 ```Three in a row
For this game you need a calculator. Draw a line like this:
♦ Take it in turns to choose a fraction, say 2/5. Use the
calculator to convert it to a decimal (i.e. 2 ÷ 5 = 0.4) and mark
your initials at this point on the line.
mathematics
♦ The aim of the game is to get 3 crosses in a row without any of
the other player’s marks in between.
♦ Some fractions are harder to place than others, e.g. ninths.
Flowers
♦ Take turns to think of a flower.
♦ Use an alphabet code, A = 1, B = 2, C = 3... up to Z = 26.
♦ Find the numbers for the first and last letters of your flower,
e.g. for a ROSE, R = 18, and E = 5.
♦ Multiply the two numbers together, e.g. 18 x 5 = 90.
A booklet for parents
♦ The person with the biggest answer scores a point.
♦ The winner is the first to get 5 points. When you play again you
could think of animals, or countries.
Targets for Age Related
Expectations in Year 6
The 4 operations (addition, subtraction, multiplication & division)
To reach your age related expectation by the end of Year 6,
you should be able to:
 multiply numbers up to 4 digits by a two-digit whole
number (formal written method of long multiplication)
Number and Place Value
 read, write, order and compare numbers up to 10 000 000
and understand each value.
 round whole numbers
 use negative number and calculate intervals across zero
(difference between 6 and -7)
 solve number and practical problems with number
 multiply and divide numbers by 10, 100 and 1000 giving
 divide numbers up to 4 digits by a 2 digit whole number
and use whole number remainders, fractions, or rounding.

divide numbers up to 4 digits by a two-digit number (short
division)
answers up to three decimal places
Draw your own place value board and try multiplying and
dividing by 10, 100 and 1000 including decimals.
H
T
U
.
t
h
3
.
7
6
3.76X 100 =
H
3
T
7
U
6
.
t
h
 identify common factors, common multiples and prime
numbers
 use the order of operations (BIDMAS)
 solve problems involving the 4 operations
 use estimation to check answers
Flowers, remainders, doubles and trebles, card games
Fractions, decimals and percentages
 use common factors to simplify fractions; use common
multiples to express fractions in the same denomination
Ratio and proportion
 solve problems involving ratio
 solve problems involving the calculation of percentages (as
15% of 360)
 Use scale factors
 solve problems involving unequal sharing and grouping
 compare and order fractions, including fractions > 1
 add and subtract fractions with different denominators
and mixed numbers (whole numbers and fractions)
 multiply fractions, writing the answer in its simplest form
 divide fractions by whole numbers
 associate a fraction with division (1/2 is the same as 1 ÷2)
 multiply numbers with decimals up to two decimal places
(6x 0.5)


use written division methods (up to two decimal places)
solve problems which require answers to be rounded

change simple fractions into decimals and percentages,
Make cards on pieces of paper with different fractions,
decimals and percentages on ( ½ ¼ 50% 0.25 etc). Play a
range of card games (snap, pairs and simply ordering them)
When shopping, if an item has 10% off, ask your child to
work out how much the saving is and how much the product
is now.
Look at some recipes (in books or online). Ask your child to
work out what ingredients would be needed to make the
recipe for the number in your family or for 10 people or 20
people etc.
Algebra
 use simple formulae (2a + 6 =16: what is a?)
 generate and describe linear number sequences (what will
the fourth number be in a pattern?)
 express missing number problems algebraically
 find pairs of numbers that satisfy an equation with two
unknowns
 enumerate possibilities of combinations of two variables.
(2g+w =10)
Take it in turns to create problems for each other where a
letter represents a number. (a+7 = 10: a=3)
Some examples are on www.primaryresources.co.uk under
Maths and Simple Algebra.
Measurement

solve problems involving the calculation and conversion of
units of measure, using decimal notation up to three
decimal places where appropriate
 use, read, write and convert between standard units,
converting measurements of length, mass, volume and time
from a smaller unit of measure to a larger unit, and vice
versa, using decimal notation to up to three decimal places


 draw 2-D shapes using given dimensions and angles
 recognise, describe and build simple 3-D shapes, including
making nets
 compare and classify geometric shapes based on their
properties and sizes and find unknown angles in any
 illustrate and name parts of circles, including radius,
convert between miles and kilometres
recognise that shapes with the same areas can have
different perimeters and vice versa
 recognise when it is possible to use formulae for area and
volume of shapes

Geometry
calculate the area of parallelograms and triangles
calculate, estimate and compare volume of cubes and
cuboids using standard units, including cubic centimetres
(cm3) and cubic metres (m3), and extending to other units
[for example, mm3 and km3].
ingredients. Ask questions such as: How many more ml do I
need to add to make it up to a litre?
Look at packaging in cupboard / shops. Talk about the
weight / capacity of the item / bottle.
diameter and circumference and know that the diameter is

recognise angles where they meet at a point, are on a
straight line, or are vertically opposite, and find missing
angles.
 describe positions on the full coordinate grid (all four
on the
coordinate plane, and reflect them in the axes.
2D and 3D shapes: Look at objects around the house. Ask
your child to say which shape or shapes it is made up of.
How many faces, edges or vertices does it have?
Play Guess My Shape: Take it in turns to think of a shape.
shape to narrow it down. (Is it a 3D shape? Does it have
more than 4 faces?) The other player can only answer yes
or no. If you can guess the shape within the number of
questions, you win a point. If not, the other player wins a
point.
Co-ordinates: Play Battleships.
Statistics
Remainders
Draw a 6 x 6 grid like this.
 interpret and construct pie charts and line graphs and use
these to solve problems
 calculate and interpret the mean as an average
Try and look on the Internet at a range of different
graphs. Give your child 1 minute to look at it and tell you
everything they can about what the graph shows. They
get 1 point for each correct point they make.
Then, swap over and you have a go.
haven’t told you. The type of questions can be things like:
 How do most people travel to
school?
 If this is a survey of 100 people,
estimate how many people walked to
school?
Card game
Use a pack of playing cards. Take out the jacks, queens
and kings.
♦ Take turns.
♦ Take a card and roll a dice.
♦ Multiply the two numbers. ♦ Write down the answer.
Keep a running total.
♦ The first to go over 301 wins!
♦ Choose the 7, 8 or 9
times table.
♦ Take turns.
♦ Roll a dice.
♦ Choose a number on the
board, e.g. 59. Divide it by the tables number, e.g. 7. If
the remainder for 59 ÷ 7 is the same as the dice number,
you can cover the board number with a counter or coin.
♦ The first to get four of their counters in a straight line
wins!
Doubles and trebles
♦ Roll two dice.
♦ Multiply the two numbers to get your score.
♦ Roll one of the dice again. If it is an even number,
double your score. If it is an odd number, treble your
score.
♦ Keep a running total of your score.
♦ The first to get over 301 wins.
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