Worksheet 3 Distribution strategy
tables
x3, x6 Name

1 Colour the arrays to show the two sums. Then fill in the answers.
a b

5×3+2×3= 5×3+4×3=
______ + ______ = ______ ______ + ______ = ______
7 × 3 = ______ 9 × 3 = ______

c d

4×6+4×6= 5×6+2×6=
______ + ______ = ______ ______ + ______ = ______
8 × 6 = ______ 7 × 6 = ______
2 Complete the equations.
a 8×9= b 7×9=
_____ × 9 + _____ × 9 = _____ × 9 + _____ × 9 =
_____ + _____ = _____ _____ + _____ = _____

c 7×8= d 8×8=
_____ × _____ + _____ × _____ = _____ × _____ + _____ × _____ =
_____ + _____ = _____ _____ + _____ = _____
156 Copyright © Mathseeds and Blake eLearning 2017
Times Lesson 176 • Worksheet 4 Word problems
tables
x3, x6 Name

1 Split one factor to make easier sums and find the answer.
a Ming scored 9 points on the b Dale found 6 blocks of iron
dart board 9 times. How in 8 different places. How
many points did he score many blocks of iron does she
altogether? ______ have now? ______

c Gordon knocked down 8 d Aura won 7 chests each with

bowling pins 7 times. How 6 gems in them. How many
many pins knocked down in gems did she collect? ______
total? ______

2 Find the answer.

 a Hans ordered 7 pizzas. Each pizza had 9 olives on it.
Hans picked them all off. How many was that? ______
b Vultan put 6 little tomatoes on each of 6 plates.
How many tomatoes did he use in total? ______
c Barin ate 7 cherries every day for a week.
How many cherries did Barin eat in that week? ______
d Kala put 8 rice crackers in each of 8 lunch bags.
How many rice crackers did she use? ______
Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2017
2017
Copyright 157
 Lesson 177 • Angles
Learning objectives Worksheet answers
Children will: Worksheet 1
• learn the attributes of an angle. 1 a arm b angle c vertex d arm
2 a g b h c e d f
• identify right angles.
Worksheet 2
• classify multiple angles in relation to right angles.
1 b
The National Curriculum in England 2 a bottom left angle b all 4 angles
c all 4 angles d bottom 2 angles
Mathematics Year 3
e bottom 2 angles f none
Geometry – properties of shapes 3 a-c Teacher to check
Pupils should be taught to: Worksheet 3
• recognise angles as a property of shape or a description 1 a B b C c A
of a turn 2 a arm at 3 or 9 b arm at 3 or 9
• identify right angles, recognise that two right angles c arm at 6 or 12 d arm at 5 or 11
make a half-turn, three make three quarters of a turn 3 a-d Teacher to check
and four a complete turn; identify whether angles are 4 a-d Teacher to check
greater than or less than a right angle Worksheet 4
Key vocabulary 1 a-c Teacher to check
2 a-c Teacher to check
angle, ray, arm, vertex, measure of turn, right angle 3 a-c Teacher to check
Extra assistance 4 a 1c, 2a, 2c, teacher to check 2b & 3c
b 1b, 3a, 3b, teacher to check 2b & 3c
One item which can be used to explore angles in real life c Teacher to check
is a door. First, identify the arms which are making the 5 a bottom left = red, other 2 = blue
angle – the door moves and the door frame stays still. b top 2 = green, bottom 2 = blue
Put a piece of masking tape across the threshold to mark c all 4 = red
the stationary arm. Open the door to 90 degrees from
the tape. Put another line of tape here to mark the right
angle. Now ask students to open and close the door to
show angles smaller than and larger than a right angle.
For extension you could also discuss the supplementary
angle – the angle between the door and the wall. How do
the two angles affect each other?

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand what an angle is and match angles of the same size. Recognise Worksheet 1
Angles name the parts of an angle. Identify bigger and smaller angles, and right Angles
right angles. angles.

Angle size: Compare sizes of angles. choose the correct label – smaller than, Worksheet 2
Right Angles, The Same larger than, or equal to a right angle. Right angles
Angle, Find the Right Angle Select two angles which are the same
size. Find right angles in 2D shapes.

Shapes: Recognise vertices of 3D objects. count the number of vertices. Drag Worksheet 3
Vertices, Make the Shape, Identify parts of a larger shape. smaller shapes to make a larger shape. Angle sizes
Four in a Row, Sides and Count the number of sides and Match each number to a shape with that
Corners, 2D Table corners on 2D shapes. many sides. Answer the question ‘How
many sides/corners?’
Measuring: Read masses written in kg, g and a order the pets by mass from heaviest to Worksheet 4
Pet Store mixture of both. lightest. Check

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Chooks

158
 Lesson 177 • Worksheet 1 Angles
Angles Name

1 Name the parts of the angle.

arm
angle
vertex a ____________________
arm
b ____________________
c ____________________

d ____________________
2 Which angles are the same size?
a e

b f

c g

d h

160 Copyright © Mathseeds and Blake eLearning 2017

 Lesson 177 • Worksheet 2 Right angles
Angles Name

1 Colour the right angle red.

a b c

2 Draw the right angle symbols in red. Eg

a b c

d e f

3 Complete these right angle triangles.

a b c

Copyright © Mathseeds and Blake eLearning 2017 161

 Lesson 177 • Worksheet 3 Angle sizes
Angles
Name

1 a Which is a right angle? _______

b Which is smaller than a right angle? _______
c Which is larger than a right angle? _______

A B C

2 Draw the missing clock arms. Make 4 different right angles.

a b c d

3 Make 4 angles smaller than a right angle.

a b c d

4 Make 4 angles larger than a right angle.

a b c d

162 Copyright © Mathseeds and Blake eLearning 2017

 Lesson 177 • Worksheet 4 Check
Angles
Name

Draw a Draw a
Here are 3 angles. Copy the angle. larger angle. smaller angle.
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 1a
. . . . . . . 1b
. . . . . . . 1c. . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 2a
. . . . . . . 2b
. . . . . . . 2c
. . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . 3a
. . . . . . . 3b
. . . . . . . 3c
. . . . . . .

4 Angle 1a is a right angle. Which angles are:

a smaller than a right angle? _________________________________
b larger than a right angle? _________________________________
c Did you draw any other right angles? ________________________
5 Colour right angles red. Colour smaller angles blue.
Colour larger angles green.
a b c

Copyright © Mathseeds and Blake eLearning 2017 163

 Lesson 178 • Subtraction with regrouping
Learning objectives Worksheet answers
Children will: Worksheet 1
• revise regrouping a ten into 10 ones and a hundred into 1 a 9 b 18 c 29 d 37
10 tens. e 8 f 29 g 17 h 34
• regroup in order to subtract with two-digit and three- 2 a 12 b 6 c 16 d 47
digit numbers. e 18 f 29 g 41 h 18
Worksheet 2
The National Curriculum in England 1 a 192 b 270 c 271 d 122
Mathematics Year 3 e 163 f 377 g 177 h 185
Number – addition and subtraction 2 a 371 b 782 c 190 d 271
e 282 f 288
Pupils should be taught to:
Worksheet 3
• add and subtract numbers with up to three digits,
using formal written methods of columnar addition and 1 169 2 166 3 57 4 146
subtraction 5 69
Worksheet 4
Key vocabulary 1 18 2 7 3 26 4 111
regroup, exchange 5 146 6 264

Extra assistance
Regrouping and trading is an important concept in
working with larger numbers. For students who have not
grasped the concept of trading using pure numbers, use
concrete materials and algorithm layouts to reinforce the
regrouping of tens into ones and hundreds into tens (see
Classroom Activities on the next page). Some students
may not need this hands on practice. They can use the
mats to write sums for each other, swap and complete.
They could have a race to see who is fastest.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use regrouping to subtract in a regroup a ten into 10 ones, a Worksheet 1
Regroup and subtract vertical algorithm. hundred into 10 tens, and then do Regrouping tens
both in one sum.

Mental Subtraction: Answer equations in a given use mental strategies to quickly Worksheet 2
Falling Joys, Take Tens Take amount of time. Partition numbers answer sums. Subtract tens, then Regrouping
Ones, Cut The Stack to subtract. ones mentally. hundreds

Algorithms: Find the difference between fill in the missing number in the Worksheet 3
Light Lines, Time to Save, two numbers. Identify correct subtraction. Find the correct Subtraction sums
Check Your Answer regrouping and trading in vertical algorithm to match the problem.
algorithms. Use inverse operations Select the correct sum to check the
to check answers. answer to an algorithm.

Answering algorithms: Answer subtraction 2-digit, 3-digit Drag or type the answers into the Worksheet 4
Subtraction Sums, Base 10 and 4-digit algorithms. algorithms. Cross out Base Ten Word problems
Subtraction, Subtraction blocks to find the answer.
Algorithms

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn Reward game:
content and skills. a reward game. into the deep

164
Subtraction Lesson 178 • Worksheet 1 Regrouping tens
with
regrouping Name

1 Calculate the answer. Use regrouping.

a 2 8 b 6 5 c 8 1 d 7 3
– 1 9 – 4 7 – 5 2 – 3 6

e 9 4 f 5 7 g 3 2 h 4 3
– 8 6 – 2 8 – 1 5 – 9

2 Write the algorithm and find the answer.

a 91 – 79 = b 14 – 8 = c 53 – 37 = d 75 – 28 =

– – – –

e 64 – 46 = f 91 – 62 = g 80 – 39 = h 47 – 29 =

– – – –

166 Copyright © Mathseeds and Blake eLearning 2017

Subtraction Lesson 178 • Worksheet 2 Regrouping hundreds
with
regrouping Name

1 Calculate the answer. Use regrouping.

a 3 7 4 b 5 2 6 c 4 3 9 d 9 1 7
– 1 8 2 – 2 5 6 – 1 6 8 – 7 9 5

e 8 0 3 f 7 4 8 g 6 5 7 h 2 0 9
– 6 4 0 – 3 7 1 – 4 8 0 – 2 4

2 Write the algorithm and find the answer.

a 962 – 591 = b 815 – 33 = c 380 – 190 =

– – –

d 508 – 237 = e 756 – 474 = f 649 – 361 =

– – –

Copyright © Mathseeds and Blake eLearning 2017 167

Subtraction Lesson 178 • Worksheet 3 Subtraction sums
with
regrouping Name

1 Calculate the answer. Use regrouping.

a 2 8 1 b 7 6 6 c 3 3 2 d 5 5 5
– 9 5 – 4 8 7 – 1 6 3 – 2 7 8

e 9 4 3 f 6 0 8 g 4 1 4 h 8 2 0
– 7 5 7 – 3 1 9 – 3 3 6 – 6 2 4

2 Write the algorithm and find the answer.

a 421 – 252 = b 345 – 179 = c 552 – 495 =

– – –

d 234 – 88 = e 618 – 349 = f 903 – 786 =

– – –

168 Copyright © Mathseeds and Blake eLearning 2017

Subtraction Lesson 178 • Worksheet 4 Word problems
with
regrouping Name

Write the algorithm and find the answer.

1 Mango makes 35 sandwiches. 2 Doc packs 22 water bottles.

The team eats 17 of them! He hands out 15 at lunch.
How many left? ____________ How many left? ____________

3 Waldo counted 124 steps. 4 Mrs T has to make it down

Ruby counted 98 steps. What is 370 steps. She has done 259
the difference? ____________ steps so far. How many steps
to go? ____________

5 Dizzy drove for 235 mins 6 Ruby packed 520 mL of

altogether. If the return trip sunscreen. They used 256 mL
only took 89 mins, how long altogether. How much sunscreen
did it take to get there? is left? ____________
____________

Copyright © Mathseeds and Blake eLearning 2017 169

 Lesson 179 • Comparing times
Learning objectives Worksheet answers
Children will: Worksheet 1
• compare amounts of time in minutes and hours. 1 a 37 mins b 1 hr 53 mins c 3 hrs 15 mins
d 41 mins e 1 hr 9 mins f 2 hrs 20 mins
• add minutes and hours to find a later time.
2 a 1:45 b 2:19 c 0:31
The National Curriculum in England d 4:52 e 0:08 f 3:27
Worksheet 2
Mathematics Year 3
1 a Doc b Waldo c Mango
Measurement d Ruby
Pupils should be taught to: 2 Doc, Ruby, Mango, Dizzy, Waldo
• estimate and read time with increasing accuracy to 3 a Doc b Waldo c 0:59 & 1:03
the nearest minute; record and compare time in terms d 1 hr 6 mins
4 4 hrs 45 mins
of seconds, minutes and hours; use vocabulary such
as o’clock, a.m./p.m., morning, afternoon, noon and Worksheet 3
midnight 1 a 3:50 b 12:14 c 9:22
2 a 2:28 b 9:08 c 12:55
• compare durations of events [for example to calculate
3 a 2:20 b 11:33 c 3:43
the time taken by particular events or tasks] d 8:19
Key vocabulary Worksheet 4
1 a 1:19 b 11:53 a.m. c 12:11 p.m.
minutes, hours, stopwatch
d 3:24 p.m. e 1:54
Extra assistance 2 a Waldo b Mrs T
3 Waldo, Mango, Ruby, Dizzy, Mrs T
When adding hours and minutes to a given time in order 4 8 hrs 25 mins
to find a later time, encourage students to break the 5 a one hour and twenty-six minutes
added time into manageable increments. b two hours and two minutes
c fifty-nine minutes
For example, finding the time 2 hours and 52 minutes
after 3:30. Add the hours first.
3:30 + 2 hrs = 5:30
Then add 30 minutes to take it up to the next hour.
5:30 + 30 mins = 6:00
Then add the other 22 minutes to make it 52 minutes
altogether.
6:00 + 22 mins = 6:22

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Read stopwatch times. Make compare times presented in a table. Worksheet 1
Compare and calculate calculations with minutes and Use a number line to add hours and Reading times
times hours. minutes to a time.
Calculating time: Add 15 minutes to a given time. calculate the time 15 mins later Worksheet 2
Waldo Has 15 Minutes, Calculate an amount of time and show it on the clock. Find the Comparing times
Two Clocks, Cinema Time, passed. Add an amount of hours difference between two times. Find
Elapsed Time and minutes to a given time. the end time for a movie, given the
start and running times.

Reading clocks: Read digital and analogue clocks. find the clocks showing the same Worksheet 3
Minutes, Read the Time, Change a clock to show the time. time. Make the digital clock match Adding time
Make it Digital the analogue clock.
Time: Understand which parts of the identify a.m. and p.m. times. Put a Worksheet 4
a.m. or p.m.?, Race Times day are a.m. and p.m. Compare set of times in order from fastest to Time problems
amounts of time. slowest.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Build-a-bot

170
Comparing Lesson 179 • Worksheet 1 Reading times
Times Name

1 How much time is shown on each stopwatch?

a b c
00:37 0 I:53 03:I 5

________ minutes ________ hours + ________ hours +

________ minutes ________ minutes
d e f

00:4 I 0 I:09 02:20

2 Write the time on the stopwatch.

a one hour and b two hours and c thirty-one
forty-five minutes nineteen minutes minutes

: : :

d four hours and e eight minutes f three hours and

fifty-two minutes twenty-seven minutes

: : :

172 Copyright © Mathseeds and Blake eLearning 2017

Comparing Lesson 179 • Worksheet 2 Comparing times
Times Name

Homework Times 1 Compare the times and answer the questions.

Who? Time a Who finished their homework fastest?
______________________
Mango 1:21
b Who took longest to complete their
Ruby 1:18
homework? ______________________
Doc 0:58
c Whose time was in the middle?
Waldo 1:47 ______________________
Dizzy 1:35 d Who was second fastest?
______________________
2 Write the names in order from shortest time to longest time.
___________________ ___________________ __________________
___________________ ___________________

Bath Times 3 Compare the times and answer the questions.

a Who was quickest in the bath?
Who? Time
______________________
Mango 0:59
b Who stayed longest in the bath?
Ruby 1:03
______________________
Doc 0:25 c Which two times are closest in length?
Waldo 1:31 ______________________
Dizzy 0:47 d What is the difference between the longest
and shortest times?
______________________
4 If everyone took a bath one after the other
how long would it take altogether?
______________________
Copyright © Mathseeds and Blake eLearning 2017 173
Comparing Lesson 179 • Worksheet 3 Adding time
Times Name

1 Use the number line.

a Add 35 minutes to 3:15.

3:15 3:20 3:25 3:30 3:35 3:40 3:45 3:50 3:55 4:00

b Add 42 minutes to 11:32.

11:30 11:35 11:40 11:45 11:50 11:55 12:00 12:05 12:10 12:15 12:20 12:25

c Add 58 minutes to 8:24.

8:20 8:25 8:30 8:35 8:40 8:45 8:50 8:55 9:00 9:05 9:10 9:15 9:20 9:25 9:30

2 Use the number line.

a Add 1 hour and 23 minutes to 1:05.

b Add 3 hours and 17 minutes to 5:51.

c Add 2 hours and 9 minutes to 10:46.

3 Find the later time.

a 12:41 ž 1 hr 39 mins ž ____________________________
b 9:19 ž 2 hrs 14 mins ž ____________________________
c 2:58 ž 45 mins ž ____________________________
d 6:24 ž 1 hr 55 mins ž ____________________________
174 Copyright © Mathseeds and Blake eLearning 2017
Comparing Lesson 179 • Worksheet 4 Time problems
Times Name

Doc has a very tricky puzzle.

He measures how long it takes each
person to complete the puzzle.
1 Fill in the missing parts of his table.

Who? Start Finish Time taken

a Mango 9:02 a.m. 10:21 a.m.

b Ruby 10:27 a.m. 1:26

c Mrs T 2:13 p.m. 2:02

d Waldo 2:25 p.m. 0:59

e Dizzy 3:33 p.m. 5:27 p.m.

2 a Who was fastest? ____________________

b Who was slowest? ____________________
3 Write the names in order from shortest time to longest time.
___________________ ___________________ ___________________
___________________ ___________________
4 How long did it take for all five people to complete the puzzle, from
Mango’s start time to Dizzy’s end time?
____________________________________________________________
5 Write these times in words.
a 1:26 _____________________________________________________
b 2:02 _____________________________________________________
c 0:59 _____________________________________________________
Copyright © Mathseeds and Blake eLearning 2017 175
 Lesson 180 • Equivalent fractions
Learning objectives Worksheet answers
Children will: Worksheet 1
• recognise equivalent fractions using fraction strips and 1 a !
2 b @
4 c #
6 d $
8
number lines. 2 a-d Teacher to check
• compare halves, quarters and eighths, fifths and tenths, 3 a-d Teacher to check
and thirds, sixths and ninths.
Worksheet 2
The National Curriculum in England 1 a 1 whole b !
2 c !
4 d !
8
Mathematics Year 3 2 a @
4 b $
8 c @
8 d ^
8
3 a 1 whole b !
3 c !
6
Number – fractions
4 a @
6 b $
6
Pupils should be taught to:
5 1=@
2 = $4 = *8 = #3 = ^6
• recognise and show, using diagrams, equivalent
Worksheet 3
fractions with small denominators
1 a @5, #5, $5 b #0, $0, %0, 0^, &0, *0, (0
• solve problems that involve all of the above
2 a @3, #3 b @9, #9, $9, 9%, ^9, &9, *9, (9
Key vocabulary 3 a !5 b $0 c %5 = )0
identical, equivalent, denominator, numerator d !3 = #9 e @3 = ^9 f #3 = (9
Extra assistance Worksheet 4
1 a !8 b @8 or !4 c !4 or @8
A fraction wall can be a handy visual resource for
2 a3 b #9 or !3 c !3 or #9
equivalent fractions (see the Fraction Wall poster). Making
fraction walls is also a good lesson in fractions and 3 a 2 mins b @0 or !5 c !5 or @0
measurement. Ask students to draw four rectangles 16
cm wide and 2 cm high. Divide the second rectangle in
half, the third rectangle into four equal parts, and the last
one into eighths. Label the parts of the rectangles – 1
whole, !2, !4 or !8. Now they have one fraction wall. Repeat
with 5ths and 10ths using 15 cm or 20 cm rectangles.
And again with 3rds, 6ths and 9ths going into 18 cm.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Revise basic fraction knowledge. identify unit fractions and their Worksheet 1
Comparing fractions Understand and recognise equivalents in smaller fractions. Use a Equivalent fractions
equivalent fractions in number fraction wall to find equivalent fractions.
strips and on number lines. Select equivalent fractions on a pair of
number lines.
Fractions: Identify a fraction’s place in the move fractions blocks into place, with Worksheet 2
Fraction Wall, Fraction Match, fraction wall. Match fraction and without labels. Move the fraction Fraction strips
Ducks and Cupcakes notation to a representation. to its matching shape. Colour items
Represent fractions with equal to make a fraction and identify that
shares. fraction.
Equivalent fractions: Represent fractions with equal colour equal parts to make the fraction Worksheet 3
Paint Box, Fraction Parrots, parts. Recognise fraction notation and identify how many parts. Match Number lines
Equivalent means equal and equivalent fractions. Make equivalent fractions on a number line.
equivalent fractions of shapes. Colour equivalent fractions of the same
shape.
Comparing fractions: Recognise whether two fractions move a symbol < = > into place to Worksheet 4
Compare Fractions, Order are larger and smaller, or equivalent. compare two fractions. Move fractions Fraction problems
Fractions, Fractions True or Order fractions based on their visual into order from smallest to largest.
False size. Evaluate statements about Decide whether a statement about a
fractions of shapes. fraction of a shape is true or false.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Fraction Chooks

176
Equivalent Lesson 180 • Worksheet 1 Equivalent fractions
Fractions Name

1 Colour !2 of each shape. Label each fraction you coloured.

a b c d

2 Colour equivalent fractions.

a b

c d

3 Write the equivalent fractions from question 2.

a b
= =

c d
= =

178 Copyright © Mathseeds and Blake eLearning 2017

Equivalent Lesson 180 • Worksheet 2 Fraction strips
Fractions Name

1 Label the fraction strips.

a
b
c
d
2 a How many quarters b How many eighths
are the same as are the same as
one half? 4 one half? 8
c How many eighths d How many eighths
are the same as are the same as
one quarter? 8 three quarters? 8
3 Label the fraction strips.
a
b
c

4 a How many sixths b How many sixths

are the same as are the same as
one third? 6 two thirds? 6
5 Write all the equivalent fractions for 1 whole that are shown
on this page.

1= = = = =

Copyright © Mathseeds and Blake eLearning 2017 179

Equivalent Lesson 180 • Worksheet 3 Number lines
Fractions Name

1 Complete the number lines.

a
0 !5 5
# # #5 %5

b
0 !0 @0 !0 #5 #5 #5 #5 #5 ( )0

2 Complete the number lines.

a
!3 #
0 !3

!9 @1 #5 #5 #5 #5 #5 (
0 !9

3 Use the number lines to complete the equivalent fractions.

a b c

!5 =
@0 @5 =
@0 1=
#5 =
!0
d e f
# @ #5
!3 = =
!9 1= =
!9
180 Copyright © Mathseeds and Blake eLearning 2017
Equivalent Lesson 180 • Worksheet 4 Fraction problems
Fractions Name

Draw shapes, fraction strips or number lines to show how you solve
these problems.

1 Ruby, Dizzy, Mrs T and Mango need to share a length of ribbon.

They need two pieces each.
a What fraction of the ribbon is one piece? _________
b What fraction of the ribbon is two pieces? _________
c What is an equivalent fraction to this? _________

2 Waldo has nine fish. He wants to divide the nine fish

into three equal groups.
a How many fish in one group? _________
b What fraction of the larger group is this? _________
c What is an equivalent fraction to this? _________

3 Doc has ten minutes to do five jobs. Each job should

take the same amount of time.
a How long should each job take? _________
b What fraction of the ten minutes is this? _________
c What is an equivalent fraction? _________

Copyright © Mathseeds and Blake eLearning 2017 181

 Lesson 181 • Number Fact Families 2
Learning objectives Worksheet answers
Children will: Worksheet 1
• relate multiplication to division. 1 a 4×2=8 b 5 × 3 = 15 c 6 × 4 = 24
• create number fact families using two factors and a d 6 × 5 = 30 e 10 × 6 = 60 f 4 × 7 = 28
total. 2 a 50 ÷ 10 = 5 b 36 ÷ 4 = 9 c 72 ÷ 9 = 8
d 42 ÷ 6 = 7 e 32 ÷ 8 = 4 f 21 ÷ 3 = 7
The National Curriculum in England 3 a 2 × 7 = 14, 14 ÷ 2 = 7
b 5 × 4 = 20, 20 ÷ 5 = 4
Mathematics Year 3
c 6 × 8 = 48, 48 ÷ 6 = 8
Number – multiplication and division
Worksheet 2
Pupils should be taught to: 1 a 12, 12, 12, 12 b 9, 9, 9, 9 c 5, 5, 5, 5
• write and calculate mathematical statements for 2 a 12, 3, 3, 12 b 18, 9, 9, 18 c 40, 5, 5, 40
multiplication and division using the multiplication d 70, 10, 70, 10 e 54, 9, 54, 9 f 35, 7, 35, 7
tables that they know Worksheet 3
• solve problems, including missing number problems, 1 a 7 × 9 = 63, 63 ÷ 9 = 7, 63 ÷ 7 = 9
involving multiplication and division b 8 × 10 = 80, 80 ÷ 10 = 8, 80 ÷ 8 = 10
Notes and guidance c 6 × 3 = 18, 18 ÷ 3 = 6, 18 ÷ 6 = 3
d 3 × 8 = 24, 24 ÷ 8 = 3, 24 ÷ 3 = 8
Pupils develop efficient mental methods, for example, e 2 × 5 = 10, 10 ÷ 5 = 2, 10 ÷ 2 = 5
using commutativity and associativity, and multiplication f 8 × 7 = 56, 56 ÷ 7 = 8, 56 ÷ 8 = 7
and division facts to derive related facts. 2 a 4 × 10 = 40, 10 × 4 = 40, 40 ÷ 4 = 10, 40 ÷ 10 = 4
b 8 × 2 = 16, 2 × 8 = 16, 16 ÷ 8 = 2, 16 ÷ 2 = 8
Key vocabulary c 9 × 10 = 90, 10 × 9 = 90, 90 ÷ 9 = 10, 90 ÷ 10 = 9
multiplication and division facts, related, number order, Worksheet 4
number fact families 1 a 21, 21, 21, 21, 21
b 9, 9, 9, 9, 9
Extra assistance c 10, 10, 10, 10, 10
Number fact families are an important concept for 2 a 30, 5 × 6 = 30, 6 × 5 = 30, 30 ÷ 5 = 6, 30 ÷ 6 = 5
students to grasp. Using this idea, knowledge of one b 72, 8 × 9 = 72, 9 × 8 = 72, 72 ÷ 8 = 9, 72 ÷ 9 = 8
multiplication fact can be transferred into three other c 42, 7 × 6 = 42, 6 × 7 = 42, 42 ÷ 7 = 6, 42 ÷ 6 = 7
multiplication and division facts. For students who prefer a
visual, the image of a house is often used – the total is in
the peak of the roof, the factors in each of the lower roof
corners, and the square body of the house holds the four
sums that can be made using these three numbers.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Relate multiplication and division facts complete four related sums using Worksheet 1
Relating facts using the same three numbers – two arrays. Fill in missing numbers in Related sums
factors and a total. number fact families. Write out entire
number fact families.

Multiplication: Translate an array into an equation. write the equation to match the Worksheet 2
Cats and Dogs, On the Use a multiplication table to answer array. Answer an equation using a Missing numbers
Table, Picnic, Cut the Stack a sum. Use a picture to help solve a multiplication table or times tables.
problem. Knowledge of times tables. Answer a multiplication problem.

Number fact families: Relate multiplication and division facts choose, answer, or write the four sums Worksheet 3
Egg Family, Honey Fact to an array. Complete number fact to make a related facts set. Identify the Number fact
Family, House of Facts, families. missing number from the number fact families
Spinner Facts family.

Other operations: Add an amount of hours and minutes find the end time for a movie, given Worksheet 4
Cinema Time to a given time. the start and running times. Check

End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Super Slalom

182
 Number Lesson 181 • Worksheet 1 Related sums
Fact
Families 2 Name

1 Fill in the related sums.

a 2 × 4 = 8 b 3 × 5 = 15 c 4 × 6 = 24

× = × = × =

d 5 × 6 = 30 e 6 × 10 = 60 f 7 × 4 = 28

× = × = × =

2 Fill in the related sums.

a 50 ÷ 5 = 10 b 36 ÷ 9 = 4 c 72 ÷ 8 = 9

÷ = ÷ = ÷ =

d 42 ÷ 7 = 6 e 32 ÷ 4 = 8 f 21 ÷ 7 = 3

÷ = ÷ = ÷ =

3 Complete the number fact families.

a 14 b 20 c 48
7 2 4 5 8 6
7 × 2 = 14 4 × 5 = 20 8 × 6 = 48
× = × = × =

14 ÷ 7 = 2 20 ÷ 4 = 5 48 ÷ 8 = 6
÷ = ÷ = ÷ =

184 Copyright © Mathseeds and Blake eLearning 2017

 Number Lesson 181 • Worksheet 2
Missing numbers
Fact
Families 2 Name

1 Complete the number fact families.

a 12 b 27 c 45
6 2 3 9 5 9

6×2= 3 × = 27 × 9 = 45
2×6= × 3 = 27 9 × = 45
÷ 6 = 2 27 ÷ 3 = 45 ÷ =9
÷ 2 = 6 27 ÷ = 3 45 ÷ 9 =

2 Fill in the related sums.

a 3×4= b 9×2= c 5×8=

4 × = 12 2 × = 18 8× = 40

12 ÷ = 4 18 ÷ = 2 40 ÷ =8

÷ 4 = 3 ÷ 2 = 9 ÷8=5

d 7 × 10 = e 6×9= f 5×7=

× 7 = 70 × 6 = 54 × 5 = 35

÷ 7 = 10 ÷ 6 = 9 ÷5=7

70 ÷ = 7 54 ÷ = 6 35 ÷ =5

Copyright © Mathseeds and Blake eLearning 2017 185

 Number Lesson 181 • Worksheet 3 Number fact families
Fact
Families 2 Name

1 Complete the number fact families.

a 9 × 7 = 63 b 10 × 8 = 80 c 3 × 6 = 18

× = × = × =

÷ = ÷ = ÷ =

÷ = ÷ = ÷ =

d 8 × 3 = 24 e 5 × 2 = 10 f 7 × 8 = 56

× = × = × =

÷ = ÷ = ÷ =

÷ = ÷ = ÷ =

2 Make each number fact family.

a 40 b 16 c 90
4 10 8 2 9 10

× = × = × =

× = × = × =

÷ = ÷ = ÷ =

÷ = ÷ = ÷ =

186 Copyright © Mathseeds and Blake eLearning 2017

 Number Lesson 181 • Worksheet 4 Check
Fact
Families 2 Name

1 Complete the number fact families.

a b c
18 40
3 7 2 4

3×7= × 2 = 18 4× = 40

7×3= 2 × = 18 × 4 = 40

÷ 3 = 7 18 ÷ = 2 40 ÷ 4 =

÷ 7 = 3 18 ÷ 2 = 40 ÷ =4

2 Make each number fact family.

a b c

5 6 8 9 7 6

× = × = × =

× = × = × =

÷ = ÷ = ÷ =

÷ = ÷ = ÷ =

Copyright © Mathseeds and Blake eLearning 2017 187

 Lesson 182 • Metres, centimetres and millimetres
Learning objectives Worksheet answers
Children will: Worksheet 1
• read measurements off measuring tapes and rulers. 1 a 218 cm b 132 cm c 267 cm
• convert between metres, centimetres and millimetres. 2 a 1 m 36 cm b 2 m 54 cm c 2 m 27 cm
• compare measurements in different units. Worksheet 2
1 a 90 mm b 9 cm
The National Curriculum in England 2 a 60 mm b 6 cm
Mathematics Year 3 3 a 110 mm b 11 cm
Measurement 4 a 38 mm b 3 cm 8 mm
5 a 57 mm b 5 cm 7 mm
Pupils should be taught to: 6 a 23 mm b 2 cm 3 mm
• measure, compare, add and subtract: lengths (m/cm/ 7 a 75 mm b 7 cm 5 mm
mm) Worksheet 3
Mathematics Year 4 1 a 3 m 56 cm b 215 cm c 4 m 60 cm d 184 cm
Measurement 2 a 587 cm b 8 m 31 cm c 2 m 48 cm d 1 m 50 cm
Pupils should be taught to: e 10 m 10 cm f 495 cm
3 a 32 mm b 6 cm 7 mm c 122 mm
• convert between different units of measure
d 9 cm 9 mm
Key vocabulary 4 a 37 mm b 97 mm c 7 cm 1 mm d 5 cm 5 mm
e 112 mm f 6 cm 6 mm
centimetres, metres, millimetres, cm, m, mm, length, Worksheet 4
width, height, difference 1 a 1 cm 2 mm b 5 cm 6 mm c 6 cm 9 mm
d 4 cm 7 mm e 7 cm 4 mm f 9 cm 5 mm
Extra assistance 2 a 6 mm b 8 mm c 27 mm d 7 mm
Students should be aware of how metric length units work, 3 a 2 cm 6 mm b 2 cm 7 mm c 0 cm 6 mm
eg 10 mm = 1 cm and 100 cm = 1 m. They should first d 5 cm 0 mm
understand this in a practical, visual sense – using rulers
and measuring tapes to see the different units in practice.
Once the concept has been grasped, move on to more
abstract pure number activities, multiplying and dividing
numbers by 10 or 100 to convert measurements without
using a ruler or measuring tape.

Mathseeds Lesson sequence TEACH PRACTISE APPLY

Content and skills Children will:
Animated Lesson: Use a measuring tape in cm and read measurements in cm and mm Worksheet 1
Using Units a ruler in mm. Convert off a tape measure and ruler. Find the Centimetres to
100 cm  1 m, and difference between two measurements. metres
10 mm  1 cm. Compare Convert between metres and
measurements. centimetres and millimetres.

Length units: Estimate length based on choose a length estimate in cm or m. Worksheet 2

Units of Length, Insect units of measurement. Measure an insect in mm and then in Millimetres to
Inspection, Length Puzzle Pieces, Convert between two units cm. Select the matching equations and centimetres
Snake Survey of measurement. Solve word answer. Measure a snake in cm and
problems involving length then in m and cm.
measurements.

Measuring length: Measure length using units of count how many 1 m rulers to find Worksheet 3
Long Jump, Centimetres, measurement. length. Measure in cm and mm on a Compare
Millimetres ruler. measurements

Other activities: Identify a fraction’s place in the move fraction blocks into the wall, with Worksheet 4
Fraction Wall, Rugged Up fraction wall. Calculate the area and without fraction labels. Multiply Check
of a rectangle in square metres. side lengths to find area.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Into the deep

188
 Metres,
Lesson 182 • Worksheet 1 Centimetres to metres
centimetres &
millimetres Name

1 The pictures show the end of each thing being measured.

What is the length?
a
208 209 210 211 212 213 214 215 216 217 218 cm

b
122 123 124 125 126 127 128 129 130 131 132 cm

c
257 258 259 260 261 262 263 264 265 266 267 cm

2 What are these measurements in metres and centimetres?

a
126 127 128 129 130 131 132 133 134 135 136 m cm

b
244 245 246 247 248 249 250 251 252 253 254 m cm

c
217 218 219 220 221 222 223 224 225 226 227 m cm

190 Copyright © Mathseeds and Blake eLearning 2017

 Metres,
Lesson 182 • Worksheet 2 Millimetres to centimetres
centimetres &
millimetres Name

Use your ruler to measure each ribbon.

a ________ mm b ________ cm
2

a ________ mm b ________ cm
3

a ________ mm b ________ cm

a ________ mm b ________ cm ________ mm

5

a ________ mm b ________ cm ________ mm

6

a ________ mm b ________ cm ________ mm

7

a ________ mm b ________ cm ________ mm

Copyright © Mathseeds and Blake eLearning 2017 191

 Metres,
centimetres &
Lesson 182 • Worksheet 3 Compare measurements
millimetres Name

1 Choose the measurement that matches.

a 356 cm b 2 m 15 cm c 460 cm d 1 m 84 cm
35 m 6 cm 215 cm 4 m 6 cm 184 m
3 m 56 cm 200 cm 4 m 60 cm 184 cm
2 Which one is longer?
a 5 m 78 cm 587 cm
b 821 cm 8 m 31 cm
c 2 m 48 cm 199 cm
d 105 cm 1 m 50 cm
e 10 m 10cm 1001 cm
f 495 cm 4 m 59 cm
3 Which one is the same?
a 3 cm 2 mm b 67 mm c 12 cm 2 mm d 99 mm
32 mm 67 cm 122 mm 9 cm 9 mm
320 mm 6 cm 7 mm 1220 mm 99 cm
4 Which one is shorter?
a 3 cm 8 mm 37 mm
b 97 mm 9 cm 9 mm
c 7 cm 1 mm 8 cm
d 5 cm 5 mm 56 mm
e 112 cm 12 cm 2mm
f 6 cm 6 mm 70 cm
192 Copyright © Mathseeds and Blake eLearning 2017
 Metres,
centimetres &
Lesson 182 • Worksheet 4 Check
millimetres Name

20 mm

69 mm
12 mm 56 mm

62 mm
47 mm
74 mm 95 mm

1 How long in centimetres and millimetres?

a dice _____ cm _____ mm b domino _____ cm _____ mm
c lock _____ cm _____ mm d nail _____ cm _____ mm
e needle _____ cm _____ mm f peg _____ cm _____ mm

2 What is the difference in millimetres between …

a the domino and the key? __________ mm
b the dice and the marble? __________ mm
c the nail and the needle? __________ mm
d the lock and the key? __________ mm

3 What is the difference in centimetres and millimetres between …

a the lock and the peg? _____ cm _____ mm
b the marble and the nail? _____ cm _____ mm
c the domino and the key? _____ cm _____ mm
d the dice and the key? _____ cm _____ mm
Copyright © Mathseeds and Blake eLearning 2017 193
 Lesson 183 • Word Problems Part 3
Learning objectives Worksheet answers
Children will: Worksheet 1
• use bar diagrams and tables to visualise and organise 1 a Teacher to check
information. b 247 + 256 = 503
2 a Teacher to check
• use a variety of addition and subtraction strategies to b 172 + 156 + 112 = 440
solve problems. 3 a Teacher to check
b 147 – 35 = 112
The National Curriculum in England
Worksheet 2
Mathematics Year 3 1 a 120 + 62 = 182 + 1 = 183
Number – addition and subtraction b 90 + 42 = 132 – 1 = 131
2 a 10 + 50 = 60, 6 + 3 = 9, 60 + 9 = 69
Pupils should be taught to: b 30 + 40 = 70, 1 + 5 = 6, 70 + 6 = 76
• estimate the answer to a calculation and use inverse 3 Teacher to check number lines
operations to check answers a 147 b 326
• solve problems, including missing number problems, Worksheet 3
using number facts, place value, and more complex 1 a 72 – 30 = 42 + 1 = 43
addition and subtraction b 238 – 90 = 148 + 1 = 149
2 a 90 – 70 = 20, 5 – 3 = 2, 20 + 2 = 22
Key vocabulary b 60 – 20 = 40, 7 – 4 = 3, 40 + 3 = 43
3 Teacher to check number lines
diagram, rounding, adjustment, table, jump strategy a 59 b 188

Extra assistance Worksheet 4

1 a B - 39, 59, 98; R - 31, 66, 97 b Barbara
When a word problem includes lots of information, it is 2 a D - 15, 22, 37; E - 16, 16, 32 b Diana
helpful to condense and organise the numbers in some c Etta
form. A bar diagram is handy for referencing parts of a
whole. A table can used to collate numbers for comparison.
A number line can also be a good visual for showing how
numbers relate to each other. Writing out equations for the
actions in the word problem can be helpful too.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use a bar diagram to visualise a word solve problems and check answers Worksheet 1
Solving word problems problem. Use a variety of addition and using bar diagrams, inverse operations, Bar diagrams
subtraction strategies to solve a problem. rounding and adjustment, adding
Use a table to organise information. tens and ones, a table, and the jump
strategy on a number line.

Bar diagrams: Make a sum to match the given answer. choose two numbers which add to the Worksheet 2
Make the Number Bar, Use a bar diagram to solve a problem. given number. Fill in a bar diagram to Addition strategies
Part-Part-Whole Bars answer a word problem.

Mental calculation: Add prices together and work out total 2 or more prices and calculate Worksheet 3
Fruit Shop, Animal change. Translate a word problem into an change. Fill in an equation and calculate Subtraction
Count, Round and equation. Use the compensation strategy the answer. Round numbers to the strategies
Adjust to add. nearest ten to add, then adjust.

Algorithms: Identify correct regrouping in vertical find the correct algorithm to match Worksheet 4
Time to Save, Bakery, algorithms. Regroup and trade ones the problem. Find the answer to the Using a table
Check Your Answer, and tens to add. Use inverse operations addition algorithm. Select the correct
Subtraction Algorithms to check algorithms. Answer 3-digit sum to check the answer. Type the
subtraction algorithms. answers into the algorithms.

End of Lesson Quiz Test understanding of lesson content and complete a 10 question quiz to earn a Reward game:
skills. reward game. Build-a-bot

194
 Word Lesson 183 • Worksheet 1 Bar diagrams
Problems
Part 3 Name

a Fill in the bar diagrams. b Use the equations to find the answers.

1 Maureen counted 247 girls and 256 boys at the assembly.

How many students altogether?
a Total students =

Girls = Boys =

b + =
2 Marcel drove from the city to his farm. Between breakfast and
lunch he drove 172 km. Between lunch and dinner he drove
156 km. After dinner he had 112 km left to go. How far did
he travel altogether?
a Total distance =

1st drive = 2nd drive = 3rd drive =

b + + =
3 Jimmy’s basketball team scored 147 by the end of the game.
Jimmy scored 35 points himself. How many points did the rest of
the team score together?
a Total score =

Jimmy’s points = The rest of the team =

b – =

196 Copyright © Mathseeds and Blake eLearning 2017

 Word Lesson 183 • Worksheet 2 Addition strategies
Problems
Part 3 Name

1 Round the numbers, add and adjust.

a Sam has 121 t-shirts and 62 tank tops in his wardrobe.
How many tops in all?
_______________________________________________________________________
b Pam made 89 chocolate cupcakes and 42 vanilla
ones for the cake sale. How many in total?
_______________________________________________________________________
2 Add the tens and then the ones.
a Ying planted 16 lemon trees and 53 olive trees on the farm.
How many trees planted altogether?
_______________________________________________________________________
b Ming ate 31 buns and 45 hot dogs to win the eating contest.
How many items did he eat in all?
_______________________________________________________________________
3 Use the number line to add.
a Leah used 108 daisies and 39 roses in today’s
flower bouquets. How many flowers altogether?

b Mia had 227 sheep on her farm. Then 99 lambs were born.
How many sheep in all now?

Copyright © Mathseeds and Blake eLearning 2017 197

 Word Lesson 183 • Worksheet 3 Subtraction strategies
Problems
Part 3 Name

1 Round the numbers, subtract and adjust.

a Mina had 72 skirts in her wardrobe. She threw out 29 of them.
How many skirts left?
_______________________________________________________________________
b Deena baked 238 bread rolls and sold 89 by lunchtime.
How many bread rolls still for sale?
_______________________________________________________________________
2 Subtract the tens and then the ones.
a Harry counted 95 apples on the tree.
He picked 73 apples. How many left on the tree?
_______________________________________________________________________
b Larry cooked 67 cookies. He ate 24 of them this afternoon.
How many cookies left?
_______________________________________________________________________
3 Use the number line to subtract.
a Akiko had 148 tomato plants in her garden but 89 died.
How many tomato plants left now?

b Kimko made 225 sandwiches. At the end of lunch

there were 37 left. How many got eaten?

198 Copyright © Mathseeds and Blake eLearning 2017

 Word Lesson 183 • Worksheet 4 Using a table
Problems
Part 3 Name

1 Robin and Barbara are playing darts. On her first turn,

Barbara hits 20, 5 and 14 points. On his first turn,
Robin hits 9, 14 and 8. On her second turn, Barbara
hits 1, 18 and double 20. On his second turn, Robin
hits 11, double 15 and the outer bullseye for 25 points.
a Fill in the table.

First turn Second turn Total so far
Barbara
Robin

b Who has scored the most points at this stage of the game?

________________

2 Diana and Etta are practicing their archery.

With her first three arrows, Diana hits the
5, 4 and 6 point rings. Etta’s first arrows
hit the 6, 3 and 7 point rings. Next Diana
hits 7, 7 and 8. Etta then hits 3, 4 and 9.
a Fill in the table.

First turn Second turn Total so far
Diana
Etta

b Who has scored the most points so far? ________________

c Who has scored the highest points with a single arrow?

________________
Copyright © Mathseeds and Blake eLearning 2017 199
 Lesson 184 • Properties of 2D Shapes
Learning objectives Worksheet answers
Children will: Worksheet 1
• identify polygons and quadrilaterals by their sides and 1 flat, straight, closed
2 Colour b, d, e, h, j, l, m, o, r, s
corners. 3 a curved side f open shape
• compare types of angles to right angles in 2D shape g open shape with a curved side k curved side
vertices. p curved sides q open shape with a curved side
Worksheet 2
• identify a rhombus by its attributes.
1 a flat, closed shape with four sides and four vertices.
2 a parallelogram & rectangle
The National Curriculum in England b rhombus & square
Mathematics Year 3 c two trapeziums
3 kite
Geometry – properties of shapes
Worksheet 3
Pupils should be taught to: 1 a top green, bottom blue b all green
c left red, top right green, bottom right blue
• draw 2-D shapes
d all green e all red
• recognise angles as a property of shape or a description f all green g all blue
of a turn h top & bottom blue, left & right green
i top left & bottom right green, top right & bottom left blue
• identify right angles; identify whether angles are 2 a-b scalene or isosceles triangles, rhombus, curved shapes,
greater than or less than a right angle hexagon …
3 a-b rectangle & right-angled triangle
Key vocabulary Worksheet 4
attributes, polygon, quadrilateral, vertices, right angle, 1 a 4 equal sides, 2 pairs of parallel sides
b square has 4 right angles,
rhombus rhombus has opposite angles equal
2 a 4 sides, 2 pairs of parallel sides, 4 right angles
Extra assistance b square has all sides equal,
The rhombus is an interesting shape to explore. It rectangle has opposite sides equal
3 a 4 sides, 2 pairs of parallel sides
can be classified as a polygon, a quadrilateral, and a b square has 4 right angles & 4 equal sides,
parallelogram – having opposite sides equal and parallel, parallelogram has opposite angles & sides equal
and opposite angles equal. It can be described as a square 4 a 4 sides, 2 pairs of parallel sides, opposite sides equal
that has been squashed – having four equal sides but b parallelogram has opposite angles equal,
not the four right angles. A square is actually a type of rectangle has 4 right angles
5 a 4 sides, 2 pairs of parallel sides, opposite angles equal
rhombus. The diagonals of a rhombus bisect each other b parallelogram has opposite sides equal,
at right angles – that means they cut each other into rhombus has all sides equal
exact halves and the angles they make where they meet 6 a 4 sides, 2 pairs of parallel sides
are 90°. Rhombuses are great for using in tessellating b rhombus has all sides equal & opposite angles equal,
patterns and in composing shapes. rectangle has opposite sides equal & 4 right angles

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Recognise different attributes identify polygons, quadrilaterals, types of Worksheet 1
Attributes of 2D shapes of 2D shapes. angles. Recognise the attributes of a rhombus. Polygons

Work with shapes: Identify parts of a larger shape. drag smaller shapes to make a larger shape. Worksheet 2
Make the Shape, Symmetry Make a symmetrical pattern. Match the other half of the pattern. Quadrilaterals
Grids
Work with angles: Compare sizes of angles. choose the label – smaller than, larger than, or Worksheet 3
Right Angles, Find the Right equal to a right angle. Find right angles in 2D Angles
Angle, The Same Angle shapes. Select two angles which are the same.

Shape attributes: Count the number of sides and match numbers of sides and vertices to 2D Worksheet 4
Four in a Row, 2D Table, Sort corners on 2D shapes. shapes. Sort out the quadrilaterals. Check
the Shapes

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Monster Mayhem

200
Properties Lesson 184 • Worksheet 1 Polygons
of 2D
Shapes Name

1 Circle the correct words to define a polygon.

A polygon is a flat / solid shape with straight / curved,

open / closed sides.
2 Colour the polygons.

a b c d e

g i j
h k
l

m p r
n q
o s

3 Explain why each of these shapes is NOT a polygon.

a ________________________________________________________
f ________________________________________________________
g ________________________________________________________
k ________________________________________________________
p ________________________________________________________
q ________________________________________________________
202 Copyright © Mathseeds and Blake eLearning 2017
Properties Lesson 184 • Worksheet 2 Quadrilaterals
of 2D
Shapes Name

1 Complete the definition of a quadrilateral.

solid flat closed open two three four five

A quadrilateral is a _________________ , _________________ shape

with _________________ sides and _________________ vertices.
2 Draw two quadrilaterals that fit each description.
Description Draw two quadrilaterals
a Two pairs of parallel
sides. Opposite sides
are equal.

b Two pairs of parallel

sides. All sides are
equal.

c One pair of parallel

sides.

3 Draw this quadrilateral.

No parallel sides.
Adjacent sides
are equal.

Copyright © Mathseeds and Blake eLearning 2017 203

Properties Lesson 184 • Worksheet 3 Angles
of 2D
Shapes Name

1 Colour the right angles red. Colour the angles smaller than a right
angle in blue. Colour the angles larger than a right angle in green.
a b c

d e f

g h i

2 Draw two other shapes with NO right angles.

a b

3 Draw two other shapes with at least one right angle.

a b

204 Copyright © Mathseeds and Blake eLearning 2017

Properties Lesson 184 • Worksheet 4 Check
of 2D
Shapes Name

a What is something b What is one difference

Pair of shapes they have in common? between them?

1
square _______________________ _______________________
_______________________ _______________________
rhombus
_______________________ _______________________
2
square _______________________ _______________________
_______________________ _______________________
rectangle
_______________________ _______________________
3
square _______________________ _______________________
_______________________ _______________________
parallelogram
_______________________ _______________________
4
parallelogram _______________________ _______________________
_______________________ _______________________
rectangle
_______________________ _______________________
5
parallelogram _______________________ _______________________
_______________________ _______________________
rhombus
_______________________ _______________________
6
rhombus _______________________ _______________________
_______________________ _______________________
rectangle
_______________________ _______________________
Copyright © Mathseeds and Blake eLearning 2017 205
 Lesson 185 • Minutes to the hour
Learning objectives Worksheet answers
Children will: Worksheet 1
• read time in minutes past and to the hour. 1 a-f Teacher to check
• compare digital and analogue times and clocks. 2 a 4 minutes past 8 b 7 minutes to 3
c 22 minutes to 11 d 14 minutes to 6
The National Curriculum in England e 29 minutes past 12 f 17 minutes past 9
Worksheet 2
Mathematics Year 3
1 a f b h
Measurement c e d g
Pupils should be taught to: 2 a 27 minutes past 1 b 12 minutes past 7
• tell and write the time from an analogue clock c 28 minutes to 11 d 1 minute to 5
e 19 minutes past 8 f 13 minutes to 12
• estimate and read time with increasing accuracy to
the nearest minute; record and compare time in terms Worksheet 3
of seconds, minutes and hours; use vocabulary such 1 a 1:23 b 10:56
c 4:07 d-f Teacher to check
as o’clock, a.m./p.m., morning, afternoon, noon and
g 11:02 h 4:54
midnight
i 6:41
Key vocabulary Worksheet 4
1 a Start 8:45 am, Finish 5:25 pm
digital, analogue, minutes past, minutes to b Go to sleep 11:41 pm, Wake up 8:01 am
c Set out 8:25 am, Arrive 1:47 pm
Extra assistance
To reinforce the use of time related language, have
students write out charts or make posters showing
multiple ways of expressing the same time. They should
fill in a digital clock and an analogue clock, then write as
many different expressions for the time as they can. For
example:
• eight minutes past three, twenty past seven
• a quarter past ten, half past twelve, a quarter to five
• twenty-two minutes to one, ten to six
• eight oh three, four fifteen, two thirty-two,
eleven fifty-four

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Compare digital and analogue read digital and analogue clocks and Worksheet 1
Analogue and digital times clocks, and time in words. times in words. Tell minutes to and past Minutes
Understand the idea of minutes the hour on analogue clocks. Match
past and minutes to the hour. digital and analogue clocks.

Matching times: Read digital and analogue clocks. make the digital clock match the Worksheet 2
Make it Digital, Minutes analogue clock. Find the clocks showing Digital minutes
the same time.

Reading times: Compare amounts of time. Read put a set of times in order from fastest Worksheet 3
Race Times, Watch the Time analogue times. to slowest. Choose the time in words Telling time
shown on the watch.

Calculating time: Add 5 or 15 minutes to a given select the time five minutes later. Show Worksheet 4
Five More Minutes, Waldo Has time. Calculate an amount of time the time 15 mins later on the clock. Time problems
15 Minutes, Elapsed Time, passed. Add an amount of hours Find the difference between two times.
Two Clocks, Cinema Time and minutes to a given time. Find the end time for a movie, given the
start and running times.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Chooks

206
Minutes Lesson 185 • Worksheet 1 Minutes
to the
hour Name

1 Draw clock arms to show the time.

a 13 minutes past 5 b 26 minutes to 10 c 8 minutes past 4

d 2 minutes to 2 e 24 minutes past 1 f 18 minutes to 7

2 Write the time in words.

a b c

d e f

208 Copyright © Mathseeds and Blake eLearning 2017

Minutes Lesson 185 • Worksheet 2 Digital minutes
to the
hour Name

1 Match the times.

e
05:5I
a 3 minutes past 3
f
b 21 minutes past 9 g 03:03
I I :44
c 9 minutes to 6
h
d 16 minutes to 12 09:2I

2 Write the time in words.

a b c

0I :27 07:I2 I0 :32

d e f

04:59 08:I9 I I :47

Copyright © Mathseeds and Blake eLearning 2017 209

Minutes Lesson 185 • Worksheet 3 Telling time
to the
hour Name

1 Make the matching time on the second clock.

a b c

: : :

05 : I I 02 : 33 08 : 48
d e f

g h i

: : :

210 Copyright © Mathseeds and Blake eLearning 2017

Minutes Lesson 185 • Worksheet 4 Time problems
to the
hour Name

Show the start and finish times on the clocks.

a Rose started work at a quarter to nine in the morning.

She headed home at twenty-five past five in the evening.
Fill in the times for when Rose’s work day started and ended.

: AM
PM : AM
PM

Start Finish

b Last night Rory went to sleep at eleven forty-one.

He slept for eight hours and twenty minutes. Fill in the times
for when Rory went to sleep and woke up.

: AM
PM : AM
PM

Go to Sleep Wake up

c Amy spent five hours and twenty-two minutes driving home.

She arrived home at thirteen minutes to two in the afternoon.
Fill in the times for when Amy set out and when she got home.

: AM
PM : AM
PM

Set Out Arrive

Copyright © Mathseeds and Blake eLearning 2017 211

 Lesson 186 • Multiplication part 2
Learning objectives Worksheet answers
Children will: Worksheet 1
• represent multiplication problems as equations and 1 a 3 × 8 = 24 b 4 × 9 = 36 c 6 × 7 = 42 d 5 × 6 = 30
vertical algorithms. 2 Teacher to check arrays
• use times table knowledge and number lines to answer a 56 b 54
multiplication sums. Worksheet 2
• solve problems with three factors. 1 a 5 b 5 c 3 d 4
× 8 × 7 × 9 ×8
The National Curriculum in England 40 35 27 32
Mathematics Year 3 2 a 21 b 24 c 45 d 28
Number – multiplication and division e 25 f 48 g 63 h 64

Pupils should be taught to: Worksheet 3

• write and calculate mathematical statements for 1 a 3 b 4 c 5
multiplication using the multiplication tables that they × 9 × 7 ×6
know, and progressing to formal written methods 27 28 30
• solve problems involving multiplication and division 2 Teacher to check number lines
a 21 b 32 c 45
Key vocabulary Worksheet 4
vertical algorithm 1 a 6 b 5 c 9 d 6
× 4 × 7 × 8 ×9
Extra assistance 24 35 72 54

The times tables with a pattern, a trick, or a repetition 2 a 3 9 b 2 10

element to their answers tend to be easier to learn. Some of × 3 ×9 ×5 ×7
9 81 10 70
the times tables just won’t stick easily in a student’s head.
The 7× table is usually one that students struggle to learn.
However, this is where the commutative and associative
properties of multiplication come in handy. Remind children
that the order of the factors doesn’t matter; 7 × 5 doesn’t
have to be thought of as a 7× table fact – it could be seen
as a 5× table fact. If you already know the “easy” tables (×1,
×2, ×3, ×4, ×5, ×10) you’re halfway to knowing the others.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Translate arrays into multiplication identify the number of rows and Worksheet 1
Multiplying sums and algorithms. Use a number columns in an array to make and Arrays & sums
line to find the total of a multiplication answer a sum and algorithm. Jump
sum. Multiply three numbers from a along a number line to multiply.
word problem. Multiply three numbers.

Use arrays: Answer a multiplication equation using use an array to answer the sum. Write Worksheet 2
Row Upon Row, Arrays, an array. Translate an array into an the equation to match the array. Arrays & algorithms
Cats and Dogs equation.
Make arrays: Make an array to show a number. fill an array and find the total. Worksheet 3
Animal Arrays, Sheep Number lines
Multiplication: Calculate the next number in a count by 6s to find the next Worksheet 4
Truck Stop, Picnic, How counting pattern. Use a picture to help number. Calculate the answer to a Word problems
Many Weeks?, Beach solve a problem. Identify or write the multiplication problem. Choose or
Days algorithm to match the problem. write the algorithm which gives the
correct answer.

End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Super Slalom

212
Multiplication
Lesson 186 • Worksheet 1 Arrays & sums
part 2
× Name

1 Fill in the sum to match the array.

a b

______ × ______ = ______ ______ × ______ = ______

c d

______ × ______ = ______ ______ × ______ = ______

2 Colour an array to match the sum and find the answer.

a b

7 × 8 = ______ 6 × 9 = ______
214 Copyright © Mathseeds and Blake eLearning 2017
Multiplication
Lesson 186 • Worksheet 2 Arrays & algorithms
part 2
× Name

1 Fill in the algorithm to match the array.

a |||||||| b ¥¥¥¥¥¥¥
|||||||| ¥¥¥¥¥¥¥
|||||||| ¥¥¥¥¥¥¥
|||||||| ¥¥¥¥¥¥¥
|||||||| ¥¥¥¥¥¥¥
× ×

c d
ttttttttt ««««««««
ttttttttt ««««««««
ttttttttt ««««««««
««««««««
× ×

2 Answer the algorithms. Use times tables facts.

a 3 b 4 c 5 d 7
× 7 × 6 × 9 × 4

e 5 f 6 g 9 h 8
× 5 × 8 × 7 × 8

Copyright © Mathseeds and Blake eLearning 2017 215

Multiplication
part 2
Lesson 186 • Worksheet 3 Number lines
× Name

1 Write an algorithm to match each number line.

a

×
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

×
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

×
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

2 Use the empty number lines to find the answers.

a
3
× 7

b
8
× 4

c
9
× 5

216 Copyright © Mathseeds and Blake eLearning 2017

Multiplication
part 2
Lesson 186 • Worksheet 4 Word problems

× Name

1 Write an algorithm to solve each problem.

a Chris books six taxis to take b Naomi can fix five cars in a
her and her friends to lunch. day. If she works all seven
Four people get in each taxi. days one week, how many
How many people are cars can she fix in that week?
going to lunch?

× ×

c Amos buys nine boxes of d Alex bought six packets of

biscuits. There are eight beads for his daughter. Each
biscuits in each box. packet holds nine beads. How
How many biscuits many beads altogether?
does Amos have?

× ×

2 Write two algorithms to solve each problem.

 a James ordered three crates of apples.
Each crate holds three trays.
Each tray holds nine apples. × ×
How many apples altogether?
b Julie has a big library. She has two sets
of book shelves with five shelves each.
Each shelf holds seven books. × ×
How many books does Julie have?
Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2017
2017
Copyright 217
 Lesson 187 • Scaled Bar Charts
Learning objectives Worksheet answers
Children will: Worksheet 1
• understand how a scaled bar chart works. 1 a 26 b 23 c 12 d 18 e 9
2 a how many items of clothing were sold on Saturday.
• transfer data from a tally chart into a scaled bar chart.
b 12 c t-shirts d hats e 88 f 14
• interpret a scaled bar chart. g clothing shop

The National Curriculum in England Worksheet 2

1 Clothing Sales (or similar)
Mathematics Year 3 2 Teacher check
Statistics 3 t-shirts, jeans, jackets, shorts, hats
4 Teacher check
Pupils should be taught to:
Worksheet 3
• interpret and present data using bar charts, pictograms
1 a 20 b 40 c 50 d 30 e 25
and tables
2 pegasus
• solve one-step and two-step questions [for example, 3 unicorn
‘How many more?’ and ‘How many fewer?’] using 4 griffin
information presented in scaled bar charts and 5 dragon
pictograms and tables 6 165
7 5
Key vocabulary
Worksheet 4
survey, tally chart, scaled bar chart, scale, results 1-4 Teacher check

Extra assistance
Using a scale on a graph allows students to represent
larger amounts of data. A great discussion to have
in terms of exploring this concept is to look at some
graphs with large numbers. Search the internet for
graphs on these topics: US tornado frequency by month,
average temperatures in London across a year, South
African population growth, compare average rainfall to
temperature in the Amazon.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Read and use a tally chart. total tally marks. Transfer data Worksheet 1
Scaling a bar chart Understand how a scaled bar chart into and answer questions about a Tally chart
works. scaled bar chart.

Interpret graphs: Interpret a scaled bar chart or answer questions about scaled bar Worksheet 2
Favourites, How Many Bikes?, pictogram. charts and pictograms. Scaled bar chart
How Far?

Making graphs: Use given data to fill in a scaled drag pictures or fill bars to show Worksheet 3
Graph It!, Books Read, Whale pictogram or bar chart. Interpret data. Answer questions on the Interpret a bar chart
Watching, App Sale the chart. data.

Other topics: Identify the rule and complete the work out the missing number in the Worksheet 4
Number Stairs, Falling Joys pattern. Quickly answer sums using sequence. Choose the answer to Investigation
all operations. each sum before it hits the ground.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Into the Deep

218
 Scaled Lesson 187 • Worksheet 1 Tally chart
Bar
Charts Name
1 Fill in the missing totals on the tally chart.
Sales from Saturday
Item Tally Total

T-shirts 555551 a

Jeans 55553 b

Jackets 552 c

Shorts 5553 d

Hats 54 e

2 Finish the sentences about the tally chart.

a This tally chart shows ______________________________________
_________________________________________________________ .
b On Saturday, ________ jackets were sold.
c The most popular item on Saturday was _____________________ .
d The least popular item on Saturday was _____________________ .
e The total number of items sold on Saturday was ________ .
f The difference between the number of t-shirts and jackets
sold was ________ .
g This is a tally chart from a ________________________________ .
220 Copyright © Mathseeds and Blake eLearning 2017
Scaled Lesson 187 • Worksheet 2 Scaled bar chart
Bar
Charts Name
Item T-shirts Jeans Jackets Shorts Hats
Sales 26 23 12 18 9
Use the data in the table to fill in the scaled bar chart.
1 Write the title at the top.
2 Decide on a scale and fill in the numbers on the vertical axis.
3 Fill in the horizontal axis with the names of the items sold.
4 Colour the columns to show the number of sales for each item.
1
2

3
Copyright © Mathseeds and Blake eLearning 2017 221
 Scaled Lesson 187 • Worksheet 3 Interpret a bar chart
Bar
Charts Name
The Mythical Monster Races
50

45

40

35
Races Won

30

25

20

15

10

Unicorn Dragon Pegasus Phoenix Griffin

Answer these questions about this bar chart.
1 How many races did…
a the unicorn win? ________ b the dragon win? ________
c the pegasus win? ________ d the phoenix win? ________
e the griffin win? ________
2 Which creature is the fastest? _________________________________
3 Which creature is the slowest? _________________________________
4 Which creature won half as many races as the pegasus?
__________________________________
5 Which creature won twice as many races as the unicorn?
__________________________________
6 How many races have been run altogether? ________
7 What is the scale? Each line on the chart represents ________ races.
222 Copyright © Mathseeds and Blake eLearning 2017
Scaled Lesson 187 • Worksheet 4 Investigation
Bar
Charts Name
Complete your own investigation and represent the data in a scaled
bar chart.
1 What do you want to know?
____________________________________________________________
2 a How will you collect the data? Tick.
survey observations measurements
b What or who will you ask/observe/measure?
__________________________________________________________
c How will you record the data?
__________________________________________________________
3 Conduct your investigation and record your data here:

4 On the back of this sheet represent your data in a scaled bar chart.
You need a title, one axis with a scale, the categories of data along
the other axis, and the bars to represent the numbers.
Copyright © Mathseeds and Blake eLearning 2017 223
 Lesson 188 • Problem Solving part 2
Learning objectives Worksheet answers
Children will: Worksheet 1
• identify the operations to solve a multi-step word 1 a × b 5 × 4 = 20 2 a+ b 10 + 12 = 22
problem. 3 a ÷ b 24 ÷ 8 = 3 4 a– b 40 – 18 = 22
5 a × b 10 × 5 = 50 6 a– b 50 – 33 = 17
The National Curriculum in England Worksheet 2
Mathematics Year 3 1 a +× b 14 + 1 = 15, 15 × 2 = 30
2 a ×– b 3 × 5 = 15, 20 – 15 = 5
Number – addition and subtraction
3 a ×+ b 6 × 4 = 24, 24 + 5 = 29
Pupils should be taught to:
4 a +÷ b 3 + 3 = 6, 60 ÷ 6 = 10
• solve problems, including missing number problems, 5 a ÷– b 300 ÷ 10 = 30, 30 – 19 = 11
using number facts, place value, and more comple×
Worksheet 3
addition and subtraction 1 a one of three shares b total number of pieces
Number – multiplication and division c multiply & add d divide
Pupils should be taught to: e 3 × 4 = 12 f 12 + 21 + 27 = 60
• solve problems, including missing number problems, g 60 ÷ 3 = 20
involving multiplication and division 2 a 21 ÷ 3 = 7 b 27 ÷ 3 = 9
c 4 d 20
Extra assistance Worksheet 4
Students who are learning English as an additional 1 5 hours a day
language may struggle with identifying the individual steps 2 11 records
in a multi-step word problem, especially when some of the 3 2 km
steps are implied. For example: 4 10 hours
On Monday afternoon Bobby is given two hours of
homework. It is due on Friday morning. He wants to share
it out equally over the evenings. How much homework
should he do each night?
The number of nights is implied in the references to
Monday afternoon and Friday morning:
Mon + Tues + Wed + Thur = 4 nights.
Next students need to convert the two hours of homework
into minutes in order to share it out:
2 hrs × 60 mins = 120 mins.
Now they need to make the connection between the
words share and divide:
120 ÷ 4 = 30 mins of homework each night.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Solving multi-step word problems separate the steps in the problem, Worksheet 1
Problem solving using all four operations. identify the numbers and operations 1-step problems
for the sums, calculate the answer.
Arrays: Make an array to show a number. move equal groups to make a total. Worksheet 2
Sheep, Egg Family Relate multiplication and division Choose the four sums to make a 2-step problems
facts to an array. related facts set.

1-step problems: Identify or write the algorithm or choose or write the sum which Worksheet 3
Beach Days, How Many equation to match the problem. Use gives the correct answer. Find the 3-step problems
Weeks?, Animal Count, What a picture to help solve a problem. answer to a multiplication problem.
am I Doing?, Picnic
2-step problems: Add prices together. Work out the find the total of 2 or more prices, Worksheet 4
Fruit Shop, Puzzle Pieces change from a note. Interpret a and calculate change. Choose the Solve the problems
two-step word problem. matching equations and answer.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn Reward game:
content and skills. a reward game. Build-a-bot

224
Problem Lesson 188 • Worksheet 1 1-step problems
Solving
part 2 Name
1 Alex has five good friends and she bought each of them four books.
How many books did she buy in total?
a Which operation? + − × ÷

b =
2 Juliet has ten stuffed cats and twelve soft dolls.
How many soft toys altogether?
a Which operation? + − × ÷

b =
3 Zahra cooked 24 pies. She shared them out to eight people.
How many pies did each person get?
a Which operation? + − × ÷

b =
4 Jake had forty toy trucks. He gave away eighteen.
How many trucks left?
a Which operation? + − × ÷

b =
5 Noah walks ten minutes to school every weekday morning.
How much time does he spend walking to school in a week?
a Which operation? + − × ÷

b =
6 Elijah needs fifty redstone blocks to build his home.
He has thirty-three so far. How many more does he need?
a Which operation? + − × ÷

b =
226 Copyright © Mathseeds and Blake eLearning 2017
Problem Lesson 188 • Worksheet 2 2-step problems
Solving
part 2 Name
1 Hannah has fourteen friends. She makes enough cupcakes so
everyone gets two, including herself. How many cupcakes?
a Which operation? +−×÷ Which operation? +−×÷
b = =

2 Annabel made twenty bracelets. She sold three sets of five bracelets.
How many bracelets are left?
a Which operation? +−×÷ Which operation? +−×÷
b = =

3 Eden is in seven dances. Six of the dances are four minutes long and
the final dance is five minutes. How long is she on stage for?
a Which operation? +−×÷ Which operation? +−×÷
b = =

4 Zain rides the three kilometres to school every morning and also
back home in the afternoon. Today he spent sixty minutes riding.
How long does each kilometre take?
a Which operation? +−×÷ Which operation? +−×÷
b = =

5 Sam has £300. He shares it into ten equal amounts and puts one
share into his pocket. Then he spends £19 of that money on lunch.
How much money does he have left in his pocket?
a Which operation? +−×÷ Which operation? +−×÷
b = =

Copyright © Mathseeds and Blake eLearning 2017 227

Problem Lesson 188 • Worksheet 3 3-step problems
Solving
part 2 Name
Greg has a huge trainset. He has three sets of four bridge pieces.
He also has 21 straight pieces and 27 curved pieces of track. If he
wants to divide it into three smaller but equally sized trainsets, how
many pieces will be in each smaller set?
1 Circle the answers.
a What do you need to find in the end?
one of three shares total number of pieces
b What do you need to find first?
difference between numbers of pieces total number of pieces
c How will you do that?
multiply & add divide & subtract
d What do you need to do in the end?
add subtract multiply divide
Write the sums and solve the problem.

e × = bridge pieces

f + + = total pieces

g ÷ = pieces in each smaller set

2 Complete this different approach to the same problem.

a Straight pieces ÷3=
b Curved pieces ÷3=
c Bridge pieces in one set = +

d Pieces in each smaller set =

228 Copyright © Mathseeds and Blake eLearning 2017
Problem Lesson 188 • Worksheet 4 Solve the problems
Solving
part 2 Name
Solve these problems. Show your working. Write the sums.
1 Mara spends 30 hours a week at school. Each day her lunch break
is 40 mins and her recess break is 20 mins. How many hours a day
are actually spent in class?

2 Phil has a big collection of records. He has 32 jazz albums, 19 blues

ones and 15 rock records. He has six storage boxes, each holding an
equal number of records. How many records in each box?

3 Every morning Amy walks 500 m to the supermarket for groceries.

Then she walks 200 m to the café for a milkshake and then she
walks 300 m to the post office. After that she walks home the same
way. How far in metres does she walk? Can you work out how far
that is in kilometres?

4 Mark is editing ten books. Each book is thirty pages long. Each
page takes two minutes to edit. How much time in minutes does
Mark spend editing these books? Can you work out that time in
hours?

Copyright © Mathseeds and Blake eLearning 2017 229

 Lesson 189 • Elapsed Time Problems
Learning objectives Worksheet answers
Children will: Worksheet 1
• calculate intervals of time using a number line. 1 11:10 a.m.
• compare durations of events. 2 3:55 p.m.
3 10:55 a.m.
The National Curriculum in England 4 7:32 p.m.
5 2:01 p.m.
Mathematics Year 3 Worksheet 2
Measurement 1 1 hr 40 mins
2 2 hrs 55 mins
Pupils should be taught to: 3 3 hrs 31 mins
• compare durations of events [for example to calculate 4 44 mins
the time taken by particular events or tasks] 5 2 hrs 8 mins
Worksheet 3
Key vocabulary 1 a 7:31 a.m., 48 mins b Ruby
p.m., a.m., departure, arrival, journey time, duration 2 a 10:03 p.m., 10:24 p.m. b Block Build
3 a 1:27 p.m., 3 hrs 33 mins b Coding
Extra assistance 4 a 2 hrs 29 mins, 2 hrs 19 mins b Bus 4321
Worksheet 4
When calculating intervals of time, the jumps on the 1 2 hrs 23 mins
number line don’t have to be consistent. You don’t 2 1:21 p.m.
want to make 78 one minute jumps from 9:37 to 10:55. 3 Doc (1 hr 22 mins, Ruby–1 hr 15 mins)
Encourage students to consider HOW they will jump along 4 12:01 p.m.
the line. This is often determined by what information 5 5:09 p.m.
they have and what they have to find.
They can jump by descending amounts, by hours, then
10 mins, 5 mins, 1 min.
9:37  10:37  10:47  10:52  10:53  10:54  10:55
Or jump from one time to another, adding the different
intervals.
9:37  9:40  10:00  10:50  10:55
Or they can mix the two.
9:37  10:37  10:47  10:50  10:55

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand time on a number use number lines to jump to end Worksheet 1
Time problems line. Move forward and back times, given start times and amount Find end times
on a number line to make of time passed. Calculate intervals of
calculations with time. time, between start and end times.

Reading times: Change a clock to show the make the digital clock match the Worksheet 2
Make it Digital, Minutes, Watch time. Read digital and analogue analogue clock. Find the clocks Calculate time
the Time clocks. showing the same time. Choose the intervals
time in words shown on the watch.

Calculating time: Add an amount of minutes calculate the time 5 or 15 mins later. Worksheet 3
Five More Minutes, Waldo Has and/or hours to a given time. Find the difference between two Compare times
15 Minutes, Elapsed Time, Two Calculate an amount of time times. Find the end time for a movie,
Clocks, Cinema Time passed. given the start and running times.

Comparing times: Compare amounts of time. order a set of times from fastest to Worksheet 4
Race Times slowest. Time problems

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn Reward game:
content and skills. a reward game. Monster Mayhem

230
 Elapsed Lesson 189 • Worksheet 1
Find end times
Time
Problems Name
Fill in the number lines to find the end times.
1 Start at 10:15 a.m. Add 55 mins. End time? ____________

10:15 a.m.

2 Start at 2:20 p.m. Add 1 hour and 35 mins. End time? ___________

2:20 p.m.

3 Start at 7:43 a.m. Add 3 hours and 12 mins. End time? __________

7:43 a.m.

4 Start at 5:09 p.m. Add 2 hours and 23 mins. End time? __________

5:09 p.m.

5 Start at 12:52 p.m. Add 1 hour and 9 mins. End time? ___________

12:52 p.m.

232 Copyright © Mathseeds and Blake eLearning 2017

 Elapsed Lesson 189 • Worksheet 2
Calculate time intervals
Time
Problems Name
Fill in the number lines to find how much time has passed.
1 Start at 4:45 p.m. End at 6:25 p.m. How long? _________________

2 Start at 11:35 a.m. End at 2:30 p.m. How long? ________________

3 Start at 1:08 p.m. End at 4:39 p.m. How long? _________________

4 Start at 9:56 a.m. End at 10:40 a.m. How long? ________________

5 Start at 3:11 p.m. End at 5:19 p.m. How long? __________________

Copyright © Mathseeds and Blake eLearning 2017 233

 Elapsed Lesson 189 • Worksheet 3 Compare times
Time
Problems Name
a Fill in the missing numbers. b Answer the question.

1 a
Racer Start End Race time
Mango 6:34 a.m. 57 mins
Ruby 6:34 a.m. 7:22 a.m.

b Who is faster? __________________________________

2 a
Show Start End Duration
Block Build 8:27 p.m. 1 hr 36 mins
Farm-a-go 9:03 p.m. 1 hr 21 mins

b Which show ends earlier? __________________________________

3 a Class Start End Duration

Art 10:09 a.m. 3 hrs 18 mins
Coding 10:09 a.m. 1:42 p.m.

b Which class is longer? __________________________________

4 a
Bus Departs Arrives Trip time
Bus 1234 2:40 p.m. 5:09 p.m.
Bus 4321 2:55 p.m. 5:14 p.m.

b Which bus trip is shorter? __________________________________

234 Copyright © Mathseeds and Blake eLearning 2017
 Elapsed Lesson 189 • Worksheet 4 Time problems
Time
Problems Name
Solve these problems. Show your working. You could use a number line,
a table or equations.
1 Mango went hiking on Sunday.
She started out at 8:58 a.m.
She got home at 11:21 a.m.
How long was Mango’s hike?
________________________

2 The movie started at 11:34 a.m.

It ran for 1 hour and 47 mins.
What time did it end?
________________________

3 Ruby started her homework

at 3:41 p.m. She finished at
4:56 p.m. Doc started his
homework at 5:05 p.m. He
finished at 6:27 p.m. Who took
longer to do their homework?
________________________

4 Waldo is roasting a chicken. He puts

it in the oven at 9:26 a.m.
It cooks for 2 hours and 35 mins.
What time does he take it out?
________________________

5 Dizzy needs to meet Doc at a

cafe at 6:03 p.m. It will take
him 54 mins to get there. What
time should he leave home?
________________________
Copyright © Mathseeds and Blake eLearning 2017 235
 Lesson 190 • Division part 2
Learning objectives dividend ÷ divisor = quotient
So in 12 ÷ 3 = 4, 12 is the dividend (the number being
Children will:
divided), 3 is the divisor (the number doing the dividing)
• understand multiplication & division as related
and 4 is the quotient (the answer).
operations.
• use multiplication to solve division questions. Worksheet answers
The National Curriculum in England Worksheet 1
1 a 6 × 5 = 30, 30 ÷ 5 = 6, 30 ÷ 6 = 5
Mathematics Year 3 b 7 × 4 = 28, 28 ÷ 4 = 7, 28 ÷ 7 = 4
Number – multiplication and division c 9 × 8 = 72, 72 ÷ 8 = 9, 72 ÷ 9 = 8
2 a 3 × 9 = 27, 9 × 3 = 27, 27 ÷ 3 = 9, 27 ÷ 9 = 3
Pupils should be taught to: b 4 × 8 = 32, 8 × 4 = 32, 32 ÷ 4 = 8, 32 ÷ 8 = 4
• recall and use multiplication and division facts for the 3, c 6 × 7 = 42, 7 × 6 = 42, 42 ÷ 6 = 7, 42 ÷ 7 = 6
4 and 8 multiplication tables 3 a 5 × 9 = 45, 9 × 5 = 45, 45 ÷ 5 = 9, 45 ÷ 9 = 5
b 6 × 8 = 48, 8 × 6 = 48, 48 ÷ 6 = 8, 48 ÷ 8 = 6
• solve problems, including missing number problems,
c 7 × 10 = 70, 10 × 7 = 70, 70 ÷ 7 = 10, 70 ÷ 10 = 7
involving multiplication and division
Worksheet 2
Key vocabulary 1 a 32 b 10 c 6
2 a 4 × 8 = 32, 8 × 4 = 32, 32 ÷ 4 = 8, 32 ÷ 8 = 4
number fact family, equations, dividend, related facts b 4 × 10 = 40, 10 × 4 = 40, 40 ÷ 4 = 10, 40 ÷ 10 = 4
c 6 × 9 = 54, 9 × 6 = 54, 54 ÷ 6 = 9, 54 ÷ 9 = 6
Extra assistance 3 a 6 b 5 c 6 d 5 e 4
f 5
By the time students are in grade 3 they can use the
Worksheet 3
correct terminology for equation parts. For multiplication,
1 a 18, 3, 3, 18 b 35, 7, 7, 35
introduce the terms ‘factor’ and ‘product’: c 36, 9, 9, 36 d 56, 8, 8, 56
factor × factor = product e 50, 5, 5, 50 f 24, 3, 3, 24
2 a 7 b 24 c 8 d 54 e 7
So in 3 × 4 = 12, 3 and 4 are the factors and 12 is the f 90 g 5 h 15 i 10 j 72
product. This works well as it doesn’t distinguish between k 8 l 49 m 8 n 28 o 10
the two factors, working with the commutative property Worksheet 4
of multiplication. 1 9 2 7 3 7 4 8 5 5
Division is not a commutative operation, so all three
numbers need their own specific term:

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand that division & fill in multiplication/division number Worksheet 1
Number fact families multiplication sums using the fact families. Use times tables and Number fact
same 3 numbers are a number number mountains to find the missing families
fact family, and use times tables to numbers in division sums. Solve division
solve division sums. problems.
Work with equations: Identify groups to match an select the groups that answer the sum. Worksheet 2
Division Donuts, True or equation. Recognise true or false Decide if a given number sentence is Number mountains
False?, Train Tunnels number sentences. Calculate the true or false. Choose the number that
missing number from a sum. completes the equation.

Number fact families: Complete number fact families. identify the missing number from the Worksheet 3
Spinner Facts, House of Facts, Relate multiplication and division number fact family. Write or choose Missing numbers
Egg Family facts to an array. four sums to make a related facts set.

Division sums: Calculate the answer to a division find the answer to a division number Worksheet 4
Three Columns, Squash the equation. Match division equations sentence. Find the sum that makes the Word problems
Jellies, Bubble Drop to their answers. answer.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Fraction Chooks

236
Division Lesson 190 • Worksheet 1 Number fact families
part 2 Name

1 Complete the number fact families.

a 5 × 6 = 30 b 4 × 7 = 28 c 8 × 9 = 72
× = × = × =
÷ = ÷ = ÷ =
÷ = ÷ = ÷ =
2 Fill in the number fact families.
a 27 b 32 c 42
3 9 4 8 6 7
× = × = × =
× = × = × =
÷ = ÷ = ÷ =
÷ = ÷ = ÷ =

3 Make each number fact family.

a b c

5 9 6 8 7 10

× = × = × =
× = × = × =
÷ = ÷ = ÷ =
÷ = ÷ = ÷ =

238 Copyright © Mathseeds and Blake eLearning 2017

Division Lesson 190 • Worksheet 2 Number mountains
part 2 Name

1 Fill in the missing numbers in the number mountains.

a b c
40 54

4 8 4 9

2 Write a number fact family for each number mountain above.

a × = b × = c × =
× = × = × =
÷ = ÷ = ÷ =
÷ = ÷ = ÷ =
3 Fill in a number mountain to help you answer the equations.
a 42 ÷ 7 = b 45 ÷ 9 = c 48 ÷ 8 =

d 30 ÷ 6 = e 36 ÷ 9 = f 35 ÷ 7 =

Copyright © Mathseeds and Blake eLearning 2017 239

Division Lesson 190 • Worksheet 3 Missing numbers
part 2 Name

1 Fill in the related sums.

a 3×6= b 7×5= c 9×4=

6 × = 18 5 × = 35 4× = 36

18 ÷ = 6 35 ÷ = 5 36 ÷ =4

÷ 6 = 3 ÷ 5 = 7 ÷4=9

d 8×7= e 5 × 10 = f 3×8=

7 × = 56 10 × = 50 8× = 24

56 ÷ = 7 50 ÷ = 10 24 ÷ =8

÷ 7 = 8 ÷ 10 = 5 ÷8=3

2 Use related facts to work out the missing numbers.

a 63 ÷ =9 b ÷4=6 c 40 ÷ =5

d ÷9=6 e 21 ÷ =3 f ÷ 9 = 10

g 20 ÷ =4 h ÷5=3 i 30 ÷ =3

j ÷9=8 k 80 ÷ = 10 l ÷7=7

m 64 ÷ =8 n ÷7=4 o 60 ÷ =6

240 Copyright © Mathseeds and Blake eLearning 2017

Division Lesson 190 • Worksheet 4 Word problems
part 2 Name

Use number fact families to answer these problems. Show your working.

1 The farmer has eighty-one peaches

to pack into boxes. Each box holds
nine peaches. How many boxes
does the farmer need? _______

2 The cows are herded into groups

of ten. There are seventy cows
altogether. How many groups
are there? _______

3 Tom can shear nine sheep a day.

There are sixty-three sheep to
shear. How many days will it take?
_______

4 It takes seven hours to harvest a

field of wheat. Mia has spent a
total of fifty-six hours harvesting.
How many fields has she
harvested? _______

5 The pigs eat twenty-five kilograms

of food every day. They get five
kilos each. How many pigs are
there? _______

Copyright © Mathseeds and Blake eLearning 2017 241

 Lesson 191 • Fraction Problems
Learning objectives Worksheet answers
Children will: Worksheet 1
• understand fractions of a group and mixed fractions. 1 a 10 b 2 c 4 d 3 e 1
• add fractions with the same denominator. 2 a @0 b $0 c #0 d !0
• identify equivalent fractions. 3 a @8 b #8 c #8
4 a !6 b @6 c #6
The National Curriculum in England
Worksheet 2
Mathematics Year 3 1 a 5 parts coloured b 6%
Number – fractions 2 a 7 parts coloured b &8
Pupils should be taught to: 3 a 7 parts coloured b &0
• recognise, find and write fractions of a discrete set of 4 a 4 parts coloured b $5
objects 5 a #5 b $6 c ^8 d *0 e %5
• recognise and use fractions as numbers f #4 g &8 h *0 i #6
• recognise and show, using diagrams, equivalent Worksheet 3
fractions 1 a !2s b !4s c 8!s
• add and subtract fractions with the same denominator 2 a !2 = @4 = $8
Key vocabulary b !4 = @8
c #4 = ^8
eighths, equivalent, mixed fractions d 1 = @2 = $4 = *8
Extra assistance 3 a ^8 = #4 b @8 = !4 c 8$ = !2 or @4 d 8^ = #4
e ^8 = #4 f $8 = !2 or @4 g @4 = !2 h *8 = $4 or @2
If you want to find fractions of groups and equivalent
Worksheet 4
fractions, there are certain numbers that are very handy
1 a @6 b %6 c 1#6 d 1%6
for this.
2 a !2 b #4 c 1!4 d 1!2
• 12 items can be divided into halves, thirds, quarters,
e 2 f 2!2 g 2#4
and sixths.
3 a < b < c > d > e <
• 16 items can be divided into halves, quarters and f < g < h > i =
eighths. 4 Teacher to check, multiple possible answers.
• 20 items can be divided into halves, quarters, fifths and
tenths.
• 24 items can be divided into halves, thirds, quarters,
sixths and eighths.
• 30 items can be divided into halves, thirds, fifths, sixths
and tenths.
Mathseeds Lesson TEACH PRACTISE APPLY
sequence Content and skills Children will:
Animated Lesson: Understand fractions of a group, label fractions of a group. Add fractions Worksheet 1
Fraction problems mixed fractions, adding fractions, with the same denominator. Identify Fractions of a
equivalence, and ordering fractions on equivalent fractions. Order mixed group
a number line. fractions on a number line.
Identify fractions: Match fraction notations and visual move the fraction to its matching Worksheet 2
Fraction Match, Share representations. Represent fractions shape. Move equal parts to match the Adding fractions
the Pizza, Mixed Fraction with equal parts. Identify mixed fractions. Fill in the fraction notation for
Pies, Ducks and Cupcakes, fractions. Represent fractions with a mixed fraction. Colour items to make
Fractions True or False equal shares. Evaluate statements a fraction. Decide whether a statement
about fractions of shapes. about a fraction is true or false.

Compare fractions: Make equivalent fractions of shapes. colour equivalent fractions of the same Worksheet 3
Equivalent Means Equal, Recognise which fraction is larger or shape. Choose a symbol < = > to Equivalent
Compare Fractions, Order smaller, or if they are equivalent. Order compare two fractions. Move visuals of fractions
Fractions fractions based on their visual size. fractions into size order.

Add fractions: Find the total of two fractions using a add two fractions of a cake. Worksheet 4
Cake Fractions visual. Mixed fractions

End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Chooks

242
 Fraction Lesson 191 • Worksheet 1 Fractions of a group
Problems Name

1 a How many sea creatures are in this group? ______

b How many crabs? ______ c How many fish? ______
d How many seahorses? ______ e How many dolphins? ______
2 What fraction of the group are

a crabs? b fish? c seahorses? d dolphins?

3 What fraction of the group are

a flowers? b sticks? c leaves?

4 What fraction of the group are

a oranges? b apples? c pears?

244 Copyright © Mathseeds and Blake eLearning 2018

 Fraction Lesson 191 • Worksheet 2 Adding fractions
Problems Name

Colour the shapes to show the fractions and answer the equations.

1 a b
#6 + @6 = !6

2 a b
%8 + @8 = !8

3 a b
$0 + #0 = !0

4 a b
!5 + #5 = !5

5 Answer these equations.

a b c
@5 + !5 = !5 @6 + @6 = !6 $8 + @8 = !8
d e f
%0 + #0 = !0 @5 + #5 = !5 !4 + @4 = !4
g h i
%8 + @8 = !8 $0 + $0 = !0 !6 + @6 = !6
Copyright © Mathseeds and Blake eLearning 2018 245
 Fraction Lesson 191 • Worksheet 3 Equivalent fractions
Problems Name

1 Label the fraction strips.

a
b
c

2 Fill in these equivalent fractions.

a b
!2 = !4 = !8 !4 = !8
c d
#4 = !8

1= !2 = !4 = !8
3 Answer these equations. Find an equivalent fraction.
a b
%8 + !8 = !8 =
!8 + !8 = !8 =

c d
#8 + !8 = !8 =
@8 + $8 = !8 =

e f

#8 + #8 = !8 =
@8 + @8 = !8 =

g h

!4 + !4 = !4 =
%8 + #8 = !8 =

246 Copyright © Mathseeds and Blake eLearning 2018

 Fraction Lesson 191 • Worksheet 4 Mixed fractions
Problems Name

1 Complete the number line.

a b c d

0 !6 #6 $6 1 1!6 1@6 1$6 2

2 Order these mixed fractions from smallest to largest:

1!2 #4 2!2 1!4 2#4 !2 2

a b c d e f g

3 Compare these pairs of mixed fractions using: > < =

a 1#4 2#4 b 2!2 3#4 c 4!4 3#4

d 1#4 1!4 e 2!2 2#4 f 3!4 3$8

g 1@8 1!2 h 2^8 2!2 i 4$8 4!2

4 Write a fraction to complete the sum.

a #4 > b 1= c !2 <

d 1!2 = e 1< f 1^8 >

Copyright © Mathseeds and Blake eLearning 2018 247

 Lesson 192 • Perimeter
Learning objectives Worksheet answers
Children will: Worksheet 1
• understand the concept of perimeter. 1 a 12 cm b 12 cm c 12 cm
2 a 100 + 100 + 70 + 70 = 340 m
• learn to measure sides and calculate perimeter using
b 20 + 20 + 25 + 25 = 90 m
addition and multiplication.
c 37 + 37 + 18 + 18 = 110 m
The National Curriculum in England Worksheet 2
1 a 2 cm b 2 × 4 = 8 cm 2 a 3 cm b 3 × 3 = 9 cm
Mathematics Year 3 3 a 2 cm b 2 × 5 = 10 cm 4 a 2 cm b 2 × 6 = 12 cm
Measurement 5 a 2 cm b 2 × 4 = 8 cm 6 a 1 cm b 1 × 12 = 12 cm
Pupils should be taught to: 7 a 2 cm b 2 × 6 = 12 cm 8 a 1 cm b 1 × 10 = 10 cm
• measure the perimeter of simple 2-D shapes Worksheet 3
1 2 + 3 + 3 + 2 + 5 + 5 = 20 cm
Key vocabulary 2 7 + 1 + 2 + 4 + 3 + 4 + 2 + 1 = 24 cm
3 5 + 2 + 3 + 4 + 3 + 2 + 5 + 8 = 32 cm
perimeter, total distance, equilateral triangle, regular
4 6 + 1 + 1 + 2 + 2 + 6 + 6 + 2 + 2 + 1 + 1 + 6 = 36 cm
pentagon
Worksheet 4
Extra assistance 1 a 3 + 3 + 4 + 4 = 14 m
Some students struggle to separate the ideas of area and b 4 + 8 + 6 + 4 + 2 + 4 = 28 m
perimeter as they involve some of the same concepts. c 1 + 1 + 11 + 11 = 24 m
d 4 + 4 + 9 + 9 = 26 m
Here are some ways to differentiate the two:
e 3 + 3 + 7 + 7 = 20 m
• On grid paper, outline a shape and write the word f 8 + 8 + 15 + 15 = 46 m
Perimeter in black marker, then colour the shape and 2 Teacher to check
write the word Area in the same colour.
• Perimeter is the distance around a shape. Area is the
space covered by a shape.
• Perimeter is a boundary. Area is the space within the
boundary.
• Perimeter is like calculating the length of a fence
around a field. Area is calculating an amount of carpet
for a room.
• Perimeter uses addition and area uses multiplication.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand the concept of measure the sides of given shapes Worksheet 1
Measure perimeter perimeter. Measure perimeters of and add or multiply to find Rectangles
regular and irregular shapes. perimeter.

Measuring length: Measure or estimate length using measure in cm or mm on a ruler. Worksheet 2

Centimetres, Units of Length, units of measurement. Choose a length estimate. Regular shapes
Millimetres
Measuring perimeter: Measure perimeter using a grid. count 1 cm lengths to find Worksheet 3
Around the Outside, Polygon Calculate the perimeter of an perimeter. Add side lengths to find Irregular shapes
Perimeter, Something’s irregular polygon. Use perimeter perimeter. Subtract from perimeter
Missing, Perimeter vs Area to calculate a missing side length. to find a missing side length.
Measure perimeter and area of the Count 1 cm sides and squares to
same shape using a grid. find perimeter and area.

Other: Read a compass in different select the item in the given Worksheet 4
Compass Points, Addition orientations. Regroup and trade direction. Answer the addition Perimeter problems
Sums to add. sums.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Monster Mayhem

248
Perimeter Lesson 192 • Worksheet 1 Rectangles
Name

1 Measure the sides with a ruler to find the perimeter of these shapes.
a b c

P = ______________ P = ______________ P = ______________

2 Write an addition number sentence to find the perimeter of each.
a Football field
100 m

70 m P = ____________________________

b Swimming pool
25 m

20 m P = ____________________________

c Tennis court
37 m

18 m P = ____________________________

250 Copyright © Mathseeds and Blake eLearning 2018

Perimeter Lesson 192 • Worksheet 2 Regular shapes
Name

a Measure one side of these regular shapes with a ruler.

b Multiply by the number of sides to find the perimeter.
1 a _______ 2 a _______

b _______________________ b _______________________
3 a _______ 4 a _______

b _______________________ b _______________________
5 a _______ 6 a _______

b _______________________ b _______________________
7 a _______ 8 a _______

b _______________________ b _______________________

Copyright © Mathseeds and Blake eLearning 2018 251

Perimeter Lesson 192 • Worksheet 3 Irregular shapes
Name

Write an addition number sentence to find the perimeter of each letter.

2 cm 7 cm

1 cm 1 cm
3 cm
2 cm 2 cm
5 cm
3 cm
4 cm 4 cm
2 cm

5 cm 3 cm

1 ___________________________ 2 ___________________________
___________________________ ___________________________

5 cm 1 cm 1 cm

3 cm 2 cm
2 cm 2 cm
6 cm

8 cm 4 cm 6 cm 6 cm

6 cm
3 cm 2 cm 2 cm
2 cm
5 cm 1 cm 1 cm

3 ___________________________ 4 ___________________________
___________________________ ___________________________

252 Copyright © Mathseeds and Blake eLearning 2018

Perimeter Lesson 192 • Worksheet 4 Perimeter problems
Name

Pond Grass

Path

Vegetable patch

Flower bed

1 Find the perimeter of each part of Anna’s garden.

Each square = 1 m sides.
a the pond ___________ b vegetable patch ___________
c the path ___________ d flower bed ___________
e the grass ___________ f the whole garden ___________
2 Design your own garden. Write the perimeters of all the sections.

____________________
____________________
____________________
____________________
____________________

Copyright © Mathseeds and Blake eLearning 2018 253

 Lesson 193 • Multiples of Ten
Learning objectives Worksheet answers
Children will: Worksheet 1
• learn to multiply by 10 and multiples of ten. 1 a 30 b 80 c 60 d 420 e 570 f 190
• solve word problems multiplying by tens. 2 a 230 b 760 c 380 d 690 e 810 f 940
3 a 30, 90, 70, 50, 80, 40
The National Curriculum in England b 120, 270, 750, 160, 390, 680
Mathematics Year 3 Worksheet 2
Number – multiplication and division 1 a 6 × 10 = 60 b 10 × 10 = 100
c 4 × 4 = 16 × 10 = 160 d 7 × 5 = 35 × 10 = 350
Pupils should be taught to:
e 3 × 8 = 24 × 10 = 240 f 6 × 6 = 36 × 10 = 360
• write and calculate mathematical statements for
2 a 180 b 280 c 400 d 210 e 450 f 180
multiplication and division using the multiplication
g 240 h 400 i 90 j 560 k 100 l 360
tables that they know, including for two-digit numbers
times one-digit numbers, using mental and progressing 3 a 40, 100, 180, 60, 140, 80
to formal written methods b 180, 240, 90, 270, 120, 60
Worksheet 3
Extra assistance 1 20 × 8 = 2 × 8 = 16 × 10 = 160
To emphasise the ‘add zero’ rule of multiplying by 10, 2 30 × 9 = 3 × 9 = 27 × 10 = 270
play the following game using a Hundred Chart and 3 4 × 20 = 4 × 2 = 8 × 10 = 80
a Thousand Chart (see Useful Resources on the next 4 50 × 9 = 5 × 9 = 45 × 10 = 450
page). In pairs, students roll a dice or flip a counter onto 5 8 × 30 = 8 × 3 = 24 × 10 = 240
a Hundred Chart. Whatever number they land on, they
Worksheet 4
multiply by 10 and put a counter in their colour on that
1 4 + 5 = 9, 9 × 30 = 9 × 3 = 27 × 10 = 270
number on the Thousand Chart. If a counter is already on
that number they can replace it with their counter. The 2 20 × 2 = 40, 40 × 4 = 4 × 4 = 16 × 10 = 160
first person to get five counters in their colour in a row 3 25 + 35 = 60, 60 × 3 = 6 × 3 = 18 × 10 = 180
wins. 4 3 + 4 = 7, 7 × 30 = 7 × 3 = 21 × 10 = 210

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Use place value understanding multiply by 10 using a place value Worksheet 1
Multiply by tens and properties of operations to chart and adding zero. Split a Multiply by 10
multiply single and two-digit multiple of ten into a single digit
numbers by 10 and multiples of and a 10 to multiply. Solve word
ten. problems using these strategies.

Times tables: Answer an equation or algorithm use an array to answer a sum. Worksheet 2
Row Upon Row, On the Table, using an array. Understand how Answer an equation using a Multiples of ten
Cut the Stack, House of Facts, a multiplication table works. multiplication table. Answer
Arrays Knowledge of times tables. multiplication sums. Write the four
Complete number fact families. sums in a related facts set.

Multiply by tens: Use a thousand chart to multiply select the answer to the equation Worksheet 3
Multiply by Tens by tens. on the chart. Simple word problems

Word problems: Translate a word problem into an write the algorithms. Choose the Worksheet 4
Beach Days, What am I Doing?, algorithm or an equation. operations. Select the equations. Two-step word
Puzzle Pieces Solve the problems. problems

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Super Slalom

254
Multiples Lesson 193 • Worksheet 1 Multiply by 10
of Ten Name

1 Answer the algorithms.

a Tens Ones b Tens Ones c Tens Ones

3 8 6
× 1 0 × 1 0 × 1 0

d H T O e H T O f H T O

4 2 5 7 1 9
× 1 0 × 1 0 × 1 0

2 Answer the equations.

a 23 × 10 = _______ b 76 × 10 = _______ c 38 × 10 = _______
d 69 × 10 = _______ e 81 × 10 = _______ f 94 × 10 = _______
3 Complete.
a b
4 3 68 12
8 ×10 9 39 ×10 27
5 7 16 75

256 Copyright © Mathseeds and Blake eLearning 2018

Multiples Lesson 193 • Worksheet 2 Multiples of ten
of Ten Name

1 Split the multiple of ten to find the answer.

a 2 × 30 = 2 × 3 = _____ × 10 = _____
b 5 × 20 = 5 × 2 = _____ × 10 = _____
c 4 × 40 = 4 × _____ = _____ × 10 = _____
d 7 × 50 = 7 × _____ = _____ × 10 = _____
e 3 × 80 = ______________________________
f 6 × 60 = ______________________________

2 Answer the equations.

a 9 × 20 = _______ b 7 × 40 = _______ c 8 × 50 = _______
d 3 × 70 = _______ e 5 × 90 = _______ f 6 × 30 = _______
g 4 × 60 = _______ h 5 × 80 = _______ i 3 × 30 = _______
j 7 × 80 = _______ k 2 × 50 = _______ l 9 × 40 = _______

3 Complete.
a b

4 2 2 6
7 ×20 5 4 ×30 8
3 9 9 3

Copyright © Mathseeds and Blake eLearning 2018 257

Multiples Lesson 193 • Worksheet 3 Simple word problems
of Ten Name

Calculate the answers. Show your working.

1 Doc sees that there are twenty socks in each sock box. There are
eight boxes of socks. How many socks altogether?

2 Dizzy has thirty bags of shirts in the storeroom. There are nine
shirts in each bag. How many shirts in total?

3 Mango kicked four goals in every game this year. She played
twenty games. How many goals did she kick over the year?

4 Mrs T makes the players run 50 m. Then she tells them to do it

nine times altogether. How far did they run in total?

5 Ruby cuts up the oranges for half time. She cuts each orange into
eight slices and she has a bag of thirty oranges to cut. How many
orange slices will there be?

258 Copyright © Mathseeds and Blake eLearning 2018

Multiples Lesson 193 • Worksheet 4 Two-step word problems
of Ten Name

Calculate the answers. Show your working.

1 Mr Towers has thirty students 2 Mrs Fox has to mark four
in his science class. He gives essays from every student
each student four test tubes she teaches. Her two English
and five beakers. How many classes both have twenty
items has he handed out in students in them. How many
total? essays is that altogether?

3 Ms Deacon takes two classes 4 Dr Evans needs to buy new

for circus arts on Friday laptops for his school. They
afternoon. One class is want thirty laptops for each
twenty-five students and the class. There are three classes
other is thirty-five. If she plans in the lower grades and four
to give each student three classes in the upper grades.
juggling pins, how many pins How many new laptops is
will she need? that?

Copyright © Mathseeds and Blake eLearning 2018 259

 Lesson 194 • Rounding to the nearest hundred
Learning objectives Worksheet answers
Children will: Worksheet 1
• understand rounding three-digit numbers to the 1 a 10 b 30 c 30 d 50
nearest hundred. 2 a 200 b 200 c 400 d 400
• use rounding to find an estimate. Worksheet 2
1 Line between 4 and 5.
The National Curriculum in England 2 a 5 to 9 will round up.
Mathematics Year 4 b 1 to 4 will round down.
Number – number and place value 3 a 50 b 80 c 80 d 70
e 30 f 100 g 20 h 20
Pupils should be taught to:
i 50
• round any number to the nearest 10, 100 or 1,000
4 Line between 40 and 50.
Key vocabulary 5 a 50 to 99 will round up.
b 1 to 49 will round down.
rounding, nearest hundred, midpoint, estimate
6 a 700 b 700 c 600 d 400
Extra assistance e 1000 f 900 g 100 h 300
i 300
For students who are struggling with the concept of
Worksheet 3
rounding with larger numbers, make a visual link from
rounding to the nearest 10, to rounding to the nearest 100. 1 a 140 b 580 c 850 d 600
Draw a number line from 10 to 20 on the board. Revise the e 990 f 330
midpoint (15) and which numbers round up, and which 2 a 200 b 800 c 400 d 900
round down. e 600 f 200
Now add a zero to each number, making it a number line 3 a 310 b 670 c 890 d 210
counting by tens from 100 to 200. Explain that the midpoint e 190 f 740 g 440 h 980
is now 150, so 110, 120, 130 and 140 round down to 100, 4 a 300 b 700 c 900 d 200
and 150, 160, 170, 180 and 190 round up to 200. e 200 f 700 g 400 h 1000
Now think about 149 – it is the number just before the Worksheet 4
midpoint so it will round down. Discuss the numbers 150 1 195 cm ≈ 2 m, × 7 ≈ 14 m of timber
and 151, and how they round all the way up to 200. 2 189 ≈ 200 chickens, 2! ≈ 100, × 2 ≈ 200 chicks
3 323 ≈ 300 vehicles, × 2 = 600 vehicles in a day

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand when to round 3-digit round numbers to their nearest Worksheet 1
Rounding numbers up or down to the nearest hundred. Round off a set of scores to Round on number
hundred based on the midpoint. estimate a total. line
Rounding: Rounding 2-digit and 3-digit numbers. choose the nearest 10 for a 2-digit, or Worksheet 2
Nearest 10, Nearest 100, Understand rounding, odd/even and nearest 100 for a 3-digit number. Use Rounding up or
Guess the 3-Digit Number, place value. Use the compensation clues to work out a number. Round down
Round and Adjust strategy to add. numbers to add, then adjust the answer.
Number and operations: Understand place value. Use inverse make the biggest or smallest number Worksheet 3
Place Value Machine, operations to check answers. Identify possible. Select the correct sum to Round to nearest
Check Your Answer, the operation required to find an check an answer. Choose the operation 100
What Am I Doing? answer. symbol to complete the sum.

Data: Use a table to fill in a scaled graph and fill in a graph and answer questions on Worksheet 4
App Sale, Snake Survey interpret the data. Convert between it. Read a measuring tape and convert Rounding
centimetres and metres. from cm to m. problems
End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Into the Deep

260
Rounding to Lesson 194 • Worksheet 1 Round on number line
the nearest
hundred Name

1 Round the number to the nearest ten. Circle your answer.

a

10 11 12 13 14 15 16 17 18 19 20

20 21 22 23 24 25 26 27 28 29 30
c

30 31 32 33 34 35 36 37 38 39 40
d

40 41 42 43 44 45 46 47 48 49 50

2 Round the number to the nearest hundred. Circle your answer.

a

100 110 120 130 140 150 160 170 180 190 200
b

200 210 220 230 240 250 260 270 280 290 300
c

300 310 320 330 340 350 360 370 380 390 400
d

400 410 420 430 440 450 460 470 480 490 500

262 Copyright © Mathseeds and Blake eLearning 2018

Rounding to Lesson 194 • Worksheet 2 Rounding up or down
the nearest
hundred Name

Rounding to the nearest 10

1 Draw a line for the midpoint.

0 1 2 3 4 5 6 7 8 9 10
2 a Numbers from _______ to _______ will round up.
b Numbers from _______ to _______ will round down.

3 Round the number to the nearest 10.

a 52 b 79 c 84

d 67 e 31 f 96

g 23 h 15 i 48

Rounding to the nearest 100

4 Draw a line for the midpoint.

0 10 20 30 40 50 60 70 80 90 100
5 a Numbers from _________ to _________ will round up.
b Numbers from _________ to _________ will round down.
6 Round the number to the nearest 100.

a 710 b 680 c 550

d 432 e 999 f 865

g 101 h 349 i 251

Copyright © Mathseeds and Blake eLearning 2018 263

Rounding to Lesson 194 • Worksheet 3 Round to nearest 100
the nearest
hundred Name

1 Round the number to the nearest 10.

a 143 b 578 c 851

d 602 e 985 f 329

2 Round the number to the nearest 100.

a 213 b 798 c 444

d 909 e 550 f 172

Number 3 Round to the nearest 10. 4 Round to the nearest 100.

a 312

b 667

c 891

d 205

e 188

f 742

g 439

h 975

264 Copyright © Mathseeds and Blake eLearning 2018

Rounding to Lesson 194 • Worksheet 4 Rounding problems
the nearest
hundred Name

Use rounding to estimate an answer to these problems. Show your working.

1 Jon is buying timber for his building project. He needs seven lots
of 195 cm, but he has to order the timber in metres.
About how much timber does he need?

Estimate: metres of timber

2 Anesh has 189 chickens. He lets about half of them brood

and they hatch about two chicks each. About how many chicks
are there?

Estimate: chicks

3 Nari has to estimate daily traffic on the main road through town.
She counts 323 vehicles in half a day. If the other half of the day
is just as busy, what is her estimate for the daily traffic?

Estimate: vehicles in a day

Copyright © Mathseeds and Blake eLearning 2018 265

 Lesson 195 • Addition & subtraction patterns
Learning objectives Worksheet answers
Children will: Worksheet 1
• complete place value patterns involving addition and 1 a 5, 50, 500 b 9, 90, 900 c 13, 130, 1300
subtraction equations. d 6, 60, 600 e 3, 30, 300 f 8, 80, 800
2 a 8, 80, 800 b 9, 90, 900 c 7, 70, 700
The National Curriculum in England d 14, 140, 1400
3 a 16, 70 + 90 = 160, 700 + 900 = 1600
Mathematics Year 3 b 8, 150 – 70 = 80, 1500 – 700 = 800
c 12, 90 + 30 = 120, 900 + 300 = 1200
Number – addition and subtraction d 6, 110 – 50 = 60, 1100 – 500 = 600
Pupils should be taught to: Worksheet 2
• solve problems, including missing number problems, 1 a 9, 19, 29, 39, 49 , 59 b 12, 22, 32, 42, 52, 62
using number facts, place value, and more complex c 20, 30, 40, 50, 60, 70 d 37, 47, 57, 67, 77, 87
addition and subtraction 2 a 33, 43, 53, 32, 63, 42, 73, 52, 83
b 114, 124, 134, 39, 144, 49, 154, 59, 164
Key vocabulary c 247, 257, 267, 231, 277, 241, 287, 251, 297
3 12 + 325 = 337, 22 + 325 = 347, 32 + 325 = 357,
place value, equation, number bonds, increase, decrease 42 + 325 = 367, 52 + 325 = 377, 62 + 325 = 387
4 26 + 313 = 339, 26 + 323 = 349, 26 + 333 = 359,
Extra assistance 26 + 343 = 369, 26 + 353 = 379, 26 + 363 = 389
Worksheet 3
An effective strategy for complicated problems is to look
1 a 6, 16, 26, 36, 46, 56 b 7, 17, 27, 37, 47, 57
at a simpler problem of the same sort and apply a rule or c 77, 67, 57, 47, 37, 27 d 102, 92, 82, 72, 62, 52
pattern. 2 a 205, 215, 225, 247, 235, 257, 245, 267, 255
Using a Place Value Chart (see Useful Resources) students b 703, 713, 723, 834, 733, 844, 743, 854, 753
c 302, 292, 282, 53, 272, 63, 262, 73, 252
can work on a calculation by considering the same 3 791 – 3 = 788, 801 – 3 = 798, 811 – 3 = 808,
question with smaller numbers. For example, 700 + 600. 821 – 3 = 818, 831 – 3 = 828, 841 – 3 = 838
Students do the calculation 7 + 6 = 13, then move the 4 575 – 18 = 557, 575 – 28 = 547, 575 – 38 = 537,
numbers up a place. So 70 + 60 = 130, and then 575 – 48 = 527, 575 – 58 = 517, 575 – 68 = 507
700 + 600 = 1300. Worksheet 4
A similar strategy is taken with questions such as 1 a 18 + 9 = 27 b 1800 2 a 654 – 7 = 647 b 654
762 – 53. Start with the ones: 762 – 3 = 759. Then add 180 + 90 = 270 + 900 654 – 17 = 637 – 37
1800 + 900 = 2700 2700 654 – 27 = 627 617
the tens to the calculation. 762 – 13 = 749. For each ten 654 – 37 = 617
added to the number being subtracted, the answer drops 3 a 1000 – 6 = 994 b 1000 4 a 156 + 6 = 162 b 156
by ten. So 762 – 23 = 739, 762 – 33 = 729, 1000 – 16 = 984 – 974 156 + 16 = 172 + 26
762 – 43 = 719, and 762 – 53 = 709. 1000 – 26 = 974 26 156 + 26 = 182 182

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Understand how place value find the answers to addition & Worksheet 1
Place value patterns changes affect the answers in a subtraction equations following a pattern Ones, tens,
pattern of equations. of changes based on place value. hundreds

Simple patterns: Identify the rule and complete the choose the next or missing number in Worksheet 2
Skip Counting Patterns, sequence. the pattern. Add with increasing
Number Pattern Balloons, tens
What’s the Rule?

Place value: Apply knowledge of small number fill in the addition patterns. Multiply Worksheet 3
Addition Patterns, Thousand operations to solve equations with by ten and find the answer on the Subtract with
Chart larger numbers. thousand chart. increasing tens

General operations: Understand regrouping and find the correct algorithm. Type answers Worksheet 4
Time to Save, Subtraction trading in vertical algorithms. into algorithms. Fill in equations and Pattern problems
Algorithms, Animal Count, Translate a word problem into an calculate answers. Fill in a bar diagram
Part-Part-Whole Bars equation. Use a bar diagram to to answer a word problem.
solve a problem.
End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Build-a-Bot

266
Addition & Lesson 195 • Worksheet 1 Ones, tens, hundreds
subtraction
patterns Name

1 Find the answers.

a 2 + 3 = ______ b 4 + 5 = ______
20 + 30 = ______ 40 + 50 = ______
200 + 300 = ______ 400 + 500 = ______
c 6 + 7 = ______ d 8 – 2 = ______
60 + 70 = ______ 80 – 20 = ______
600 + 700 = ______ 800 – 200 = ______
e 8 – 5 = ______ f 12 – 4 = ______
80 – 50 = ______ 120 – 40 = ______
800 – 500 = ______ 1200 – 400 = ______
2 Complete the patterns.
a 8 + ______ = 16 b ______ + 4 = 13
80 + ______ = 160 ______ + 40 = 130
800 + ______ = 1600 ______ + 400 = 1300
c 14 – ______ = 7 d ______ – 9 = 5
140 – ______ = 70 ______ – 90 = 50
1400 – ______ = 700 ______ – 900 = 500
3 Fill in the patterns.
a 7 + 9 = ______ b 15 – 7 = ______
70 + ______ = ______ 150 – ______ = ______
______ + ______ = ______ ______ – ______ = ______
c 9 + 3 = ______ d 11 – 5 = ______
90 + ______ = ______ 110 – ______ = ______
______ + ______ = ______ ______ – ______ = ______
268 Copyright © Mathseeds and Blake eLearning 2018
Addition & Lesson 195 • Worksheet 2 Add with increasing tens
subtraction
patterns Name

1 Find the answers.

a 5 + 4 = ____ b 6 + 6 = ____ c 3 + 17 = ____ d 28 + 9 = ____
15 + 4 = ____ 6 + 16 = ____ 13 + 17 = ____ 28 + 19 = ____
25 + 4 = ____ 6 + 26 = ____ 23 + 17 = ____ 28 + 29 = ____
35 + 4 = ____ 6 + 36 = ____ 33 + 17 = ____ 28 + 39 = ____
45 + 4 = ____ 6 + 46 = ____ 43 + 17 = ____ 28 + 49 = ____
55 + 4 = ____ 6 + 56 = ____ 53 + 17 = ____ 28 + 59 = ____
2 Complete the patterns.
a 2 + 31 = _____ b 105 + 9 = _____ c 201 + 46 = _____
12 + 31 = _____ 105 + 19 = _____ 211 + 46 = _____
22 + 31 = _____ 105 + 29 = _____ 221 + 46 = _____
_____ + 31 = _____ 105 + _____ = _____ _____ + 46 = _____
_____ + 31 = _____ 105 + _____ = _____ _____ + 46 = _____
_____ + 31 = _____ 105 + _____ = _____ _____ + 46 = _____
3 Add 10 to the first number. 4 Add 10 to the second number.
12 + 325 = _____ 26 + 313 = _____
_____ + _____ = _____ _____ + _____ = _____
_____ + _____ = _____ _____ + _____ = _____
_____ + _____ = _____ _____ + _____ = _____
_____ + _____ = _____ _____ + _____ = _____
_____ + _____ = _____ _____ + _____ = _____
Copyright © Mathseeds and Blake eLearning 2018 269
Addition & Lesson 195 • Worksheet 3 Subtract with increasing tens
subtraction
patterns Name

1 Find the answers.

a 9 – 3 = ____ b 13 – 6 = ____ c 78 – 1 = ____ d 109 – 7 = ____
19 – 3 = ____ 23 – 6 = ____ 78 – 11 = ____ 109 – 17 = ____
29 – 3 = ____ 33 – 6 = ____ 78 – 21 = ____ 109 – 27 = ____
39 – 3 = ____ 43 – 6 = ____ 78 – 31 = ____ 109 – 37 = ____
49 – 3 = ____ 53 – 6 = ____ 78 – 41 = ____ 109 – 47 = ____
59 – 3 = ____ 63 – 6 = ____ 78 – 51 = ____ 109 – 57 = ____
2 Complete the patterns.
a 217 – 12 = _____ b 804 – 101 = _____ c 325 – 23 = _____
227 – 12 = _____ 814 – 101 = _____ 325 – 33 = _____
237 – 12 = _____ 824 – 101 = _____ 325 – 43 = _____
_____ – 12 = _____ _____ – 101 = _____ 325 – _____ = _____
_____ – 12 = _____ _____ – 101 = _____ 325 – _____ = _____
_____ – 12 = _____ _____ – 101 = _____ 325 – _____ = _____
3 Add 10 to the first number. 4 Add 10 to the second number.
791 – 3 = _____ 575 – 18 = _____
_____ – _____ = _____ _____ – _____ = _____
_____ – _____ = _____ _____ – _____ = _____
_____ – _____ = _____ _____ – _____ = _____
_____ – _____ = _____ _____ – _____ = _____
_____ – _____ = _____ _____ – _____ = _____
270 Copyright © Mathseeds and Blake eLearning 2018
Addition & Lesson 195 • Worksheet 4
Problem solving
subtraction
patterns Name

Use two different strategies to solve each problem:

a a place value pattern and b an algorithm.
1 Mango merges an 1800 word document with a 900 word one.
How many words in total now?
a
18 + 9 = _____ b
_____ + _____ = _____ +
_____ + _____ = _____

2 Waldo has to choose 37 photos out of 654 to go in an album.

How many photos will be left out?
a
654 – 7 = _____ b
_____ – _____ = _____ –
_____ – _____ = _____
_____ – _____ = _____

3 Mrs T wants to own 1000 cactus but she only has 974.
How many more cactus does she need?

a
1000 – 6 = _____ b
1000 – _____ = _____ –
1000 – _____ = 974

4 Doc is adding 26 new rocks to his collection. He already has 156.

How many altogether now?
a
156 + 6 = _____ b
_____ + _____ = _____ +
_____ + _____ = _____
Copyright © Mathseeds and Blake eLearning 2018 271
 Lesson 196 • Division word problems
Learning objectives Worksheet answers
Children will: Worksheet 1
1 a circle: 24; himself, Ruby and Mrs T b 24 ÷ 3 = 8
• represent multi-step word problems using equations.
2 a circle: 24; four b 24 ÷ 4 = 6
• solve word problems involving division. 3 a circle: 24; twelve b 24 ÷ 12 = 2
4 a circle: Ruby, Mrs T and Dizzy; 36 b 36 ÷ 3 = 12
The National Curriculum in England 5 Teacher to check
Mathematics Year 3 Worksheet 2
Number – multiplication and division 1 a circle: £55; £37; altogether b £55 + £37 = £92
2 a circle: £100; £38; left b £100 – £38 = £62
Pupils should be taught to: 3 a circle: £80; shared; herself, her brother and her two sisters
• recall and use multiplication and division facts for the 3, 4 b £80 ÷ 4 = £20
and 8 multiplication tables 4 a circle: six packets; £9 each; total b 6 × £9 = £54
5 a circle: fifty; ten; equal groups b £50 ÷ 10 = £5
• write and calculate mathematical statements for
6 a circle: £50; £30; spent £60; left
multiplication and division b £50 + £30 – £60 = £20
• solve problems, including missing number problems, Worksheet 3
involving multiplication and division 1 a 5 × 8 = 40 b 40 ÷ 4 = 10
2 a 18 ÷ 3 = 6 b 6–4=2
Extra assistance 3 a 30 ÷ 5 = 6 b 3 × 6 = 18
When working on word problems that require multiple 4 a 17 + 19 = 36 b 36 ÷ 6 = 6
steps to find the solution, it is very important to be able to 5 a 44 ÷ 2 = 22 b 22 + 7 = 29
identify the language clues for each operation, work out Worksheet 4
which numbers apply to each step, and visualise what order 1 37 + 53 = 90 songs, 3 × 60 = 180 mins, 180 ÷ 90
the steps need to be done in. = 2 mins per song
2 2 × 12 = 24 m, 90 – 24 = 66 m, 66 m ÷ 11 m = 6 strings
Some language clues to keep in mind for this lesson: 3 45 – 21 = 24 left, 24 ÷ 2 = 12, 12 × 10 = 120 mins = 2 hours
• time words – then, now, next – are clues to the order. 4 72 ÷ 12 = 6 batches, 30 + 10 = 40 mins, 40 × 6 = 240 mins
• lists often need to be counted – Ruby, Dizzy and Mrs T – = 4 hours
3 people.
• division phrasing – shares equally, an equal number, into
equal lengths, the same number, equal groups.
• the question at the end of the problem usually tells you
what you are aiming to find.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Translate word problems identify numbers and operations Worksheet 1
Division problems into equations. Solve all four in a word problem. Answer Division problems
operations. equations including division.

Division with arrays: Identify groups to match an select the groups of donuts that Worksheet 2
Division Donuts, Egg Family equation. Relate multiplication answer the sum. Choose the four Which operation?
and division facts to an array. sums to make a related facts set.

Division equations: Calculate the answer to a division find the answer to a division Worksheet 3
Bubble Drop, Three Columns, equation. Recognise true or false number sentence. Decide if a Two-step problems
Squash the Jellies, True or number sentences. given number sentence is true or
False? false.

Division problems: Use a picture, fill in an equation, calculate the answer to division Worksheet 4
Picnic Boxes, Toy Warehouse, or choose two sums to solve a problems. Write or choose sums Multi-step problems
Puzzle Pieces word problem. to solve problems.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to Reward game:
content and skills. earn a reward game. Super Slalom

272
Division word
Lesson 196 • Worksheet 1 Division problems
problems
÷ Name

In each problem,
a circle the numbers and clues to numbers.
b fill in the equation and calculate the answer.

1 a Dizzy has 24 fishing flies. 2 a Mrs T makes 24

He shares them equally sandwiches. She puts an
between himself, Ruby and equal number into each
Mrs T. How many flies does of four boxes. How many
each person get? sandwiches in each box?
b _____ ÷ _____ = _____ b _____ ÷ _____ = _____

3 a Ruby has 24 m of fishing 4 a Ruby, Mrs T and Dizzy

line. She cuts it into twelve each bring the same number
equal lengths. How long is of apples. Altogether they
each short line? have 36 apples. How many
did each person bring?
b _____ ÷ _____ = _____
b _____ ÷ _____ = _____

5 Write a problem to go with this division equation.

36 ÷ 6 = 6
____________________________________________________________
____________________________________________________________
____________________________________________________________
274 Copyright © Mathseeds and Blake eLearning 2018
Division word
Lesson 196 • Worksheet 2 Which operation?
problems
÷ Name

In each problem,
a circle numbers, clues for numbers and clues to the operation.
b write an equation and calculate the answer.

1 a Meg bought a hat for £55 and a belt for £37.

How much did she spend altogether?
b _____________________________________

2 a Ben has £100 to spend. He got two books for £38.

How much money is left?
b _____________________________________

3 a Peggy had £80. She shared it equally between herself, her

brother and her two sisters. How much did they each get?
b _____________________________________

4 a Lenny bought six packets of rubber balls for £9 each.

How much did he spend in total?
b _____________________________________

5 a Deb has fifty £1 coins. She made ten equal groups of coins.
How much is each group worth?
b _____________________________________

6 a Ted was given £50 for his birthday. He already had £30.
Then he spent £60. How much is left?
b _____________________________________
Copyright © Mathseeds and Blake eLearning 2018 275
Division word
problems
Lesson 196 • Worksheet 3 Two-step problems

÷ Name

Write 2 equations to solve these problems.

1 Dizzy made five pepperoni pizzas. He cut them into eight slices each
and then shared them equally between himself, Ruby, Mango and
Waldo. How many slices did each person get?
a ___________________________ b ___________________________

2 Mrs T made 18 cactus burritos. Yum! She put an equal number on

plates for herself, cousin Carlotta and Doc. Doc and Mrs T ate all of
theirs, but Carlotta only ate four. How many are left?
a ___________________________ b ___________________________

3 Mango picked 30 apples and shared them equally into five buckets.
Next she gave two buckets to Carlotta. She kept the other buckets.
How many apples did Mango keep?
a ___________________________ b ___________________________

4 Waldo caught 17 fish on Saturday and 19 on Sunday. On Monday

night he put them in equal groups on six skewers and cooked them
all up. How many fish were on each skewer?
a ___________________________ b ___________________________

5 Ruby shared 44 crackers equally between herself and Dizzy. Then

Mrs T gave her 7 more. How many crackers does Ruby have now?
a ___________________________ b ___________________________
276 Copyright © Mathseeds and Blake eLearning 2018
Division word
problems
Lesson 196 • Worksheet 4 Multi-step problems

÷ Name

Solve the problems. Show your working.

1 Quinn has to put together a play list for the party. He merges two
lists – there are 37 songs in the rock list and 53 songs in the pop
list. The play list is three hours long. How many minutes long is
each song?

2 Ling wants fairy lights all the way along the 90 m fence. She
borrows two 12 m strings of lights from Rin. How many 11 m
lengths of lights does Ling need to buy to finish the job?

3 Minh needs to make 45 invitations. She has made 21 already.

It takes her ten minutes to make two invitations. How long will it
take Minh to make the rest?

4 Pina is baking cupcakes. She does 12 in each batch and each

batch takes 30 minutes. Plus she needs an extra 10 minutes
per batch to decorate them. If she aims to make 72 cupcakes,
how long will it take altogether?

Copyright ©
© Mathseeds
Mathseeds and
and Blake
Blake eLearning
eLearning 2018
2018
Copyright 277
 Lesson 197 • Whole number fractions
Learning objectives Worksheet answers
Children will: Worksheet 1
• understand how whole numbers can be represented by 1 a numerator b denominator c numerator
fractions. d denominator
• know to divide the numerator by the denominator to 2 a !1 b ^6 c *2
find the whole number. d !%
5 e *4 f !@
3
The National Curriculum in England Worksheet 2
1 a *8 b !@
4 c !*
6
Mathematics Year 3
d )2 e !*
3 f 205
Number – fractions 2 a 2 shapes cut into 5ths
Pupils should be taught to: b 3 shapes cut in half
• recognise and use fractions as numbers: unit fractions c 4 shapes cut into 4ths
and non-unit fractions with small denominators d 3 shapes cut into 3rds
Notes and guidance Worksheet 3
They should go beyond the [0, 1] interval. 1 divide the numerator by the denominator.
Key vocabulary 2 a 6 b 5 c 16 ÷ 8 = 2
d 21 ÷ 3 = 7 e 30 ÷ 5 = 6 f 12 ÷ 6 = 2
denominator, numerator, whole number fractions 3 a 1 b 10 c 5
Extra assistance d 10 e 5 f 3
To help students understand whole number fractions, be clear 4 a 14 b 9 c 5
on the format of a fraction: the numerator is the number of d 8
parts indicated and the denominator is the type of fraction. Worksheet 4
For example, in 5# the number of parts being indicated is 3 Teacher to check
and the type of parts is 5ths, so something has been divided
into 5 equal parts and we are only talking about 3 of them. In
a whole number fraction such as !5, % we are still dealing with
5ths, but this time we are talking about 15 of them.
Revisit the concept of fractions which equal 1: 2@, 3#, 4$, 5%
and so on. Combined with an understanding of fraction
addition wherein the denominator stays the same, a
student may find it easier to think of whole number
fractions as addition of fractions that equal 1, for example,
5% + 5% + 5% = !5.
%
Mathseeds Lesson TEACH PRACTISE APPLY
sequence Content and skills Children will:
Animated Lesson: Understand whole number fractions count parts of shapes to fill in whole number Worksheet 1
Whole number fractions as: numerator – number of parts in fractions. Divide numerator by denominator Whole number
one or more shapes; & denominator – to find the whole number. Match fractions fractions
number of parts in one whole. to their whole number equivalents.
Fractions: Evaluate statements about fractions. decide whether a statement about a Worksheet 2
Fractions True or False, Add fractions with the same fraction is true or false. Add two fractions. Reading fractions
Cake Fractions, Mixed denominator. Recognise mixed Choose the fraction to match the visual.
Fraction Pies, Ducks and fractions. Represent fractions with Colour items to make a fraction.
Cupcakes equal shares.
Compare fractions: Identify a fraction’s size. Recognise move fractions blocks into the wall. Move Worksheet 3
Fraction Wall, Compare which fraction is larger or smaller, or if a symbol < = > into place to compare two Whole number
Fractions they are equivalent. fractions. equivalents

Whole number fractions: Make equivalent fractions of shapes. colour equivalent fractions of the same Worksheet 4
Equivalent Means Equal, Match fraction notation to visual shape. Move the fraction to its matching Making fractions
Fraction Match, Order representation. Order fractions based shape fraction. Drag fractions into size
Fractions on size. order.
End of Lesson Quiz Test understanding of lesson content complete a 10 question quiz to earn a Reward game:
and skills. reward game. Fraction Chooks

278
 Whole Lesson 197 • Worksheet 1
Whole number fractions
number
fractions Name

1 Complete these sentences using the words numerator and

denominator.
a In the whole number fraction 3
^, 6 is the _________________ .
b In the whole number fraction 3
^, 3 is the _________________ .
c In a whole number fraction, the _________________ is the number
of parts in all the shapes, the total number of parts.
d In a whole number fraction, the _________________ is the number
of parts one shape is divided into, the type of fraction.
2 Fill in the fractions to match.
a b

c d

e f

280 Copyright © Mathseeds and Blake eLearning 2018

 Whole Lesson 197 • Worksheet 2
Reading fractions
number
fractions Name

1 Match the fractions.

a b
18
6
20
5
18
c d
3
12
4
8
8
e 10 f
2

2 Draw shapes to show these fractions.

a 10 b 6
5 2

c 16 d 9
4 3

Copyright © Mathseeds and Blake eLearning 2018 281

 Whole Lesson 197 • Worksheet 3 Whole number equivalents
number
fractions Name

1 Complete this sentence using the words numerator and denominator.

To find the whole number equivalent for a whole number fraction,
divide the _____________________ by the ______________________ .

2 Find the whole number equivalent.

a 12
2 = 12 ÷ 2 = ____
b 20
4 = 20 ÷ 4 = ____
16
c 8 = ____ ÷ ____ = ____
d 21
3 = ____ ÷ ____ = ____

e 30
5 = ____ ÷ ____ = ____
f 12
6 = ____ ÷ ____ = ____

3 Find the whole number equivalent.

2
a 2 = ____ wholes b 10
1 = ____ wholes
15
c 3 = ____ wholes
d 40
4 = ____ wholes

e 30
6 = ____ wholes
f 24
8 = ____ wholes

4 Complete.

a 2 = 7 wholes b 1 = 9 wholes

25
c = 5 wholes d 40 = 5 wholes

282 Copyright © Mathseeds and Blake eLearning 2018

 Whole Lesson 197 • Worksheet 4
Making fractions
number
fractions Name

Write an equivalent whole number fraction and divide the shapes to match.

1 3 wholes

2 6 wholes

3 4 wholes

4 10 wholes

5 5 wholes

Copyright © Mathseeds and Blake eLearning 2018 283

 Lesson 198 • Measurement data
Learning objectives Worksheet answers
Children will: Worksheet 1
• measure length in half and full centimetres. 1 a 5 cm b 3!2 cm c 9!2 cm d 2 cm
• measure distances to fill in a results table. e 6!2 cm f 4 cm g 5 cm h 8 cm
• translate the data into a bar chart and interpret the i 10 cm j 2!2 cm
graph. Worksheet 2
1 a 5 cm b 3!2 cm c 9!2 cm d 2 cm
The National Curriculum in England e 6!2 m f 4 cm g 5 cm h 8 cm
i 10 cm j 2!2 cm
Mathematics Year 3
2 Teacher to check
Measurement
Worksheet 3
Pupils should be taught to:
1 a Dan b 2 cm c Ian d 10 cm
• measure, compare, add and subtract: lengths (m/cm/mm)
e Anna & Gru f 5 cm g 4
Statistics h 6
Pupils should be taught to: 2 a 11!2 cm b Finn c 3 cm d 5 cm
• interpret and present data using bar charts, pictograms e less f more g Erin h Anna & Gru
and tables Worksheet 4
• solve one-step and two-step questions [for example, 1 a Under 9 Long Jump Results
‘How many more?’ and ‘How many fewer?’] using b Distance in metres
information presented in scaled bar charts and c Numbered from top to bottom: 5, 4!2 , 4, 3!2 , 3, 2!2 , 2,
pictograms and tables 1!2 , 1, !2
d From left to right: Kim, Lek, Maria, Nin, Odin, Pablo,
Key vocabulary Rob, Sera
results table, bar chart e Teacher to check
2 a Kim b They had the longest jump.
Extra assistance c 5m d Pablo
e Lek & Sera f 4!2 m
When it comes to real life measurements, sometimes
rounding is required to make the data easier to work
with. For example, in measuring very small items, students
could decide to measure to the millimetre. But if they
intend to graph the data in some form it will be easier
to write a scale with half centimetres than with 10
millimetres for every centimetre. In this case, 1 & 2 round
down to the nearest whole number, 3 & 4 round up to a
half, 6 & 7 round down to the half, and 8 & 9 round up to
the nearest whole number.

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Measure distance in full and half read a ruler to measure distances. Fill in Worksheet 1
Measurement data centimetres. Translate data from a a bar chart based on data from a table. Measure distance
table into a bar chart. Interpret the Answer questions using the bar chart.
data in a bar chart.

Measurement: Use multiple units of length measure an insect in mm, then cm; Worksheet 2
Insect Inspection, Snake measurement – metres, centimetres and a snake in cm, then m. Measure Data representation
Survey, Centimetres, and/or millimetres. lengths of items in cm or mm.
Millimetres
Graphs: Use given data to fill in a graph and fill a bar chart or pictogram based on Worksheet 3
Graph It!, Whale Watching, interpret it. given data and answer questions. Data interpretation
App Sale
Data interpretation: Interpret the data presented in a Answer questions based on a given Worksheet 4
Snail Trails, How Far? graph. graph. Measurement data

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Robot

284
Measurement Lesson 198 • Worksheet 1 Measure distance
data
Name

1 How far did each snail go?

a Anna _______ cm b Bob _______ cm
c Cleo _______ cm d Dan _______ cm
e Erin _______ cm f Finn _______ cm
g Gru _______ cm h Hera _______ cm
i Ian _______ cm j Jing _______ cm

a c

d e
f

h
g

j i

1 2 3 4 5 6 7 8 9 10
cm cm

286 Copyright © Mathseeds and Blake eLearning 2018

Measurement Lesson 198 • Worksheet 2 Data representation
data
Name

1 Use the distance measurements from Worksheet 1 to fill this data table.
Snail Distance Snail Distance
a Anna f Finn
b Bob g Gru
c Cleo h Hera
d Dan i Ian
e Erin j Jing

2 Use the data in the table to fill in the bar chart.

Snail Trail Distances
10
9!2
9
8!2
8
7!2
Distance travelled in centimetres

7
6!2
6
5!2
5
4!2
4
3!2
3
2!2
2
1!2
1
!2
0
Anna Bob Cleo Dan Erin Finn Gru Hera Ian Jing
Snails
Copyright © Mathseeds and Blake eLearning 2018 287
Measurement Lesson 198 • Worksheet 3 Data interpretation
data
Name

1 Answer the questions based on the graph from Worksheet 2.

a Which snail travelled the shortest distance? _________________
b How far did it travel? _________________
c Which snail travelled the greatest distance? _________________
d How far did it travel? _________________
e Which two snails moved the same distance? _________________
f How far did they travel? _________________
g How many snails went over 5 cm? _________________
h How many snails went 5 cm or less? _________________

2 Complete the statements based on the graph from Worksheet 2.

a Bob and Hera travelled _______________ cm altogether.
b Jing and _______________ travelled 6!2 cm altogether.
c Cleo travelled _______________ cm further than Erin.
d Anna travelled _______________ cm less than Ian.
e Dan travelled 3 cm _______________ than Gru.
f Hera travelled 4 cm _______________ than Finn.
g Jing travelled 4 cm less than _______________ .
h Ian travelled 5 cm more than _______________ .

288 Copyright © Mathseeds and Blake eLearning 2018

Measurement Lesson 198 • Worksheet 4 Measurement data
data
Name

1 Make a bar chart using the Under 9 Long Jump Results

Name Distance
data from the results table.
Kim 5m
a Write the title. Lek 4!2 m
b Label the scale. Maria 2m
Nin 3m
c Fill in the scale. Odin 2!2 m
d Write the names. Pablo 1m
Rob 3!2 m
e Fill in the columns.
Sera 4!2 m

c a
b

d
2 Answer the questions.
a Who won the long jump competition? _______________________
b How do you know? _______________________
c How far did they jump? _______________________
d Who jumped the shortest distance? _______________________
e Who came second? _______________________
f How far did they jump? _______________________
Copyright © Mathseeds and Blake eLearning 2018 289
 Lesson 199 • Fluent facts
Learning objectives Worksheet answers
Children will: Worksheet 1
1 a 16 b 49 c 27 d 30 e 36 f 25 g 30
• answer multiplication and division sums fluently.
h 72 i 28 j 64 k 18 l 24 m 24 n 81
• solve word problems using multiplication facts and o 60 p 63 q 32 r 36 s 20 t 48 u 18
inverse operations. v 100 w 35 x 54 y 45 z 42
2 a 16 b 56 c 48 d 40 e 21 f 36 g 24
The National Curriculum in England h 45 i 20 j 72 k 42 l 35 m 27 n 32
Mathematics Year 3 o 63 p 30 q 18 r 28 s 54 t 40 u 70
v 24 w 56 x 15 y 12 z 40
Number – multiplication and division
Worksheet 2
Pupils should be taught to: 1 a 12 b 5 c 72 d 9 e 7 f 8
• recall and use multiplication and division facts 2 a 60 ÷ 10 = 6 b 6 × 8 = 48 c 15 ÷ 5 = 3
d 5 × 4 = 20 e 63 ÷ 9 = 7 f 10 × 10 = 100
• solve problems, including missing number problems,
3 a 35, 35, 35, 35
involving multiplication and division b 32, 8 × 4 = 32, 32, 32 ÷ 8 = 4
c 54, 9 × 6 = 54, 54 ÷ 6 = 9, 54 ÷ 9 = 6
Key vocabulary d 6 × 7 = 42, 7 × 6 = 42, 7, 42 ÷ 7 = 6
multiplication facts, inverse operations Worksheet 3
1 a 4 b 8 c 6 d 7 e 6 f 10 g 8
Extra assistance h 8 i 6 j 7 k 6 l 4 m9 n 9
For most children, developing fluency with multiplication o 9 p 8 q 8 r 7 s 3 t 5 u 9
and division facts involves a lot of practice. Building v 6 w 5 x 3 y 6 z 4
2 a 8 b 7 c 9 d 7 e 7 f 6 g 10
number fact fluency doesn’t have to be boring. Songs and
h 6 i 5 j 9 k 5 l 9 m9 n 3
chanting can reinforce the times tables, but completeing
o 5 p 4 q 8 r 4 s 10 t 5 u 3
number fact sprints is a better way to learn them by rote.
v 8 w 8 x 4 y 6 z 7
There are lots of games that require students to apply the
times tables and related division facts quickly and fluently Worksheet 4
to build their memorisation, both in the classroom (see 1 a 49 b 24 c 40
Classroom Activities on the next page) and online. 2 a 9 b 9 c £6
3 a 3 × 8 = 24, 24 ÷ 4 = 6
b £30 ÷ 5 = £6, £6 ÷ 3 = £2
c 3 × 5 = 15, 15 + 15 = 30

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Know multiplication facts use times tables to answer Worksheet 1
Fluent multiplication & division and the related division facts. multiplication and division sums. Fill Multiplication facts
Understand inverse operations. the missing numbers in pairs of sums.
Answer word problems.

Multiplication: Translate an array into an write the equation to match the Worksheet 2
Cats and Dogs, On the Table, equation. Use a multiplication array. Pick the answer to a sum on Inverse operations
Train Tunnels, Thousand Chart table or thousand chart to a multiplication table or a thousand
answer an equation. Calculate a chart. Choose the number that
missing number from a sum. completes the sum.
Using known facts: Understand how various aspects use clues to work out a 3-digit Worksheet 3
Guess the 3-digit Number, of number work. Complete number. Write or complete the four Division facts
House of Facts, Spinner Facts number fact families. sums to make a related facts set.

Word problems: Write the algorithm or equation write the sum which gives the correct Worksheet 4
Beach Days, What am I Doing? to match the problem. answer. Word problems

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn Reward game:
content and skills. a reward game. Into the deep

290
Fluent Lesson 199 • Worksheet 1 Multiplication facts
facts Name

1 Fold this sheet in half. Complete the top half. Time yourself.
a 8 × 2 = ______ b 7 × 7 = ______ c 3 × 9 = ______
d 6 × 5 = ______ e 4 × 9 = ______ f 5 × 5 = ______
g 10 × 3 = ______ h 9 × 8 = ______ i 7 × 4 = ______
j 8 × 8 = ______ k 9 × 2 = ______ l 4 × 6 = ______
m 3 × 8 = ______ n 9 × 9 = ______ o 6 × 10 = ______
p 7 × 9 = ______ q 8 × 4 = ______ r 6 × 6 = ______
s 5 × 4 = ______ t 6 × 8 = ______ u 6 × 3 = ______
v 10 × 10 = ______ w 7 × 5 = ______ x 9 × 6 = ______
y 5 × 9 = ______ z 6 × 7 = ______ Time: ____________

2 Complete the bottom half. Time yourself. Were you faster?

a 4 × 4 = ______ b 7 × 8 = ______ c 8 × 6 = ______
d 8 × 5 = ______ e 3 × 7 = ______ f 9 × 4 = ______
g 8 × 3 = ______ h 9 × 5 = ______ i 4 × 5 = ______
j 8 × 9 = ______ k 7 × 6 = ______ l 5 × 7 = ______
m 9 × 3 = ______ n 4 × 8 = ______ o 9 × 7 = ______
p 5 × 6 = ______ q 2 × 9 = ______ r 4 × 7 = ______
s 6 × 9 = ______ t 10 × 4 = ______ u 7 × 10 = ______
v 6 × 4 = ______ w 8 × 7 = ______ x 3 × 5 = ______
y 4 × 3 = ______ z 5 × 8 = ______ Time: ____________

292 Copyright © Mathseeds and Blake eLearning 2018

Fluent Lesson 199 • Worksheet 2 Inverse operations
facts Name

1 What number completes the pairs of inverse operations?

a 3 × 4 = ______ ______ ÷ 4 = 3
b 6 × ______ = 30 30 ÷ ______ = 6
c 9 × 8 = ______ ______ ÷ 8 = 9
d 4 × ______ = 36 36 ÷ ______ = 4
e ______ × 10 = 70 70 ÷ 10 = ______
f ______ × 7 = 56 56 ÷ 7 = ______
2 Write the inverse operation.
a 6 × 10 = 60 ________________________________
b 48 ÷ 8 = 6 ________________________________
c 3 × 5 = 15 ________________________________
d 20 ÷ 4 = 5 ________________________________
e 7 × 9 = 63 ________________________________
f 100 ÷ 10 = 10 ________________________________
3 Complete the number fact families.
a 5 × 7 = ______ b 4 × 8 = ______
7 × 5 = ______ ______ × ______ = ______
______ ÷ 5 = 7 ______ ÷ ______ = ______
______ ÷ 7 = 5 ______ ÷ 4 = 8
c 6 × 9 = ______ d ______ × ______ = ______
______ × ______ = ______ ______ × ______ = ______
______ ÷ ______ = ______ 42 ÷ 6 = ______
______ ÷ ______ = ______ ______ ÷ ______ = ______
Copyright © Mathseeds and Blake eLearning 2018 293
Fluent Lesson 199 • Worksheet 3 Division facts
facts Name

1 Fold this sheet in half. Complete the top half. Time yourself.
a 16 ÷ 4 = ______ b 56 ÷ 7 = ______ c 48 ÷ 8 = ______
d 21 ÷ 3 = ______ e 36 ÷ 6 = ______ f 90 ÷ 9 = ______
g 40 ÷ 5 = ______ h 32 ÷ 4 = ______ i 54 ÷ 9 = ______
j 35 ÷ 5 = ______ k 60 ÷ 10 = ______ l 28 ÷ 7 = ______
m 63 ÷ 7 = ______ n 36 ÷ 4 = ______ o 45 ÷ 5 = ______
p 72 ÷ 9 = ______ q 64 ÷ 8 = ______ r 42 ÷ 6 = ______
s 24 ÷ 8 = ______ t 25 ÷ 5 = ______ u 81 ÷ 9 = ______
v 24 ÷ 4 = ______ w 30 ÷ 6 = ______ x 27 ÷ 9 = ______
y 18 ÷ 3 = ______ z 20 ÷ 5 = ______ Time: ____________

2 Complete the bottom half. Time yourself. Were you faster?

a 80 ÷ 10 = ______ b 49 ÷ 7 = ______ c 54 ÷ 6 = ______
d 28 ÷ 4 = ______ e 63 ÷ 9 = ______ f 30 ÷ 5 = ______
g 100 ÷ 10 = ______ h 42 ÷ 7 = ______ i 35 ÷ 7 = ______
j 72 ÷ 8 = ______ k 20 ÷ 4 = ______ l 81 ÷ 9 = ______
m 27 ÷ 3 = ______ n 18 ÷ 6 = ______ o 45 ÷ 9 = ______
p 24 ÷ 6 = ______ q 48 ÷ 6 = ______ r 32 ÷ 8 = ______
s 70 ÷ 7 = ______ t 40 ÷ 8 = ______ u 21 ÷ 7 = ______
v 24 ÷ 3 = ______ w 64 ÷ 8 = ______ x 36 ÷ 9 = ______
y 36 ÷ 6 = ______ z 56 ÷ 8 = ______ Time: ____________

294 Copyright © Mathseeds and Blake eLearning 2018

Fluent Lesson 199 • Worksheet 4 Word problems
facts Name

1 Use multiplication facts to solve each problem.

a Doc has 7 packs of paper. Each pack holds 7 sheets.
How many sheets in total? ________
b Ruby makes 4 cranes in 10 minutes.
How many can she make in an hour? ________
c Mrs T hangs up 5 strings of cranes. Each string has 8 cranes.
How many altogether? ________
2 Use division facts to solve each problem.
a Dizzy has 90 cranes. He shares them between 10 strings.
How many on each string? ________
b Mango made 81 cranes. She had 9 packs of paper.
How many sheets in each pack? ________
c Waldo buys 6 packs of paper for £36 altogether.
How much was each pack? ________
3 Write equations to show your solutions to these problems.
a Ruby has 3 packs of paper. Each pack holds 8 sheets.
She makes all the sheets of paper into cranes and then shares
them between 4 strings. How many cranes on each string?
_________________________________________________________
b Doc buys 5 packs of paper for £30 altogether. Each pack has
3 sheets of super special fancy paper in it. How much is each
sheet of paper?
_________________________________________________________
c Mrs T can make 3 cranes in 10 minutes. She makes cranes solidly
for 50 mins. Then she has lunch. She makes cranes for another
50 mins after lunch. How many cranes does she have now?
_________________________________________________________
Copyright © Mathseeds and Blake eLearning 2018 295
 Lesson 200 • Area Problem Solving
Learning objectives Worksheet answers
Children will: Worksheet 1
1 a Teacher to check b 5 × 7 = 35 m2
• solve two-step area problems.
c 2 × 3 = 6 m2 d 35 – 6 = 29 m2
• calculate irregular areas. 2 a 2×4=8 2×1=2 8 – 2 = 6 m2
b 3 × 4 = 12 1×2=2 12 – 2 = 10 m2
The National Curriculum in England c 4 × 8 = 32 4 × 3 = 12 32 – 12 = 20 m2
Mathematics Year 4 Worksheet 2
Measurement 1 a Teacher to check b 2 × 1 = 2 m2
c 3 × 1 = 3 m2 d 2 + 3 = 5 m2
Pupils should be taught to: 2 a 2×2=4 3 × 10 = 30 30 + 4 = 34 m2
• find the area of rectilinear shapes by counting squares b 3 × 5 = 15 3 × 3 = 9 15 + 9 = 24 m2
c 2×3=6 2×3=6 5 × 10 = 50
Key vocabulary 50 + 6 + 6 = 62 m2
square metres, m2, irregular shape Worksheet 3
1 a 5 × 9 = 45 m2 b 6 × 6 = 36 m2
Extra assistance c 5 × 8 = 40 1×2=2 40 – 2 = 38 m2
d 4 × 9 = 36 1×6=6 36 – 6 = 30 m2
An irregular shape in an area problem can be intimidating e 2 × 6 = 12 10 × 2 = 20 12 + 20 = 32 m2
for some students. They are used to calculating area using f 4 × 3 = 12 8 × 3 = 24 12 + 24 = 36 m2
length × width and now it looks like this strategy won’t 2 Colour a A red b D blue c B & F green
work. While teaching them to divide irregular shapes into 3 Circle D, E
more easily calculable rectangles, present diagrams for Worksheet 4
these problems on grid paper. Not only does it make the 1 a 4 × 5 = 20 m2 b £20 × 20 m2 = £400
rectangle divisions easier to visualise, it also gives them a 2 a 4 × 12 = 48 m2 b 2 litres c 2 × £25 = £50
familiar back up strategy and a way to check their answer 3 a 5 × 12 = 60 2 × 5 = 10 60 + 10 = 70 m2
is correct – count the squares. b 70 × £30 = £2100
4 a 12 × 30 = 360 – (20 + 48 + 70) = 360 – 138 = 222 m2
b 222 × £10 = £2220
5 £400 + £50 + £2100 + £2220 = £4770

Mathseeds Lesson TEACH PRACTISE APPLY

sequence Content and skills Children will:
Animated Lesson: Calculate areas of rectangles find the areas of rectangles using Worksheet 1
Area calculations and rectilinear shapes. Apply length × width. Compare areas. Area with
subtraction and addition to find Subtract a smaller area from a larger subtraction
the areas of irregular shapes. one. Divide an irregular shape into two
rectangles to find area.

Measurements: Estimate length based on units. choose a length estimate in cm or m. Worksheet 2

Units of Length, Perimeter Find the perimeter and area of Count side lengths to find perimeter Additive areas
vs Area, Cinema Time the same shape. Add hours and and count squares to find area.
minutes to a given time. Calculate the end time for a movie,
given the start and running times.

Area in squares: Count squares to show or find an colour the given area in squares. Worksheet 3
Colour the Area, Elastics, area. Use side lengths to find area Choose squares to show a given area. Area comparison
Side by Side in cm2. Choose appropriate units.

Area calculations: Calculate rectangular areas in multiply side lengths to find area. Worksheet 4
Rugged Up, Treehouse m2. Split a rectilinear shape into Choose appropriate units. Calculate 2 Multi-step area
Plans, Kitchen Plans 2 rectangles to find area. Find an smaller areas and add to find total area. problems
area with a missing section. Find the 2 areas and take the missing
one away.

End of Lesson Quiz Test understanding of lesson complete a 10 question quiz to earn a Reward game:
content and skills. reward game. Monster Mayhem

296
 Area
Lesson 200 • Worksheet 1 Area with subtraction
Problem
Solving Name

1 Mrs T’s new kitchen is 5 m wide by 7 m long. She has a bench in

the middle that is 2 m wide by 3 m long. How much floor space
does she have?
a Draw a diagram of the kitchen. b Calculate the area of
the whole kitchen.
_____________________
c Calculate the area of
the bench.
_____________________
d Calculate the floor space
in the kitchen.
_____________________
2 Calculate the grey floor space. 4m
4m
a b 1m
2m 3m 2m
2m
1m

____ × ____ = ____ ____ × ____ = ____

____ × ____ = ____ ____ × ____ = ____
____ – ____ = ____ ____ – ____ = ____

c
8m

_____________________
4m
4m _____________________
3m
_____________________

298 Copyright © Mathseeds and Blake eLearning 2018

 Area
Lesson 200 • Worksheet 2 Additive areas
Problem
Solving Name
1 Mango made an enclosure for her bugs. How much space do the
bugs have?
a Divide the shape into two rectangles. b Calculate the area of
one rectangle.
_____________________
2m

c Calculate the area of

1m
the other rectangle.
_____________________
1 m d Calculate the area of
the whole enclosure.
3m
_____________________
2 Calculate the area of each irregular shape.
3m
a 2 m b 3m
2m
5m 3m
3m

10 m

____ × ____ = ____ ____ × ____ = ____

____ × ____ = ____ ____ × ____ = ____
____ – ____ = ____ ____ – ____ = ____
c 2 m 2m
_____________________
3m

8m
_____________________
_____________________
_____________________
10 m
Copyright © Mathseeds and Blake eLearning 2018 299
 Area
Lesson 200 • Worksheet 3 Area comparison
Problem
Solving Name

1 Calculate the area of each wall.

9m 6m
a b
5m A 6m B

____________________________ ____________________________
8m 9m
c d
5m
C 1m 4m
D 6m
1m
2m

____________________________ ____________________________
____________________________ ____________________________
2m 4m
e f
F 3m

6m

E 12 m
2m
8m
3m

____________________________ ____________________________
____________________________ ____________________________
2 Colour
a the wall with the largest area red.
b the wall with the smallest area blue.
c the walls with equal areas green.
3 A 5 L can of paint will cover 35 m2. Circle which walls could be
painted with a 5 L can of paint. A B C D E F
300 Copyright © Mathseeds and Blake eLearning 2018
 Area
Lesson 200 • Worksheet 4 Multi-step area problems
Problem
Solving Name

4m 4m 5m
5m
Entry

Classroom 3B 2m
12 m Porch

5m Wet area

30 m

The classroom is getting new flooring. Help work out the cost.
1 Linoleum for the entry costs £20 for 1 m2.
a Calculate the area of the entry: ______________________________
b Calculate the cost of linoleum for this area: ____________________
2 Paint for the porch costs £25 a litre. 1 litre covers 30 m2.
a Calculate the area of the porch: _____________________________
b How many litres of paint will cover this area? _________________
c Calculate the cost of the paint: ______________________________
3 Tiles for the wet area cost £30 per 1 m2.
a Calculate the wet area: _____________________________________
__________________________________________________________
b Calculate the cost of tiles for this area: ________________________
4 Carpet for the classroom costs £10 for 1 m2.
a Calculate the classroom area: _______________________________
__________________________________________________________
b Calculate the cost of the carpet: _____________________________
__________________________________________________________
5 What is the total cost? ________________________________________

Copyright © Mathseeds and Blake eLearning 2018 301