Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Small Step | Task Code | ||
|---|---|---|---|
| Year 1 - Autumn - Addition | WR - Part-whole model (>10) | addS02 | 1 is a part. 4 is a part. What is the whole? |
| Year 1 - Autumn - Addition | WR - Write number sentences (<10) | addS03 | 1 purple counter plus 2 green counters is equal to how many counters? |
| Year 1 - Autumn - Addition | WR - Fact families - addition facts - Bar model | addS04 | Using the bar model, what is the missing number? |
| Year 1 - Autumn - Addition | WR - Number bonds within 10 | addS05 | 1 and 1 are a bond to 3? - True or false. |
| Year 1 - Autumn - Addition | WR - Systematic number bonds within 10 | addS06 | Which number bond is the odd one out? 2 + 3, 1 + 3, 2 + 2, 0 + 4 |
| Year 1 - Autumn - Addition | WR - Number bonds to 10 | addS07 | Which number statement shown is correct in the ten frame? |
| Year 1 - Autumn - Addition | WR - Addition - Add together - part-whole | addS08 | What is the value of the whole? |
| Year 1 - Autumn - Addition | WR - Addition - Add together | addS09 | Emile has 3 gems and Aimee has 6 gems. How many gems do they have all together? |
| Year 1 - Autumn - Addition | WR - Addition problems | addS10 | _____ + 3 = 7 |
| Year 1 - Autumn - Addition | WR - Find a part | addS11 | What is the missing number? (Part whole image) |
| Year 1 - Autumn - Addition | WR - Subtraction - find a part | addS12 | 7 - 2 = _____ (part whole image) |
| Year 1 - Autumn - Addition | WR - Subtraction - takeaway | addS14 | First there were 8 gems. Then 3 gems were taken. How many gems are there now? |
| Year 1 - Autumn - Addition | WR - How many left? | addS15 | 4 - 1 = _____ (counters) |
| Year 1 - Autumn - Addition | WR - Subtraction on a number line | addS16 | 9 - 5 = _____ (number line) |
| Year 1 - Autumn - Addition | WR - Add or subtract 1 or 2 | addS17 | Emile has the gems below. Scrambler has 1 more. How many gems does Scrambler have? |
| Year 1 - Spring - Addition (within 20) | WR - Add by counting on within 20 | ad2S01 | Emile starts at 5 and counts on 6. What number do they reach? |
| Year 1 - Spring - Addition (within 20) | WR - Add ones using number bonds | ad2S02 | 5 + 6 = ____ |
| Year 1 - Spring - Addition (within 20) | WR - Find and make number bonds to 20 | ad2S03 | 20 = 1 + ____ |
| Year 1 - Spring - Addition (within 20) | WR - Doubles | ad2S04 | Double 1 is ____ |
| Year 1 - Spring - Addition (within 20) | WR - Near doubles | ad2S05 | Double 1 plus 1 is ____ |
| Year 1 - Spring - Addition (within 20) | WR - Subtract ones using number bonds | ad2S06 | 12 - 1 = ____ |
| Year 1 - Spring - Addition (within 20) | WR - Subtraction – counting back | ad2S07 | Emile has 12 gems. They give 2 gems to Aimee. How many gems does Emile have left? |
| Year 1 - Spring - Addition (within 20) | WR - Subtraction – finding the difference | ad2S08 | Emile has 12 gems. Scrambler has 2 gems. How many more gems does Emile have than Scrambler? |
| Year 1 - Spring - Addition (within 20) | WR - Related facts | ad2S09 | Using the fact that 5 + 6 = 11, what is 11 - 5 = ___ |
| Year 1 - Spring - Place Value within 20 | WR - Count within 20 (number track) | nuS01 | What is the missing number? |
| Year 1 - Spring - Place Value within 20 | WR - Understand 11, 12 and 13 (ten frame) | nuS03 | What is the number shown? |
| Year 1 - Spring - Place Value within 20 | WR - Understand 14, 15 and 16 (part-whole) | nuS04 | What is the missing number? |
| Year 1 - Spring - Place Value within 20 | WR - Understand 17, 18 and 19 (ten frame) | nuS05 | What number is shown? |
| Year 1 - Spring - Place Value within 20 | WR - 1 more and 1 less (between 10 and 20) | nuS07 | 1 more than 10 is ______ |
| Year 1 - Spring - Place Value within 20 | WR - Use a number line to 20 | nuS09 | What number is the arrow pointing to? |
| Year 1 - Spring - Place Value within 20 | WR - Estimate on a number line to 20 | nuS10 | Estimate the number the arrow is pointing at. |
| Year 1 - Spring - Place Value within 20 | WR - Compare numbers to 20 | nuS11 | What symbol is missing? |
| Year 1 - Spring - Place Value within 20 | WR - Order numbers to 20 | nuS12 | Which is the greatest number 11, 12 or 13? |
| Year 1 - Spring - Place Value within 50 | WR - Count from 20 to 50 | nu3S01 | What is the missing number? |
| Year 1 - Spring - Place Value within 50 | WR - Count by making groups of tens | nu3S03 | Emile has boxes of gems. Each box has 10 gems. If Emile has 1 box, how many gems would Emile have? |
| Year 1 - Spring - Place Value within 50 | WR - Groups of tens and ones | nu3S04 | How many counters are there? |
| Year 1 - Spring - Place Value within 50 | WR - Partition into tens and ones | nu3S05 | What is the missing number? |
| Year 1 - Spring - Place Value within 50 | WR - The number line to 50 | nu3S06 | What number is the arrow pointing at? |
| Year 1 - Spring - Place Value within 50 | WR - Estimate on a number line to 50 | nu3S07 | Estimate the number the arrow is pointing at. |
| Year 1 - Spring - Place Value within 50 | WR - 1 more, 1 less | nu3S08 | What is 1 more than the number shown? |
| Year 1 - Summer - Fractions | WR - Recognise a half of an object or a shape | fra01 | Is this shape cut in half? |
| Year 1 - Summer - Fractions | WR - Find a half of a quantity | fra04 | Emile has 2 gems. Half of 2 is ____. |
| Year 1 - Summer - Fractions | WR - Recognise a quarter of an object or a shape | fra05 | Is this shape cut in quarters? |
| Year 1 - Summer - Fractions | WR - Recognise a quarter of a quantity | fra08 | Emile has 4 gems. Quarter of 4 is ____. |
| Year 1 - Summer - Multiplication | WR - Count in 2s | mul01 | Counting up in twos what number is next? 12, 14, 16,... |
| Year 1 - Summer - Multiplication | WR - Count in 10s | mul02 | Counting up in tens what number is next? 10, 20, 30,... |
| Year 1 - Summer - Multiplication | WR - Count in 5s | mul03 | Counting up in fives what number is next? 5, 10, 15,... |
| Year 1 - Summer - Multiplication | WR - Add equal groups | mul05 | 2 + 2 + 2 = |
| Year 1 - Summer - Multiplication | WR - Make doubles | mul07 | What is double 2? |
| Year 1 - Summer - Multiplication | WR - Make equal groups - grouping | mul08 | If you had 6 gems, how many equal groups of 2 gems could you make? |
| Year 1 - Summer - Multiplication | WR - Make equal groups - sharing | mul09 | Emile has 6 gems. They share the gems equally between 2 people. How many gems does each person get? |
| Year 1 - Summer - Place Value within 100 | WR - Count from 50 to 100 | nS01 | What is the missing number? |
| Year 1 - Summer - Place Value within 100 | WR - Tens to 100 | nS02 | How many tens are in 50? |
| Year 1 - Summer - Place Value within 100 | WR - Partition into tens and ones | nS03 | There are 8 tens. There are 3 ones. What is the number? |
| Year 1 - Summer - Place Value within 100 | WR - The number line to 100 | nS04 | What number is missing? |
| Year 1 - Summer - Place Value within 100 | WR - 1 more, 1 less | nS05 | What number is 1 more than 52? |
| Year 1 - Summer - Place Value within 100 | WR - Compare numbers with the same number of tens | nS06 | 85 □ 86 |
| Year 1 - Summer - Place Value within 100 | WR - Compare any two numbers | nS07 | 87 □ 63 |
| Year 2 - Autumn - Addition | WR - Bonds to 10 | add01 | 1 + _____ = 10 |
| Year 2 - Autumn - Addition | WR - Related facts | add03 | 100 - 90 = ____ |
| Year 2 - Autumn - Addition | WR - Bonds to 100 (tens) | add04 | Using the number grid, what number is missing? |
| Year 2 - Autumn - Addition | WR - Add and subtract 1s | add05 | 57 - 2 = ____ |
| Year 2 - Autumn - Addition | WR - Add by making 10 | add06 | 7 + 8 = ______ + 10 |
| Year 2 - Autumn - Addition | WR - Add three 1-digit numbers | add07 | 5 + 4 + 0 = ______ |
| Year 2 - Autumn - Addition | WR - Add to the next 10 | add08 | 30 = ____ + 20 |
| Year 2 - Autumn - Addition | WR - Add across a 10 | add09 | 56 + 6 = _____ |
| Year 2 - Autumn - Addition | WR - Subtract across 10 | add10 | 16 - 8 = ______ |
| Year 2 - Autumn - Addition | WR - Subtract from a 10 | add11 | 80 - 1 = ______ |
| Year 2 - Autumn - Addition | WR - Subtract a 1-digit number from a 2-digit number (across 10) | add12 | 83 - 5 = ______ |
| Year 2 - Autumn - Addition | WR - 10 more, 10 less | add13 | What is 10 more than 26? |
| Year 2 - Autumn - Addition | WR - Add and subtract 10s | add14 | 57 + 10 = ______ |
| Year 2 - Autumn - Addition | WR - Add two 2-digit numbers (not across a 10) | add15 | 11 + 42 = ______ |
| Year 2 - Autumn - Addition | WR - Add two 2-digit numbers (across a 10) | add16 | 26 + 49 = ______ |
| Year 2 - Autumn - Addition | WR - Subtract two 2-digit numbers (not across a 10) | add17 | 87 - 42 = ______ |
| Year 2 - Autumn - Addition | WR - Subtract two 2-digit numbers (across a 10) | add18 | 93 - 35 = ______ |
| Year 2 - Autumn - Addition | WR - Mixed addition and subtraction | add19 | 54 - 29 = ______ |
| Year 2 - Autumn - Addition | WR - Compare number sentences | add20 | 46 + 27 □ 46 + 27 |
| Year 2 - Autumn - Addition | WR - Missing number problems | add21 | 26 + 67 = ______ + 64 |
| Year 2 - Autumn - Number and place | WR - Numbers to 20 - ten frame | numA1S01 | What number is shown? |
| Year 2 - Autumn - Number and place | WR - Count objects to 100 by making 10s | numA1S02 | How many counters are there? |
| Year 2 - Autumn - Number and place | WR - Recognise tens and ones | numA1S03 | What number is shown? |
| Year 2 - Autumn - Number and place | WR - Use a place value chart | numA1S04 | What number is shown? |
| Year 2 - Autumn - Number and place | WR - Partition numbers to 100 | numA1S05 | What number is missing from the part whole model shown? |
| Year 2 - Autumn - Number and place | WR - Write numbers to 100 in words | numA1S06 | Write the number eleven in numerals. |
| Year 2 - Autumn - Number and place | WR - Flexibly partition numbers to 100 | numA1S07 | 11 can be partitioned into 10 and____ |
| Year 2 - Autumn - Number and place | WR - Write numbers to 100 in expanded form | numA1S08 | 11 = 10 + ____ |
| Year 2 - Autumn - Number and place | WR - 10s on the number line to 100 | numA1S09 | What number is the arrow pointing to? |
| Year 2 - Autumn - Number and place | WR - 10s and 1s on a number line | numAS010 | What number is the arrow pointing to? |
| Year 2 - Autumn - Number and place | WR - Estimate numbers on a number line | numAS011 | Estimate the number the arrow is pointing to. |
| Year 2 - Autumn - Number and place | WR - Compare objects | numAS012 | Which symbol is missing? |
| Year 2 - Autumn - Number and place | WR - Compare numbers | numAS013 | 66 is _________ 70 + 3 |
| Year 2 - Autumn - Number and place | WR - Order objects and numbers | numAS014 | Which is the largest number? |
| Year 2 - Autumn - Number and place | WR - Counts in 2s, 5s and 10s | numAS015 | What is the missing number? |
| Year 2 - Autumn - Number and place | WR - Count in 3s | numAS016 | What is the missing number? |
| Year 2 - Spring - Multiplication and division | WR - Recognise equal groups | mul2S01 | There are _____ equal groups of 2 gems. |
| Year 2 - Spring - Multiplication and division | WR - Make equal groups | mul2S02 | There are 2 equal groups of ____ gems. |
| Year 2 - Spring - Multiplication and division | WR - Add equal groups | mul2S03 | There are 2 equal groups with 2 gems in each group. How many gems are there?" |
| Year 2 - Spring - Multiplication and division | WR - Introduce the multiplication symbol | mul2S04 | There are 2 equal groups with 2 gems in each group. How can that be represented? |
| Year 2 - Spring - Multiplication and division | WR - Multiplication sentences | mul2S05 | 2 lots of 2 is equal to _____ |
| Year 2 - Spring - Multiplication and division | WR - Use arrays | mul2S06 | Which number statement matches the array? |
| Year 2 - Spring - Multiplication and division | WR - Make equal groups – grouping | mul2S07 | 4 is made up of 2 equal groups of _____ |
| Year 2 - Spring - Multiplication and division | WR - Make equal groups – pictoral representations | mul2S08 | 10 ÷ 1 = |
| Year 2 - Spring - Multiplication and division | WR - The 2 times-table | mul2S09 | 1 × 2 = |
| Year 2 - Spring - Multiplication and division | WR - Divide by 2 | mul2S10 | 2 ÷ 2 = ____ |
| Year 2 - Spring - Multiplication and division | WR - Doubling and halving | mul2S11 | Double 1 is ________ |
| Year 2 - Spring - Multiplication and division | WR - Odd and even numbers | mul2S12 | Is 1 odd or even? |
| Year 2 - Spring - Multiplication and division | WR - The 10 times-table | mul2S13 | 1 × 10 = |
| Year 2 - Spring - Multiplication and division | WR - Divide by 10 | mul2S14 | 20 ÷ 10 = ____ |
| Year 2 - Spring - Multiplication and division | WR - The 5 times-table | mul2S15 | 1 × 5 = |
| Year 2 - Spring - Multiplication and division | WR - Divide by 5 | mul2S16 | 5 ÷ 5 = ____ |
| Year 2 - Spring - Multiplication and division | WR - The 5 and 10 times-tables | mul2S17 | 4 x 5 = _____ x 10 |
| Year 3 - Autumn - Addition | WR - Apply number bonds within 10 | add32S01 | What number is missing? |
| Year 3 - Autumn - Addition | WR - Add and subtract 1s | add32S02 | What symbol is missing? |
| Year 3 - Autumn - Addition | WR - Add and subtract 10s | add32S03 | 253 - 20 = ______ |
| Year 3 - Autumn - Addition | WR - Add and subtract 100s | add32S04 | 527 - 200 = ______ |
| Year 3 - Autumn - Addition | WR - Spot the pattern | add32S05 | Remembering that 4 + 4 = 8, work out what 40 + 40 is. |
| Year 3 - Autumn - Addition | WR - Add 1s across a 10 | add32S06 | 353 + 7 = _____ |
| Year 3 - Autumn - Addition | WR - Add 10s across a 100 | add32S07 | 564 + 60 = _____ |
| Year 3 - Autumn - Addition | WR - Subtract 1s across a 10 | add32S08 | 671 - 7 = _____ |
| Year 3 - Autumn - Addition | WR - Subtract 10s across a 100 | add32S09 | 442 - 80 = _____ |
| Year 3 - Autumn - Addition | WR - Make connections | add32S10 | Remembering that 44 - 5 = 39, what is 43 - 5? |
| Year 3 - Autumn - Addition | WR - Add two numbers (no exchange) | add32S11 | 473 + 119 = ______ |
| Year 3 - Autumn - Addition | WR - Subtract two numbers (no exchange) | add32S12 | 968 - 144 = ______ |
| Year 3 - Autumn - Addition | WR - Add two numbers (across a 10) | add32S13 | 129 + 317 = ______ |
| Year 3 - Autumn - Addition | WR - Add two numbers (across a 100) | add32S14 | 173 + 461 = ______ |
| Year 3 - Autumn - Addition | WR - Subtract two numbers (across a 10) | add32S15 | 653 - 118 = ______ |
| Year 3 - Autumn - Addition | WR - Subtract two numbers (across a 100) | add32S16 | 526 - 462 = ______ |
| Year 3 - Autumn - Addition | WR - Add 2-digit and 3-digit numbers | add32S17 | 656 + 59 = ______ |
| Year 3 - Autumn - Addition | WR - Subtract a 2-digit number from a 3-digit number | add32S18 | 733 - 99 = ______ |
| Year 3 - Autumn - Multiplication and division A | WR - Multiplication – equal groups | mul33S01 | How many equal groups of gems are shown? |
| Year 3 - Autumn - Multiplication and division A | WR - Multiples of 2 | mul33S03 | What is the missing number? |
| Year 3 - Autumn - Multiplication and division A | WR - Multiples of 5 and 10 | mul33S04 | What is the missing number? |
| Year 3 - Autumn - Multiplication and division A | WR - Sharing and grouping | mul33S05 | Emile has 4 gems. They share the gems equally between 2 people. How many gems does each person have? |
| Year 3 - Autumn - Multiplication and division A | WR - Multiply by 3 | mul33S06 | Emile has 2 boxes of gems. Each box has 3 gems. How many gems does Emile have? |
| Year 3 - Autumn - Multiplication and division A | WR - Divide by 3 | mul33S07 | Emile is filling boxes with gems. Each box can hold 3 gems. Emile has 6 gems. How many boxes do they need? |
| Year 3 - Autumn - Multiplication and division A | WR - The 3 times-table | mul33S08 | 1 x 3 = _______ |
| Year 3 - Autumn - Multiplication and division A | WR - Multiply by 4 | mul33S09 | Emile has 2 boxes of gems. Each box has 4 gems. How many gems does Emile have? |
| Year 3 - Autumn - Multiplication and division A | WR - Divide by 4 | mul33S10 | Emile is filling boxes with gems. Each box can hold 4 gems. Emile has 8 gems. How many boxes do they need? |
| Year 3 - Autumn - Multiplication and division A | WR - The 4 times-table | mul33S11 | 1 x 4 = _______ |
| Year 3 - Autumn - Multiplication and division A | WR - Multiply by 8 | mul33S12 | Emile has 2 boxes of gems. Each box has 8 gems. How many gems does Emile have? |
| Year 3 - Autumn - Multiplication and division A | WR - Divide by 8 | mul33S13 | Emile is filling boxes with gems. Each box can hold 8 gems. Emile has 8 gems. How many boxes do they need? |
| Year 3 - Autumn - Multiplication and division A | WR - The 8 times-table | mul33S14 | 8 x 1 = _______ |
| Year 3 - Autumn - Multiplication and division A | WR - The 2, 4 and 8 times-tables | mul33S15 | 1 x 8 = _______ |
| Year 3 - Spring - Fractions A | WR - Compare and order unit fractions | fraSp3S02 | 1/2 □ 1/2 |
| Year 3 - Spring - Fractions A | WR - Understand the numerators of non-unit fractions | fraSp3S03 | What fraction of the bar model is shaded? |
| Year 3 - Spring - Fractions A | WR - Understand the whole | fraSp3S04 | What number is missing from the part whole model? |
| Year 3 - Spring - Fractions A | WR - Compare and order non-unit Fraction | fraSp3S05 | 3/4 □ 2/4 |
| Year 3 - Spring - Fractions A | WR - Count in fractions on a number line | fraSp3S08 | What fraction is the arrow pointing at? |
| Year 3 - Spring - Multiplication and division B | WR - Related calculations | mulSp1S02 | Using the fact 2 x 1 = 2, what is 2 x 10? |
| Year 3 - Spring - Multiplication and division B | WR - Reasoning about multiplication | mulSp1S03 | If 7 x 7 > 6 x 4, then what symbol is missing from 7 x 70 □ 6 x 40? |
| Year 3 - Spring - Multiplication and division B | WR - Multiply a 2-digit number by a 1-digit number – no exchange | mulSp1S04 | 12 x 2 = |
| Year 3 - Spring - Multiplication and division B | WR - Multiply a 2-digit number by a 1-digit number – with exchange | mulSp1S05 | 46 x 2 = |
| Year 3 - Spring - Multiplication and division B | WR - Link multiplication and division | mulSp1S06 | If 8 x 8 = 64, then what does 640 ÷ 8 = |
| Year 3 - Spring - Multiplication and division B | WR - Divide a 2-digit number by a 1-digit number – no exchange | mulSp1S07 | 82 ÷ 2 = |
| Year 3 - Spring - Multiplication and division B | WR - Divide a 2-digit number by a 1-digit number – flexible partitioning | mulSp1S08 | 52 ÷ 4 = |
| Year 3 - Spring - Multiplication and division B | WR - Divide a 2-digit number by a 1-digit number – with remainders | mulSp1S09 | 40 ÷ 3 = |
| Year 3 - Spring - Multiplication and division B | WR - Scaling | mulSp1S10 | The red gem is 3cm wide. The blue gem is 9 times as wide as the red gem. How wide is the blue gem? |
| Year 3 - Summer - Fractions B | WR - Add fractions | fra31S01 | 1/5 + 1/5 = □/5 |
| Year 3 - Summer - Fractions B | WR - Subtract fractions | fra31S02 | 2/5 - 1/5 = □/5 |
| Year 3 - Summer - Fractions B | WR - Partition the whole | fra31S03 | 1/11 + □/11 = 1 |
| Year 3 - Summer - Fractions B | WR - Unit fractions of a set of objects | fra31S04 | 1/2 of 4 = |
| Year 3 - Summer - Fractions B | WR - Non-unit fractions of a set of objects | fra31S05 | If 1/3 of 6 = 2, then what is 2/3 of 6? |
| Year 3 - Summer - Fractions B | WR - Reasoning with fractions of an amount | fra31S06 | Emile has 25 gems. Emile gives 3/5 of their gems to Aimee. How many gems does Aimee receive? |
| Year 4 - Autumn - Addition | WR - Add and subtract 1s, 10s, 100s and 1,000s | add42S01 | 4253 + 2 = _____ |
| Year 4 - Autumn - Addition | WR - Add up to two 4-digit numbers – no exchange | add42S02 | 4411 + 4453 = _____ |
| Year 4 - Autumn - Addition | WR - Add two 4-digit numbers – one exchange | add42S03 | 3139 + 2256 = _____ |
| Year 4 - Autumn - Addition | WR - Add two 4-digit numbers – more than one exchange | add42S04 | 3918 + 3625 = _____ |
| Year 4 - Autumn - Addition | WR - Subtract two 4-digit numbers – no exchange | add42S05 | 9879 - 4224 = _____ |
| Year 4 - Autumn - Addition | WR - Subtract two 4-digit numbers – one exchange | add42S06 | 8672 - 4415 = _____ |
| Year 4 - Autumn - Addition | WR - Subtract two 4-digit numbers – more than one exchange | add42S07 | 9173 - 2625 = _____ |
| Year 4 - Autumn - Addition | WR - Efficient subtraction | add42S08 | 6336 - 996 = _____ |
| Year 4 - Autumn - Addition | WR - Estimate answers | add42S09 | What is the missing symbol? |
| Year 4 - Autumn - Multiplication and division A | WR - Multiples of 3 | mul44S01 | 2 lots of 3 are ______ |
| Year 4 - Autumn - Multiplication and division A | WR - Multiply and divide by 6 | mul44S02 | Emile has 2 boxes of gems. Each box has 6 gems. How many gems does Emile have? |
| Year 4 - Autumn - Multiplication and division A | WR - 6 times-table and division facts | mul44S03 | 1 x 6 = _______ |
| Year 4 - Autumn - Multiplication and division A | WR - Multiply and divide by 9 | mul44S04 | Emile has 2 boxes of gems. Each box has 9 gems. How many gems does Emile have? |
| Year 4 - Autumn - Multiplication and division A | WR - 9 times-table and division facts | mul44S05 | 1 x 9 = _______ |
| Year 4 - Autumn - Multiplication and division A | WR - The 3, 6 and 9 times-tables | mul44S06 | 1 x 3 = _______ |
| Year 4 - Autumn - Multiplication and division A | WR - Multiply and divide by 7 | mul44S07 | Emile has 2 boxes of gems. Each box has 7 gems. How many gems does Emile have? |
| Year 4 - Autumn - Multiplication and division A | WR - 7 times-table and division facts | mul44S08 | 1 x 7 = _______ |
| Year 4 - Autumn - Multiplication and division A | WR - 11 times-table and division facts | mul44S09 | 1 x 11 = _______ |
| Year 4 - Autumn - Multiplication and division A | WR - 12 times-table and division facts | mul44S10 | 1 x 12 = _______ |
| Year 4 - Autumn - Multiplication and division A | WR - Multiply by 1 and 0 | mul44S11 | 1 x 42 = ______ |
| Year 4 - Autumn - Multiplication and division A | WR - Divide a number by 1 and itself | mul44S12 | 60 ÷ 1 = _______ |
| Year 4 - Autumn - Multiplication and division A | WR - Multiply three numbers | mul44S13 | 4 x 3 x 6 = _______ |
| Year 4 - Spring - Decimals A | WR - Tenths as decimals | fra04S02 | 0.1 = □/10 |
| Year 4 - Spring - Decimals A | WR - Tenths on a place value chart | fra04S03 | What number is shown in the place value grid? |
| Year 4 - Spring - Decimals A | WR - Tenths on a number line | fra04S04 | At what number is arrowing pointing? |
| Year 4 - Spring - Decimals A | WR - Divide a 1-digit number by 10 | fra04S05 | 1 ÷ 10 = |
| Year 4 - Spring - Decimals A | WR - Divide a 2-digit number by 10 | fra04S06 | 20 ÷ 10 = |
| Year 4 - Spring - Decimals A | WR - Hundredths as fractions | fra04S07 | 10/100 = □/10 |
| Year 4 - Spring - Decimals A | WR - Hundredths as decimals | fra04S08 | 0.46 = □/100 |
| Year 4 - Spring - Decimals A | WR - Hundredths on a place value chart | fra04S09 | What number is shown in the place value grid? |
| Year 4 - Spring - Decimals A | WR - Divide a 1- or 2-digit number by 100 | fra04S10 | 12 ÷ 100 = |
| Year 4 - Spring - Fractions | WR - Understand the whole | fra03S01 | 1 = □/6 + 2/6 |
| Year 4 - Spring - Fractions | WR - Partition a mixed number | fra03S03 | What number is missing from the part whole model? |
| Year 4 - Spring - Fractions | WR - Compare and order mixed numbers | fra03S05 | 4 5/8 □ 4 5/8 |
| Year 4 - Spring - Fractions | WR - Understand improper Fraction | fra03S06 | 24/3 = □ |
| Year 4 - Spring - Fractions | WR - Convert mixed numbers to improper fractions | fra03S07 | 4/3 = 1 | □ /3 |
| Year 4 - Spring - Fractions | WR - Convert improper fractions to mixed numbers | fra03S08 | □ /12 = 1 | 11/12 |
| Year 4 - Spring - Fractions | WR - Equivalent fraction families | fra03S10 | 2/6 = □/12 |
| Year 4 - Spring - Fractions | WR - Add two or more fractions | fra03S11 | 1/4 + 1/4 = □/4 |
| Year 4 - Spring - Fractions | WR - Add fractions and mixed numbers | fra03S12 | 4 4/7 + 2/7 = □/7 |
| Year 4 - Spring - Fractions | WR - Subtract two fractions | fra03S13 | 15/8 - 9/8 = □/8 |
| Year 4 - Spring - Fractions | WR - Subtract from whole amounts | fra03S14 | Give the simplified answer to: 11 - 5/7 = |
| Year 4 - Spring - Fractions | WR - Subtract from mixed numbers | fra03S15 | Give the simplified answer to: 2|1/8 - 3/8 = |
| Year 4 - Spring - Multiplication and division B | WR - Factor pairs | mul01S01 | Which of these numbers are factors of 8? |
| Year 4 - Spring - Multiplication and division B | WR - Use factor pairs | mul01S02 | 6 × 12 = 6 × ___ × 3 |
| Year 4 - Spring - Multiplication and division B | WR - Multiply by 10 | mul01S03 | 98 x 10 = |
| Year 4 - Spring - Multiplication and division B | WR - Multiply by 100 | mul01S04 | 100 x 85 = |
| Year 4 - Spring - Multiplication and division B | WR - Divide by 10 | mul01S05 | 990 ÷ 10 = |
| Year 4 - Spring - Multiplication and division B | WR - Divide by 100 | mul01S06 | ____ = 9600 ÷ 100 |
| Year 4 - Spring - Multiplication and division B | WR - Related facts – multiplication and division | mul01S07 | Using 5 x 5 = 25, what is 5 x 500 = |
| Year 4 - Spring - Multiplication and division B | WR - Informal written methods for multiplication | mul01S08 | Using the part-whole model shown, what is 29 x 2? |
| Year 4 - Spring - Multiplication and division B | WR - Multiply a 2-digit number by a 1-digit number | mul01S09 | 22 x 5 = |
| Year 4 - Spring - Multiplication and division B | WR - Multiply a 3-digit number by a 1-digit number | mul01S10 | ____ = 273 x 6 |
| Year 4 - Spring - Multiplication and division B | WR - Divide a 2-digit number by a 1-digit number (1) - No remainders | mul01S11 | 45 ÷ 9 = |
| Year 4 - Spring - Multiplication and division B | WR - Divide a 2-digit number by a 1-digit number (2) - Remainders | mul01S12 | _____ = 74 ÷ 8 |
| Year 4 - Spring - Multiplication and division B | WR - Divide a 3-digit number by a 1-digit number | mul01S13 | 210 ÷ 7 = |
| Year 4 - Spring - Multiplication and division B | WR - Efficient multiplication | mul01S15 | 19 × 8 = 20 × 8 – ____ × 8 |
| Year 5 - Autumn - Addition | WR - Mental strategies | add52S01 | Using the fact that 8 + 5 = 13, what is 800 + 500? |
| Year 5 - Autumn - Addition | WR - Add whole numbers with more than four digits | add52S02 | 38082 + 5889 = _______ |
| Year 5 - Autumn - Addition | WR - Subtract whole numbers with more than four digits | add52S03 | 60313 - 3272 = ______ |
| Year 5 - Autumn - Addition | WR - Round to check answers | add52S04 | Round the numbers to the nearest thousand and estimate the answer to 2019 + 2815. |
| Year 5 - Autumn - Addition | WR - Inverse operations (addition and subtraction) | add52S05 | Use the fact that 5381 + 2199 = 7580 to work out the missing number from 5381 = _____ - 2199. |
| Year 5 - Autumn - Addition | WR - Compare calculations | add52S07 | Which calculation has the largest answer? |
| Year 5 - Autumn - Addition | WR - Find missing numbers | add52S08 | 587 + 283 = 589 + _______ |
| Year 5 - Autumn - Fractions A | WR - Find fraction equivalent to a unit fraction | fra54S01 | 1/2 = □/4 |
| Year 5 - Autumn - Fractions A | WR - Find fraction equivalent to a non-unit fraction | fra54S02 | 2/4 = □/8 |
| Year 5 - Autumn - Fractions A | WR - Recognise equivalent fraction | fra54S03 | Which fraction is equivalent to 1/2? |
| Year 5 - Autumn - Fractions A | WR - Convert improper fractions to mixed numbers | fra54S04 | What is 7/2 as a mixed number? |
| Year 5 - Autumn - Fractions A | WR - Convert mixed numbers to improper fraction | fra54S05 | What is 2|2/3 as an improper fraction? |
| Year 5 - Autumn - Fractions A | WR - Compare fractions less than 1 | fra54S06 | What is the missing symbol? |
| Year 5 - Autumn - Fractions A | WR - Order fractions less than 1 | fra54S07 | Which is the smallest number? |
| Year 5 - Autumn - Fractions A | WR - Compare and order fractions greater than 1 | fra54S08 | What is the missing symbol? |
| Year 5 - Autumn - Fractions A | WR - Add and subtract fractions with the same denominator | fra54S09 | 3/9 + 3/9 = |
| Year 5 - Autumn - Fractions A | WR - Add fractions within 1 | fra54S10 | 4/6 + 3/18 = |
| Year 5 - Autumn - Fractions A | WR - Add fractions with total greater than 1 | fra54S11 | 5/6 + 4/18 = |
| Year 5 - Autumn - Fractions A | WR - Add to a mixed number | fra54S12 | 4|4/8 + 5/32 = |
| Year 5 - Autumn - Fractions A | WR - Add two mixed numbers | fra54S13 | 5|5/6 + 4|4/24 = |
| Year 5 - Autumn - Fractions A | WR - Subtract fractions | fra54S14 | 3/9 - 3/18 = |
| Year 5 - Autumn - Fractions A | WR - Subtract from a mixed number | fra54S15 | 4|4/11 - 2/33|= |
| Year 5 - Autumn - Fractions A | WR - Subtract from a mixed number – breaking the whole | fra54S16 | 4|6/36 - 2/9 = |
| Year 5 - Autumn - Fractions A | WR - Subtract two mixed numbers | fra54S17 | 7|4/21 - 1|4/7 = |
| Year 5 - Autumn - Multiplication and division A | WR - Multiples | mul53S01 | Which of the numbers are multiples of 2? |
| Year 5 - Autumn - Multiplication and division A | WR - Common multiples | mul53S02 | Which of these number is a multiple of 2 and 3? |
| Year 5 - Autumn - Multiplication and division A | WR - Factors | mul53S03 | Which number is a factor of 4? |
| Year 5 - Autumn - Multiplication and division A | WR - Prime numbers | mul53S04 | Which of the numbers is a prime number? |
| Year 5 - Autumn - Multiplication and division A | WR - Square numbers | mul53S05 | What is the value of 2^2 ? |
| Year 5 - Autumn - Multiplication and division A | WR - Cube numbers | mul53S06 | What is the value of 1^3 ? |
| Year 5 - Autumn - Multiplication and division A | WR - Multiply by 10, 100 and 1,000 | mul53S07 | 91 x 10 = ______ |
| Year 5 - Autumn - Multiplication and division A | WR - Divide by 10, 100 and 1,000 | mul53S08 | 233,000 ÷ 10 = ______ |
| Year 5 - Autumn - Multiplication and division A | WR - Multiples of 10, 100 and 1,000 | mul53S09 | 24 x 20 = ______ |
| Year 5 - Spring - Decimals & Percentages | WR - Decimals up to 2 decimal places | fra5Sp3S01 | 0.69 = _____ tenths + 9 hundredths |
| Year 5 - Spring - Decimals & Percentages | WR - Equivalent fractions and decimals (tenths) | fra5Sp3S02 | Represent the fraction 9/10 as a decimal. |
| Year 5 - Spring - Decimals & Percentages | WR - Equivalent fractions and decimals (hundredths) | fra5Sp3S03 | Represent the decimal 0.44 as a fraction with 100 as the denominator. |
| Year 5 - Spring - Decimals & Percentages | WR - Equivalent Fractionand decimals | fra5Sp3S04 | Represent the fraction 1/2 as a decimal. |
| Year 5 - Spring - Decimals & Percentages | WR - Thousandths as fractions | fra5Sp3S05 | 17/100 = □/1000 |
| Year 5 - Spring - Decimals & Percentages | WR - Thousandths as decimals | fra5Sp3S06 | 0.395 = 0.3 + 0.09 + ____ |
| Year 5 - Spring - Decimals & Percentages | WR - Thousandths on a place value chart | fra5Sp3S07 | What number is shown in the place value chart? |
| Year 5 - Spring - Decimals & Percentages | WR - Order and compare decimals (same number of decimal places) | fra5Sp3S08 | 0.515 □ 0.452 |
| Year 5 - Spring - Decimals & Percentages | WR - Order and compare any decimals with up to 3 decimal places | fra5Sp3S09 | 0.78 □ 0.485 |
| Year 5 - Spring - Decimals & Percentages | WR - Round to the nearest whole number | fra5Sp3S10 | Round 9.3 to the nearest whole number. |
| Year 5 - Spring - Decimals & Percentages | WR - Round to 1 decimal place | fra5Sp3S11 | Round 3.11 to 1 decimal place. |
| Year 5 - Spring - Decimals & Percentages | WR - Understand percentages | fra5Sp3S12 | What percentage is missing from the part whole model? |
| Year 5 - Spring - Decimals & Percentages | WR - Percentages as fractions | fra5Sp3S13 | 1/2 is equal to what percentage? |
| Year 5 - Spring - Decimals & Percentages | WR - Percentages as decimals | fra5Sp3S14 | 0.23 = □ % |
| Year 5 - Spring - Decimals & Percentages | WR - Equivalent fractions, decimals and percentages | fra5Sp3S15 | Express 61% as a decimal |
| Year 5 - Spring - Fractions B | WR - Multiply a unit fraction by an integer | fraSp2S01 | 1/2 x 2 = |
| Year 5 - Spring - Fractions B | WR - Multiply a non-unit fraction by an integer | fraSp2S02 | 3 x 2/12 = |
| Year 5 - Spring - Fractions B | WR - Multiply a mixed number by an integer | fraSp2S03 | Express the answer to the following calculation in the simplest terms: |
| Year 5 - Spring - Fractions B | WR - Calculate a fraction of a quantity | fraSp2S04 | 12/16 of 48 is |
| Year 5 - Spring - Fractions B | WR - Fraction of an amount | fraSp2S05 | 2/14 of 56cm is |
| Year 5 - Spring - Fractions B | WR - Find the whole | fraSp2S06 | 8/10 of _____ = 24 |
| Year 5 - Spring - Multiplication and Division B | WR - Multiply up to a 4-digit number by a 1-digit number | mulSp1S01 | 1,141 x 3 = |
| Year 5 - Spring - Multiplication and Division B | WR - Multiply a 2-digit number by a 2-digit number (area model) | mul5Sp1S02 | 22 x 34 = 600 + _____ + 80 + 8 |
| Year 5 - Spring - Multiplication and Division B | WR - Multiply a 2-digit number by a 2-digit number | mul5Sp1S03 | 34 x 22 = 680 + ______ |
| Year 5 - Spring - Multiplication and Division B | WR - Multiply a 3-digit number by a 2-digit number | mul5Sp1S04 | 313 x 12 = _____ + 626 |
| Year 5 - Spring - Multiplication and Division B | WR - Multiply a 4-digit number by a 2-digit number | mul5Sp1S05 | 3,313 x 22 = 66260 + ____ |
| Year 5 - Spring - Multiplication and Division B | WR - Solve problems with multiplication | mul5Sp1S06 | 30 children in Class 1 are raising money for charity. 20 children raise £28 each, 7 children raise £24 each and the rest raise £4 each. How much have the children raised altogether? |
| Year 5 - Spring - Multiplication and Division B | WR - Short division | mul5Sp1S07 | 46 ÷ 2 = 20 + _____ |
| Year 5 - Spring - Multiplication and Division B | WR - Divide a 4-digit number by a 1-digit number | mul5Sp1S08 | 4,462 ÷ 2 = ____ + 200 + 30 + 3 |
| Year 5 - Spring - Multiplication and Division B | WR - Divide with remainders | mul5Sp1S09 | 2,263 ÷ 2 = |
| Year 5 - Spring - Multiplication and Division B | WR - Efficient division (half and half again) | mul5Sp1S10 | 136 ÷ 4 = ____ ÷ 2 = 34 |
| Year 5 - Spring - Multiplication and Division B | WR - Solve problems with multiplication and division | mul5Sp1S11 | Emile is filling party bags. Each party bag has 5 sweets in it. Emile has 60 sweets altogether. How many party bags can they fill? |
| Year 5 - Summer - Decimals | WR - Use known facts to add and subtract decimals within 1 | fra53S01 | 0.44 + 0.33 = |
| Year 5 - Summer - Decimals | WR - Complements to 1 | fra53S02 | 1 = 0.49 + ____ |
| Year 5 - Summer - Decimals | WR - Add decimals across 1 | fra3S03a | 0.52 + 0.67 = |
| Year 5 - Summer - Decimals | WR - Subtract decimals across 1 | fra3S03b | 1.43 - 0.55 = |
| Year 5 - Summer - Decimals | WR - Add decimals with the same number of decimal places | fra53S04 | 4.85 + 3.27 = |
| Year 5 - Summer - Decimals | WR - Subtract decimals with the same number of decimal places | fra53S05 | 7.23 - 3.51 = |
| Year 5 - Summer - Decimals | WR - Add decimals with different numbers of decimal places | fra53S06 | 2.87 + 1.1 = |
| Year 5 - Summer - Decimals | WR - Subtract decimals with different numbers of decimal places | fra53S07 | 9.4 - 3.64 = |
| Year 5 - Summer - Decimals | WR - Efficient strategies for adding and subtracting decimals | fra53S08 | 17.23 - 9.9 = |
| Year 5 - Summer - Decimals | WR - Decimal sequences | fra53S09 | What number comes after 9.41, 9.71 and 10.01? |
| Year 5 - Summer - Decimals | WR - Multiply by 10, 100 and 1,000 | fra53S10 | 2.16 x 10 = |
| Year 5 - Summer - Decimals | WR - Divide by 10, 100 and 1,000 | fra53S11 | 2438 ÷ 1000 = |
| Year 5 - Summer - Decimals | WR -Multiply and divide decimals – missing values | fra53S12 | 5.47 x ____ = 54.7 |
| Year 6 - Autumn - Addition | WR - Add and subtract integers | add62S01 | 20531 + 59999 = ______ |
| Year 6 - Autumn - Fractions A | WR - Equivalent fractions and simplifying | fra63S01 | 20/48 = 5/□ |
| Year 6 - Autumn - Fractions A | WR - Equivalent fractions on a number line | fra63S02 | What simplified fraction is the arrow pointing at? |
| Year 6 - Autumn - Fractions A | WR - Compare and order (denominator) | fra63S03 | Which symbol is missing? |
| Year 6 - Autumn - Fractions A | WR - Compare and order (numerator) | fra63S04 | Which symbol is missing? |
| Year 6 - Autumn - Fractions A | WR - Add and subtract simple fractions | fra63S05 | 4/7 + 4/21 = |
| Year 6 - Autumn - Fractions A | WR - Add and subtract any two fractions | fra63S06 | 3/5 + 2/10 = |
| Year 6 - Autumn - Fractions A | WR - Add mixed numbers | fra63S07 | 2|3/5 + 6|2/8 = |
| Year 6 - Autumn - Fractions A | WR - Subtract mixed numbers | fra63S08 | 3|3/7 - 4|2/9 = |
| Year 6 - Autumn - Fractions A | WR - Multi-step problems | fra63S09 | Emile has 3/6 of a tank of fuel in his rocket. Emile flies to see his friend Aimee and uses 1/8 of a tank of fuel. What fraction of a tank of fuel is left in the tank? |
| Year 6 - Autumn - Fractions B | WR - Multiply fractions by integers | fra64S01 | 1|4/7 x 5 = |
| Year 6 - Autumn - Fractions B | WR - Multiply fractions by fractions | fra64S02 | 1/5 x 3/8 = |
| Year 6 - Autumn - Fractions B | WR - Divide a fraction by an integer | fra64S03 | 8|2/11 ÷ 45 = |
| Year 6 - Autumn - Fractions B | WR - Divide any fraction by an integer | fra64S04 | 1/6 ÷ 10 = |
| Year 6 - Autumn - Fractions B | WR - Mixed questions with Fraction | fra64S05 | 2|1/3 - 1/3 x 3 = |
| Year 6 - Autumn - Fractions B | WR - Fractions of an amount | fra64S06 | 5/8 of 32 |
| Year 6 - Autumn - Fractions B | WR - Fractions of an amount – find the whole | fra64S07 | 5/11 of □ = 20 |
| Year 6 - Autumn - Multiplication | WR - Common factors | mul62S02 | What is the common factor of 12 and 18? |
| Year 6 - Autumn - Multiplication | WR - Common multiples | mul62S03 | What is the smallest common multiples of 2 and 3? |
| Year 6 - Autumn - Multiplication | WR - Rules of divisibility | mul62S04 | Which of these numbers is divisible by 2? |
| Year 6 - Autumn - Multiplication | WR - Primes to 100 | mul62S05 | Is 2 a prime number? |
| Year 6 - Autumn - Multiplication | WR - Square and cube numbers | mul62S06 | What is the missing symbol? |
| Year 6 - Autumn - Multiplication | WR - Multiply up to a 4-digit number by a 2-digit number | mul62S07 | 5755 x 77 = _______ |
| Year 6 - Autumn - Multiplication | WR - Solve problems with multiplication | mul62S08 | 33 × 6 = 33 × 2 × ____ |
| Year 6 - Autumn - Multiplication | WR - Short division | mul62S09 | 320 ÷ 4 = ______ |
| Year 6 - Autumn - Multiplication | WR - Division using factors | mul62S10 | 320 ÷ 80 = 320 ÷ 10 ÷ ______ |
| Year 6 - Autumn - Multiplication | WR - Introduction to long division | mul62S11 | 2139 ÷ 31 = _______ |
| Year 6 - Autumn - Multiplication | WR - Long division with remainders | mul62S12 | 327 ÷ 16 = _______ |
| Year 6 - Autumn - Multiplication | WR - Solve problems with division | mul62S13 | Emile has saved £14 in 5p coins. How many 5p coins does Emile have? |
| Year 6 - Autumn - Multiplication | WR - Order of operations | mul62S15 | 3 x 5 + 8 x 5 = ______ |
| Year 6 - Autumn - Multiplication | WR - Mental calculations and estimation | mul62S16 | 50 x 38 x 2 = ______ |
| Year 6 - Autumn - Multiplication | WR - Reason from known facts | mul62S17 | Use the fact that 11 × 50 = 550 to work out 11 x 51. |
| Year 6 - Spring - Decimals | WR - Decimals place value within 1 | frap3S01 | 0.1 + 0.04 + 0.009 = |
| Year 6 - Spring - Decimals | WR - Place value – integers and decimals | frap3S02 | 8 + 0.4 + 0.05 + 0.004 = _____ |
| Year 6 - Spring - Decimals | WR - Round decimals | frap3S03 | Round 9.912 to the nearest integer. |
| Year 6 - Spring - Decimals | WR - Add and subtract decimals | frap3S04 | 2.339 + 1.31 = ______ |
| Year 6 - Spring - Decimals | WR - Multiply by 10, 100 and 1,000 | frap3S05 | 0.327 x 10 |
| Year 6 - Spring - Decimals | WR - Divide by 10, 100 and 1,000 | frap3S06 | 844 ÷ 10 |
| Year 6 - Spring - Decimals | WR - Multiply decimals by integers | frap3S07 | 7.7 x 3 = |
| Year 6 - Spring - Decimals | WR - Divide decimals by integers | frap3S08 | 0.08 ÷ 4 = |
| Year 6 - Spring - Decimals | WR - Multiply and divide decimals in context | frap3S09 | Emile has 18.6 litres of rocket fuel. They fill 4 identical canisters with the rocket fuel. How many millilitres of rocket fuel does each canister hold? |
| Year 6 - Spring - FD&P | WR - Decimal and fraction equivalents | frap4S01 | What is the decimal equivalent of 1/2? |
| Year 6 - Spring - FD&P | WR - Understand percentages | frap4S03 | What percentage of the hundred square is shaded? |
| Year 6 - Spring - FD&P | WR - Fractions to percentages | frap4S04 | Convert the fraction 1/5 to a percentage. |
| Year 6 - Spring - FD&P | WR - Equivalent fractions, decimals and percentages | frap4S05 | Convert the fraction 3/20 to a percentage. |
| Year 6 - Spring - FD&P | WR - Order fractions, decimals and percentages | frap4S06 | 1/2 □ 50% |
| Year 6 - Spring - FD&P | WR - Percentage of an amount – one step | frap4S07 | What is 10% of 570? |
| Year 6 - Spring - FD&P | WR - Percentage of an amount – multi-step | frap4S08 | What is 11% of 270? |
| Year 6 - Spring - FD&P | WR - Percentages – missing values | frap4S09 | 10% of □ = 4? |
| Year 6 - Geometry - Position | WR - The first quadrant | geom6S2S01 | What are the co-ordinates of the point A? |
| Year 6 - Geometry - Position | WR - Read and plot points in four quadrants | geom6S2S02 | What are the co-ordinates of the point A? |
| Year 6 - Geometry - Position | WR - Translations | geom6S2S04 | The co-ordinate A is translated 4 squares to the right and 3 squares up. What is the new co-ordinate? |
| Year 6 - Geometry - Position | WR - Reflections | geom6S2S05 | The co-ordinate A is reflected in the x axis. What is the new co-ordinate? |
| Year 6 - Geometry - Shapes | WR - Measure and classify angles | geom6S1S01 | What type of angle is shown? |
| Year 6 - Geometry - Shapes | WR - Calculate angles | geom6S1S02 | Angles around a point add up to 360°. What is the angle b? |
| Year 6 - Geometry - Shapes | WR - Vertically opposite angles | geom6S1S03 | What is the angle c? |
| Year 6 - Geometry - Shapes | WR - Angles in a triangle | geom6S1S04 | What is the angle c? |
| Year 6 - Geometry - Shapes | WR - Angles in a triangle – special cases | geom6S1S05 | What is the angle c? |
| Year 6 - Geometry - Shapes | WR - Angles in a triangle – missing angles | geom6S1S06 | What is the angle a? |
| Year 6 - Geometry - Shapes | WR - Angles in a quadrilateral | geom6S1S07 | What is the angle a? |
| Year 6 - Geometry - Shapes | WR - Circles | geom6S1S08 | What is the name of this part of a circle? |
| Year 6 - Geometry - Shapes | WR - Nets of 3-D shapes | geom6S1S09 | What type of shape can be made from the net? |
| Year 6 - Measurements - Area | WR - Same area/area of a rectangle | meas6Sp1 | What is the area of the rectangle? |
| Year 6 - Measurements - Area | WR - Area and perimeter of an L shape | meas6Sp2 | What is the area of the shape? |
| Year 6 - Measurements - Area | WR - Area of a right-angled triangle | meas6Sp3 | What is the area of the right-angled triangle? |
| Year 6 - Measurements - Area | WR - Area of any triangle | meas6Sp4 | What is the area of the triangle? |
| Year 6 - Measurements - Area | WR - Area of a parallelogram | meas6Sp5 | What is the area of the parallellogram? |
| Year 6 - Measurements - Area | WR - Counting cubes. | meas6Sp6 | How many cubes are used to make the shape? |
| Year 6 - Measurements - Area | WR - Volume of a cuboid | meas6Sp7 | What is the volume of the cuboid? |
| Year 6 - Measurements - Converting Units | WR - Metric measures | meas6A1 | Select the best unit for the weight of an apple. |
| Year 6 - Measurements - Converting Units | WR - Convert metric measures | meas6A2 | □ g = 2.9kg |
| Year 6 - Measurements - Converting Units | WR - Calculate with metric measures | meas6A3 | Giving your answer in litres, if Emile drinks 320ml of juice, and Scramber drinks 3 times as much, how much juice does Scrambler drink? |
| Year 6 - Measurements - Converting Units | WR - Miles and kilometres | meas6A4 | Use the fact 5 miles ≈ 8 km, □ km ≈ 20 miles. |
| Year 6 - Measurements - Converting Units | WR - Imperial measures | meas6A5 | Use the fact 1 inch ≈ 2.5 cm, 30 inches ≈ □ cm |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Topic | Example Question | Task Code |
|---|---|---|
| Simple Formula Addition | If x + 2 = 10, what is x? | AlgAdd |
| Simple Formula Subtraction | If x - 4 = 8, what is x? | AlgSub |
| Simple Formula Multiplication | If 3x = 6, what is x? | AlgMult |
| Simple Formula Answer Addition | If x = 4, then 2x + 3 equals what? | AlgAdd2 |
| Simple Formula Answer Subtraction | If x = 4, then 3x - 6 equals what? | AlgSub2 |
| Linear Sequences | What is the rule for this sequence? | AlgSeq |
| Pairs of Numbers (Easy) | Which pair of numbers adds up to 10? | AlgPairs |
| Pairs of Numbers (Hard) | Which pair of numbers satisfies the equation 2x + 3y = 14? | AlgPairs+ |
| Equivalent Equations Multiplication | Which equation is equivalent to: 6ab? | AlgEquivMult |
| Equivalent Equations Addition | Which equation is equivalent to: 2x + 4y? | AlgEquivAdd |
| Algebraic Expression | If we double the number x and add 7, how do we express this algebraically? | AlgExpress |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
Emile’s MTC activities mimic the DfE’s own test in terms of layout, time per question, and look.
| Content | Task Code |
|---|---|
| MTC 2 & 10 | MTC1P |
| MTC 2, 5 & 10 | MTC2P |
| MTC 2, 3, 5 & 10 | MTC3P |
| MTC 2, 3, 4, 5 & 10 | MTC4P |
| MTC 2, 3, 4, 5, 8 & 10 | MTC5P |
| MTC 2, 3, 4, 5, 6, 8 & 10 | MTC6P |
| MTC 2, 3, 4, 5, 6, 8, 10 & 11 | MTC7P |
| MTC 2, 3, 4, 5, 6, 8, 9, 10 & 11 | MTC8P |
| MTC 2, 3, 4, 5, 6, 8, 9, 10, 11 & 12 | MTC9P |
| MTC | MTC |
| MTC 2's only | MTC2 |
| MTC 3's only | MTC3 |
| MTC 4's only | MTC4 |
| MTC 5's only | MTC5 |
| MTC 6's only | MTC6 |
| MTC 7's only | MTC7 |
| MTC 8's only | MTC8 |
| MTC 9's only | MTC9 |
| MTC 10's only | MTC10 |
| MTC 11's only | MTC11 |
| MTC 12's only | MTC12 |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
Emile’s times tables activities are split between Learn Mode Activities and Practise Mode Activities. Learn Mode provides scaffolding over 4 rounds of games, where Practise Mode tests students’ knowledge.
| Activity | Task Code |
|---|---|
| Practise Game: 1 Times Table | TT1P |
| Practise Game: 2 Times Table | TT2P |
| Practise Game: 10 Times Table | TT10P |
| Practise Game: Divided by 1 | TTD1P |
| Practise Game: Divided by 2 | TTD2P |
| Practise Game: 4 Times Table | TT4P |
| Practise Game: 5 Times Table | TT5P |
| Practise Game: Divided by 10 | TTD10P |
| Practise Game: 3 Times Table | TT3P |
| Practise Game: 9 Times Table | TT9P |
| Practise Game: 11 Times Table | TT11P |
| Practise Game: Divided by 4 | TTD4P |
| Practise Game: Divided by 5 | TTD5P |
| Practise Game: 6 Times Table | TT6P |
| Practise Game: Divided by 3 | TTD3P |
| Practise Game: Divided by 9 | TTD9P |
| Practise Game: Divided by 11 | TTD11P |
| Practise Game: 7 Times Table | TT7P |
| Practise Game: 8 Times Table | TT8P |
| Practise Game: 12 Times Table | TT12P |
| Practise Game: Divided by 6 | TTD6P |
| Practise Game: Divided by 7 | TTD7P |
| Practise Game: Divided by 8 | TTD8P |
| Practise Game: Divided by 12 | TTD12P |
| Practise Game: Multiplication of 3 single digit numbers | TT3NumsP |
| Practise Game: Times by a Multiple of 10 | TT10SP |
| Practise Game: Times by a number almost a Multiple of 10 | TTA10P |
| Practise Game: Decimals times a Multiple of 10 | TTDec10P |
| Practise Game: Cubes | TTCubesP |
| Practise Game: Order of multiplication | TTOrdMP |
| Practise Game: Order of division | TTOrdDP |
| Practise Game: Squared | TTSquaresP |
| Practise Game: Sums involving squares | TTSumSquaresP |
| Practise Game: Advanced division | TTAdDiv |
| Practise Game: Counting up in 2s | TTC2P |
| Practise Game: Counting up in 4s | TTC4P |
| Practise Game: Counting up in 5s | TTC5P |
| Practise Game: Counting up in 3s | TTC3P |
| Practise Game: Counting up in 9s | TTC9P |
| Practise Game: Counting up in 6s | TTC6P |
| Practise Game: Counting up in 7s | TTC7P |
| Practise Game: Counting up in 8s | TTC8P |
| Practise Game: Counting up in 10s | TTC10P |
| Learn Game: 1 Times Table Lower | TT1LL |
| Learn Game: 1 Times Table Upper | TT1UL |
| Learn Game: 2 Times Table Lower | TT2LL |
| Learn Game: 2 Times Table Upper | TT2UL |
| Learn Game: 3 Times Table Lower | TT3LL |
| Learn Game: 3 Times Table Upper | TT3UL |
| Learn Game: 4 Times Table Lower | TT4LL |
| Learn Game: 4 Times Table Upper | TT4UL |
| Learn Game: 5 Times Table Lower | TT5LL |
| Learn Game: 5 Times Table Upper | TT5UL |
| Learn Game: 6 Times Table Lower | TT6LL |
| Learn Game: 6 Times Table Upper | TT6UL |
| Learn Game: 7 Times Table Lower | TT7LL |
| Learn Game: 7 Times Table Upper | TT7UL |
| Learn Game: 8 Times Table Lower | TT8LL |
| Learn Game: 8 Times Table Upper | TT8UL |
| Learn Game: 9 Times Table Lower | TT9LL |
| Learn Game: 9 Times Table Upper | TT9UL |
| Learn Game: 10 Times Table Lower | TT10LL |
| Learn Game: 10 Times Table Upper | TT10UL |
| Learn Game: 11 Times Table Lower | TT11LL |
| Learn Game: 11 Times Table Upper | TT11UL |
| Learn Game: 12 Times Table Lower | TT12LL |
| Learn Game: 12 Times Table Upper | TT12UL |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Topic | Question | Task Code |
|---|---|---|
| 2-D shapes | What is this shape called? | G2dshapes |
| 3-D shapes | What is this shape called? | G3dshapes |
| Whole, half, quarter and three-quarter turns | How far has the hand turned? | GQuartTurns |
| Describe position, direction and movement. | From your perspective, where is the red square relative to the blue circle? | Gposition1 |
| Properties of 2-D shapes | How many sides does this shape have? | G2dProp |
| 2-D shapes on the surface of 3-D shapes | What shape is the face of the cube? | G3dfaces |
| Ordering shapes | Put these shapes in order of increasing number of sides | Gordershapes |
| Right angles & turns | How many right angles has the arrow turned through? | Gright1 |
| Position, direction and movement. | If the needle turned half a turn clockwise, what would it be pointing at? | GPosition2 |
| Recognising 3-D shapes | What shape is this? | G3dshapes2 |
| Shape properties | How many sides are there on three triangles? | GShapeProp |
| Right angles & turns | Is angle 'A' bigger or smaller than a right angle? | GRight2 |
| Horizontal, vertical, perpendicular and parallel lines | Is this line horizontal or vertical? | GHorVert |
| Comparing shapes | What kind of shape is this? | Gshapes |
| Acute & obtuse angles | What kind of angle is this? | Gangles1 |
| Lines of symmetry | Is this a line of symmetry? | Gsymm |
| 2d coordinates | What are the coordinates of point x? | G2dCoord |
| Translations | How has this shape been translated? | Gtrans1 |
| Shapes on a grid | If the following points are plotted and connected, what shape is formed? (1,1)(3,1)(1,3)(3,3) | GShapesGrid |
| 3-D shape plans | What 3D shape can be made from this 2D plan? | G3dPlans |
| Angles | What type of angle is this? | Gangles2 |
| Properties of rectangles | What is the length of the indicated side? | Grect |
| Regular and irregular shapes | Is this a regular polygon? | Gregirregshapes |
| Translations & reflections | When this shape is reflected using the mirror line, what are the coordinates of the reflected shape? | Gtrans2 |
| Classifying shapes | What is the value of angle 'A'? | Gclassify |
| Parts of a circle | Which of these lines show the radius of the circle? | Gcircle |
| Positions on a grid | What are the coordinates of point x | Ggrid |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Topic | Question | Task Codes |
|---|---|---|
| Capacity & Volume 1 | Which of these glasses is half full? | MCap1 |
| Lengths & Heights 1 | Which line is the longest? | ML1 |
| Lengths & Heights 2 | How tall is Emile? | ML2 |
| Mass & Weights 1 | Which of these weights is heavier than 5kg? | MMass1 |
| Money 1 | What is the value of this coin? | MMoney1 |
| Time 1 | Which of these times is earliest? | MTime1 |
| Capacity & Volume 2 | Is the volume of bottle A greater than or less than the volume of bottle B? | MCap2 |
| Lengths & Heights 3 | Is the length of rope A greater than or less than rope B? | ML3 |
| Mass & Weights 2 | Is the mass on scale A greater than or less than the mass on scale B? | MMass2 |
| Capacity & Volume 3 | How much water is in the two bottles? | MCap3 |
| Lengths & Heights 4 | How long are the ropes combined? | ML4 |
| Mass & Weights 3 | What is the combined weight of the scales? | MMass3 |
| Time 2 | What time is the clock showing? | MTime2 |
| Capacity & Volume 4 | How many millilitres are in $ litres? | MCap4 |
| Lengths & Heights 5 | What is $ kilometres in metres? | ML5 |
| Mass & Weights 4 | How many grams are in $ kilograms? | MMass4 |
| Money 2 | How many pence in £$? | MMoney2 |
| Time 3 | How many minutes are in $ hours? | MTime3 |
| Capacity & Volume 5 | How many millilitres are in $ litres ^ millilitres? | MCap5 |
| Mass & Weights 5 | How many grams are in $ kilograms ^ grams? | MMass5 |
| Money 3 | What is $ pence in pounds? | MMoney3 |
| Time 4 | What is $ minutes in hours? | MTime4 |
| Area | If 'A' is $cm and 'B' is ^cm, what is the area of the shape? | Marea |
| Lengths & Heights 6 | Convert $ kilometres to miles.(1 kilometre = 0.62 miles) | ML6 |
| Perimeter | If 'A' is $ cm and 'B' is ^ cm, what is the perimeter of the shape? | Mper |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Topic | Question | Task Code |
|---|---|---|
| Subitizing Level 1 | How many Emiles? | NSSub1 |
| Subitizing Level 2 | How many Emiles? | NSSub2 |
| Subitizing Level 3 | How many Emiles? | NSSub3 |
| Subitizing Level 4 | How many Emiles? | NSSub4 |
| Subitizing Level 5 | How many Emiles? | NSSub5 |
| Number Bonds Level 1 | Can you find the numbers which total $? | NSPairs |
| Number Bonds Level 1 - Part Whole Model | What is the number missing from the part whole model? | NSPairsPW |
| Number Bonds Level 2 | Can you find the numbers which total $? | NSPairs+ |
| Number Bonds Level 2 - Part Whole Model | What is the number missing from the part whole model? | NSPairsPW+ |
| Addition Level 1 | 2 + 3 = ? | NSAdd1 |
| Subtraction Level 1 | 5 - 3 = ? | NSSub1 |
| Addition Level 2 | 4 + ? = 8 | NSAdd2 |
| Subtraction Level 2 | 9 - ? = 3 | NSSub2 |
| Base Ten Blocks 10-99 | What number is shown by the base ten blocks? | NSBT |
| Place Value Grids 10-99 | What number is shown in the place value grid? | NSPVG |
| Ten Frames 1-20 | What number is shown in the ten frame? | NSTF |
| Part whole 10-99 | What number is shown in the part-whole model? | NSPW |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Topic | Example Questions | Task Code |
|---|---|---|
| 1 more or 1 less | What is 1 more than $? | PV1 |
| Numbers 1-100 in words | What is the number one in numerals? | PVWords |
| Counting up from 0 in 4s. | Counting up in 4s, what is the next number? | PV4 |
| Counting up from 0 in 8s. | Counting up in 8s, what is the next number? | PV8 |
| Counting up from 0 in 50s. | Counting up in 50s, what is the next number? | PV50 |
| Counting up from 0 in 100s. | Counting up in 100s, what is the next number? | PV100 |
| 10 or 100 more or less | What is 10 more than the number $? | PV10more |
| Place value in a three-digit number. | Which digit in the number $ is in the ones place? | PV3dignum |
| Using <, > and = signs on numbers up to 1,000. | What is the sign missing below? | PVsign1000 |
| Numbers 1-1000 in words | What is the number three hundred and forty five in numerals? | PVwords1000 |
| Counting in 6s. | Counting up in 6s, what is the next number? | PV6 |
| 1-20 in words | Which is the number sixteen in numerals? | Pvnumerals |
| Counting in 7s. | Counting up in 7s, what is the next number? | PV7 |
| Counting in 9s. | Counting up in 9s, what is the next number? | PV9 |
| Counting in 25s. | Counting up in 25s, what is the next number? | PV25 |
| Counting in 1000s. | Counting up in 1000s, what is the next number? | PV1000 |
| Finding 1000 more or less | What is 1,000 more than the number $? | PV1000more |
| Place value in a four-digit number. | Which digit in the number $ is in the ones place? | PV4dignum |
| Counting with negative numbers. | What is the next number in the sequence below? | PVNeg |
| Using <, > and = signs on numbers more than 1,000. | What is the sign missing below? | PVsign1000more |
| Round to the nearest 10, 100 or 1,000 | Round the number $ to the nearest 10. | PVRound |
| Using <, > and = signs on numbers up to 1,000,000. | What is the sign missing below? | Pvsignmillion |
| Counting up in 2s. | Counting up in 2s, what is the next number? | PV2 |
| Place value in a six-digit number. | Which digit in the number $ is in the tens place? | PV6dignum |
| Counting up and down in 10s. | Counting down in 10s, what is the next number? | PV10 |
| Rounding six digit numbers | Round the number $ to the nearest 100,000. | PVRound6Dig |
| Using <, > and = signs on numbers up to 10,000,000. | What is the sign missing below? | PVsign10million |
| Place value in a seven-digit number. | Which digit in the number $ is in the millionths place? | PL6dignum |
| Rounding numbers | Round the number $ to the nearest 10. | PVRound10 |
| Complete the missing number | N + ? + O = P , where n is a multiple of 100, ? is a multiple of 10 and O is less than 10 | PVMissing |
| Dividing by multiples of 10 | N ÷ P*O = ?, where N is greater than 0 and less than 100, P is less than 10 and o is 10,100 or 1000 | PVDiv10 |
| Dividing decimals by multiples of 10 | N ÷ P*O = ?, where N is a two digit decimal, P is less than 10 and o is 10,100 or 1000 | PVDivDec10 |
| Counting up in 3s. | Counting up in 3s, what is the next number? | PV3 |
| Place Value Grid Numbers 100-999 | What number is represented in the place value grid? | PVGrid+ |
| Place Value Grid Numbers 1,000-9,999 | What number is represented in the place value grid? | PVGrid++ |
| Building a six-digit number from a sum. | 1000000*~+ 10000*" + %*10000 + ^*1000 + $*100 + ?*10 + & = @ | PV6dig |
| Building a 3 digit number from a sum. | $*100 + #*10 + & = ? | PV3dig |
| Base Ten Blocks, Numbers 1,000-9,999 | What number is represented by the base ten blocks? | PVBase10+ |
| Counting up in 5s. | Counting up in 5s, what is the next number? | PV5 |
| Base Ten Blocks, Numbers 100-999 | What number is represented by the base ten blocks? | PVBase10 |
| Odd or Even | Is the number $ odd or even? | PVOddEven |
| Odd or Even with Place Value Grid | Is the number $ odd or even? | PVOddEvenGrid |
| Building a 4 digit number from a sum. | ^*1000 + $*100 + #*10 + & = ? | PV4dig |
| Part-Whole Numbers 10-99 - Missing Whole | What number is missing from the part-whole model? | PVPW |
| Part-Whole Numbers 10-99 - Missing Part | What number is missing from the part-whole model? | PVPW+ |
| Counting up in 10s. | Counting up in 10s, what is the next number? | PV10 |
| Place Value Grid - 1-99 | What number is shown in the place value grid? | PVGrid |
| Ten Frames, Numbers 1-20 | What number is represented in the ten frame? | PVTF |
| Place value in a two-digit number. | Which digit in the number $ is in the ones place? | PVOnes |
| Place value in a two-digit number. | Which digit in the number $ is in the tens place? | PVTens |
| Numbers on a number line. | What number is shown on the number line below? | PVNL |
| Using <, > and = signs | What is the sign missing below? | PVSign |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Topic | Question | Task Code |
|---|---|---|
| a:b notation | What is the quantity of Emiles to Scramblers? | Rnotation |
| Simplify Ratios | What is the correct simplification of the ratio 2:2? | Rsimp |
| Two quantities | Oliver buys 100g of Sherbet Lemons. How much money does Oliver spend? | R2Quant |
| Recipes | Oliver wants to make a cake. The recipe says to use 400g of flour and three times as much sugar. | Rrecipes |
| Scale | Oliver draws a line which is 4.5cm long. Oliver then draws a line three times as long as the first line. | Rscale |
| Similar Shapes | How much bigger is Harry's rocket than Ella 's rocket? | Rshapes1 |
| Similar Shapes 2 | Ella draws a triangle three times as big as a triangle with sides: 5cm, 4cm, 1cm. | Rshapes2 |
| Unequal Sharing | Ella is making a mosaic with tiles. For every blue tile, the pattern needs 1 red tiles. | Rshare |
| Proportion | Oliver has 3 pencils and Harry has 2 pencils. | Rproportion |
| Proportion - Decimals | Harry has 2 pencils and George has 3 pencils. | Rdec |
| Proportion - Percentages | Harry has 2 pencils and George has 3 pencils. | Rperc |
Students can enter the codes below into our student app to be taken directly to the corresponding activity. The following morning between 6am and 7am (GMT) teachers associated with that class receive a list of results.
| Topic | Question Line 1 | Task Code |
|---|---|---|
| Roman Numerals 1- 12 | What is the following number expressed in Roman numerals? | RN12 |
| Adding & Subtracting Roman numerals 1-12 | What is the answer to the question below? | RNAdd |
| Numbers to Roman Numerals 1-50 | What is the following number expressed in Roman numerals? | RN50 |
| Numbers to Roman Numerals 51-100 | What is the following number expressed in Roman numerals? | RN100 |
| Roman Numerals to Numbers 1-50 | What is the following Roman numeral? | RN50+ |
| Roman Numerals to Numbers 51-100 | What is the following Roman numeral? | RN100+ |
| Numbers to Roman Numerals 1-1000 | What is the following number expressed in Roman numerals? | RN1000 |
| Roman Numerals to Numbers 1-1000 | What is the following Roman numeral? | RN1000+ |
| Years to Roman Numerals | What is the year below expressed as a Roman numeral? | RNYears |
| Roman Numerals to years | What is the year below? | RNYears+ |
We run online demo’s daily for teachers throughout the year. They are a great way to see Emile in action and see if it’s right for your tutor group, school or MAT.