Mathematics at Home

Mathematics at home
Practical activities for parents and children

John Davis
THE QUESTIONS PUBLISHING COMPANY LTD

BIRMINGHAM
2001
The Questions Publishing Company Ltd

27 Frederick Street, Birmingham Bl 3HH
John Davis 2001
Text and activity pages in this publication may be photocopied for use by the purchaser
or in the purchasing institution only. Otherwise, all rights reserved and text may not be
reprinted or reproduced or utilised in any form or by any electronic, mechanical or other
means, now known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing from the publishers.
First published in 2001
ISBN: 1 84190 046 X
Cover design by Lisa Martin
Illustrations by Devinder Sonsana
ii
Contents
Introduction
Numbers and the number system

Teachers 9 notes
* Number spotter * Brick builder <* Car prices $> Door to door
<$> Equal shares $> Washing line $> Hundred up $> Positive and negative
2.
Calculations
Teachers 9 notes
* All change * Shopping bills * Tables bingo <* In the family
<* Double cross <* Loose change <* Calculator skills * Check it out
3.
Solving problems
Teachers 9 notes
* Body measures *> Floor show *> All the way round <* Time out
<* Make a date <* Keeping watch * Cool down * Right angle
4.
Handling data
Teachers' notes
* Tasty fruits * Take a letter * Mealtimes * On the cards
* Happy birthday * Quick conversion * Shoe sizes * What's the chance?
5.
Measures, shape and space

Teachers' notes
* Take a guess * Magic V * Full up * Roundabout * Perfect fit
* Food packaging * Mirror shapes <* Take it in turns
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Introduction
Why homework?
Much can be achieved if the school and the home work positively
together to develop the child's understanding of mathematics, so
parents have a great deal to offer if they are keen and enthusiastic
about helping children with their homework. It is easy to identify
the possible reasons for this. Helping your child with their homework:
demonstrates your own interest in what they are doing and
the progress they are making;
sends a clear message to them that you are fully aware that
their schoolwork is important;
can give you the opportunity to show and apply your own
knowledge, expertise and enthusiasm;
will give you the chance to work cooperatively with your child
on an enjoyable activity;
updates you and keeps you in touch with the changes that
have taken place in primary school maths teaching;
illustrates that the home environment has different and
distinct opportunities and potential for learning in
mathematics.
Parents, carers and homework

An activity done at home gives the parent or carer an opportunity
to work in a familiar setting on a one-to-one basis with the child a situation that is rarely possible in school. Some tasks are best done
little and often, although it may be possible to spread problem
solving and investigation work over a longer period of time. Always
choose a time when the child is not involved in something else
and when they have the setting and energy levels to concentrate
fully on what they have to do.
Remember that sometimes maths questions will produce answers
that are either right or wrong. But with many problem-solving tasks
and investigations, solutions may be variable and open ended, with
a range of acceptable possibilities. This is where the importance
of discussion comes in. Encourage children to put forward their
own views about how to find the answer. Find out what they know
already and consider the way in which they explain things. Always
listen carefully to what they have to say. Teach them to be flexible
1
MATHS AT HOME
and open-minded. Resist the temptation to step in straight away
and tell them what to do or to insist that only one particular
approach should be used.
There are usually many different ways to find a maths solution.
Sometimes it is possible to work mentally. Then there is the use of
approximations and rounding off. Some children prefer to work
through jottings or paper and pencil methods, while on occasions
a calculator will help. Often a combination of several of these
approaches is needed.
The child will benefit more from these activities if they are fun,
enjoyable and interesting. Keep them practical and 'hands-on'
wherever possible. Through the activity, encourage the child, boost
confidence, promote self-esteem and praise success.
It is vital that children appreciate as early as possible that
mathematics is a key life skill that they cannot manage without.
During almost every situation in a normal day, maths will be
encountered in some form or another. One of the main purposes
of these home-based activities is to highlight this fact and to show
that whatever we are doing - travelling, shopping, decorating,
cooking, even playing - will require the ability to know and apply
mathematical understanding.
Using the pupil sheets: a note for teachers

The tasks in this book are not just to provide homework as such,
but to exploit the tremendous potential for maths learning that is
found in the home environment. Through the activities it is hoped
to set up a three-way dialogue involving the child, the parent/carer
and the teacher.
Before children start on the activities it might be best to send
home a general letter to help explain a number of important
points. These would include the following:
the worksheets are supporting, consolidating and extending
the work children have been doing in school and are crossreferenced to the teaching programmes in the National
Numeracy Strategy framework;
the chance to involve parental/carer support will help to
encourage the child's thinking, planning and motivation;
the tasks are intended to be largely practical in nature and
will entail a range of different methods of recording;
the activities will usually require equipment, apparatus and
other resources, but that these are easy to find and make
available at home;
MATHS AT HOME
teachers would welcome feedback on the activities especially
if they are of a problem-solving or investigative nature with a
variety of solutions.
It should be stressed when activities are set up that essential home
safety rules will apply at all times, that parent/carers will be kept
informed about what their child has been asked to carry out and that
sometimes close supervision may be needed. On the occasions where
special safety advice is required, this is given in the teachers' notes.
Working through the tasks: page layout

The headings used on the photocopiable pupil pages are as follows:
Title:
Child's name:
Date activity set: Write here the date on which the task was sent
home.
Date for returning this sheet to school: To give the child and the
parent/carer some indication of when you are expecting the sheet
to be returned to school.
To the parent or adult carer: This short section explains the main
objectives of the activity. It also lists what equipment or resources
are needed and gives practical suggestions for carrying out the task.
What to do: This paragraph explains the activity. It has been written
so that both the parent/carer and the child are able to read the
instructions.
What to talk about: This is a chance for the child and the parent/
carer to discuss what they have found out while working on the
activity. It is important to remember that with some tasks, strategies
will often vary and that some solutions are open-ended and may
produce outcomes different from those found by someone else.
What to record: This need not always be in written form and the
parent/carer might occasionally want to act as a scribe for the child.
'Recording' should relate as much as possible to the 'real life'
situation involved and could involve drawing pictures, making charts
or graphs or producing other diagrams. Sometimes the findings
might be better recorded by using a tape or a disk.
3
MATHS AT HOME
Comment from parent/carer: This is the opportunity for feedback.

Was the task set too easy or too difficult for the child? Did it link
well with work that had been carried out in school? Was there
difficulty with some aspects of the task that might require
consolidation or revision in school? Did the home environment
provide a suitable setting for working on the task? Was it obvious
what skills the child had to use? Did the parent/carer appreciate
the purpose of the task and were the objectives achieved? Has it
improved communications and/or helped to establish a dialogue
between the home and the school?
1 Numbers and the number system

Teachers' notes
Number spotter
Through this activity children will be able to practise important
elements of place value and notation. They start with three-digit
numbers and can then proceed to four-digit, five-digit and six-digit
numbers as their confidence increases. They will be able to write
chosen numbers in both digits and also in words. The task also
involves the ordering of numbers where they have to be placed in
size, starting with the smallest. Children should be encouraged to
say the numbers out loud each time as they are writing them.
Learning outcome (Year 5): Read and write whole numbers in figures
and words and know what each digit represents.
Brick builder
Sequence and pattern are vital elements in the process of
understanding how numbers work. From the list of numbers given
in each row, the child should be able to find the sequence rule that
is being used, and from this predict what number or numbers will
come next. In some investigations, being able to predict answers
often saves unnecessary calculations being carried out. Knowing how
number sequences work will help children to learn other topics in
maths including multiplication tables. Once the child understands
a sequence or pattern involving a single-step process, two-step
processes can also be introduced.
Learning outcome (Year 5): Recognise and extend number sequences
formed by countingfrom any number in steps of constant size.
Car prices
The ability to round off numbers quickly, especially to the nearest
10 or the nearest 100, often enables calculations to be done easily
and approximate answers to be found quickly. It needs to be
emphasised that the rule has been established that if numbers
come at exactly the halfway point, 5 for 10 and 50 for 100, they
are rounded up. Stress that the tasks given put the rounding-off
and approximation skills into everyday situations where they are
5
often useful, e.g. car prices, house sales and holiday costs. Some
preparation work on where these sections are to be found in local
newspapers would be useful before the activity is sent home.
Learning outcome (Year 5): Use the vocabulary of estimation and
approximation. Round any integer up to 10,000 to the nearest 10 or 100.
Door to door
Both odd and even numbers have something in common in that
they are also groups of alternate numbers. Discuss the meaning of
this word with the child and also the meaning of the word consecutive
as it is applied to numbers. The task involves establishing rules for
the adding and subtracting of odd and even numbers, but there is
more potential here, and some children might go on to explore
what rules apply when odd and even numbers are multiplied and
divided.
Learning outcome (Year 5): Make general statements about odd/even
numbers, including the outcome of sums and differences.
Equal shares
Make it clear when the activity is being discussed that the child
understands a fraction is part of a whole one. Point out that there are
no set questions for this task and that children will have to make up
their own fraction facts once the items have been cut into parts. Take
the opportunity to work on other key aspects of vocabulary like
'denominator' and 'numerator' and any equivalent fractions that might
occur. Food items are used for this activity and may well be handled.
They should be disposed of once they have been finished with.
Learning outcome (Year 5): Use fraction notation.
Washing line
This is a totally practical activity that will not require any written
recording. Children should show the answers as they peg them up
on the washing line and also get used to saying the decimal numbers
out loud using the correct place value. The decimal point and two
digit cards will allow tenths and hundredths to be shown first. Some
may be able to add another digit card to permit an examination of
thousandths as well.
Learning outcome (Year 5): Use decimal notation for tenths and
hundredths.
6
Hundred up
The main purpose here is to help children improve their
understanding of the concept of percentage. Later it will improve
their initial calculations involving percentages if they memorise
important links between percentages and fractions. They should
know, for example, that l/z = 50%, 1/4 - 25%, 3/4 - 75%, V& -20% and
yio - 10%. Doubling 10% will give 20% and halving 10% will yield
5%. Discuss as many practical life situations as possible where
knowledge of percentages will be important.
Learning outcome (Year 5): Begin to understand percentages as the
number of parts in every 100.
Positive and negative

A good deal of reinforcement is needed here as many children find
it difficult to understand that there is a whole number line below
zero where negative or minus numbers are found. Initially, the child
will need to work with a number line like the one provided on the
worksheet so that they can use a pencil to move physically along the
line when counting up or down. Discuss the use of such a number
line on thermometers, where positive numbers show temperatures
above freezing and minus numbers temperatures below. Looking
at temperature recordings in newspapers can be helpful here.
Learning outcome (Year 5): Order a set of positive and negative numbers.
MATHS AT HOME
Number spotter
Child's name:
Date activity set:
Date for returning to school:
To the parent/carer:
Encourage your child to say the numbers as they are written. When they are
confident with three digits, move on to four, five and six-digit numbers. Help with
the spelling of key words when writing numbers, especially hundred and thousand,
and the tens family like twenty, thirty, eighty and so on. Help with numbers that
include the digit zero.
What to do:
To start with you will need the three digits that are found on a car registration
number plate. It could be your own family car at home or one belonging to a
neighbour. Use the numbers to make as many three-digit numbers as possible, e.g.
753 would make numbers like 375 and 537. Arrange the numbers in order of size,
smallest first. How many different ones can you make?
Write the number in words as well as figures and also split them to show the value
of each digit. For example, 753 would be 700 + 50 + 3.
Take one digit from another car registration plate and use it with the original
three to make four-digit numbers. How many different numbers can you make
now? Repeat the same process. If you are ready to continue, take a fifth digit to
make five-digit numbers and then a sixth for six-digit numbers. Again count up the
different numbers you have been able to make.
What to talk about:
Our number system is called the denary system - it means based on families of ten.
Discuss how the value of digits in our number system depends on their position
and not just their size.
What to record:
On the back of the sheet write down the lists of numbers that have been made.
What is the biggest number you have made in all the lists? What is the smallest
number?
Comment from parent/carer:
This page may be photocopied for use only within the purchasing institution.
MATHS AT HOME
Brick builder
Child's name:
Date activity set:
The figures written on each row of bricks illustrate two of the key elements
involved in the study of numbers - pattern and sequence. Ask your child to
explain what rule is used each time before going on to complete the sequence.
When they make up their own sequences, start with simple one-step patterns.
What to do:
On each row of bricks shown in the drawing there is a different number
sequence. Sometimes the numbers get bigger, sometimes they get smaller.
Complete each of the five sequences on the sheet and write at the end of each
row what number rule has been used, e.g. +5, -10, +20 and so on.
1.
2. 73
103
3.
111
4. 9118 8118
5.
6542
119
7118
6642
58
63
68
20
14
6742
7
7
What to talk about:
Use this sequence work to revise sequence patterns found in the times tables,
e.g. 5, 10, 15, 20; 3, 6, 9, 12. Look at rules that give practice going up or down in
tens, hundreds and thousands. Investigate sequences that combine two steps,
e.g. 10, 12, 17, 19, 24 (+2+5).
What to record:
Using a ruler to keep the lines straight, draw rows of bricks on the back of the
sheet and make up your own one-step then two-step sequences. Ask a friend to
explain what rules have been used.
MATHS AT HOME
Car prices
Child's name:
Date activity set:
To the parent/carer
Explain to your child that there are many times when it is useful to round off large
numbers in order to find out an approximate cost of something quickly and easily.
Remind them that when rounding off to the nearest 10, if the number ends in 5 or
more we round up. When rounding off to the nearest 100, if the number ends in
50 or more then again we round up.
Have copies of local newspapers ready. Some holiday brochures may also be
needed.
What to do:
These numbers have been taken from an advert for car sales in a local newspaper.
Round each of the ten amounts off to first the nearest 10 and then the nearest
100. For example, 3222 would be 3220 to the nearest 10 and 3200 to the
nearest 100.
1. 1993; 2. 4696; 3. 4892; 4. 5879; 5. 5996; 6. 6211; 7. 8772;
8. 3444; 9. 10495; 10. 11723.
Find car sale prices in your own local newspaper at home and round off the
amounts to the nearest 10 and then the nearest 100. What was the most expensive
car you found? What was the cheapest?
What to talk about:
Also find in the newspaper some lists of house prices with five- and six-digit
numbers. Do the same with these. Which figures are used most often? If you have
a holiday brochure, practise rounding off some of the costs. Does it help you to
work out the approximate cost of a holiday for your family if you round off the
figures first? How close was your approximation?
What to record:
Record the answers to the 10 questions above on the back of the worksheet. Also
write down your examples using house prices and/or holiday costs, so that they can
be discussed back in school.
This pace may be photocopied for use only within the purchasing institution.
10
MATHS AT HOME
Door to door
Child's name:
Date activity set:
Odd and even numbers are commonly used in most systems of street numbering
where there are buildings on both sides of the road. Ensure your child understands
that ALL odd numbers have 1f 3, 5, 7 or 9 as the smallest digit and ALL even
numbers have 0, 2, 4, 6,or 8 as the smallest digit.
What to do:
Start with your own front door number and the numbers of the houses or
buildings on either side of you. If you don't have house numbers, use those of a
relative, friend or neighbour. Are they on the even or the odd side of the road?
Write down the numbers of three houses or buildings that are on the opposite
side of the road. Are these numbers odd or even?
Continue the series of three even numbers that you have collected so that you
both increase and decrease them for at least ten more numbers. Do the same with
the list of three odd numbers that you have collected.
Try to establish certain rules for adding odd and even numbers. Solve these
puzzles. Even + even = ?, odd + odd = ?, even + odd = ? and odd + even = ?
What to talk about:
Both odd and even numbers are also known as 'alternate' numbers -they occur
every other one in the number line. Talk about the meaning of the word
'consecutive' in terms of numbers. This means that every number is included and
no gaps are left between them.
Move on to establish rules for subtracting odd and even numbers. Using numbers
already collected, or choosing others, find the answers to these puzzles: even even = ?, odd - odd = ?, even - odd = ? and odd - even = ?
What to record:
Lists of odd and even numbers that have been collected, and addition and
subtraction sums to help suggest and establish rules, should be written neatly on
the back of the worksheet ready for checking and discussing.
11
MATHS AT HOME
Equal shares
Child's name:
Date activity set:
Discuss with your child what he/she understands by the word 'fraction' before
they start. A fraction is a part of a whole one. Explain that a half means one equal
part out of two, a quarter means one equal part out of four, three-quarters means
three equal parts out of four and so on.
Your child will need a small food item, e.g. a small round cake, a round biscuit, an
apple or an orange. Cut these items into four equal parts to start them off. The
items are likely to be handled so it is better they are not eaten afterwards. Reward
with fresh items. Later you will need to cut another similar item into eight equal
parts. Centimetre squared paper and coloured pencils may be needed later.
What to do:
Using the four equal quarters that you have been given, make up at least 10
different addition and subtraction fraction facts. Here are three to get you going:
1
/2 + 1/2 = 1, 1/4 + 1/2 = 3/4 and 1 - 3/4 = 1/4.
Ask your helper for the other item cut into eight equal parts this time. Each of
these parts is one eighth. This time try to find at least 20 different addition and
subtraction fraction facts. These will help you to get started:
1/4 + 1/4 = 1/2, 1 - 3/8 = 5/8/ 1/2 + 1/8 = 5/8.
What to talk about:
What addition and subtraction fraction statements have you found? For example:
How many halves make a whole one? How many quarters make a whole one? How
many quarters make a half? How many eighths make a half? How many eighths
make a quarter?
What to record:
Although the addition and subtraction fraction facts should be written down
quickly at the start, you may just want to record neatly by showing your choices in
coloured diagram form. Draw some simple shapes on the squared paper so that
the different fractions can be shown accurately.
This page may be photocopied for use only within the purchasing; institution
12
MATHS AT HOME
Washing line
Child's name:
Date activity set:
Your child will begin to appreciate the value of decimal fractions and how to
arrange decimal fractions in order of size by using this practical activity.
Provide an old piece of washing line, string, twine, ribbon or even wool at least
one metre long, pieces of plain paper or thin cardboard A4 size and some pegs.
What to do:
Start with the piece of line, the pegs and three pieces of card. With a crayon or
felt-tip pen, label one of the pieces of card with a large decimal point and put
any two single digits on the other pieces.
The key rules are that all three cards have to be used each time but that they
cannot be used more than once in the same question.
Set yourself some questions and show the answers by pegging them up on the
line. If, for example, the digits 3 and 7 and the point are used, problems might
include: What is the highest number that can be made? (73.) What is the
smallest number? (.37) What number is closest to one? (.73)
Then make another single digit card and use it with the other three to make up
more decimal number problems.
What to talk about:
While you are pegging up the decimal numbers, say your solutions out loud. It
will help understanding if 7.3 is not said as seven point three but as seven and
three-tenths, and 3.17 not as three point one seven but as three and one tenth
and seven hundredths.
What to record:
There is no need to write the decimal numbers down on paper for this activity.
Your helper can check the solutions by looking at the way you arrange the
cards on the washing line and how you say the decimal numbers.
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13
MATHS AT HOME
Hundred up
Child's name:
Date activity set:
Establish first of all that your child understands that percentage is a way of
expressing an amount as part of 100 or out of 100.
Provide some clothes items that contain clear labels for your child to have a look at.
Later, squared paper will be needed, and a set of coloured pencils to show
percentage amounts.
What to do:
Look carefully at the clothes labels and find where the percentage sign (%) is
shown. If an article is made from just one kind of fabric it will be labelled 100%. A
fleece jacket could be 100% cotton, or a jumper 100% wool. If an item is made from
a mixture of different fabrics it could be labelled 55% cotton and 45% polyester, or
66% cotton and 34% nylon. Notice that the two numbers add up to make 100.
On the squared paper make squares and rectangles containing 100 small squares.
For example, try a 10 by 10 square and a 25 by 4 rectangle. Use coloured pencils to
show percentages that total 100. You could try 70% red and 30% yellow, or 48%
blue and 52% white. If 43% is coloured green and 29% yellow, how much would
you have to colour orange?
What to talk about:
Talk about situations where the word percentage has been adopted into the
language, like 'not one hundred per cent fit' and 'fifty-fifty'.
Discuss other occasions where percentages are often used like extra tax, e.g. VAT,
test results, building society interest, shop sale bargains and holiday savings.
What to record:
Draw pictures of the clothes labels on the back of the sheet and clearly label the
percentages that are shown. Use the squared paper and the coloured pencils to
draw a range of different percentage diagrams all adding up to 100.
14
MATHS AT HOME
Positive and negative

Child's name:
Date activity set:
Integers or whole numbers can come in positive or negative form. This task will
help your child to understand that there is a number line of whole numbers that
goes down below zero into negative numbers and is in no way connected with
either ordinary fractions or decimals. If you have a thermometer in the home,
make it available as it will probably show numbers both above positive (+) and
below negative (-) zero. If not, use the integer number line.
What to do:
I
-10- 9 - 8 - 7 - 6 - 5 - 4 - 3 - 2 - 1 0
9 10
Use the integer number line to help you to solve these problems:
1. Start at -4 and jump six spaces in a positive direction. Where do you land?
2. Start at +5 and jump eight spaces in a negative direction. Where do you land?
3. Moving in a positive direction, complete this number sequence: -9, -6, -3, ?, ?
4. Moving in a negative direction, complete this number sequence: +10, +4, -2, ?, ?
Now make up some of your own questions like these:
Positive and negative numbers are used on a Celsius thermometer scale to show
temperatures above and below freezing point (zero degrees C).
Use a thermometer to help you work out these problems. Find the rise or fall in
temperature between these readings:
1. -2C and +5C;
2. 0C and +9C;
3. +4C and -3C;

4. -6C and +1C.
Make up some of your own temperature changes.
What to talk about:
Discuss what time of the year negative or minus temperatures might be expected
in this country. Newspapers usually carry details of recorded temperatures locally,
nationally and internationally. Find and discuss some.
What to record:
Use this activity as a purely oral exercise. Once you have discussed what the task is
about, work out the answers and your opinions, then talk about your findings
with your parent or helper.
This page may be photocopied for use only -within the purchasing institution.
15
2 Calculations
Teachers' notes
All change
The commutative law - that numbers produce the same total
despite the order in which they are added - is one way of making
calculations easier to do. Show how the law also applies to
multiplication but does not apply to subtraction and division. Some
discussion might also take place about the associative law. This
involves regrouping numbers during addition. For example, 35 +
17 + 42 can be added as 35 + (17 + 42) =35 + 59-94 or (35 + 17)
+ 42 = 52 + 42 = 94.
Learning outcome (Year 5): Rapid recall of addition and subtraction
facts.
Shopping bills
To make the task more meaningful it is better to use a recent
shopping bill of items that have been bought for the family. It is
important that the correct procedure is used and that a calculator is
not involved this time. Despite this being a very formal method, take
the opportunity to talk about how rounding off and estimating cost
helps to keep a 'running' total during the shopping process.
Learning outcome (Year 5): Extend written methods to column addition/
subtraction.
Tables bingo
It is recommended that children learn their times tables in this
order: 2x, 5x, lOx (Year 3) ; 3x and 4x (Year 4). By Year 5 they should
also know their 6x, 7x, 8x and 9x plus the related division facts. Vary
the level of difficulty depending on the ability of the child and also
the way in which the questions are phrased. Some children may
understand 20 divided by 5 but may not follow a question like 'how
many threes are there in 24?' Some equipment will need to be
prepared ready for the game, especially the complete 100 squares
and some blank pieces of card.
Learning outcome (Year 5): Know by heart all the multiplication facts
up to 10 x 10.
17
In the family
The fact that each trio of numbers can be used to make two
multiplication and two division facts should help the child to
appreciate the close relationship between these two processes. Once
the numbers have been established, they can be put into the correct
places without any time-consuming calculations taking place. It is
also an important opportunity to reinforce the fact that the inverse
operation can be used to check answers while working with these
two rules.
Learning outcome (Year 5): Understand the principles of the arithmetic
laws as they apply to multiplication.
Double cross
The benefit of this activity is that it gives the child the chance to use
dartboard type skills without the possible dangers of playing the
actual game. It needs to be stressed that the type of dartboard being
used for the task is different from the normal kind. The one shown
on the worksheet has an outer ring for doubling numbers and an
inner ring for halving numbers. An actual dartboard has an outer
ring for doubling and an inner ring for trebling, as well as the inner
and outer bull. Stress that if a normal dartboard is used, it should be
used for number purposes only for this task, and that no actual darts
need be thrown.
Learning outcome (Year 5): Use doubling and halving, starting from
known facts.
Loose change
Although involving some money work practice, the main purpose
here is to improve the child's understanding of the term 'factor'. It
is, however, restricted to factors at present that can be shown through
the use of coins. For example, 4 is a factor of 20 but cannot be
represented by a single coin. For those who are ready, the term 'prime
number' might also be discussed. A prime number is one that only
has factors of 1 and itself. Emphasise that hands should always be
washed thoroughly after coins have been handled.
Learning outcome (Year 5): Use factors.
18
Calculator skills
There has been a lot of debate recently about the extent to which
calculators should be used during Key Stage 2. While they should
not replace other methods, there are some occasions - doing
investigations, using very large numbers and dealing with difficult
calculations, for example - when they are very useful. This task will
give the child the chance to practise some of these calculator skills.
For discussion: Would the calculations have been possible without
the calculator? What methods could have been used?
Learning outcome (Year 5): Develop calculator skills and use a calculator
effectively.
Check it out
The ability to use rapid, effective and accurate methods for checking
calculations is extremely important. The opportunity should be
taken here to examine as many different methods as possible,
particularly in relation to other worksheets that have been carried
out before in the Calculations section. The most important four
methods at this stage would be: 1. Using the inverse operation;
2. Estimating and approximating; 3. Changing the order of the
numbers involved; 4. Using an equivalent calculation.
Learning outcome (Year 5): Checking results of calculations.
19
MATHS AT HOME
All change
Child's name:
Date activity set:
The main aim of this activity is to stress to the child that when adding a series of
numbers, the order in which they are rearranged does not affect the total. So if 12
+ 29 + 6 = 47, then 6 + 29 + 12 = 47 and 29 + 6 + 12 = 47. The same rule, though,
does not apply to subtraction, e.g. 46 - 28 = 18 but 28 - 46 does not give the same
answer. Sometimes it makes addition easier to purposely change the order of
numbers when adding, e.g. 32 + 36 + 18 = 86 might be quicker as 32 + 18 + 36 as
the first two numbers now total a round number, in this case 50.
What to do:
You are going to use some front door numbers again, but this time they will be
used to help you with your adding.
Choose two two-digit door numbers from houses close to where you live, say, 21
and 25. Add them up. Now change the order so they become 25 and 21. Add them
up again. What do you notice?
Now choose three two-digit numbers and add them up. Change the order and add
them again. Repeat this process several times. What do you notice about each
answer?
Find some front door numbers that have three digits in them, e.g. 235 and 241.
Add them up. Change the order and add again. What happens? Repeat the
process with three three-digit numbers. Does the same thing continue to happen?
What to talk about:
The mathematical name for this process is the 'commutative law for addition'. This
law does not apply to subtraction, e.g. 19 - 8 = 11 but 8-19 does not produce the
same answer. It does, however, apply to multiplication. If 6 x 3 = 18 then 3 x 6 = 1 8
and if 5 x 2 x 4 = 40 then 4 x 2 x 5 , 2 x 5 x 4 , and so on, will also equal 40.
What to record:
Write the door numbers and their totals on the back of the worksheet so that
answers can be compared. Try an alternative method of recording the answers for example, recording missing numbers in questions like this: 43 + 29 = ? + 43 = ?
20
MATHS AT HOME
Shopping bills
Child's name:
Date activity set:

In order to carry out this activity, your child will need a recent shopping bill with
details of food items that have been bought. A selection of items should be
included so that the child has plenty to choose from. The purpose is to enable the
child to use pencil and paper methods for adding and subtracting money amounts.
Do not allow a calculator to be used this time.
What to do:
Choose two amounts from the shopping bill and write them down horizontally
(side by side) as in question 1 below.
Then write them down in columns or vertically to make them easier to add up. See
question 2.
Remember the numbers must go into the correct columns, and the decimal points,
which mark off pounds from pence, must line up under each other. Label with the
sign to show it is a money calculation.
Choose other amounts from the bill and use the same method to carry out some
subtraction calculations. See questions 3 and 4.
1. 2.59 + 1.94^
2. 2.59
+1.94
3. 3.69-1.75 ^
4. 3.69
-1.75
What to talk about:
Revise work done earlier on rounding off, estimation and approximation. It might
be useful while shopping to add up amounts or keep totals to have a quick idea of
how much has been spent before arriving at the checkout.
What to record:
Attach the shopping bill that has been used to the back of the worksheet so it can
be referred to later. Write down the shopping addition and subtraction examples,
showing clearly how the switch was made from horizontal to vertical methods of
writing. Make a list of the important rules that you had to follow.
21
MATHS AT HOME
Tables bingo
Child's name:
Date activity set:
Help your child to construct this game of bingo that will test their knowledge of
the multiplication tables up as far as 10 x 10, as well as the related division facts.
You will need to make a 100 square like the one shown in the diagram, 20
questions made up from the tables and some small blank pieces of cardboard that
can be used for covering up the numbers. Think about different ways of asking the
questions, e.g. What are 7 fives? 6 times 3? What is the product of 8 and 4? 20
divided by 4? How many threes in 27?
7 2 3 4 5 6 7 8 9 10
77 72 13 14 15 16 17 18 19 20
27 22
> continue to 100
What to do:
You will be asked 20 multiplication and division questions about the multiplication
tables.
They will be read out in different ways using key words. Listen carefully so you
know what operation to do.
When you have worked out the answer, find the correct number on the 100 square
and cover it with a piece of cardboard.
The winner is the one with all 20 correct squares covered when the questions are
completed.
When you have finished this, start a second game with 20 different questions. Take
it in turns to be the caller.
What to talk about:
Discuss the different words that have been used in the questions for multiplying
and dividing like 'times', 'product' and 'divided by'. Multiplication and division are
inverse operations, and this rule can be used to check answers, e.g. if 5 x 7 = 35
then 3 5 - 7 = 5 and 35 - 5 = 7.
What to record:
The 20 questions may have to be written down each time, otherwise the same
questions may be repeated. They will also be needed for checking at the end.
Apart from this, everything else can be done orally.
22
MATHS AT HOME
In the family
Child's name:
Date activity set:
Your child will need to cut out the strips of paper containing the three numbers
that are given below. These will be used to make multiplication and division facts.
They will also need a separate piece of paper on which they can stick the strip of
paper and write down their answers.
What to do:
Look carefully at the numbers inside the boxes.

The three numbers will help you to make
multiplication and division facts. Each set of
three numbers should make four facts, e.g.
if you chose 20, 4 and 5, you could write
4 x 5 = 20, 5 x 4 = 20, 20 + 5 = 4 and 20 +
4 = 5.
Cut out the number strips and stick them
onto another piece of paper. Underneath
them write down the four facts each time.
When you have completed the ones on the
sheet, can you think of your own group of
three numbers that could be used in the
same way?
What to talk about:
Make sure the facts you have written contain two for multiplication and two for
division. What do you understand now by the term inverse operation? Did you
need to do any actual calculating to work out the number facts? How can the
information you have collected be used to check the answers to questions?
What to record:
As previously mentioned, the strips containing the three numbers should be cut
out and stuck onto a separate piece of paper. The multiplication and division facts
should be written down underneath each strip. Spare space can be used for
recording your own groups of three.
23
MATHS AT HOME
Double cross
Child's name:
Date activity set:
Dartboards are a good way of helping children to calculate numbers quickly in their
head. This task uses a dartboard with a difference as it does not need any darts to
be thrown. It is used purely to encourage mental thinking involving doubling and
halving numbers up to 50. If an actual dartboard or a picture or diagram of one is
available, it can be used for follow-up work.
What to do:
The diagram below shows a special kind of dartboard. It only has eight sections and
does not need darts to be thrown at it. Double all eight numbers in the large outer
ring and write down your answers.You might find it easier to partition the
numbers, e.g. double 29 is double 20 then double 9, i.e. 40 + 18 = 58. Halve the
eight numbers in the smaller inner ring and again write down your answers. You
could partition, e.g. half of 48 is half of 40 and half of 8, i.e. 20 + 4 = 24. If you have
a real dartboard, use it to make up your own doubling and halving questions.
What to talk about:
Which method of doubling and halving did you use to find the answers? Talk about
ways in which doubling and halving can help with other calculations, e.g.
multiplying numbers by 4 is doubling and doubling again; multiplying numbers by
20 is multiplying by 10 and then doubling. If an ordinary dartboard is being used
later, talk about the different method of scoring.
What to record:
Write down the answers on the worksheet in the empty spaces on the dartboard
drawing. Other answers can be written down on the back of the sheet.
24
This page may be photocopied for use only within the purchasing institution. I
MATHS AT HOME
Loose change
Child's name:
Date activity set:
Collect a selection of loose change to help your child to carry out this activity.
They should have available at least one each of the coins, i.e. 1p, 2p, 5p, 10p, 20p,
50p, 1 and 2. Don't forget to encourage them to return it afterwards. As well as
reinforcing the child's understanding of the coins used in our money system, it will
also help to introduce the meaning of the word 'factor'. A factor of a number is
any number, including 1 and itself, that divides into it exactly.
What to do:
Put a 1 p coin in front of you. Now find coins whose value will divide into it
exactly with nothing left over. Write down what these coins are and how many
you would need to make 1 p. (The only coin that goes into it is the 1 p and you
would need only one of them to make up the amount.)
Do the same with the 5p coin. (This time the 1 p coin and the 5p coin will divide
into it exactly. You would need 5 of the 1 p coin to make up its value or 1 of the
5p coin.)
Now do the same with the 10p coin. The coins that would divide into it would be
the 1p, 2p, 5p, and 10p, but how many of each coin would be needed?
Repeat the same process with the 20p, 50p, 1 and 2 coins. Each time, write
down which coins will divide into them exactly and how many would be needed
to make up its value.
What to talk about:
What do you understand by the word 'factor'? Remember to restrict its usage to
the coins being used at this stage. For example 4 is a factor of 20 but since there is
no 4p coin available it cannot be used. Also, 25 is a factor of 50 but again there is
not a single coin available to represent this amount. Talk about fractions as well,
e.g. 5p is half of 10p and 20p is a fifth of 1.
What to record:
If a large number of coins are available, they could be stacked to make up the
amounts, e.g. a pile of five 10p coins to make 50p. If not, the solutions should be
written down on the reverse of the worksheet for checking.
25
MATHS AT HOME
Calculator skills
Child's name:
Date activity set:
There are several advantages to using a calculator. One is that it allows quick
calculations to take place, especially when the numbers involved are awkward or
difficult. Another is that it enables children to find answers quickly even when the
numbers are very big. Items that will be needed, in addition to the calculator,
include a sliced loaf of bread or packet of biscuits, a large book, a ball of thin string
or twine and a ruler.
What to do:
Take a large sliced loaf first. Count the number of slices inside. Measure the
whole length of the loaf to the nearest centimetre. Use your calculator to work
out the thickness of each single slice to two decimal places. The answer will be
length of loaf -H number of slices.
Try the same activity with a packet of biscuits. Again, count up the number of
biscuits in the packet, measure the length of the packet and then divide.
Now try a large book. Remember one sheet of paper is usually two pages. From
the middle section count out 100 sheets of printed paper. Measure the width of
these sheets, this time to the nearest millimetre. Find the thickness of a single
sheet of paper like this: width of 100 sheets + 100.
Take the ball of thin string and, starting at zero, wind it around a ruler carefully
and tightly for 100 turns. Record how far along the ruler it reaches. To find the
thickness of the string carry out this calculation: Length of 100 turns of string
shown on ruler + 100. For example, if the string reached as far as 5.4cm, the
thickness of the string would be 5.4cm + 100 = 0.05 cm.
What to talk about:
Discuss ways in which the calculator might be used to work out calculations
involving very big numbers. For example, going from the last birthday, how many
days have you been alive so far?
What to record:
Avoid putting the questions or the answers down on paper. Use the calculator to
work out each stage of the process and discuss this with your helper as you go. Talk
about how difficult the task might have been without the calculator.
26
MATHS AT HOME
Check it out
Child's name:
Date activity set:
Through this activity your child should be able to reinforce and strengthen
understanding of the relationship between addition and subtraction. It will also
help to revise the ability to use the inverse operation to check the answers to
calculations. It will be necessary to refer to a previous task entitled 'Shopping bills',
where the child practised formal written methods of addition and subtraction. A
shopping bill and the calculator will also be needed.
What to do:
Take some of the amounts that were added up on 'Shopping bills', and check the
answers by using subtraction. For example, if 1.49 + 3.05 = 4.54 then 4.54 3.05 = 1.49 and 4.54 - 1.49 = 3.05. This is called 'using the inverse operation'.
Use a calculator to double-check the answers.
Take some of the amounts that were subtracted during the same task and check
the answers by adding. For example, if 4.99 - 2.74 = 2.25 then 2.25 + 2.74 =
4.99. Again, you are using the inverse operation to make sure the answer is
correct. Double-check with the calculator.
What to talk about:
The inverse operation can also be used to check the answers to multiplication and
division problems. If 12 x 7 = 84 then 84 -7 = 12 and 84 -H 12 = 7. Also, if 100 -r 25 =
4 then 25 x 4 = 100 and 4 x 25 = 100. Check the work done on the sheet called 'In
the family' in connection with this.
Also discuss other ways of checking calculations. For example, changing the order
of numbers when adding or multiplying. See 'All change'. Doing an equivalent
calculation, e.g. 35 x 4 = 140, could be done as double 35 (70) then double again
(140). See 'Double cross'.
What to record:
Show clearly on the back of the worksheet the three methods that you have used
to check the answers to your questions. Show examples of the inverse operation,
changing the order of numbers and using an equivalent calculation.
27
3 Solving problems
Teachers' notes
Body measures
The children will be used to measuring-length work associated with
rulers and tape measures etc, but this task gives them the chance to
use one of the earliest systems developed by man. Measurements of
this kind are usually referred to as non-standard units. Pieces of string
or long strips of paper may prove to be useful during the measuring
process. Historical note: the Egyptian system was used some five
thousand years ago, and Henry I reigned in England between 1100
and 1135.
Learning outcome (Year 5): Suggest suitable units and measuring
equipment to measure length.
Floor show
Many children find the difference between area and perimeter
confusing in what the words mean, how they should be calculated
and what units should be used to record them. Much practical 'handson' work should be done to improve an understanding of the two
concepts. Stress the use of the formula length x width as a quick way
of calculating area. It is important with this activity that the quality,
appearance and toughness of the floor covering will need to be
considered in addition to the cost. Distances should be measured
where the floor space is clear. Any furniture moving should be done
with permission and supervision.
Learning outcome (Year 5): Understand area measured in square units.
All the way round

Give advice on what kind of measuring devices should be used for this,
especially that tape measures are more flexible than items like metre
sticks. Safety advice given in the previous activity would also apply here.
Discuss with the child, either before or after the task has been carried
out, quick ways of working out the perimeter. Suggest they try side x 4
for a square and length x 2 added to width x 2 for a rectangle.
Learning outcome (Year 5): Understand, measure and calculate
perimeters of rectangles.
29
Time out
Children need to get used to reading as many different clock faces
as possible and should also be able to record the same time in
various ways, e.g. 7.40 can be said as forty minutes past seven or
twenty minutes to 8. Give reminders that clocks are delicate
instruments and should be handled carefully. Permission should
be obtained before any are moved, especially those on shelves and
fixed on walls. The 24-hour system is believed to have been
originated by the military so they could be more precise about
when orders should be carried out. Remind children that in this
system p.m. times are added to 12.00 and not 10.00. So 4.00 p.m.
becomes 16.00 hours.
Learning outcome (Year 5): Use units of time.
Make a date
Point out that it will be much easier to use a large display calendar
that shows all the months together, rather than using something like
a diary of dates where pages need to be turned frequently. Knowing
a number of key facts will be important in carrying out this task.
Children will need to know the number of days in a week and how
many days there are in each month. The old rhyme 'Thirty days has
September, April, June and November' is still a good way of
remembering them. Reinforce the fact that there are 365 days in a
year but 366 in each leap year. Also that a leap year occurs every four
years and that the date is always divisible by four. The next ones will
be 2004, 2008, 2012 and so on.
Learning outcome (Year 5): Use the calendar.
Keeping watch
Give the children plenty of practice in working out how long events
last by building up how time is passing in easy steps. Remind them
they are working in base 60 when times are added together. Some
children may know a programme starts at 3.00 p.m. and ends at 4.30
p.m. but will find it difficult to comprehend what was showing at
3.45 p.m.
Learning outcome (Year 5): Use timetables.
3C
Cool down
This is not only a problem-solving task but will also help the
children to remember the units that are used to measure capacity.
Make sure they understand that 500 millilitres is half a litre, one
litre is 1000ml and two litres is 2000ml. If they are using bottles
from home, plastic containers must be used, not glass, and they
should still be handled carefully. As well as working out the cost of
each drink, there are other important factors to consider.
Encourage thought about the wider issues. It may be cheaper per
100ml to buy a two-litre bottle, but is that entire amount wanted
and is it worth spending that amount of money?
Learning outcome (Year 5): Use all four operations to solve simple word
problems based on 'real life\ money and measures.
Right angle
All the right angles chosen should be viewed from ground level.
Widen the discussion to point out that right angles are in many ways
the 'cornerstone' of construction. Why does this angle make such a
good join? Are there possible alternatives that could be used in its
place? Using doors and the covers of books etc. to create turns,
discuss angles that are less than right angles (acute angles) and angles
that are between one right angle and two right angles (obtuse angles).
Carry out simple movement tasks so that children can demonstrate
a quarter of a turn, half a turn, three-quarters of a turn and a full
turn or revolution.
Learning outcome (Year 5): Make and investigate a general statement
about familiar shapes by finding examples that satisfy it.
31
MATHS AT HOME
Body measures
Child's name:
Date activity set:
In this problem-solving section your child is going to use measurements that

originated many centuries ago. The earliest forms of measurement used by human
beings were based on themselves.
What to do:
Carry out some measurements of objects at home using the system started by the
Egyptians - the digit, the cubit, the palm, the span and the stature (see box).
List your findings.
During the reign of Henry I in England,

measurements were based on the
king's physique. From the nose to the
tip of an outstretched arm was named a yard.
His height was reckoned to be two yards.
They measured the king's foot and found
that one yard was equivalent to three
feet. The foot was then divided into 12
inches and the hand four inches.
Egyptian measures
digit
palm
span
cubit
stature
width of first finger

width across hand palm
end of thumb to end of
little finger
elbow to end of closed fist
fingertip to fingertip
(outstretched arms)
Check these measurements on yourself and a helper. Measure from the nose to
the tip of an outstretched hand. Do three of your feet make this distance? Is your
height twice the yard measurement? Does the length of the foot measure three
times the palm of the hand? Is the length from fingertip to fingertip on
outstretched arms, the stature, the same as a person's height?
What to talk about:
Which of the body measures did you find easiest to work with? How reliable do
you think this form of measurement was? Does the fact that people are different
sizes cause problems?
What to record:
Draw diagrams of different kinds of body measures you have used on the back of
the sheet to help you remember their names. List the measurements made of the
objects and also the comparisons you made between you and your helper.
32
MATHS AT HOME
Floor show
Child's name:
Date activity set:
Your child is going to work out the area of their bedroom or another small room at
home. The easiest way is to measure the length of the room, measure the width of
the room and then multiply the two distances together. They will need a tape
measure to find the length and width. Rounding off the distances to the nearest
centimetre may be necessary to make the numbers easier to work with.
What to do:
You are going to find out how much it will cost to put new floor covering in your
bedroom or another small room at home.
First you will need to measure the length and
the width of the room so you can multiply
Carpet shop
them together to find the area in square metres.
Price per
square metre
Do this with a tape measure and round off the
measurements to the nearest centimetre. You will Topqualitycarpet
11.99
need help if you have to move any furniture.
Budget price carpet
4.99
Inside the box you will see the prices of some
floor coverings at the carpet shop. Work out how
much the cost of floor covering for the room will
be. Which type of floor covering would cost most
money?
Vinyl floor covering
4.95
Carpet tiles
2.75 each
4 for each square metre
Which one would be the cheapest? Which would you choose for your room?
What to talk about:
What do you understand by the word 'area'? Discuss the surface area of other items
found inside the home. Which has the biggest area? Which has the smallest? Talk
about the methods used to work out the cost of the floor covering. Which is the
best value? Think about quality of carpet or vinyl as well as cost.
What to record:
Write down the measurements of the room on the back of the worksheet and show
how you worked out the area. Write down what each of the floor coverings would
cost and put them in order of size, from the cheapest to the most expensive.
This page may be photocopied for use only within the purchasing institution
33
MATHS AT HOME
All the way round

Child's name:
Date activity set:
It will be important that your child realises that while area is the amount of
surface in a shape, the perimeter is the distance around the outside of the shape.
Again some kind of measuring device will be needed, with a tape measure being
easier to handle and more flexible than a ruler. For this task, straight-sided objects
like door frames, window frames, square and rectangular tables and work surfaces
are the best things to use.
What to do:
You are going to measure the perimeter or the distance around the outside of
some large, straight-sided objects that you can find at home. Measure items like
door frames, window frames, tables, desks, cupboards, picture frames, small mats
or rugs and kitchen work surfaces, but avoid things that are hard to reach unless
an adult will help you.
Round off your measurements to the nearest centimetre to make them easier to
work with. One way to find the perimeter of an object is to measure all four sides
and then add them all together. But can you find an easier or quicker way in which
to do the calculation?
What to talk about:
As a result of working on this activity and the last, 'Floor show', can you explain
the difference between area and perimeter, how they are calculated and what
kind of units they are recorded in? Think of examples when it would be necessary
to work out perimeter calculations at home in order to solve a problem. Talking
about such things as putting up wall friezes or borders and fencing gardens might
get you started.
What to record:
A list of the objects used and their perimeter measurements should be written on
the back of the worksheet for comparison and discussion in school. Also make a
brief note of any quick methods, perhaps in formula form, that were used to work
out the answers.
34
MATHS AT HOME
Time out
Child's name:
Date activity set:
It will help your child if all the different types of clocks used in the house could be
examined during this activity. This would include analogue clocks - traditional
ones with hands and numerals - and those that show a digital read-out in numbers
only. Something to draw around, like a large coin or a button, will speed up the
process of drawing clock faces during recording.
What to do:
On the back of the sheet make a list of ten different things that you do during the
day. For example, the time you get up, the time you go to school and the time you
have lunch. Remember to include whether it is a.m. time or p.m. time. Do more if
you have the space.
You are now going to show how the same time can be written in a number of
different ways. Alongside each one, write the time that this event happens, how it
would be shown on an analogue clock and what the digital read-out would be.
Then show how this time would be written as a 24-hour clock time. Here is an
example.
What to talk about:
Talk about the different ways of writing the same time for the events and check
that they are correct. Make a tour of all the different clocks in the house. Decide
whether they are analogue or digital and whether they use the a.m./p.m. system
or are 24-hour clocks. Which clocks in the house do you consider to be most
important? Say why. Would it be possible to manage at home without any clocks?
What to record:
On the back of the worksheet, record the different times chosen in the style
shown in the example. Say any other ways of giving the times.
35
MATHS AT HOME
Make a date
Child's name:
Date activity set:
This task looks at time over a longer period, that is months and years. To do this
activity, your child will need a calendar, preferably for this year, although one from
the previous year or the next year could be used. The large poster display version
would be desirable, as it will save a lot of page turning. School dates for the year
will be needed for the last two questions.
What to do:
Answer these questions from the calendar:

How many days are there in April and May?
How many days are there in June, July and August?
Which is the shortest month of the year?
What day will Christmas Day fall on during the year?
When is Bonfire Night?
How many Tuesdays are there in January?
How many Fridays are there in July?
On what day does your birthday fall this year?
Here are some more difficult challenges:
Is this year a leap year?
Were you born during a leap year?
Work out your exact age in years, months and days.
How many weeks are there until Christmas?
How many weeks do you spend in school this year?
How many days do you spend in school this term? _
What to talk about:
Discuss why calendars are important, especially for organisational purposes. Talk
about diaries. Why do some people keep them? Give definitions of key time words,
not just month and year, but also decade, century and millennium.
What to record:
Write the answers on the worksheet in the space following each question.
36
This page may be photocopied for use only within the purchasing; institution.
MATHS AT HOME
Keeping watch
Child's name:
Date activity set:
Your child will need a current or recent copy of a newspaper or magazine, showing
the listings of television programmes on each of the channels they usually watch. It
will be vital to remember that, when adding up times to find out how long
programmes last, they will be working in base 60 (60 seconds to the minute and 60
minutes to the hour) and not base 10 as they usually do.
What to do:
Make a list of a selection of programmes that you have already watched or intend
to watch this week.
You will need to record the name of the programme, what channel is showing it,
what time it starts, what time it ends and how long it lasts.
Fill in the chart below with your answers.
Programme
Channel
Time starts
Time finishes
Time taken
What to talk about:
Discuss your favourite programmes and why you like watching them. What
programmes do other members of the family prefer? Talk about what is called the
'nine o'clock watershed'. Is it really necessary? Give the reasons for and against.
What to record:
Fill in the chart given on the worksheet.
37
MATHS AT HOME
Cool down
Child's name:
Date activity set:
Is it cheaper in the long run to buy items in large quantities? Your child will need
to work with the quantities and prices provided on the worksheet first, where a
calculator may help. They should be able to do some of their own research later.
Provide labelled plastic drinks bottles and details of how much each of them cost.
What to do:
In the table below is the capacity of bottles containing three types of drink orange, lemonade and water. Prices are also given. By dividing, find out which
bottle of each drink provides the best value for money. Work out how much 100ml
of each drink would cost by dividing the cost of the 500ml bottle by 5, the 11 bottle
by 10 and the 2I bottle by 20. Round off each answer to the nearest penny. The
first one is done for you.
Drink
Orange
Lemonade
Water
Capacity
500ml
11
21
500ml
11
21
500ml
11
21
Price
69p
1.15
1.29
29p
39p
55p
39p
59p
75p
Cost per 100ml

13.8= 14p
Carry out the same research using plastic drink bottles that you have at home.
What to talk about:
Was it cheaper to buy the largest amount? Was this always the case? Discuss other
factors in the buying process. Was the largest quantity actually needed? What
would happen if it was not used up straight away? Would the higher cost of the
large amounts prevent people from buying it?
What to record:
As well as filling in the chart, list on the back of the worksheet some advice for
people who are thinking of buying refreshments like this. Also give details of your
own research.
38
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MATHS AT HOME
Right angle
Child's name:
Date activity set:
To parent/carer:
The main purpose of this activity is to help your child identify the main type of
angle used in construction at home - the right angle. Help them find as many
different examples as possible. Details are given about how to make a simple
device for checking right angles if this is necessary.
What to do:
Figure 1
Make a simple right angle measurer

that can be used to test out any you
are not sure of. You will need a
piece of stiff paper or thin card
about A4 size. Fold the paper or
card in the way shown in Figure 2.
Figure 2
Look around carefully at home,

inside and outside, and try to spot as
many different right angles as
possible. Right angles are equal to
90 degrees and some examples are
shown in Figure 1.
List, on the back of the worksheet,

all the examples of right angles you
can see.
What to talk about:
Talk about the variety of right angles you have found. How many different ways
have they been used? Why are right angles so important in construction? What
important properties do they have? How many right angles make a straight line?
How many right angles make a complete turn?
What to record:
On the back of the worksheet, note all the different right angles you have found. A
labelled diagram will be fine. Say which ones were inside and which outside.
39
4 Handling data
Teachers' notes
Tasty fruits
This is the first in a series of activities about handling data. It is
important that children have had experience of all these tasks in
class before they are sent home. In this case, each symbol on the
pictogram will represent one item, but children should also be aware
that, when dealing with larger numbers, symbols could stand for two
items, five items, ten items and so on. Supplies of squared paper
may need to be given out if it is not available at home.
Learning outcome (Year 5): Solve a problem by representing and
interpreting data in pictograms.
Take a letter
The tallying system is used this time. Again, ensure children
understand how this system works by going through examples of
its use in class. Stress that it is particularly useful when counting
larger numbers where the bundles of five make it easier to add up
recorded amounts. The words 'consonant' and Vowel' form an
important part of the task and should be discussed before it is sent
home.
interpreting data in tally charts.
Mealtimes
Several important items need to be revised with children before this
task is sent home. Point out that, when showing the times, they will
need to make decisions about how many minutes each square will
represent. It will depend on the length of times they choose to use
and the size of the graph paper provided. Also remind them that
graphs of all kinds need to be fully labelled. They should provide a
title, label both axes carefully and also indicate what scale is being
used. When it is complete it will need to be interrogated for
information.
interpreting data in bar charts.
41
On the cards
Most junior-aged children should be familiar with Venn diagrams
that use two rings, but this task moves up a stage and uses three
different criteria. Make sure the children have a set of playing cards
they can use at home. If not, show them a pack in class and point out
that the main activity uses the numbers 1 to 13 inclusive, with the
picture cards having the following value. The Ace is 1, the Jack 11,
the Queen 12 and the King 13. As background information, Venn
diagrams are named after John Venn, a Cambridge mathematician,
who used them to help simplify relationships between groups of
numbers.
interpreting data in tables (Venn diagrams).
Happy birthday
This moves a stage further still than the previous activity. Some
children may be unfamiliar with Carroll diagrams and will need
plenty of practice. Introduce boxes that show just two sets of
information first and extend to four boxes when children become
more skilled. Lewis Carroll (1832-1898) - better known as a writer
of children's books including Alice in Wonderland is said to have
originated this form of diagram. He taught mathematics at Oxford
University.
interpreting data in tables (Carroll diagrams).
Quick conversion
Many adults still talk in terms of distance measured in miles and
speed in miles per hour. In this activity, children work on converting
kilometres into miles, but miles could be changed into kilometres
just as easily. There are approximately 1.61 kilometres to the mile
and one kilometre is equal to 0.62 miles. The graph must start at
zero because no distance has been travelled at this point. The graph
is a straight line because the distances increase at the same amount
each time. This is known as 'constant proportion'. Emphasise that
the points should be located accurately and connected with a ruler.
interpreting data in tables (conversion graph).
42
Shoe sizes
Only adult shoe sizes are being used in this activity because of the
confusion that might be caused by the fact that small children's sizes
also use two-digit numbers like 12 and 13. It is important that children
understand what operation or operations are needed in order to
find the meaning of the words listed. The questions at the end of the
sheet should lead to a general discussion about the rapid growth of
children's feet and therefore the need to change shoes often.
Learning outcome (Year 5): Find the mode and range of a set of data.
Begin to find the median and the mean of a set of data.
What's the chance?

Take the opportunity to talk about probability in everyday
situations when setting up this activity. If a ball is thrown into the
air, for example, it is certain it will come back down and, while
we know for sure that the sun will rise tomorrow, we cannot be
certain whether it will be sunny, cloudy or rainy. Sometimes
findings are placed on a probability scale where impossible is
shown as 0 and certain is registered as 1. All other probabilities
lie somewhere between these two points. When the coin is tossed
it is equally likely to come down heads or tails. This is what is
known as an even chance.
Learning outcome (Year 5): Discuss the chance or likelihood of particular
events.
It should be stressed to children when they are carrying out
some of these information gathering, recording and
interpreting activities that, under supervision, they should
question only relatives, neighbours and friends who are known
personally to them. On no account should they talk to
strangers in the street or collect details by knocking on doors.
43
MATHS AT HOME
Tasty fruits
Child's name:
Date activity set:
This is the first of the data-handling tasks that your child will be doing. They will be
making and using a pictogram - a type of chart or graph that shows information
using diagrams or drawings. On this occasion, because of the small numbers
involved, each symbol will represent one unit. Squared paper will be needed, and
some pictures of fruits for the child to look at may also be useful.
What to do:
You are going to make a pictogram - a kind of graph or chart where pictures are
used to show information. In this pictogram, one picture will represent one item.
Make a survey of the members of your family to find out what kinds of fruit they
eat during a typical week. You may want to ask some of your relatives and friends
as well. Draw a careful picture of each fruit you record on the pictogram.
Stick a piece of squared paper on to the back of the worksheet where you can draw
your pictogram. Remember to draw a pair of axes on the squared paper. Label the
axes, give the pictogram a title and show how many items each symbol stands for.
Make up at least five questions that can be answered by looking at the pictogram.
Here are some examples: How many fruits are shown? Which was the most popular
fruit? Which was the least popular fruit?
What to talk about:
What were the main findings of the pictogram? Did you find this type of graph easy
to read? Why? Discuss the importance of eating plenty of fruit in our diet. What is
the recommended daily intake of food items like this?
What to record:
The fully labelled pictogram drawn on squared paper should be fixed to the back
of the worksheet. Also write down the questions that were used to interpret the
pictogram and the result of the findings.
44
This page may be photocopied for use only within the purchasing; institution.
MATHS AT HOME
Take a letter
Child's name:
Date activity set:
This activity involves the use of tally charts. The tallying system is a quick and
reliable way that your child can use to collect information for data-handling
activities. For this task they will need a book from home or a suitable newspaper or
magazine.
What to do:
You are going to use a tally chart to make a letter survey from some words in a
book, newspaper or magazine. Choose a short paragraph of writing and count up
exactly 100 words.
On the back of the worksheet make a list of the letters of the alphabet.
Using the tally chart system, record every time each letter occurs. (See the example.)
Remember tallying involves bundles of five. Four items are recorded by short
vertical strokes while the fifth mark consists of a diagonal line across them.
Make up at least five questions about the tally chart and then write down the
answers. Here are some ideas to start you off: Do vowels score more highly than
consonants? Which letter has the highest total? Which letter has the lowest total?
Are there any letters that do not score at all? Which are they?
What to talk about:
Are consonants used more frequently than vowels in writing, or is the reverse true?
Which vowel is used most often? Which is the most common consonant? Choose a
further 100 words from another piece of writing. Does it give the same kind of
results? Compare your findings with 100 words of your own writing.
What to record:
List the results of the tally chart surveys and your most important findings on the
back of the worksheet. Try to do surveys from at least three different passages.
I This page may be photocopied for use only within the purchasing institution.
45
MATHS AT HOME
Mealtimes
Child's name:
Date activity set:
This is another method of collecting and recording data or information that your
child will be familiar with from work carried out in class. This type of chart is called
a bar chart, but is sometimes known as a block graph or column graph because of
its method of construction.
Before they start you will need to discuss with them the time taken to cook certain
meals at home, as these will be recorded on the graph.
What to do:
You are going to make a bar graph of cooking times. Your helper will provide you
with the times it takes to cook certain items of food, e.g. beans on toast, fish,
chicken, stew and sponge cake. You will need at least five items.
Squared paper will be provided for drawing the graph.
Draw the two axes to help you organise your graph and label them. Then decide
what each square will represent. It could be two minutes, five minutes or ten
minutes, etc. You will have to decide based on the times you are given.
Once the graph has been made, labelled and given a title, interrogate it to find out
what information it shows. For example, which item takes the longest to cook?
Which takes the shortest? Compare the times taken by the different items.
What to talk about:
Discuss your favourite foods and how they are cooked. Talk about nutrition and a
balanced diet and why it is important, especially for growing children. Find out the
meaning of key food words such as 'protein', 'vitamin' and 'carbohydrate'. Split the
meals into sections such as snacks, main courses and desserts. Why do some items
take longer to cook than others?
What to record:
The bar chart and its findings should be recorded on the graph paper. This can be
fixed on the back of the worksheet or pinned to it. Colour in the columns on the
bar chart so that they are easy to see and interpret.
46
MATHS AT HOME
On the cards
jih
Child's name:
Date activity set:
In this method of showing data, rings are used instead of axes. This version is called
a Venn diagram. To generate the numbers that are going to be placed inside the
Venn diagram, your child will need to have a set of playing cards. Something
circular to draw around will speed up the diagrams.
What to do:
To start with, you are going to use the
numbers on a set of playing cards.
Choose one of the suits. Cards 2 to 10 will
count at their face value. The Ace will
count as 1, the Jack as 11, the Queen as
12 and the King as 13. Now place the
numbers 1-13 inclusive inside the correct
section of the three rings shown in the
box.The rings should contain the
multiples of 2, 3 and 4. If the number
meets two of the criteria, show it in two
rings. If it meets three criteria, show it in
all three. If it does not fit any, write it at
the side.
Now choose ten of the same cards at
random and see if you can use a Venn
diagram to sort them in a different way.
What to talk about:

Make another Venn diagram using three rings like the one in the box. Label them
'rainy', 'cloudy' and 'sunny'. Talk about weather conditions in the last week. Place
each day in the correct ring or rings. Why might some of the days appear in two or
even all three of the rings?
What to record:
Using something large to draw round, record all the Venn diagrams that are
produced, either on the back of the worksheet or on another piece of paper. Make
sure all the rings are labelled carefully.
47
MATHS AT HOME
Happy birthday
Child's name:
Date activity set:
The focus for this activity changes to another kind of diagram used to collect and
show data. This type is called a Carroll diagram. It consists of a box structure, not a
series of circles. The boxes are arranged so that they are able to show four
different kinds of information at the same time.
What to do:
An example of a Carroll diagram is

shown in the box on the right.
It has four sections and each one
has a separate title.
Take the birthday
months of the members of your family,
but also include some relatives
and friends as well and sort them into
the correct sections.
Use the information to answer these
two questions: Are more females
than males born in the first half of
the year? Are more males than females
born in the second half of the year?
What other information does the Carroll
diagram tell you?
Male
Female
First half
of year
Jan-Jun
Second
half of year
Jul-Dec
What to talk about:
Are both Venn and Carroll diagrams a better way of showing data than bar graphs
and tally charts? Explain your answer. What advantages might the diagrams have?
What is the most difficult part about drawing them? Lewis Carroll first used Carroll
diagrams. As well as being a clever mathematician, what else is he famous for?
What to record:
The task involving sorting out the birthday months could be done using the boxes
given on the worksheet. Draw your own larger version on the back if you think this
is necessary. Try to make some Carroll diagrams of your own based on items found
at home, e.g. furniture, types of food and favourite colours.
48
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MATHS AT HOME
Quick conversion
Child's name:
Date activity set:
One of the most useful features of a graph is that it can be used to investigate
relationships. This graph will show the relationship between two measurements of
distance - miles and kilometres. Your child will need squared paper, a sharp pencil
and a ruler in order to make this graph, which will require both care and accuracy.
What to do:
You are going to make a special type of graph called a conversion graph. It will
turn kilometres into miles. One kilometre is equal to 0.62 miles. The information
you need to draw the graph is given in the box. The distances have been rounded
off to the nearest whole number. Draw the graph on squared paper. The points
lie along a straight line that starts at zero. The first two points have been marked
for you.
80
70
60
50
km
10
20
30
40
50
60
70
80
90
100
miles
12
19
25
31
37
43
50
56
62
4J 40
^
30
20
10
o I
(>
<>
10 20
30
40
50
60
70
80
90
100
Kilometres
What to talk about:
Explain why you think the graph is a straight line. Using atlases, maps or road signs,
find the distance the family travels when they go on a long journey from home. Use
the graph to change miles into kilometres or kilometres into miles.
What to record:
Complete the graph on the squared paper provided and write conversions of the
journeys made on the back of the worksheet.
49
MATHS AT HOME
Shoe sizes
Child's name:
Date activity set:
When interpreting some kinds of data, a number of key mathematical words are
used. These include range, median, mode and mean. The meanings of these words
is explained to your child as they work through the questions below. Help them to
collect the shoe sizes they require from ten adults. A calculator may be useful for
some of the calculations, especially if any half sizes have been included.
What to do:
You are going to find out the meaning of some important words used in handling
data.
First you will need to collect details about the shoe sizes of ten adults. Use members
of your family first and then try relatives, friends or neighbours.Write the sizes
down in a list and then use the statistics to help you understand the meanings of
these words:
Range: The range is the difference between the highest and lowest size. Find the
answer by subtracting the smaller from the larger.
Mode: This is the item in the list that occurs most. It will be the most popular size,
if there is one.
Median: The median is the middle point of all the sizes you have collected.
Mean: The mean is the average value. You add up all the shoe sizes you have and
divide by the number there are of them (ten).
What to talk about:
Discuss the way in which the shoe sizes of children and adults are organised. How
often do the children in your family need to change the size of their shoes? Why
do adults usually stay with the same size? Why do companies who run shoe shops
need to know which sizes are likely to sell best?
What to record:
List the shoes sizes used on the back of the worksheet. Show how the meaning of
each word in the list was calculated by writing down the operation used as well as
the answer. Draw round the outline of several shoes to show different sizes in the
family. You will need a large piece of paper to do this.
50
MATHS AT HOME
What's the chance?

Child's name:
Date activity set:
The chance of something happening is called 'probability' and its connection with
the gathering of statistics is an important part of mathematics. To carry out this
probability task, your child will need some sweets wrapped in coloured papers and
a bag they cannot see through. Some coins and a die may be needed for follow-up
activities.
What to do:
Place eight sweets into the bag. Five should be in red paper, two in blue paper and
one in yellow.
If you pick a sweet from the bag without looking, then the chance of picking out a
yellow one will be 1:8 or one-eighth. What will be the chances of picking out a red
one or a blue one? Give the answers as a ratio and as a fraction.
Suggest the number of times you will need to pull out a sweet in order to get as
close as possible to this result. Have 10 goes, 20 goes, 30 goes, 50 goes, maybe even
100 goes. Remember to replace the sweet each time it is taken out. Is it true to say
that the more goes you have, the closer you get to the actual ratio of 5:2:1 ?
What to talk about:
Try other probability tests that are easy to set up at home. Predict results before
you start. Try an activity that has only two possible outcomes, like tossing a coin.
Try 50 goes to see what happens. Or try a die showing the digits one to six. What
are the chances of each of the numbers coming up now? Again test out your
theory.
What to record:
It will be necessary to write down the results of the probability tests, but keep this
as brief as possible. Discuss what you think might happen with your helper before
tests are carried out, and then compare the ideas with your findings at the end to
see whether you were correct.
51
5 Measures, shape and space

Teachers' notes
Take a guess
Children are encouraged to become more competent at using
different measuring devices, including a ruler, a metre stick and a
tape measure. If these are riot available at home, perhaps the school
will be able to provide them. Stress honesty in estimation, even if
some are a long way out. Look at alternative ways of writing the same
measurement. Go through examples. Point out the importance of
sensible safety rules when measuring around the house.
Learning outcomes (Year 5): Measure lines to the nearest millimetre.
Suggest suitable units and measuring equipment to estimate or measure
length.
Magic 'e9
On a technical note, this activity really involves mass and not weight.
The amount of matter in an object is called its mass. Weight is a
measure of the force that the Earth exerts on a body. We say the tin
weighs 250 grams, but what we should really say to be more precise
is that the tin weighs the same as a 250g mass. Great care will need
to be taken over checking the readings on certain types of weighing
scales. Some may measure in 100g or 50g and some even in 10g
increments. Rounding off may be necessary in some cases. Point
out that only clean packaging should be used once permission has
been obtained, and mention the dangers of all types of glass
containers.
Learning outcomes (Year 5): Use read and write standard metric units
including their abbreviations and relationships. Convert larger to smaller
units, e.g. kg to g.
Full up
If measuring cylinders are not available at home, it may be possible
to convert either one-litre or two-litre plastic drinks bottles with
divisions marked on the side using a felt-tip pen. Again on a safety
note, using glass containers and lifting and carrying heavy quantities
of water from one place to another must be avoided. Stress that
53
work should take place in areas where water will not cause any
damage and that accurate results will only be obtained if spillage
is prevented. The word 'capacity' here is taken to mean the amount
a container holds. Volume is the amount of three-dimensional
space taken up by an object.
Learning outcomes (Year 5): Use read and write standard metric units
including their abbreviations and relationships. Convert larger to smaller
units e.g. I to ml.
Roundabout
The activity will be enhanced if a wide range of different-sized round
objects is used, e.g. a coin and a bicycle wheel. The greater the
variation, the more relevant it becomes. Children may need some
help with tapes or string when the circumference of large circles
has to be found. When the circumference is divided by the diameter,
the answer should work out at a little more than three each time,
regardless of the size of the circle. This ratio is now known by the
Greek letter pi (II) and for the purposes of calculation is reckoned
to be equal to three and one seventh or 3.14. So the circumference
of a circle is found by using this formula: circumference = diameter
x3.14.
Learning outcome (Year 5): Make shapes with increasing accuracy (2D).
Explain a generalised relationship (formula) in words.
Perfect fit
The word 'tessellation' comes from the Latin word tessera, the name
the Romans gave to the small pieces of coloured stone used in the
construction of mosaics. The 2D shapes involved need to be
categorised into three families. There will be those that tessellate
on their own, e.g. squares, those that tessellate with the help of other
shapes, e.g. hexagons and those that will not tessellate under any
circumstances, e.g. circles. Focus also on regular and irregular
shapes, e.g. regular pentagons will not tessellate by themselves, while
some irregular ones will.
Learning outcome (Year 5): Make and investigate a general statement
about familiar shapes by finding examples that satisfy it.
54
Food packaging
As pointed out on the worksheet, packaging should be clean, safe
and undamaged. Again, stress the dangers of glass and sharp tin. Paper
and cardboard containers will be best, as they can be cut apart easily
to reveal the net of the shape. Compare the 3D shapes on the basis
of faces, edges and corners. The use of gluing flaps will enable tidier
models to be made, so they need to be included in the net stage.
Learning outcome (Year 5): Make shapes with increasing accuracy (3D).
Mirror shapes
Squared paper will need to be provided to help with devising these
examples of mirror symmetry. If glass mirrors are being used at home
to check patterns, they should be handled carefully and used under
supervision. Other ways of making reflective symmetry are
mentioned on the worksheet and should be tried out in class or at
home.
Learning outcome (Year 5): Complete symmetrical patterns with two lines
of symmetry at right angles using squared paper.
Take it in turns
Through their movements, both clockwise and anti-clockwise,
children should realise that a quarter turn involves moving through
one right angle of 90 degrees; a half turn, two right angles worth 180
degrees; a three-quarter turn, three right angles or 270 degrees; and
a full turn, four right angles or 360 degrees. This information will
help considerably with angle work later. Compasses may need to be
issued to help children find directions at home. The position in which
it is situated and the direction in which it faces is often an important
factor when people are considering the purchase of property.
Learning outcome (Year 5): Recognise positions and directions.
55
MATHS AT HOME
Take a guess
Child's name:
Date activity set:
Three important aspects of length measurement are featured in this task. Your
child will be able to practise estimation, work with several kinds of measuring
device and learn to write the same length measurements in a number of different
ways. They will need to use a 30cm ruler, a metre stick or strip and a measuring
tape that can be used for longer distances than these.
What to do:
You are going to carry out some measurement tasks at home using a 30cm ruler, a
metre stick or strip and a measuring tape. Choose objects suitable for the type of
measuring device you are using, e.g. a book for the ruler, a shelf for the metre tape
and the height of a door for the longer tape measure. Try to find ten of each.
Before you measure each item, estimate how long you think it will be and write
down your estimate. Don't cheat. When you measure it, try to go to the nearest
millimetre. If not, round off to the nearest half centimetre. Finally write down the
measurement in at least one other way, e.g. 3cm 6mm could be written as 36mm,
87cm could be written as 0.87m and 2m 15cm could be written as 215cm.
Make a table like the one below on the back of the worksheet where you can
record your answers.
What to talk about:
How close were your estimations? Were you better at estimating the shorter
distances or the longer ones? Did your estimations improve with practice? Which
measuring device was the easiest to use? Talk about the practical measuring
activities that have to be carried out at home.
What to record:
Make a table like the one above to record your measurements. This should be
done on the back of the worksheet or on a separate piece of paper. Remember to
include the correct units on all your measurements.
56
This page may be photocopied for use only within the purchasing institutic
MATHS AT HOME
Magic 'e'
Child's name:
Date activity set:
The purpose of this task is to help your child recognise the importance of mass
or weight labelling on packaging containing food items. They will need a
selection of these items to look at, some including the use of the letter 'e' and
some without it if possible. They will also need the use of some accurate kitchen
scales. You may need to assist them with setting the scales and reading off the
amounts.
What to do:
With permission, look carefully at some items of food packaging and find out
how much they weigh. Some items may have a letter 'e' either before or after
the weight and some may not. The letter 'e' stands for 'excluding' and means the
weight of the food item inside the packaging but not including the weight of the
tin, jar, carton, box or wrapping. Occasionally, the words 'gross' and 'net' are still
used. Gross weight is the weight of a container and what it holds, while net
weight is the weight of what is inside the container only.
Using the kitchen scales, carefully weigh the items you have. By subtracting the
'e' weight from the weight that registers on the scales you should be able to
work out just exactly how much the packaging weighs. Those containers that
show no 'e' should weigh the exact amount.
What to talk about:
Talk about the types of packaging that have been used on the food items. Are
they made from cardboard, metal, plastic or glass? Are any other materials used?
Does the type of packaging suit the food item? Why do you think this kind of
material has been chosen? Where would the food item have to be stored to keep
it fresh?
What to record:
Use the back of the worksheet to record details of the food items and their
weights. Show the operations you used to calculate the weight of the packaging.
Which type of packaging was heaviest? Which was lightest?
57
MATHS AT HOME
Full up
Child's name:
Date activity set:
The metric units dealt with in this activity are millilitres and litres that are used for
measuring capacity - the amount something holds. Your child should know that
1000ml = 1 litre and also the important fractions like how many millilitres there are
in a half, a quarter, three-quarters and one tenth of a litre. A collection of containers
of different sizes, a choice of measuring cylinders and a supply of water are needed.
Encourage work in a large bowl or sink to prevent water spillage.
What to do:
With permission, gather together a collection of different containers used at

home.
Estimate how much water you think they will hold. Estimate to the nearest 10ml if
you can.
Working over a large bowl or a sink and trying to avoid wasting or spilling any
water, fill the containers to the top.
Check the capacity of each container by using a measuring cylinder. Make sure you
can read the scale on the side of the measuring cylinder first and remember to use
metric units instead of imperial.
Make a table like the one below for your estimates and measures. This time also
work out the difference between the two to see how far out you were.
What to talk about:
How accurate were your estimates? Did the estimating improve with practice? Look
at containers holding liquids at home. What is their capacity? Do some of them use
the 'e' letter that you did some work on in the last activity? Do you remember what
it means?
What to record:
Draw the table on the back of the worksheet and fill in information about as many
containers as you can. Note details about the divisions used on the side of the
measuring cylinders. Show how you calculated the difference between your
estimation and measurement each time.
58
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MATHS AT HOME
Roundabout
Child's name:
Date activity set:
Encourage your child to focus on all the 2D objects in the house first, although the
main part of the activity will concentrate on circles. Ask them to make sketches of
as many two-dimensional flat shapes that they can find. They should try to include
squares, rectangles, triangles, circles, pentagons (five-sided), hexagons (six-sided)
heptagons (seven-sided) and octagons (eight-sided). A ruler and a tape measure or
string will be needed for work with the collection of circles.
What to do:
Make a collection of circular objects. These might include coins, tins, cups, plates,
saucepans, clock faces and wheels on toys and bicycles.
Use a ruler or a tape measure to find

Circumference
the diameter and the circumference
of each object. These two dimensions
are shown inside the box. Each should be
Diameter
measured to the nearest millimetre.
To measure the circumference of the
objects, you may have to use a piece of
cotton or thin string. Record your results in a table like the one below. In the last
column you will need to divide the circumference by the diameter.
Look at the answers in the last column. What do you notice about your results?
What is the ratio of the circumference to the diameter to the nearest whole
number?
What to talk about:

Go back to the other 2D shapes you have listed and talk about key words like
regular and irregular sides, angles and vertices (corners).
What to record:
Make a table on the back of the worksheet like the one shown and record your
results in the correct columns.
59
MATHS AT HOME
Perfect fit
Child's name:
Date activity set:
Homes usually have plenty of examples of tessellation - shapes that fit together
without leaving any gaps in between. Your child will need to locate some examples
of these first, but will also need to try out their own shapes to see if they tessellate.
Thick paper or thin card, coloured pencils and scissors will be needed so your child
can test out tessellation by making his/her own shapes.
What to do:
Find some examples of tessellation in your home. Think about brickwork, paving
slabs, kitchen and bathroom tiles, carpet squares and patterns on floor coverings,
curtains, wallpaper and furniture fabrics.
Make quick sketches of each tessellation on a piece of paper and note down what
shape or shapes is used each time.
Below are some 2D shapes. Make collections of your own shapes by drawing around
them on thick paper or thin card and cutting them out. Then, with coloured pencils,
draw round them to try to make your own tessellating patterns. Which shapes
tessellate on their own? Which shapes need help to tessellate? Which shapes do not
tessellate?
What to talk about:
Find some square tiles that tessellate. How many right angles are there where four
squares meet? Find parallel lines in the square patterns. Look at different ways in
which rectangular bricks are fitted together. Can you find out any of the names for
these patterns? Locate where the right angles and parallel lines are.
What to record:
Most of the recording this time can be done through drawings and sketches. Use
the shapes provided for making your own tessellation.
60
MATHS AT HOME
Food packaging
Child's name:
Date activity set:
Food packaging comes in a variety of shapes and sizes. Save some clean packaging
for your child to examine, as it will help them to find out more about threedimensional (3D) shapes. Scissors will be needed to cut shapes apart to see how
they are constructed, and sticky tape will help your child to put them back
together again. Supplies of thin cardboard may also be required.
What to do:
Collect as many safe, clean and undamaged items of food packaging as you can.
Find out which family of three-dimensional shapes they belong to. Look
particularly for cubes, cuboids, cylinders, cones, prisms and pyramids. Count the
number and shape of the faces, the edges and the vertices (corners).
Cut the shapes open carefully and spread them out so you can see how they have
been put together. This is called the net of the shape. Use the sticky tape to
carefully put them back together again.
Look around inside and outside your home to find other 3D shapes. You may
find some different ones.
Thinking about the shapes you have seen and some of the nets you have
examined, use pieces of thin cardboard to make up your own 3D shapes.
Remember to use gluing flaps if you do not want the joins to show.
What to talk about:
Which is the most common type of 3D shape used in food packaging? Which is the
rarest? Packaging creates a lot of rubbish. Is there any way it could be used again?
Find out which food packaging items could be reused or recycled. Are there
recycling facilities close to your home? What items do they take?
What to record:
Write down a list or make a quick sketch of the 3D shapes you have collected. Save
the nets of the 3D containers you have cut open. Take the 3D models you have
made into school to show your teacher. Remember any information you have
found out about recycling so that you can use it in a class discussion.
61
MATHS AT HOME
Mirror shapes
Child's name:
Date activity set:
There are several kinds of symmetry. One of the easiest kinds to recognise is called
reflective or mirror symmetry, because the shape formed on one side of the lines of
symmetry is identical to that formed on the other side. After trying out a simple
example on the worksheet, your child is asked to devise and draw their own
symmetrical patterns. They will need squared paper, coloured pencils and a mirror.
What to do:
Make a symmetrical pattern

using the squares on the
worksheet. Colour in the coded
squares. The colours being used
are r = red, b = blue, y = yellow
and g = green.
Repeat the same coloured

pattern on the other side of the lines.
When you have done this you will
have completed a piece of reflective
or mirror symmetry.
Check the pattern is correct by
putting a mirror along the lines.
Draw straight lines at right angles on your own piece of squared paper and devise
your own patterns with reflective or mirror symmetry.
What to talk about:
Look for examples of reflective or mirror symmetry. They are often found in
wallpaper designs, in carpeting, on tile patterns and in textiles used for making
curtains and furniture covers. Ask your teacher about other ways of making
reflective symmetry, like blot painting or cutting folded sheets of coloured paper.
What to record:
Using coloured pencils, complete the example of reflective symmetry on the

worksheet and then devise your own and draw them on squared paper.
62
This pnge may be photocopied for use only within the purchasing institution
MATHS AT HOME
Take it in turns
Child's name:
Date activity set:
Movement and direction are the main features of this activity. It will provide the
opportunity to look at movement in terms of right angles, the difference between
clockwise and anticlockwise movement and the eight points of the compass. It may
be necessary to check locations on a direction compass if you are not sure in which
directions the front and back of the home are pointing.
What to do:
You are going to use your body to make certain turns inside a room at home.
Stand facing one of the points in the room. Make a quarter turn clockwise. How
many right angles is this? What are you facing now? Go back to where you started.
Now make a half turn clockwise. How many right angles have you turned through
this time? What are you facing now? Going back to the starting position again, do
the same for three-quarters of a turn and a full turn clockwise and answer the
same questions.
Repeat the process but this time move anti-clockwise. Remember to return to the
start position for each go and answer the same questions.
Ask an adult to tell you the compass direction that your home faces in. From this
you should be able to work out where each of the four main compass points are in
relation to the building. Mark the points in between to make it eight points
altogether. Draw a sketch plan of the building showing the compass points on it.
What to talk about:
Make sure you understand what the words clockwise and anti-clockwise mean and
also quarter of a turn, half a turn, three-quarters of a turn and a full turn or
revolution. Discuss compass points in relation to the building. Are there
advantages to buildings facing in a certain direction? What are they?
What to record:
The turns, the number of right angles involved and the different locations in the
room can be recorded orally. Talk through the solutions with a helper,
remembering there will be a separate set of answers for both clockwise and anticlockwise. Draw the sketch plan of the building on the back of the worksheet.
Mark the main four compass directions and all eight compass points if possible.
63
MATHS AT HOME
Glossary
Alternate numbers: numbers that come every other one in the
number line with a one-number gap in between, e.g. 35, 37, 39, 41
(odd) and 242, 240, 238, 236 (even).

Analogue clock: a clock face in which hands - one for the hour and
one for the minute - are used to show the time.
Angle: the amount of turn between two lines. An acute angle is less
than 90 degrees, a right angle is exactly 90 degrees and an obtuse
angle is between 90 and 180 degrees.
Area: the amount of surface in a shape, measured in square units.
The quick way to find the area of a square or rectangle is to multiply
the length by the width.
Associative law: this states that numbers can be regrouped in both
addition and multiplication problems in order to make calculations
easier. For example 16 + 17 + 4 can be added as (16 + 17) + 4 or 16 +
(17 + 4) and 8 x 2 x 5 can be multiplied as (8 x 2) x 5 or 8 x (2 x 5).
Axes: lines, usually one horizontal and one vertical, which are used
as a framework for drawing graphs and positioning coordinates.
Bar chart: a type of graph or chart in which information is shown in
solid blocks or columns.
Capacity: the amount a container holds.
Carroll diagram: a method of sorting information by using boxes.
The boxes are labelled according to the column and the row. They
are named after Lewis Carroll.
Celsius: scale for measuring temperature, with 0 degrees freezing
point and 100 degrees boiling point. It is named after Anders Celsius,
a Swedish scientist.
Circumference: the name for the perimeter or the distance around
the outside of a circle.
Clockwise: following the same direction and course taken by the
hands around the face of a clock. The opposite direction is called
anti-clo ckwise.
Commutative law: this states that groups of numbers can be added
or multiplied in any order and still produce the same solution, e.g.
5 + 3 + 6 and 6 + 3 + 5-14; 4 x 2 x 5 and 5 x 4 x 2 - 40.
Consecutive numbers: numbers that come in their exact number
line order, e.g. 34, 35, 36 or 107, 106, 105, 104.
Consonant: all the letters of the alphabet that are not vowels.
Constant proportion: a sequence of numbers that increases or
decreases by the same amount each time, e.g. 3, 8, 13, 18, 23 (+5);
41, 35, 29, 23 (-6).

Conversion graph: a graph that can be used to change one set of
units into another, e.g. kilometres into miles and vice versa.
65
MATHS AT HOME
Decimals: another method of expressing a common fraction, using
tenths, hundredths and thousandths with a decimal point between
the whole numbers and the fractions, e.g. 7.325 is seven whole ones,
three tenths, two hundredths and five thousandths.
Denery: the base ten number system on which our counting operates.
Diameter: a straight line that cuts a circle exactly in half. It starts and
ends on the circumference and must go through the centre. It is
twice the radius of the circle.
Difference: a comparison between two numbers that is usually found
by subtracting the smaller from the larger, e.g. the difference between
8 and 20 is 12.
Digit: the single symbol for a number, e.g. 7. The ten digits in our
number system are 0, 1,2, 3, 4, 5, 6, 7, 8 and 9. A two-digit number
would be 47, three-digit 129 and so on.
Digital clock: a clock without hands in which the time is shown only
in numbers, e.g. two-thirty would be shown as 2.30.
Doubling: multiplying a number by two, e.g. double 45 = 90.
Equivalent calculation: checking a calculation by using a different
number operation, e.g. 27 + 29 - double 27 + 2 or 67 x 3 - 67 + 67 +
67.
Estimate or approximate: to make a careful and reasoned guess of a
measurement or calculation before finding the exact answer.
Even chance: when there is exactly an even or fifty-fifty chance of an
event happening.
Even number: any number that can be divided by two.
Factor: a number that goes into another number exactly without
leaving any remainder, e.g. the factors of 12 are 1, 2, 3, 4, 6 and 12.
Formula: a general rule that is followed in order to obtain a certain
result in a calculation, e.g. area of rectangle = length x width.
Fraction: a part of a whole number or amount. In the fraction 3/4
the 4 shows the fraction family and is called the denominator and
the 3 shows the number of parts there are and is called the
numerator. An equivalent fraction is where the same value is
expressed in a different form, e.g. l/% = 5/io = 0.5.
Gross weight: the weight of a container and what it holds.
Halving: dividing a number by two, e.g. half of 72 = 36.
Horizontal: a line that is parallel to the horizon - the line at which
the earth and sky appear to meet.
Integer: another name for any whole number.
Inverse operation: the process of checking calculations by using the
opposite number operation, e.g. 5 + 3 = 8, so 8 - 3 = 5; 10-4 = 6, so
4 + 6 - 10; 2 x 7 = 14, so 14 + 7 = 2; and 24 4- 3 = 8, so 8 x 3 - 24.
Mass: the amount of matter in an object. Weight is the measure of
the force that the earth exerts on a body. We say the tin weighs 300g,
but what we should really say is that the tin weighs the same as a 300g
mass.
66
MATHS AT HOME
Mean: an average found by dividing the total of a set of values by
the number of items.
Median: the middle value when a set is put in order from smallest
to largest.
Mirror or reflective symmetry: where the shape formed on one
side of a line or lines of symmetry is identical to that formed on

the other side.
Mode: the most popular or frequent value in a set.
Net weight: the weight of what is inside a container only.
Non-standard units: where ordinary objects are used for measuring
purposes because the children know them. Examples might be
handspans for length, postcards for area and cupfuls for volume.
Number sequence: a group of numbers that follows a set pattern,
e.g. 3, 8, 13, 18 increases in fives while 42, 36, 30, 24 decreases by
six each time.
Odd number: any number that is not an even number.
Ordering: placing numbers in order of size. This can start with
the smallest number or the largest number.
Parallel lines: lines that remain the same distance apart all the way
along their length.
Partitioning: splitting numbers into various parts in order to make
calculations easier, e.g. 75 + 39 could be added as 70 + 30 = 100
and 5 + 9 = 14, or 37 x 5 could split into 30 x 5 + 7 x 5.
Perimeter: the distance around the outside or the edge of a shape.
Percentage: another way of expressing a fraction using the parts
out of a hundred, e.g. 15% is 15 parts of 100.
Pi: the Greek letter (IT) used to represent the ratio between the
diameter and the circumference of a circle. For calculation
purposes it is reckoned as three and one seventh or 3.14.
Pictogram: a form of chart or graph that shows information by
using diagrams or drawings.
Place value or notation: the position or column in which a digit is
written that conveys its value, e.g. in 247 the 2 is worth 200, the 4
is worth 40 and the 7 is worth 7.
Positive and negative numbers: positive numbers are greater than
zero in the direction of increase, while negative numbers are less
than zero in the direction of decrease.
Prime number: a number that only has factors of 1 and itself, e.g.
13 is a prime number.
Probability: the likelihood of an event happening.
Product: the answer to a multiplication calculation, e.g. the product
of 4 and 3 is 12.
Range: the difference between the highest and lowest values in a
set of numbers.
Ratio: a method of showing a comparison between amounts, e.g.
1:3 means one part in three.
67
MATHS AT HOME
Revolution: a complete turn through four right angles or 360
degrees.
Rounding off: taking numbers to the nearest round number in
order to make them easier to use in calculation, e.g. 28 becomes
30,172 becomes 170, 5794 becomes 6000, 9.8 becomes 10 and 5.37
becomes 5.4.
Sum or total: the answer to a calculation problem in which numbers
are added together.
Tallying: a system of recording numbers during a data handling
activity. Items are counted in groups or bundles of five, made up
of four down strokes with a diagonal line through them.
Tessellation: fitting a shape or shapes together so that there are no
spaces left between them.
Thermometer: an instrument used for measuring temperature. They
are usually marked with both positive and negative numbers to show
temperatures both above and below freezing point.
3D: a three-dimensional solid shape.
Times: an alternative name for the multiplication process, e.g. 8 times
2 is 8x2-16.
2D: a two-dimensional flat shape.
Trebling: multiplying any numbers by three, e.g. treble 10 = 30.
Venn diagram: a diagram that uses loops or circles to simplify the
relationship between two or more sets of information. They are
named after John Venn.
Vertical: a line that is at right angles to the horizontal. Sometimes
the word perpendicular or upright is used.
Vowel: in the alphabet, the letters a, e, i, o and u.
Volume: the amount of three-dimensional space taken up by an
object.
68

Mathematics at Home

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Mathematics at Home

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Mathematics at home

Practical activities for parents and children

THE QUESTIONS PUBLISHING COMPANY LTD

The Questions Publishing Company Ltd

Numbers and the number system

Measures, shape and space

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Parents, carers and homework

Using the pupil sheets: a note for teachers

Working through the tasks: page layout

Comment from parent/carer: This is the opportunity for feedback.

1 Numbers and the number system

Positive and negative

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

/2 + 1/2 = 1, 1/4 + 1/2 = 3/4 and 1 - 3/4 = 1/4.

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

Positive and negative

3. +4C and -3C;

Make up some of your own temperature changes.

What to talk about:

Comment from parent/carer:

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What to talk about:

Comment from parent/carer:

Date activity set:

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

Look carefully at the numbers inside the boxes.

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

What to talk about:

Comment from parent/carer:

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All the way round

In this problem-solving section your child is going to use measurements that

During the reign of Henry I in England,

width of first finger

What to talk about:

Comment from parent/carer:

Vinyl floor covering

What to talk about:

Comment from parent/carer:

All the way round

What to talk about: