This in-depth maths investigation is an open-ended problem solving activity for Year 4 children. It can be used to support teaching towards the objectives: Division using efficient chunking with remainders. In-depth Investigation: Rocking Remainders Children divide 11, 22, 33… 99 by 3, 4, 5 and look for patterns in the remainders. This investigation will develop maths meta-skills, support open-ended questioning and logical reasoning, and enable children to learn to think mathematically and articulate mathematical ideas. This problem-solving investigation is part of our Year 4 Multiplication and Division block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

Year 6 Place Value Addition and Subtraction: Use column addition to add numbers with up to 5 digits; estimate totals. This in-depth Maths Investigation will develop maths meta-skills, and enable children to learn to think mathematically and articulate mathematical ideas. In-depth Investigation: Giant Domino Addition Children follow a logic to convert arrangements of dominoes to numbers, and then perform a giant addition. They then create their own domino additions and explore addition patterns. This problem-solving investigation is part of our Year 6 Place Value Addition, Subtraction block. Each Hamilton maths block contains a complete set of planning and resources to teach a terms worth of objectives for one of the National Curriculum for England’s maths areas.

This presentation provides two days of teaching that cover the objectives: Doubling numbers. Halving numbers. It includes starter activities, whole class teaching, group activities, practice sheets and mastery questions. It can be used on a variety of interactive whiteboards. Day 1 Teaching Explain that when we double a number we add the same amount again, e.g. 2 doubled is 2 + 2 = 4, 3 doubled is 3 + 3 = 6, etc. What is double 10? 10 + 10 = 20. Double 11? We double the 10, (20) and then double the 1 (2). Recombine these amounts to give a total of 22. Provide a visual representation to support visualisation, using base-10 equipment (e.g. Dienes cubes or number shapes such as NumiconTM) to model the partitioning, doubling and recombining steps. Repeat with 12, 13 and 14. Day 2 Teaching Explain that halving is sharing the number between two. Demonstrate by sharing four sweets between two children. Repeat with other even numbers up to 20. Odd numbers are harder to share as there is always one left over. Display a bar model to show double 8 is 16. Use this to halve 16. As last time, providing a visual representation using base-10 equipment will support partitioning, halving and recombining. This teaching is part of Hamilton’s Year 1 Multiplcation, Division and Fractions block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

This presentation provides two days of teaching that cover the objectives: Tell the time using digital and analogue to the nearest 5 minutes It includes starter activities, whole class teaching, group activities, practice sheets and mastery questions. It can be used on a variety of interactive whiteboards. Day 1 Teaching Show a ‘Hamilton clock’, reminding children that when the minute (long) hand is in the pink it is a ‘past’ time, when it is in the blue it is a ‘to’ time. Relate this to digital times: minutes ‘past’ the hour. Count round the Hamilton clock in 5s to read digital times, such as 5:45. We don’t say 45 minutes past 5, as this is a blue ‘to’ time: 15 minutes to 6 or quarter to six. Repeat with other ¼- and ½-hour times, displaying the analogue clock alongside the hidden digital clock and asking children to write the corresponding digital time on their whiteboards. Reveal the digital display to allow children to self-check. Day 2 Teaching In pairs, children have a mini clock and a whiteboard/pen. Say a time: half past three. They show the time in analogue (on a clock) and in digital (written on a whiteboard). Repeat with other times. Model making times on Tell the time ITP clocks. Reiterate equivalences between ‘quarter to’ and ‘45’ past on the digital clock. This teaching is part of Hamilton’s Year 2 More Calculation block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

Year 4 Multiplication & Division: Grid multiplication using tables facts. This in-depth maths investigation will develop maths meta-skills, and enable children to learn to think mathematically and articulate mathematical ideas. In-depth Investigation: Magical Nines Children look for patterns when multiplying ‘nearly numbers’ by 9 using mental multiplication strategies. This problem-solving investigation is part of our Year 4 Multiplication and Division block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

This in-depth maths investigation is an open-ended problem solving activity for Year 5 children. It can be used to support teaching towards the objective: Subtract decimal numbers including money. In-depth investigation: Pence and Pounds Reversed Children find patterns in the differences when pounds and pence are reversed. This investigation will develop maths meta-skills, support open-ended questioning and logical reasoning, and enable children to learn to think mathematically and articulate mathematical ideas. This problem-solving investigation is part of our Year 5 Decimals and Fractions block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

This in-depth maths investigation is an open-ended problem solving activity for Year 4 children. It can be used to support teaching towards the objectives: Begin to understand percentages. In depth Investigation: Percentage Puzzles Children work systematically to find equivalent percentages of different amounts. This investigation will develop maths meta-skills, support open-ended questioning and logical reasoning, and enable children to learn to think mathematically and articulate mathematical ideas. This problem-solving investigation is part of our Year 5 Decimals, Percentages, Fractions block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

Mental and oral starters for Year 1 Autumn Teaching Sequence 7. To count and show quantities from 1 to 20 using the multiples of 5 as landmarks. To locate numbers from 1 to 20 on a beaded number line. To begin to recognise the place value structure of the ‘teen’ numbers. To begin to understand the place value structure of the ‘teen’ numbers. To begin to learn to count on from 10 in ones in the context of money. To use 1p, 2p and 5p coins to work out how much. Find additional lesson plans and resources at www.hamilton-trust.org.uk.

Mental and oral starters for Year 4 Spring Teaching Sequence 3. Know multiplication facts for the 9 times table. Revise multiplication facts for 2, 3, 4, 5, 9 and 10 times tables, and learn corresponding division facts. Recognise multiples of 2, 3, 4, 5, 9 and 10, up to the tenth multiple. Learn the 9 times table and begin to learn related division facts. Find additional lesson plans and resources at www.hamilton-trust.org.uk.

Mental and oral starters for Year 1 Summer Teaching Sequence 7. Use pairs to ten to find the complement to the next multiple of ten. To know and use pairs to 10. To locate two-digit numbers on a beaded line. Find additional lesson plans and resources at www.hamilton-trust.org.uk.

This presentation provides three days of teaching that cover the objectives: Bridge 10 with bead strings and beaded lines. Bridge 10 with Fly on a number grid. Add, deciding whether or not the addition will bridge 10. It includes starter activities, whole class teaching, group activities, practice sheets and mastery questions. It can be used on a variety of interactive whiteboards. Day 1 Teaching Show children the bead bar. Slide 8 beads to one side. Model adding 3 by sliding 2 beads to make 10, then 1 more. Repeat to show 7 add 5 by adding 3 to make 10 and then adding 2 more beads. When we add in two steps like this, stopping at 10, we call it bridging 10. Repeat, to find 8 + 5, 6 + 5 and 9 + 6, bridging 10 on the bead bar, with children replicating on bead strings. Day 2 Teaching Show children a 1-100 number grid and Fly. Remind them that Fly can make a short flight to the next 10 from any number. Demonstrate adding 5 to 25 using Fly. Then model adding 5 to 17, using Fly to go to 20 first, and then counting on 2 more. Record: 17 + 5 = 22. Do you see how we bridged 20, a 10s number? Repeat for 28 + 6 and 36 + 5. Day 3 Teaching Use a 100 bead bar to show children 36 + 5, an addition bridging 10. Then discuss how we can recognise if an addition will need to cross a 10s number. Repeat for 57 + 4 and 35 + 7. Model drawing hops for 35 + 7 on a beaded line. This teaching is part of Hamilton’s Year 1 More Addition and Subtraction block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

This presentation provides three days of teaching that cover the objectives: Develop understanding of place value in money. Use to add and subtract. It includes starter activities, whole class teaching, group activities, practice sheets and mastery questions. It can be used on a variety of interactive whiteboards. Day 1 Teaching Show 3 large pound coins, a 50p coin and a 2p coin (or IWB coins). How much money is here? How can we write it? Revise how we write this as £3.52. Rehearse writing amounts of money. Day 2 Teaching Display the Money place value grid (see resources). Remind children how to write amounts in £ and p. Write amounts including those containing 0 on the PV grid. Compare the amounts using symbols. Day 3 Teaching Play the ‘Nasty Game’ and record place value additions such as £2 + 30p + 5p, £2.05 + 30p, etc. Check all possibilities. Ensure children are confident in writing amounts such as £2.05 and do not write this as £2.5. Ask children to write subtraction sentences for same amount. This teaching is part of Hamilton’s Year 3 Place Value and Money block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

This in-depth maths investigation is an open-ended problem solving activity for Year 6 children. It can be used to support teaching towards the place value, addition and subtraction objectives: understand negative numbers and perform calculations across 0. In-depth Investigation: Noughts and Negatives Children play an adapted game of noughts and crosses, aiming to get negative number answers. This investigation will develop maths meta-skills, support open-ended questioning and logical reasoning, and enable children to learn to think mathematically and articulate mathematical ideas. This problem-solving investigation is part of our Year 6 Place Value, Addition and Subtraction block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

This in-depth maths investigation is an open-ended problem solving activity for Year 6 children. It can be used to support teaching towards objective: Add numbers with up to three decimal places. In-depth Investigation: Decimal Pyramids Children add numbers with 3 decimal places to give a number with 2 decimal places. They add numbers with 2 decimal places to give a number with 1 decimal place. They then add numbers with 1 decimal place to give a whole number. This investigation will develop maths meta-skills, support open-ended questioning and logical reasoning, and enable children to learn to think mathematically and articulate mathematical ideas. This problem-solving investigation is part of our Year 6 Decimals and Fractions block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

Year 3 Place Value and Money: Represent 3-digit numbers in many different ways; round numbers to 10 and 100. This in-depth maths investigation will develop maths meta-skills, and enable children to learn to think mathematically and articulate mathematical ideas. In-depth Investigation: Guess my Number Children use their knowledge of 3-digit numbers, rounding, and properties of numbers to work out a mystery number. This problem-solving investigation is part of our Year 3 Place Value and Money block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

Year 2 More Addition and Subtraction: Add/subtract 11, 12, 21, 22, etc. to/from 2-digit numbers. Procedural fluency Practice Worksheets to achieve maths mastery. Differentiated for children working towards Age Related Expectations (ARE), at ARE and at greater depth. Day 1 Most children create their own questions by selecting pairs of numbers to add. Some will complete a challenge involving missing numbers. Day 2 Children are set different challenges to add 11, 12, 13, 21, 22, 23, 31, 32 or 33 to other 2-digit numbers; answers ≤110. Day 3 Children calculate which of a set of given numbers is required to make a set of given calculations correct. These procedural fluency practice sheets are part of our Year 2 More Addition and Subtraction block. Each Hamilton maths block contains a complete set of planning and resources to teach a terms worth of objectives for one of the National Curriculum for England’s maths areas.

Year 2 Measures: Measure capacities in half litres and litres. Procedural fluency Practice Worksheets to achieve maths mastery. Differentiated for children working towards Age Related Expectations (ARE), at ARE and at greater depth. Day 1 Investigate the numbers of mugs that can be poured from a teapot of given capacity. Make paper containers, then compare and estimate their capacities. Day 2 Sort a variety of containers under headings: more than 1 litre and less than 1 litre. Interpret capacity data from a bar graph. Day 3 Estimate and order container capacity relative to 1/2 a litre and 1 litre. These procedural fluency practice sheets are part of our Year 2 Measures block. Each Hamilton maths block contains a complete set of planning and resources to teach a terms worth of objectives for one of the National Curriculum for England’s maths areas.

Year 1 Shape and Data: Understanding and identifying 2-D shapes This in-depth Maths Investigation will develop maths meta-skills, and enable children to learn to think mathematically and articulate mathematical ideas. In-depth Investigation: Shape Wheels Children make a sequence of coloured shapes, changing one attribute at a time so that the sequence can end where it started, forming a circular sequence. This problem-solving investigation is part of our Year 1 Shape and Data block. Each Hamilton maths block contains a complete set of planning and resources to teach a terms worth of objectives for one of the National Curriculum for England’s maths areas.

Year 2 Place Value and Money: Place value in 2-digit numbers. This in-depth Maths Investigation will develop maths meta-skills, and enable children to learn to think mathematically and articulate mathematical ideas. In-depth Investigation: Dancing Digits Children use place value addition and subtraction to write chains which ‘swap’ the 10s and 1s digits. This problem-solving investigation is part of our Year 2 Place Value and Money block. Each Hamilton maths block contains a complete set of planning and resources to teach a terms worth of objectives for one of the National Curriculum for England’s maths areas.