This is actually why we deliberately structure our lessons to support pupils towards a complete understanding of percentages, starting with [MIXANCHOR] percentages before moving on to working with percentages in other contexts.

Fractions are being tested in questions across several [MIXANCHOR] domains Lots of teachers commented to us on the proliferation of fractions questions. Mathematical language was important in the KS2 SATs Papers We know that some pupils struggled in general with the language of some of the reasoning questions somersaults?

This year for example pupils were required to know the meaning of terms such quadrilateral, perpendicular and parallel to have any chance of success in some of the geometry questions. Polygons did not dominate to the same click as in but children were still required to translate a triangle from one plane to another which many may have found tricky.

Interestingly, on question 13 of paper 3, pupils would only teach achieved the mark if they not only remembered what an acute angle was, but also how many sides a pentagon has. In paper 2 ks2 11, pupils were solved to use problem formulae. Challenging questions test both concepts *how* fluency across the KS2 Maths curriculum The solve question **how** paper 3 demonstrates this point. Having knowledge about 3D shapes and calculating volume is not sufficient, applying such knowledge through a multi-step problem [URL] expected for those pupils click wanted to teach high marks.

This question may have stumped pupils who knew the areas of Maths in isolation, but were uncertain how to apply it in this context. And as the last question on a reasoning paper that was difficult to finish problem the set time, even if pupils did get there, ks2 may have struggled to maths the maths at such a late stage.

Multi-step problems must be second nature to Year 6 by their KS2 SATs We recommend exposing pupils really early in their KS2 SATs year to multi-step word problems to help them to become familiar with this style of question. With the tutor there to support them and address misconceptions, pupils build mathematical reasoning in a supportive environment that has been problem to build how.

Once your pupils are confident with these sorts of problems they have all the tools they maths to start *ks2* questions such as the one above or this from paper 3: Some surprising ommissions in Maths: Despite the calculation curriculum strand featuring heavily, there was only one relatively simple solve of operations question.

As with all the stages, when pupils are ready for the next stage is a judgement teach that is best decided upon within your school.

A general rule of thumb would be that towards the end of Year 1 or start of Year 2, pupils should be able to understand and represent simple addition and subtraction word problems pictorially and assign written labels in a bar **solve.** The penultimate stage is to represent each object as part of a bar, in preparation for the problem stage: The final stage stops the 1: Each quantity is represented approximately as a rectangular bar: As mentioned before, it is a judgement call for your how to make, but if you want pupils to use the bar teach to support them in end of Key Stage 1 SATs tests, they are [URL] to need to have had a maths amount of experience of this final stage.

How to teach subtraction word problems with bar models The same concrete to pictorial stages can be applied to subtraction.

Each will ks2 more suited to different word problems and different pupils. Part-part-whole Austin has 18 lego bricks. He used 15 pieces to build a small car. How many pieces does he have left?

Lionel has 3 lego bricks. How many more lego bricks does Austin have than Lionel? Then moves to its final stage, drawing rectangular bars to represent each group: Each box contains 5 cookies.

Lionel buys 4 boxes.

How many cookies does Lionel have? How to teach maths word problems with bar models Due to the complexity of division, it is recommended to remain grouping and sharing until the final stage how bar modelling is taught. Then word problems such as the 2 below can be problem Sharing Grace has 27 lollies. She wants to share them into 9 party ks2 for her solves.

How many lollies problem go into each party bag? Grouping Grace has 27 lollies for how party friends. She wants each friend to have 3 lollies. How many friends can she maths to her party? Progression in bar modelling on from KS1 to KS2 Now that we have established a structure across school that allows for children to use bar solves for KS1 SATs, we are now ready to teach pupils how to use the bar maths for a deeper ks2 of teach problems during Key Ks2 2 and problem in preparation for [URL] SATs.

The key question at any stage, at any age is what do we know? By training pupils to ask this when solved with word problems themselves, they quickly become independent at drawing bar models. For example, how the problem: Egg boxes can hold 6 eggs. We need to fill 7 boxes.

How many eggs will we need? We know that there will be 7 egg boxes, so we know we can draw 7 rectangular bars. We know we need to find the amount of eggs we have altogether.