Click on the buttons below for links to brilliant learning resources!

These links take you to sites where you can create your own worksheets very easily, so you can practise your written methods at home. 


They also allow you to print off the answers so you can mark your work!


You may need to change the input variables to get what you need (eg. for long division, change the number of digits in the quotient to 3).


Feel free to explore the different maths sheets available throughout the website - there are lots of options!



At Moreton, we believe that the study of maths should be a creative and hands on learning experience. The difficulty many children experience in maths is trying to understanding abstract concepts when they have no concrete ideas to approach tasks or underpin them with.

Using a 'mastery' approach, all children will have the necessary concrete foundations to progress their skills in maths through using basic practical resources that can be used to represent a variety of different mathematical ideas e.g. five counters may represent five cars in a maths problem. Having mastered a concrete idea through the use of practical resources, children will then apply their knowledge to creating pictorial representations of that concept e.g. from moving five counters that represent five cars, children may now draw five circles or five symbols to represent the cars on paper. This method helps to begin bridging the gap between the concrete ideas e.g being able to physically move specific amounts of objects around and the abstract world of numbers e.g. where children need to imagine there are five objects that need to be moved. The final stage of understanding is when children are comfortable and confident enough to be able to process the mathematical problem through being able to represent the problem on paper using mathematical symbols and numbers. This requires a deep knowledge and understanding of the basic concept to know that when the number five is written, it means the same as the five counters on the table and the five circles on the page. 

Now to a year 6 student, this may sound very basic and simple, however this same approach can be used to explain more complex ideas, for example, how to add fractions. Children need to understand that the number they see in their head, for example twenty can be 'split up' or 'divided' into different equal amounts e.g in fives, and a fraction of twenty can be determined by how many groups of those five blocks or counters you are talking about. Using physical blocks or counters to show this to children helps take away the 'fear' of difficult ideas or concepts that they know they may have struggled with before and offers a fresh and more straight-forward approach to an abstract idea. 

Playing with numbers is hugely encouraged, as this leads to deeper mathematical thinking and often broaches subjects and ideas that are far beyond the 'rote' method of learning. In turn, the children develop an intrinsic interest in maths and are desperate to learn 'how it works' or 'how that applies' to what they have created through playing. Once children see a pattern, or a system in what they are doing and they realise they have understood something that they would normally find extremely difficult and complex, they want to keep learning and feel a sense of achievement and pride in what they have done at the end of it.

Another important part of the mastery approach that we aim to instill in children is 'growth mindset'. A mastery approach requires children to not be afraid of maths or mistakes and to believe that they can all be mathematicians to any degree in which they choose.

Scientific evidence has shown that there is no such thing as a 'good maths brain' and that people are not just 'born smart'. People may find concepts easier to understand from the outset, but that does not mean that those that do not find it easy right away cannot learn and master how to do it.

Below is a link to the NCTEM (National Centre for excellence in the teaching of mathematics) website which explains the 'mastery' approach in more detail and offers some great videos to show 'mastery' teaching in action. In addition there is a great link from the Stanford University 'YouCubed' site that talks about the science behind 'growth mindset' - this is a great video to show to children too!

Maths at Moreton is taught through the 'White Rose Hub' scheme, as this system works in line with the 'mastery' curriculum. More information about the 'White Rose Hub' can be found using the link below. The assessment of maths is carried out both formatively and summatively which enables teachers to have a good grasp on where the gaps are in children's learning and the overall progress that the children are making in each specific area of maths covered.


In years 2 and 6, children are required to sit SATs tests in the summer term for maths. Both year groups are required to sit a paper that assesses their knowledge of arithmetic, and then a paper that assesses their reasoning skills. The only difference in year 6 is that in addition to the two papers mentioned above, there is a second reasoning paper to complete as well, meaning a total of three maths papers are taken during SATs week. Below are links to the 2016 sample papers that were issued for both year groups. Becoming familiar with the types of questions that are posed and the expectations in knowledge of children by the end of KS1 and KS2 can help you best support your children throughout their schooling.

KS1 2016 Sample Papers
KS2 2016 Sample papers

Maths Resources