10Ticks.co.uk - Level 5 Information |

Here you see the contents of the VLE Level 5 Licence. Your order will come on CD-Rom or DVD and will contain each of the pages below as a single page pdf stamped to your school name VLE. The pages are not editable. A searchable page of contents also comes on the disc.

Level 5 Pack 1 InfoLevel 5 Pack 2 Info

Level 5 Pack 3 Info

Level 5 Pack 4 Info

Level 5 Pack 5 Info

Level 5 Pack 6 Info

Level 5 Pack 1 Contents/Teacher Notes |

__Level 5 Pack 1 Info__

Pages 3/4. **Grid Multiplication 1.**

Pupils may be coming from Primary schools using this technique for multiplying
numbers. It is particularly useful for long multiplication as it is clear
where numbers belong. When pupils are particularly comfortable with this
techniques, then they should be taught the more concise, traditional method.
Less able pupils may never progress to traditional long multiplication.

Pages 5/6.** Grid Multiplication 2.**

Grid multiplication with missing numbers.

Pages 7/8. **Long Multiplcation.**

A quick reminder of the usual level 4 multiplying before a traditional
style level 5 exercise.

Pages 9/10. **Long Division.**

The first side is level 4 division as this is the one pupils normally
forget, before a traditional style exercise on level 5 long division.

Pages 11/12. **Long Multiplication and
Division Problems.**

Putting the skills pupils have learnt into context with worded questions.

Pages 13/14. **Egyptian Multiplication/Russian
Multiplication.**

Ways other countries attempt long multiplication.

Page 15. **Chinese Multiplication.**

Another alternative way for long multiplication.

Pages 16/17. **Spiralling Sums.**

Long multiplications. Answers are written in words in a spiral grid. Shaded
squares then read out mystery countries.

Pages 18/19. **The Number 6/7 Multiple
Maze.**

Work out the sum, see if it is a multiple of the given number and try
to find your way through the maze. The complexity of the two tasks combined
gives it the level 5 rating !

Pages 20/21. **The Number 8/9 Multiple
Maze.**

Work out the sum, see if it is a multiple of the given number and try
to find your way through the maze. The complexity of the two tasks combined
gives it the level 5 rating !

Page 22. **Multiplication and Division
Cross Numbers.**

Three number "crosswords" using multiplication and division
skills.

Pages 23/24.** Prime Numbers 1.**

A reminder about multiples and factors. Using factors as the definition
of prime numbers. Introducing indices, leading to square and cube numbers.

Pages 25/26.** Prime Numbers 2.**

Finding Prime Factors and leaving in index notation. Finding Highest Common
Factors. An exercise using common factors to find dimensions of a cuboid.
Finally finding Lowest Common Multiples.

Page 27. **Factors and Multiples Game.**

There is a similar game using only the numbers 1- 25, but it doesn't have
a solution. This puzzle has been changed so pupil's don't feel cheated
and can find a solution!

Pages 28/29. **Investigations using Indices.**

Investigations using indices.

Page 30. **Prime Pirate Maze.**

A very simple way of reinforcing the prime numbers and the 'look' of a
prime number. With less able groups write on the bottom of the sheet all
the prime numbers from 1 to 100 as a reminder. The strategy for solving
the maze is interesting to watch. Some pupils start from different points
trying to find routes. Some simply colour in the prime numbers at random
until the routes appear!

Page 31. **A Prime Maze.**

Work out the sum and then follow primes to the exit! Another way of trying
to reinforcing prime numbers in an interesting fashion.

Page 32. **Prime and Square Numbers.**

A snakes and ladders game used to reinforce prime numbers and square numbers.
It makes it a lot more interesting if pupils have to land exactly on the
win square to finish.

Pages 33/34. **Multiplying by Powers
of 10.**

Multiplying by powers of 10 in the format 10, 100, 1000,... as well as
in index notation.

Pages 35/36. **Dividing by Powers of
10.**

Dividing by powers of 10 in the format 10, 100, 1000,... as well as in
index notation.

Page 37. **Zap to Zero.**

Place Value. A game using the skills of place value.

Page 38. **Stamps.**

Four different investigations using stamps as a central theme.

Pages 39/40. **Probability (Equally Likely
Outcomes).**

Questions based around equally likely outcomes.

Pages 41/42. **Assigning Probabilities.**

The different ways of assigning probabilities are dealt with here. Pupils
have to carry out surveys and experiments. There are SAT style questions
choosing which method of assigning a probability is best. Finally, comparing
Theory and Experimental probabilities.

Pages 43/44. **Experimental Probabilities.
(Bonus pages).**

Pupils should be encouraged to find probabilities by experiment. Here
we have questions based on experiments or surveys that have previously
been carried out.

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Level 5 Pack 2 Contents/Teacher Notes |

__Level 5 Pack 2 Info__

Pages 3/4. **Finding a Fraction of a Quantity.**

Finding fractions of quantities. Page 4 continues the theme, but with
different parts of the sum missing.

Pages 5/6. **Roll it 1/2.**

Games that use equivalent fraction skills. There are a lot of implicit
skills here, such as mixed numbers, equivalence, which shape is more likely
to be filled first ?

Pages 7/8. **Dividing and Multiplying
by a Fraction.**

Finding fractions of quantities is multiplying by fractions. Here dividing
by fractions is introduced through diagrams. Multiplication and division
is consolidated in the last exercise.

Page 9. **Make your own Fraction Grid.**

Using a fraction grid to compare sizes of different fractions. Inequalties
are introduced to differentiate the fraction size. Ordering fractions.

Pages 10/11. **Equivalent Fractions.**

Equivalent fractions. Cancelling down.

Pages 12/13. **Improper Fractions and
Mixed Numbers.**

Interchanging between improper fractions and mixed numbers. Ordering fractions.
Introducing addition and subtraction of fractions.

Pages 14/15. **Pascal's triangle (Fractions/Blank).**

Complete Pascal's triangle using the fraction 1/4 rather than the number
1. The teacher can set the starting fraction for the triangle on the blank
Pascal's Triangle sheet.

Pages 16/17. **Investigating Fractions.**

Investigating different ways a shape can be split into fractions. Investigating
unit fractions in shapes of different sizes.

Pages 18/19. **The Decimal Number Line.**

Looking closely at the decimal number line. Rounding to 1 and 2 decimal
places. Inter-changing fractions and decimals.

Page 20. **Decimal Archery.**

Game marking decimals on a number line.

Pages 21-24. **Decimals 1/Decimals 2.**

Ordering, adding, subtracting, multiplying and dividing decimals at level
5. Basic links pupils need to know between decimals, fraction and percentages.

Pages 25/26.** Decimals Four in a Line/Recurring**

Decimals Four in a Line. Games to familiarise pupils with decimals.

Page 27. **Hex- a Decimal Estimating
Game.**

A game to get pupils more familiar with decimal numbers.

Pages 28/29. **Percentages, Fractions
and Decimals.**

Changing between percentages, fractions and decimals. Using equivalent
fractions as a method to change from fractions to percentages. Finding
percentages of quantities based on 10%. Estimates of percentages of quantities
also based on 10%.

Pages 30/31.** Percentages.**

Finding percentages using a calculator.

Page 32. **Finding a Percentages of a
Quantity.**

Finding percentages without a calculator. Different parts of the calculations
are missing.

Page 33.** Fraction**

Hexagon Puzzle Grid. The master grid needed for the hexagon puzzle cards.

Pages 34/35. **Equivalent Fraction Hexagon
Puzzle Cards.**

Place the correct hexagon on the correct spot on the master board. Rotate
the hexagons until the adjoining hexagon has the equivalent fraction next
to it. How many hexagons can you get in place that are fully equivalent?

Page 35

is the same, except using equivalents between fractions/decimals and percentages.

Page 36. **Equivalent Fraction/Decimal/Percentage**

Dominoes 3. Traditional game of dominoes, but pupils need to work between
the different number systems to play the game. You may want to start with
the level 4 dominoes before using the level 5 dominoes. Add the different
sets together to make bigger games.

Pages 37/38.** Sequences (Decimals/Fractions).**

Two decimals in a sequence of six are given. The missing four have to
be filled in. Two fractions (mixed numbers) in a sequence of six are given.
Find

the missing four.

Pages 39/40. **Proportion.**

Describing proportion in words, as a fraction, decimal and percentage.
Worded proportion questions.

Pages 41/42.** Ratios.**

Introducing ratio and the notation. Cancelling down ratios. Worded ratio
questions.

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Level 5 Pack 3 Contents/Teacher Notes |

__Level 5 Pack 3 Info__

Pages 3/4. **Using a Protractor.**

An excellent exercise to practice using a compass, without worrying if
pupils are positioning the protractor correctly. It gives plenty of time
to check if pupils are using the correct scales. It also uses the two
notations meaning angle. Section D is only for the accomplished protractor
measurers!

**Pages 5/6. Measuring Angles. **

Now that pupils can use protractors we have a measuring exercise. Page
6 is about the different ways we can measure reflex angles. The first
part, extending a straight line, measuring the small angle and adding
to 180°. The second part measuring the unrequired angle and taking this
from 360°.

**Pages 7/8. Constructions.**

Using the new found protractor skills, this is an exercise in constructing
triangles.

**Pages 9/10. Scale Drawing 1. **

Using simple ratios to construct a scale drawing. A precursor to scale
drawing bearing work/ map skills.

**Page 11. Scale Drawing 2. **

Using simple ratios to construct a scale drawing. A precursor to scale
drawing bearing work/ map skills.

**Page 12. Battleships. **

A game for 2 pupils. Battleships using bearings.

**Pages 13-16. Measuring Bearings 1/2.
**

Measure the bearings and find the actual distance from the central point.
The four maps are progressive scaling outwards from the castle.

**Pages 17/18. Angle Properties 1. **

Angles on a straight line, vertically opposite angles and angles at a
point. Typical consolidation exercises.

**Pages 19/20. Angle Properties 2. **

Angle sum of a triangle, special triangles problems involving equilateral
and isosceles triangles and interior angles of any polygon. Again, typical
consolidation exercises.

**Pages 21/22. Angle Properties 3.**

Angle sum of a quadrilateral. Constructions, these include perpendicular
bisector, angle bisector and drawing a line parallel to another using
a ruler and a set square.

**Pages 23/24. Logo 1. **

Introduction to logo and using the REPEAT command. A generic set of instructions
as logo appears on many different types of computer operating systems.
The specifics of how to access the program etc. have therefore been omitted.

**Pages 25/26. Logo 2. **

Writing procedures. Using the repeat command inside a procedure.

**Pages 27/28. Parallel Lines. **

Revision of all the level 5 angle properties pupils should know. These
are then placed into parallel line diagrams before introducing any further
angle properties. Alternate angles and corresponding angles. Discovering
the angle properties and consolidation exercises.

**Pages 29/30. Metric Units - lengths.
**

Changing between units, but now in decimal notation.

**Pages 31/32. Metric Units - weight/capacity.
**

Changing between units, but now in decimal notation

**Pages 33/34. Calculations with Metric
Units. **

All the level 5 skills put into context.

**Page 35. The Imperial System.**

Converting between units within the imperial system. The links between
the units are given at the start.

**Page 36. Converting between Metric
and Imperial Units. **

Converting between metric and imperial units. The links between the units
are given at the start.

**Pages 37/38. Metric and Imperial Units.
**

Conversion Tables. Using the given conversion tables to change between
the metric and imperial systems.

**Pages 39/40. Time Questions.**

Changing between the 12 hour and 24 hour systems. Finding time differences
in both systems. Putting these skills into context with worded questions.

**Pages 41/42. Mileage Charts.**

Taking information from a mileage chart and using it to answer the given
questions.

Level 5 Pack 4 Contents/Teacher Notes |

__Level 5 Pack 4 Info__

**Pages 3/4. Directed Numbers.**

Ordering negative and positive numbers. Addition and subtraction of directed
numbers in all formats.

**Page 5. Directed Numbers (Worded Questions).
**

Putting the skills learnt above into a practical situation.

**Page 6. The Submalloon. **

The submalloon is part balloon and part submarine. A great invention in
the directed numbers world! Again putting the skills learnt above into
a practical situation.

**Pages 7/8. Addonagons with Negative
Numbers. **

Addonagons were first met in pack 1. This extends the idea into negative
numbers. Plenty of practice in a different environment.

**Pages 9/10. Addition Pyramids with
Negative Numbers. **

Addition Pyramids were also first met in pack 1. This worksheet extends
the idea into negative numbers. Again plenty of practice in a different
environment.

**Pages 11/12. Magic Squares with Negative
Numbers. **

Yes you've guessed it! Magic squares were also first met in pack 1. This
worksheet extends the idea into negative numbers. Again plenty of practice
in a different environment.

**Pages 13/14. Takes and Adders Board
1/2. **

Still looking for ideas on directed numbers? A snakes and ladders game
with directed numbers for 2-5 players. Board 1 emphasises adding to negative
numbers. Most cards are positive in value with players starting at - 55.
Board 2 emphasises subtracting from negative numbers as most cards are
negative in value and players starting at +6.

**Pages 15/16. Takes and Adders Cards
for Boards 1/2. **

The cards to be cut out for the above boards. They are best photocopied
onto card, if possible, to make them more durable. In the game the cards
are to be placed on a pile and the top one to be taken by each player
and replaced at the bottom. What is the reason for printing this number
of cards ?

**Pages 17/18. Wheels (Negative Numbers).
**

Another way of reinforcing negative numbers. Start at the outer ring and
work to the centre. This will make a sum. Fill in the missing parts.

**Page 19. Directed Number Tennis.**

Game using negative number.

**Page 20. Spinners. **

Page to be copied on to card to make the spinners for the Directed Number
Tennis game. The 3 spinners at the bottom are for pupils to make up their
own directed numbers questions by using the spinners in order 1, 2, and
then 3. It puts a little fun into the repetitive element of consolidation.
If the group can be trusted, a simple way to complete the spinner is add
small piece of blu-tac under the centre and push a drawing pin through
it. This seems a lot more stable than the traditional matchstick!

**Page 21. Boxes.**

Game using negative number.

**Page 22. Spellings at Level 5. **

Sheet for pupils to stick into the back of their books as reminders.

**Pages 23/24. Coordinate Shapes 2. **

Follow the instructions and produce pictures in four quadrant.

**Pages 25/26. Christmas Pop-tastic Coordinates.
**

A Christmas activity. Using coordinates to find previous Xmas No.1's and
those who never came close !

**Pages 27/28. Corny Coordinates 2. **

Work out the jokes using coordinate skills in four quadrants.

**Pages 29/30. Pop-tastic Coordinates
2. **

Work out the songs and artists using coordinate skills in four quadrants.

**Pages 31/32. Translations. **

A translation sheet that uses left/right and up/down to describe the translations.
The descriptions of the movements has been written on two lines across,
then up/down to familiarise pupils with the vector notation they will
meet at level 6.

**Pages 33/34. Transformations. **

Reflecting, enlarging, stretching and shearing an object already drawn.
Good for wall displays.

**Page 35. Transformation Tile. **

Wall display material.

**Page 36. Rectangles and Squares. **

Finding areas and perimeters of squares and rectangles. The progression
from the earlier sheets is the mixing of units and the algebraic version
of the formulae. Pupils need to see the various ways that the perimeter
formula can be written, including the use of brackets. The mixing of units
is also an introduction to links between mm2, cm2, m2 and Km2. Get pupils
to give answers in both units for a few questions to discover the correct
links.

**Pages 37/38. Parallelograms and Triangles/
Compound Area**s.

Finding areas and perimeters of parallelograms and triangles. Pupils need
to see the various ways that the triangle formula can be written, since
this is popular on SAT's.

**Pages 39/40. Missing Lengths. **

Squares, Rectangles, Parallelograms & Triangles. Given areas, calculate
the lengths of missing sides.

**Pages 41/42. Cubes and Cuboids. **

Finding volumes and surface areas of cubes and cuboids. The progression
from the earlier sheets is the mixing of units and calculating the surface
areas from the dimensions. The mixing of units is also an introduction
to links between mm3, cm3, m3 and Km3. Get pupils to give answers in both
units for a few questions to discover the correct links. Finding a missing
length given the volume.

Level 5 Pack 5 Contents/Teacher Notes |

__Level 5 Pack 5 Info__

**Page 3. Order of Operation (BIDMAS). **

BIDMAS (Brackets, Indices, ....). A traditional style exercise, including
indices.

**Page 4. Four in a Line- BIDMAS. **

A game using the BIDMAS rules.

**Pages 5/6. Word Search BIDMAS 1/2.
**

Work out the answers using the BIDMAS rules, write them as words and find
them in the grid.

**Page 7. BIDMAS-Boxes. **

Number puzzles using BIDMAS. In this exercise indices are not used. I
have found "indices" a better substitute than the of in BODMAS.

**Pages 8/9. Basic Algebra. **

The traditional basics of algebra. Forming expressions, simple substitutions,
algebra meanings and the start of collecting like terms. Notice that collecting
like terms is kept to finding very simple terms. This is extended at Level
6.

**Pages 10/11. Forming Algebraic Expressions.
**

Taking sentences and turning them into algebraic expressions. These types
of questions are very popular on the SAT's at Key Stage 3.

**Pages 12/13. Forming and Solving Algebraic
Expressions. **

Taking the last exercise one step further, solving simple equations. Again,
these types of questions are very popular on the SAT's at Key Stage 3.

**Pages 14/15. Algebraic Pyramids. **

Pyramids have been used in previous packs, so pupils should be familiar
with the methodology. It starts off with one term only up to question
15. It then introduces two terms, but only with positive numbers. The
more able might enjoy questions 34 onwards.

**Pages 16/17. Algebraic Addon-agons.**

Addon-agons have been used in previous packs, so pupils should be familiar
with this methodology also. It starts off with one term only up to question
16. It then introduces two terms, but only with positive numbers. Question
44 is tricky, and questions 45 onwards have negative numbers.

**Pages 18/19. Perimeters and Algebra.**

Finding algebraic expressions for perimeters. Again popular on the SAT's
examinations.

**Pages 20/21. Make a Magic Square. **

Simple substitutions to make magic squares. Looking at the algebraic theory
behind magic squares.

**Pages 22/23. Snakes and Ladders. **

A game for 2 - 6 pupils. Cut out the cards, shuffle and turn upside down.
Pupils take it in turn to take the top card, work out the answer and move
that many places. The card is placed at the bottom of the pile. If calculated
wrongly they go forward to the next snake and down it! Normal rules apply.
It might be interesting to see if pupils notice that 31 cards only have
been supplied, Why's that then ?

**Page 24. Race Track I. **

A board game involving substitution.

**Pages 25/26. Function Machines 4 (Two
Operations). **

This worksheet has deliberately been left vague in its instructions. It
can access the brightest Level 4 pupils, trying to put into words how
the function machines are being changed by the two operations, or it can
access Level 6 pupils forming equations in x and y from the later tables.

**Pages 27/28. Sequences. **

Filling in missing parts of sequences. The sequences progress from linear
to quadratic, and from ascending to descending. Pupils also have to be
able to generate sequences from a series of instructions.

**Pages 29/30. Hexagon Lines. **

Sequences across the page. Pupils have to work out one sequence before
they can move on to other sequences.

**Pages 31/32. Flow Charts (Sequences).
**

Flow charts that generate sequences.

**Pages 33/34. Flow Charts (Formulae).
**

Flow charts of formulae used in maths. Some are from work at a higher
level and pupils wouldn't be expected to recognise them here. Give the
sheet to GCSE pupils to see if they spot any of the formulae.

**Pages 35/36. Practical Number Patterns.
**

Moving on from the Level 4 practical number patterns these are slightly
less structured. Again pupils can extend the pattern, either with practical
equipment or merely by drawing the diagrams. An important element is getting
pupils to predict and test results.

**Pages 37/38. Practical Number Patterns
(Justification). **

Practice in the early skills of justifying the nth term in a pattern.

**Pages 39/40. Number Patterns and Graphs.
**

Now that pupils are familiar with number patterns this sheet extends the
theme onto plotting straight line graphs. This is taken further by testing
predictions from the graphs by drawing appropriate diagrams and by extending
the number pattern.

**Pages 41/42. Plotting Graphs. **

Completing tables of linear function and then plotting the line. All negative
coordinates have been worked out so that Level 6 directed number work
is bypassed.

Level 5 Pack 6 Contents/Teacher Notes |

__Level 5 Pack 6 Info__

**Pages 3/4. Mode, Median, Mean and Range.**

Recap of the mode, median and range. Introduction of the mean. Other questions
include being given the mean and finding a missing piece of data, and
finding the mean from a table.

**Pages 5/6. Averages Questions. **

Comparing distributions using the mean and the range. Choosing a measure,
which average should we use?

**Pages 7/8. Representing Data (Multiple
Bar Charts).**

Reading information from multiple bar charts.

**Pages 9/10. Representing Data (Composite
Bar Charts). **

Reading information from composite bar charts.

**Pages 11/12. Representing Data (Web
Graphs).**

Reading information from Web Graphs. Knowledge of the mean and range is
needed to attempt this worksheet.

**Pages 13/14. Representing Data (Simple
Pie Charts). **

An introduction to pie charts using fraction skills to solve problems.
This also reinforces the link between simple fraction and decimal quantities.

**Pages 15/16. Reading Scales 1. **

Each line is split into 10 parts. Working out what one division is worth,
then filling in the divisions on the number line.

**Pages 17/18. Reading Scales 2. **

As above, but varying numbers of divisions on the number line.

**Pages 19/20. Real Life Graphs. **

Graphs representing real life situations. Pupils have to be able to interpret
the graphs to answer the questions. This leads on to pupils sketching
a graph to represent a real life situation.

**Pages 21/22. Plotting Real Life Graphs.
**

Plotting graphs of real life situations, then taking readings from the
graphs to answer the questions.

**Pages 23/24. Conversion Graphs. **

All graphs have been set up so they can fit a normal sized graph book.
Conversions look at metric/imperial, currency changes, °C/°F and a distance/
time graph. Questions involve reading off the required information, and
in later questions, multiplying these readings by 10 or 100 to get the
answer.

**Pages 25/26. Exchange Rates. **

Calculate exchange rates with and without a calculator. The latter are
particularly popular at exam level.

**Pages 27/28. Exchange Rates (The Euro).
**

The first page contains exercises interchanging between Euros and other
currencies. The second page contains an exercise in reading from an exchange
cross rate table.

**Page 29. Conversion Graphs (Decimal
to Fractions). **

Using a conversion graph to change fractions to decimals. Use A4 graph
paper longways so there are always 10 squares of 10 on the decimal axis.

**Page 30. Plans, Elevations and Pyramids.
**

An investigation using plan drawings of step pyramids. The investigation
is based on odd square numbers.

**Pages 31/32. Plans and Elevations 1.
**

Starting with familiar solids, this worksheet looks at interchange between
the 3-d drawing and plans and elevations.

**Pages 33/34. Plans and Elevations 2.**

Taking measurements from a scale drawing. This can be a particularly good
wall display activity making models of bungalows. By putting all the models
together you can make a street! Get half the pupils to position houses
at the top of the A4 paper to access a road at the top and the other half
to position the houses at the bottom of the paper to access a road from
the bottom!. If you do this the display can have opposite sides of the
street!

**Page 35. Compound Cuboid Solids 1 (Volume).
**

Finding the volume of solids from diagrams.

**Page 36. Compound Cuboid Solids 2 (Surface
Areas).**

Finding the surface area of solids from diagrams.

**Page 37. Compound Cuboid Solids 3 (Volumes
and Surface Areas). **

Mini investigations with compound cuboid solids.

**Page 38. Compound Cuboid Solids 4 (Sequences).**

Generating sequences with compound cuboid solids.

**Pages 39/40. Planes of Symmetry. **

Draw on the worksheet where the planes of symmetry will cut through the
objects. This is a self checking exercise as the number of objects drawn
out is the same as the number of planes of symmetry the object has. As
2-d/3-d representation is at level 6, this is possibly the best way of
pupils having "answers" drawn in their books.

**Pages 41/42. Everyday Objects. **

Planes of Symmetry. Pictured are 35 objects. Pupils have to identify how
many planes of symmetry each has. Some have no plane of symmetry. This
can be a difficult topic, depending on how pedantic you want to be! Make
sure your standards are clear to the class e.g. Question 22 "Is the
thatch even on both sides?".