Number and Algebra resources

The start of spatial matchstick patterns are shown and described in tables. Students complete the tables and show the rules in either words or equations.

Students interpret distance-time graphs that show a car's movement and draw their own graph from given statements.

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

Students drag numerals to create decimal numbers to create the largest and smallest decimal numbers, and closest decimal numbers to given whole numbers.

Students complete a diagram to show basic fractions of a journey to school in order from smallest to largest.

Students solve word problems which require division by 10, 100 or 1000.

Students demonstrate their understanding of place value by identifying smallest and largest 3-digit money values, and by calculating the number of 10s in given amounts.

Students continue sequential spatial patterns of triangles and circles.

Students complete a table showing the number of matchsticks used to build a series of pentagons. They identify the number of matchsticks required for a given pentagon and state the rule as an word equation.

Students find and write the numbers to complete simple equations that add to 10.

Students match given fractions to images of milk bottles to show how full each bottle is.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

Students write ratios in their simplest form.

Students identify multiples of 4 and of 6, and explain their reasoning.

Students add up amounts of money including dollars and cents.

Students order small numbers written in standard form, and explain why they are ordered in that way. The numbers are the lengths of some microscopic animals.

Students use all four operations to perform calculations using decimal values.

Students identify parts of algebraic equations and use the equations to calculate temperatures in the Antarctic at different times of the day.

Students add fractions with different denominators.

Students complete sequential patterns of letters or numbers.

Students identify negative and positive numbers on a number line and suggest real life experiences that would involve negative numbers.

Students find and write the numbers to complete equations that add to 10 or 20.

Students identify square and cubic numbers mentally in a timed test.

Task: interpret a graph of a car's journey and add to the graph to represent a further description of the journey. Assessment focus: graph interpretation.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.