Maths 3 PAPERS 110 MARKS 110 MINUTES NO

Maths 3 PAPERS 110 MARKS 110 MINUTES NO CALCULATORS NO MENTAL MATHS TEST

3 papers Paper 1 – Arithmetic 40 marks 36 questions 30 minutes Paper 2 and Paper 3 – Reasoning 35 marks (each) 20 questions (each) 40 minutes (each)

Coverage The three tests cover objectives from Y 3 – Y 6 of the new curriculum Each test contains elements of all four year groups but not necessarily in order

Coverage 5 F 10 Year Group Objective number 10 Curriculum area: Fractions 22 questions cover objectives from previous years

The Scale of the Task 48 of the 76 questions on the sample papers relate to objectives from previous year groups Some of these objectives may not have existed when your children were in those year groups Thus, we must make sure that the children are confident with concepts from previous year groups as well as covering Year 6 objectives.

Paper 1 – Arithmetic Focus is on calculating with four operations Every question has space for working out and an answer box However, not every question needs written working

Paper 1 – Arithmetic Relatively simple question to start with. This is a good demonstration of the type of question that you wouldn’t necessarily need to do written working for.

Paper 1 – Arithmetic All of the two-mark questions are either long multiplication or division.

Paper 1 – Arithmetic This is the last question from paper 1. In my opinion, the hardest elements in this paper involve calculating with fractions like this.

Papers 2 and 3 – Reasoning Focus is on problem-solving, but a good understanding of calculation is needed Multi-step problems Some equipment may be used (ruler, protractor and mirror – tracing paper is no longer permitted) Children must read questions carefully, decide which operation(s) is/are applicable and then carry out their working carefully

Papers 2 and 3 – Reasoning Some questions are laid out in deliberately unfamiliar ways; the maths being tested here is 237 + 20 = ___. It is more a test of careful reading and reasoning.

Papers 2 and 3 – Reasoning Classic two-step problems like this are not new, but again test children’s ability to read carefully and solve a problem.

Papers 2 and 3 – Reasoning This question has two parts (this is part one), and each part requires you to read, understand manipulate the formula.

Papers 2 and 3 – Reasoning This is part two of the question.

Papers 2 and 3 – Reasoning Explanatory style of question: 1. Information is given (often in the form of data) 2. A statement is given as the opinion of someone 3. You must explain why they are right or wrong (see next slide)

Papers 2 and 3 – Reasoning Explanatory style of question: 3. You must explain why they are right or wrong The key skill here is to be concise, but to include all necessary information

Reading paper Contains 3 texts of increasing demand. Varying text types, e. g: extract from a story, non- fiction account, poem. Texts are not linked by theme. 1 hour (including reading time) 50 marks available.

Reading paper Areas of assessment: Retrieval Summarising Making inferences Explaining and justifying views on a text Predicting Making comparisons within the text Explaining meaning of words and how meaning is enhanced through vocabulary choices

SPa. G Two parts Paper 1: questions (50 marks) Paper 2: spelling (20 marks) 45 minutes for grammar paper Approximately 15 minutes for the spelling paper (not strictly timed)

Paper 2 - Spelling

Paper 1 Areas of assessment Grammatical terms/ word classes Functions of sentences Combining words, phrases and clauses Verb forms, tenses and consistency Punctuation Vocabulary Standard English and formality

Tick the sentence that must end with a question mark.

Complete the sentence with an adjective formed from the verb create.

Tick one box to show which part of the sentence is a relative clause.

Circle all the conjunctions in the sentences below.

What does the root struct mean in the word family below?

Tick one box in each row to show whether after has been used as a subordinating conjunction or a preposition

Explain how the use of commas changes the meaning in the two sentences.