Expertly-chosen and Created Materials for 11+ with the GL Exam Board – Week 8.

Welcome to week 8. For newcomers, this blog is free for all users, all the clips, questions, and advice have been carefully chosen by me, a highly experienced 11+ tutor. This is not only suitable for children in Buckinghamshire, but for children in any area that uses the GL exam board.

Maths

Multiplying fractions

When we need to find a fraction OF a number, we multiply it to get the answer.

That may seem odd, but if we multiply a number by a fraction the number will always get smaller. That is because you are not multiplying by whole numbers, but by less than 1, so of course it will get smaller.

  • First, simplify each fraction, if possible
  • Second, multiply the top fractions (remember the top number on the top is called the numerator)
  • Third, multiply the bottom fractions (the fraction on the bottom is called the denominator)
  • Fourth, simplify the answer, if possible.

To find a fraction of a whole number or a fraction of a fraction, we multiply the fractions as in the video below.

How to multiply fractions

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Tip: This isn’t explained in the video below, but you need to know it when answering the questions at the end of the video; when multiplying mixed numbers, make the mixed number into an improper fraction.

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Intro to multiplying 2 fractions

Remember: ten a day, so practise a different section every day:

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Multiply unit fractions by whole numbers using number lines

Multiply unit fractions by whole numbers using models

Multiples of unit fractions: find the missing numbers

Multiply unit fractions and whole numbers: sorting

Multiply unit fractions by whole numbers: word problems

Multiply fractions by whole numbers using number lines

Multiply fractions by whole numbers using models

Multiply fractions by whole numbers: word problems

Multiply fractions by whole numbers

Multiply fractions by whole numbers: word problems

Verbal Reasoning:

Use a Rule to Make a Word

Here are some for you to do:

(I’ve put the numbers in the first one for you….)

  1. frog (long) lend ware (- – – -) tied
  2. home (east ) cast nest (- – – -) woes
  3. meal (meat) fast when (- – – -) drat
  4. miss ( mown) down that (- – – -) core
  5. busy (yell) fell went (- – – -) make
  6. lock (peck ) dupe whir (- – – -) lost

Sometimes a letter could have come from two places. This is where it gets complicated and you need a system.

Example 3

There are two places the E could have come from. The E’s do not have to remain in the same position, so E could have come from position 2 word 1, or position 3 word 2.

But you look for the word and see: wart. That is your answer.

More practice: (I have put the first set of numbers in for you.)

  1. mist (dust) used true ( – – – -) lamb

– – 34 23-1 – – – – – – – –

The letters in position 3 could have come from two places.

So we h ave to reflect that in the second set.

But only one combination makes a word: – – – –

  1. slug (shut) huts sham (- – – – ) calm
  1. bred (bead) lean lord ( – – – – ) pant

10) bear (near) nice like ( – – – – ) hole

11) shrew (white) hints sharp (- – – – -) apres

Answers to Use a Rule to Make a Word

Vocabulary

This week, the vocabulary work is a bit different. We are focusing on compound words. These are words that have been used together so often that they became one word, with an identity all of its own, a sort of baby word – isn’t that sweet?

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Next week – Non-Verbal Reasoning, Verbal Reasoning, Vocab

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