Teaching Strategies, Tactics, and Methods

So, what is non-fiction? The definition of non-fiction is any writing created to relay truth or information of actual events to the audience – it’s the opposite of fiction. It’s often misidentified as the statement of facts, but non-fiction can still form a narrative.

Non-fiction can come in various forms, including writings on history, biographical and autobiographical writing, opinions, journalism, essays, and academic criticism.

When reading non-fiction, there’s a certain level of trust by the audience that what you’re reading is accurate. Of course, facts can be misrepresented or interpreted with a bias, but the information that non-fiction conveys should be true on a fundamental level.

For example, an opinion piece in a political magazine may only include factual details. Still, it might omit specific details or over-emphasize the importance of others to make its narrative. While writing like this isn’t technically all truth and facts, it’s still non-fictional.

What’s the difference between fiction and non-fiction?

Non-fiction contains information that has been discovered and researched, while fiction is created using the writer’s imagination.

While some fiction may be based on or inspired by actual events, fiction writers typically make the events more exciting or the timeline of events easier to understand.

True non-fiction doesn’t adjust or amend any of the facts – it simply presents them as they are and leaves the reader to interpret them as they like.

What are the different types of non-fiction texts?

The significant types of non-fiction writing are:

History

Historical non-fiction is reporting facts and accounts of events a significant amount of time after they’ve happened. While historical non-fiction can have a personal bias, for the most part, they’re assumed to be reporting merely what happened as it happened.

Biographies and Auto-biographies

A biography is a long-form report based on the complete story of a single subject. Autobiographies are traditionally first-person accounts told by the author about the author. Biographies are third-person accounts of an individual or entity other than the author.

Travel

Travel texts can be either heavily factual guides to a particular place or point of interest. They can also be travelogues where the author discusses a place or places they’ve visited.

Journalism

Journalism reports events often as they’re happening or in the immediate aftermath. While most often found in newspapers and magazines, it can also be found on TV and Radio news broadcasts and even in book form.

Opinion

An area of non-fiction that is self-aware of its representation of facts through the author’s lens, opinion writing can be comedic in its commentary on a factual event or even satirical by exaggerating events for comedic effect. It’s based on the author’s interpretation of current events, not invented ones.

Guides and Instructions

Guides and instructions can be precise step-by-step guides on how to do something through to looser collections of tips on how one person either undertook or improved an activity.

Essays and Academic Criticism

Essays are focused on providing the most comprehensive knowledge of a particular area possible. They can range from literal texts on a site to philosophical texts, expanding on theoretical musings on human nature through to criticism that provides an interpretation of another non-fictional or fictional text. Essays can often take the form of discursive writing.

Is non-fiction a genre?

Non-fiction is a genre alongside fiction. Both non-fiction and fiction are then divided into sub-genres.

Sub-genres of non-fiction could be:

• history;
• philosophy;
• geography;
• science;
• politics;
• religion;
• humor;
• and so on.

So while non-fiction can be called a genre, it’s a broad generalization.

5 Examples of Non-Fiction Texts

Non-fiction texts are based on facts. As a result, we encounter them much more frequently than we may realize – they’re just any text that isn’t fictional or made up. You can find pieces of non-fiction wherever you look. For example, the ingredients list on a bar of chocolate, a news article online, or even on a birthday card are all types of non-fiction. Read below to find five examples of non-fiction texts that you’re likely to encounter in your everyday life:

1. Newspapers and magazines: newspapers and magazines are printed publications that consist of news stories, articles, advertisements, interviews, and correspondence, among many other things.
2. Advertisements: advertisements, also commonly known as ‘adverts,’ are public notices or announcements promoting things like a product, an event, a service, or a job vacancy.
3. Autobiographies and biographies: autobiographies and biographies are examples of literary non-fiction. Literary non-fiction texts use similar writing techniques as pieces of fiction to build and create an attractive, detailed report of writing about actual events that have happened. An autobiography is a book where someone writes about themselves, and a biography is a book where someone else writes about you and your life. You may encounter autobiographies and biographies about people like politicians, celebrities, and sportspeople.
4. Diaries: a diary is a book in which people record events and experiences regularly.
5. Letters: a letter is a form of written or typed communication that is put in an envelope and sent by messenger or postal service.

What is a non-fiction narrative text?

Narrative non-fiction (also known as literary non-fiction or creative non-fiction) is a true story written in the style of a fictional novel.

It goes beyond stories that are ‘based on’ or ‘inspired by’ events – narrative non-fiction texts aim to represent what happened through a story’s lens accurately. It uses facts to tell a story.

These types of texts use real people and real-life events, taking care to use the correct details and facts. Unlike other types of non-fiction, it uses elements of fiction to tell a compelling story at the same time. Not only does it aim to educate and share the facts with the reader, but it also aims to entertain them.

A lot of research and planning must be done before writing narrative non-fiction. It should be as accurate and true to real life as possible, avoiding exaggeration and half-truths.

Children’s non-fiction narrative texts are often used to teach children about specific subjects. For example, a story about going to the zoo would include lots of information about the animals and how the workers at the zoo take care of them animals.

So, now you know the answer to ‘what is a non-fiction narrative text?’ you can use them in your teaching. They’re a brilliant way to engage children and encourage them to learn about new topics simultaneously.

Is non-fiction real or fake?

Non-fiction means that it’s NOT fiction. This means the content is accurate and based on truth rather than made up or created from the imagination. Usually, non-fiction aims to represent the truth using facts and evidence.

However, some non-fiction texts can emphasize or omit some elements of truth to tell a particular narrative. While these non-fiction texts are still based on facts, they aren’t truthful. This is why it’s essential to be critical of everything you read.

Some non-fiction texts are based solely on the writer’s opinion. While these texts aren’t fiction, they don’t necessarily convey facts or information either. You also might disagree with that writer’s opinion. However, that doesn’t mean the writing is fake or made up. An author is a natural person writing their views, which means it’s non-fiction.

So, while non-fiction can tweak some things to fit a narrative, it’s safe to say that you wouldn’t find a dragon in a non-fiction text (unless it’s a creature like a bearded dragon, of course).

Is poetry non-fiction?

Whether poetry is fiction, non-fiction, or its unique category is heavily debated! However, bookshops and libraries often classify poetry as non-fiction because it’s not a fictional story like a novel.

But in fact, whether poetry is fiction or non-fiction entirely depends on the poem itself. Poems can be written about absolutely anything, so poets will use their imagination to create worlds and characters, just like story writers do.

Take the poem ‘The Jabberwocky’ by Lewis Carroll, for example. There isn’t a creature called the Jabberwocky that exists in real life. The poem is full of nonsense words that aren’t recognized by the English language. It even follows a narrative and includes characters and dialogue. Can this be called non-fiction?

The poem may be based on actual events or real emotions, which could make it a type of creative non-fiction.

These Rainforest Poems, for example, are written about rainforests and the animals and plants that live in them, drawing on facts about the rainforest itself.

So the answer to ‘is poetry non-fiction?’ is – it can be! It just depends on the content and purpose of the individual poem.

What are some non-fiction writing techniques?

In literary non-fiction, the author uses a range of non-fiction writing techniques to engage and entertain the reader, just like in fiction.

For example, articles, travel writing, autobiographies, and memoirs are often read for pleasure. Hence, the author uses similar techniques that you’d find in fiction, all to win over the reader.

Some of these non-fiction writing techniques are:

• emotional language;
• saying things simply;
• surprising twists;
• using narrative structure;
• using different points of view;
• focusing on details;
• being persuasive.

You might notice that all of these techniques are also used in fiction. That’s because, while non-fiction aims to educate, many texts also tell a story and follow a plot. So, for example, a recount of a historical event will have a beginning, middle, and end, just like a story. The only difference is that the possibilities are based on truth.

From this list, one of the most often used (and practical) non-fiction writing techniques is being persuasive.

Omitting, twisting, and emphasizing details without technically altering the truth is what many creative non-fiction texts do.

An author of an autobiography might omit details to make the reader more empathetic to their character. On the other hand, an advertisement may emphasize specific product parts to convince people they need or want it.

Using a range of these non-fiction writing techniques can make non-fiction just as creative as fiction.

What is the purpose of non-fiction text features?

Typical non-fiction text features have the purpose of helping the reader to navigate their way through the text.

Features like captions, a table of contents, headings, photographs, and a glossary help guide readers through the texts by pinpointing certain elements to help make the information more digestible and readable.

What is a caption in a non-fiction book?

A caption in a non-fiction book is usually found near a photo, illustration, diagram, or another visual to help explain what the graphic is showing. They’re most often used in newspaper articles, journals, and biographies/autobiographies.

For example, if it’s an image of two people, the caption would say their names and relevance to the non-fiction book. If it’s a chart or diagram, the caption would explain what the data shows and its meaning.

Captions are typically one or two sentences long. They should be concise and informative, telling the reader about the visual at a glance.

Here are some examples of captions in a non-fiction book or text:

Example 1

Example 2

Example 3

Each of these captions is short and snappy – they tell the reader the visual in a quick and easy-to-understand way.

Many skim-read articles by looking at the captions of the images and other visuals, so they need to be just as well-written as the rest of the text. However, if the captions are compelling, you should be able to pull together the main parts of the story just by reading the captions.

A relative pronoun is a word that is used to introduce a relative clause, which is a type of dependent clause that’s used to modify or describe a noun. Words that are relative pronouns include ‘which’ and ‘who.’ Learn more about this type of pronoun and how to teach them in our handy teaching wiki!

What is a Relative Pronoun?

A relative pronoun is a word used to begin a relative clause. A few examples of relative pronouns include ‘who,’ ‘that,’ ‘whose,’ ‘which,’ and ‘whom.’

By now, we might have a basic idea of what these words are, but to really tackle the question of ‘what is a relative pronoun?’, we must first understand the relative clause. So let’s rewind a bit and take a look at what relative clauses are.

Relative Clauses

A relative clause is a type of clause that modifies or gives extra information about the subject or object in the main clause. They belong to a group of clauses called dependent or subordinate clauses. This means that a relative clause can’t function as a sentence by itself and only makes sense when paired with the main clause.

These clauses are optional, as they only add additional information about the subject or object of the main clause. They can describe people, things (including animals), places, abstract ideas, or just about any noun as long as they refer to the subject or object contained in the main clause.

So, as we now know, it’s the relative clause that holds the extra information about the subject or object noun phrase, and it’s doing all of the work in terms of portraying meaning.

But how do they relate to relative pronouns?

The relative pronoun is the word that introduces the relative clause so listeners or readers know whether the speaker or writer is referring to the subject or object noun phrase from the main clause.

Many linguists use different terminology when discussing grammar to refer to the same concept. It’s important to note that relative clauses are sometimes referred to as adjective clauses because they give us additional information about the subject of the independent clause.

Examples of Relative Pronouns

As we mentioned earlier, the relative pronouns that primary pupils will encounter are:

These words are usually used in the middle or end of sentences to introduce the relative clause. Here are a few examples of how these pronouns might be used in sentences.

Relative Pronouns: Who

This is used when referring to people in the subject noun phrase. It’s also common to use ‘who’ to refer to the object noun phrase, but this wasn’t considered standard English.

• ‘Joe baked his mum a Victoria sponge cake, who was very pleased with her Mother’s Day present.’

‘Who’ is the relative pronoun here, as it introduces the relative clause that adds extra information about Joe’s mum, the object of the sentence.

The sentence could make sense without this relative clause: ‘Joe baked his mum a Victoria sponge cake.’

Relative Pronouns: That

‘That’ is often used when referring to people or things.

• ‘The paints that I bought will be used on wood.’

‘That’ is the relative pronoun that introduces the relative clause I bought. This is used to describe the subject, ‘the paints.’ This relative clause is non-essential as the sentence could make sense without it: ‘The paints are going to be used on wood.’

Relative Pronouns: Which

‘Which’ is also used when referring to things.

• ‘The book was in terrible condition and was a fantastic read.’

As we can see from this example, ‘which’ indicates the start of the relative clause that gives some extra information about the book’s condition.

Relative Pronouns: Whose

‘Whose’ is the possessive form of ‘who’ and is used when describing the ownership of something or someone by the subject or object noun phrase.

• ‘The dog, whose collar was loose, ran away and found his way home.’

Relative Pronouns: Where

‘Where’ is used when referring to a place or location.

• ‘The house where I grew up has now been turned into flats.’
• ‘I went to the house where I grew up.’

In these examples, ‘where’ is used to introduce the clause that gives further information about the house and why it’s essential to the writer.

Relative Pronouns: Whom

‘Whom’ is used when adding extra information about the object of the main clause. Unfortunately, it’s becoming quite archaic, which means it’s coming out of use.

It’s not often found in American English and is only used in formal or academic contexts in British English. So pupils don’t need to worry about this one too much, but it’s helpful for them to be aware of it when they read older or formal texts.

• ‘The parents spotted a lady in a suit, whom they assumed to be the head teacher.’
• ‘The dog chased the cat, who was very afraid.’

Here, ‘whom’ is the pronoun that introduces the relative clauses. However, it could easily be substituted for the more informal ‘who.’

Relative Pronouns: When

‘When’ refers to a time or period and is often used as a relative pronoun in less formal situations.

• ‘There isn’t a day when I don’t think about it.’

To understand the lowest common multiple (LCM), we need to know what a typical multiple is. First, it’s important to note that the lowest common multiple might also be referred to as the least common multiple.

A common multiple is an integer (a whole number) that two or more numbers can multiply without a remainder.

For example:

10 is a common multiple of 5 and 2 because ten goes into five twice, and two goes into 10 five times. So, in this case, 10 is the least common multiple of 5 and 2.

We can work this out using a range of different methods.

How to Find the Lowest Common Multiple:

The Listing Method

Let’s use the same example – we want to find the lowest common multiple of 5 and 2.

We can work this out by listing the multiples of those two numbers:

Common multiples of 2: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20

Common multiples of 5 = 5, 10, 15, 20, 25

Doing this shows us that the first and lowest common multiple of 2 and 5 is 10.

Prime Factors and The Venn Diagram Method

We can find the lowest common multiple using prime factors and Venn diagrams. Using Venn diagrams to find the lowest common multiple of a set of numbers is an excellent option for visual learners. Venn diagrams lay out the common elements and intersections between two or more numbers.

As an example, let’s use the numbers 24 and 60.

First, we find the prime factors of each number using a factor tree:

24: 3 × 2 × 2 × 2 60: 5 × 3 × 2 × 2

Step 1: The first step in finding the lowest common multiple using Venn diagrams is to distribute the prime factors of each of your numbers among a set of overlapping circles (you should have one process per number in your location). Then you will be able to see the common elements between the numbers.

Label the left oval 24 and the right oval 60. The prime factors of 24 will go in the left oval, the prime factors of 60 will go in the right oval, and the prime factors of both will go in the middle. Cross out each prime factor as you go.

Step 2: Once you have completed the Venn diagram, you can easily find the lowest common multiple by finding the union of the elements shown in the diagram groups and multiplying them together.

24: 3 × 2 × 2 × 2 60: 5 × 3 × 2 × 2

Starting with the prime factors of 24:

3: This is in both lists. Write 3 in the center and cross it out in both lists.

2: The first two are in both lists. Write 2 in the center and cross it out in both lists.

2: The second 2 are in both lists. Write 2 in the center and cross it out in both lists.

2: The third 2 is only a prime factor of 24 – all the prime factor 2s in 60 have been crossed out. Write 2 in the left oval and cross it out.

Then moving on to the prime factors of 60:

5: This is the only prime factor not crossed out. 24 has no prime factor 5, so put it in the right oval and cross it out.

Finally, to find the lowest common multiple, we multiply each number in the Venn diagram:

LCM = 2 × 2 × 3 × 2 × 5 = 120.

The lowest common multiple of 24 and 60 is 120. You can also use this method to find the highest common factor (HCF) by multiplying the numbers in the overlap of the Venn diagram.

The Cake Method (Ladder Method)

The cake method uses division to find the lowest common multiple of a set of numbers. This is a prevalent method as it is fast and easy to carry out.

The cake method is essentially the same as the ladder method, the box method, the factor box method, and the grid method of finding the lowest common multiple. The boxes and grids may look slightly different, but they all use the same division method by primes.

Step 1: The first step in using the cake method is to write down your numbers in a row, or ‘cake layer.’ For example, let’s use the numbers 10, 16, 24, and 85. So, our first layer will look like this:

10 16 24 85

Step 2: The next step in this method is to divide the numbers by a prime number that is evenly divisible into two or more numbers in the layer. The results of this division should be written in a layer below your original numbers.

For these numbers, we can divide by 2.

2 10 16 24 85

5 8 12

If any number in the layer is not evenly divisible, bring that number down.

2 10 16 24 85

5 8 12 85

Step 3: The next step is to divide the cake layers by prime numbers. Then, you are done when no more prime numbers are evenly divided into two or more numbers.

2	10	16	24	85
2	5	8	12	85
5	5	4	6	85
2	1	4	6	17
	1	2	3	17

Step 4: The lowest common multiple of this set of numbers is the product of the numbers in the far left column and the bottom row. The one is ignored. Therefore, we must multiply these numbers together:

Lowest Common Multiple = 2 × 2 × 2 × 5 × 2 × 3 × 17

Lowest Common Multiple of 10, 16, 24, and 85 = 4080

The Division Method

To find the lowest common multiple using the division method is super simple.

Step 1: Write your numbers in a top table row, similar to the cake layer in the method above. For this example, we will use the numbers 6, 15, and 22.

6 15 22

Step 2: You must start with the lowest prime numbers and divide your set of numbers by an evenly divisible prime number into at least one of your numbers. Then, bring the result down into the next row.

2 6 15 22

3 15 11

If any number in the row is not evenly divisible, bring the number down as it is.

Step 3: Continue dividing your rows by prime numbers that divide evenly into at least one number. When the last row of numbers is all 1s, you are finished.

2	6	15	22
3	3	15	11
5	1	5	11
11	1	1	11
	1	1	1

Step 4: The lowest common multiple is the product of the prime numbers in the first column. This means that:

Lowest Common Multiple = 2 × 3 × 5 × 11

Lowest Common Multiple of 6, 15, and 22 = 330

How to Find the Lowest Common Multiple of Decimal Numbers

Finding the lowest common multiple of a set of numbers changes slightly when decimals get involved. Here are a few simple steps that you can carry out to find the LCM of decimal digits:

• Identify the number with the most decimal places.
• Count the number of decimal places in that number. Let’s say there are eight decimal places.
• Move the decimal eight spots to the right for each of the numbers in your set. All numbers will become integers.
• Find the lowest common multiple of this set of integers.
• Move the decimal eight places to the left for your lowest common multiple. This is the lowest common multiple for the original set of decimal numbers.

How to find the LCM of fractions

When comparing or calculating fractions, finding the lowest common multiple (or least common multiple) can initially seem tricky. That’s because the method for how to find the LCM of fractions differs from the usual method we would use for finding the lowest common multiple of integers or whole numbers.

To identify the LCM of fractions, we must find the smallest number that can be fully divided by both fractions with no remainder.

Let’s look at an example using the fractions ¼ and ½:

The tiniest fraction that can be equally divided by ½ and ¼ without any remainder is ½. In other words, ½ is the smallest multiple of both ½ and ¼. So the LCM of ¼ and ½ is ½.

When trying to find the LCM of fractions, if the denominators are the same, it’s simply because we only need to find the LCM of the fractions’ numerators (the numbers above the line.) However, if the fractions have different denominators, we can make it easier to compare them by changing them into equivalent fractions with equal denominators first. To do this, we must identify the lowest common multiple of the original denominators.

Using the same example above:

For ½ to have the same denominator as ¼, we will convert it by multiplying the numerator and denominator by the same number (in this case, 2) to give us a fraction of 2/4. If we take this new pair of fractions, 2/4 and ¼, because their denominators are now equal, we only need to work out the LCM of the numerators, which is 2. The denominator stays the same. The lowest common multiple of these fractions is, therefore, 2/4. If we simplify 2/4 into its simplest form, we get ½.

Another helpful way to learn how to find the LCM of fractions is by converting them into their equivalent decimal numbers first.

Again, using the example above:

½ = 0.5

¼ = 0.25

Using the same rules as before, the smallest number into which decimal numbers can be divided without a remainder is 0.5, which means 0.5 is the lowest common multiple of 0.5 and 0.25. If we convert 0.5 back into a fraction, we get the equivalent answer, ½.

You will see that whichever of the three methods we use, we arrive at the same answer. Therefore, using more than one method is a great way to check your answers or find the correct answer more quickly.

The First 10 Multiples of the Integers 1 to 10

To help children understand how to find the lowest common multiples of numbers, they must know the multiples of often-used numbers. Here are some values which they would benefit from learning:

• Multiples of 1: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
• Multiples of 2: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20
• Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30
• Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40
• Multiples of 5: 5, 10, 15, 20, 25, 30, 35, 40, 45, 50
• Multiples of 6: 6, 12, 18, 24, 30, 36, 42, 48, 54, 60
• Multiples of 7: 7, 14, 21, 28, 35, 42, 49, 56, 63, 70
• Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80
• Multiples of 9: 9, 18, 27, 36, 45, 54, 63, 72, 81, 90
• Multiples of 10: 10, 20, 30, 40, 50, 60, 70, 80, 90, 100

When do children learn to find multiples of numbers?

Primary school pupils will start learning about multiples as early as year 1. They’ll make their first steps by learning to count in multiples of twos, fives, and tens.

As they expand their knowledge of the place value of numbers, they’ll practice counting in multiples of 4, 6, 7, 8, 9, 25, 50, and 100 in the following years.

There’s a strong connection between counting in multiples and the timetables, which children will learn about. This is because a number’s multiplication table essentially represents that number’s multiples.

For example, when children learn their five times table, they’ll know the multiples of 5.

The Earth is the planet we live on; it’s also referred to as the world or the globe. As one of the planets, the Earth is a sphere in shape.

People usually say “Earth” when referring to the planet as part of the universe and “the Earth” when talking about the world as the place where we live, the land surface on which we live and move about.

Earth can also refer to the substance of the land surface, like soil. For example, “a layer of the earth.”

Earth can also be a verb, meaning to connect (an electrical device) with the ground. So, for example, “the front metal panels must be soundly earthed.”

How old is the Earth?

Our home and the home of billions of different life forms. So how old is it? Scientists have estimated that out little blue planet is now over 4.5 billion years old.

How many people are there on Earth?

As of May 2022, 7.9 billion people are living on Earth.

What Makes a Planet?

We get the word ‘planet’ from the Greek word “planets,” which means wandering star. We say that something is a planet if it meets three different conditions:

• It orbits a star, like the Sun.
• It is vast enough to be rounded by its gravity.
• It has cleared the neighborhood region of its orbit of tiny objects.

Pluto used to be classed as a planet but was then reclassified as a dwarf planet because it didn’t meet the last criteria – clearing the neighborhood region of its orbit of tiny objects.

Keep reading to learn some fun Earth facts for kids!

What does the Earth consist of?

Earth consists of land, air, water, and life. The land contains mountains, valleys, and flat areas. The atmosphere is made up of different gases; it’s around 78% nitrogen, 21% oxygen, and then small parts of a bunch of other stuff like hydrogen and carbon dioxide. The water includes oceans, lakes, rivers, streams, rain, snow, and ice.

What are the true colors of Earth?

Blue oceans dominate our world, while areas of green forest, brown mountains, tan desert, and white ice are also prominent. The oceans appear blue not only because the water is blue but also because seawater frequently scatters light from a blue sky. Likewise, forests appear green because they contain chlorophyll, a pigment that preferentially absorbs red light.

The Earth looks much different at night, with clouds suspended in Earth’s atmosphere providing white swirls. Earth appears more like a black marble from space.

What are the layers of the Earth?

As you can see in the handy diagram below, the Earth is formed from four main layers.

The Crust:

The first of these layers is the Crust, the surface we walk on. The crust ranges in thickness from approximately 3 – 43 miles deep and, at just 1% of the Earth’s total volume, it’s the thinnest layer of the Earth. The materials it comprises include a variety of solid rocks and minerals.

All known life in the universe exists on this layer of the Earth.

The Mantle:

The Mantle lies directly below the crust. It’s around 1,800 miles (ca. 2,897 km) deep at its thickest point, making it the most voluminous layer of the Earth, comprising about 85% of the planet’s total mass.

The mantle is composed primarily of a semi-molten rock called magma. Sometimes this erupts up through the Earth’s crust, causing volcanoes.

At the upper part of the mantle is a combination of solid rock and rock that has been heated up by pressure so much it’s become liquid.

This rock is still hot enough to melt at the lower mantle but remains solid due to its intense pressure.

The Outer Core:

Below the mantle lies the Outer Core, a liquid layer of the Earth. The materials it’s made from are mostly iron and zinc, which have been heated up so much by the pressure that they’ve become volatile liquids.

The Inner Core:

At the center of the Earth lies the Inner Core. This is the deepest layer of the Earth and, with a radius of about 758 miles (ca. 1,220 km), it’s a similar size to the moon. It’s the hottest layer of the Earth due to a combination of residual heat from the Earth’s formation, radioactive decay, and intense pressures caused by the gravitational pull of the sun and moon.

The History Of Planet Earth

We can trace the history of planet Earth back to around 4.54 billion years ago when it was formed from the solar nebula. The solar nebula is an extensive collection of gas and dust clouds in outer space. Earth was formed from the solar nebula through a process known as accretion, in which particles gathered together to create a large object.

Early on in its history, the atmosphere of Earth and the oceans are thought to have been created by the release of volcanic gases. Interestingly, it is believed that there was no oxygen in Earth’s early atmosphere, so humans could not have survived on it. Also, Earth was molten at this time because it frequently collided with other celestial bodies. The Earth’s moon is thought to have been formed through one of these collisions. The Earth collided with a vast celestial body known as ‘Theia,’ which is believed to have started our moon.

Thankfully, the Earth cooled over time, forming a solid crust that allowed liquid water on the planet’s surface. If this cooling process hadn’t happened, we would never be able to live here! BetThen, between 2.4 billion years ag

The Rotation of the Earth

Like the other planets in our solar system, Earth rotates around its axis. Earth rotates in an easterly direction and turns counterclockwise. The Earth’s axis of rotation meets its surface at the North Pole, and at the South Pole, the axis of rotation of the Earth intersects its surface. One complete process of the Earth takes 24 hours, which is how we measure our days. It has been observed that the Earth’s rotation is slowing down with time. This slowing is happening very gradually at about 2.3 milliseconds per century.

The Earth And The Solar System

There are eight planets in our solar system and a range of smaller celestial objects. All of the planets in the solar system orbit around the sun at varying distances. The Earth is the third planet from the sun. The order of the planets, starting with the closest to the sun, is as follows:

Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune

Moreover, Earth is the fourth-largest planet in the solar system, and of the four closest to the sun, Earth is the biggest. The order of the planets, starting with the biggest, is:

Mercury, Mars, Venus, Earth, Neptune, Uranus, Saturn, and Jupiter

Our solar system is in the Orion Spur, also known as the Orion Arm of the Milky Way.

What is the closest star to Earth?

Our solar system is filled with stars, including the sun. Alpha Centauri is the closest star system to Earth, which consists of three stars. The stars in the Alpha Centauri are called Alpha Centauri A (Rigil Kentaurus), Alpha Centauri B (Toliman), and Alpha Centauri C (Proxima Centauri). Alpha Centauri C (Proxima Centauri) is the closest star to Earth, sitting around 4.22 light-years away. The other two stars are at an average distance of 4.3 light-years from Earth.

Many people do not know that the sun is also a star. The distance from the Earth to the Sun is approximately 93 million miles.

What meteors are close to Earth?

A meteor is a name given to a small body of matter that begins to glow with intense heat once it enters the atmosphere of Earth. Meteors are also known as shooting stars and falling stars.

Meteors begin to glow with heat or ‘become incandescent’ due to the collision it endures with air molecules in Earth’s upper atmosphere. This process gives a meteor the appearance of a large streak of light in the sky. Typically, meteors occur at an elevation of anywhere between 250,000 to 330,000 feet (ca. 101 km) in the mesosphere. The mesosphere is a region of the upper atmosphere between about 30 and 50 miles (ca. 80 km) above the surface of the Earth.

While meteors may sound like dangerous, crazy objects, they are ubiquitous. Every day, millions of meteors occur in the atmosphere of the Earth.

Keep reading to learn some fun Earth facts for kids!

Where did the name “Earth” originate from?

Although we’re not entirely sure about the exact origins of the name “Earth,” it’s thought that it was derived from both English and German words, ‘eor(th)e/ertha’ and ‘erde,’ respectively, which mean ground.

Facts about our Earth for Kids

• First up on this list of Earth facts for kids is that the planet is around 4.5 billion years old. This is the same age as the rest of our Solar System.
• This earth fact for kids may make you dizzy, so ensure you’re sitting down! The Earth spins at a whopping 1000 miles per hour (ca. 1,609 km/h). Despite traveling at this speed, one full rotation takes the planet 24 hours, which is how we measure the length of our days on Earth.
• The rate at which Earth is spinning is slowing down. However, it is happening at such a gradual, slow rate that it could take up to 140 million years before the length of a day will have changed to 25 hours.
• It’s daytime on the side of the Earth facing the Sun and nighttime on the side facing away.
• It takes the Earth 365 days to travel around the Sun. This is how we measure our years.
• Planet Earth only has one moon, which is held in orbit by gravity.
• As far as Scientists know, Earth is the only planet in the universe known to possess life. However, there are some other planets that scientists believe could be capable of supporting life.
• Earth is the only planet that wasn’t named after a Greek or Roman god or goddess.
• Earth has a radius of 6,371 km.
• The Moon orbits the Earth, with one orbit taking approximately a month (almost 28 days). As a result, we only see the part of the Moon lit by the sun, which is why it appears to be different shapes at different times of the month.
• Because the Earth rotates on its axis, the sun appears to move across the sky, but it’s the Earth moving.
• The Earth also orbits the Sun. One orbit takes 365 days (a year).
• Earth is unique because it is an ocean planet, with water covering 70% of its surface.
• People used to think that Earth was the center of the universe – this was called the geocentric theory. Then the theory changed so that people thought the Sun was the center of the universe – this was called the heliocentric theory, though this is also not true. Although the Earth does orbit around the Sun, the Sun is just one of many stars in the Milky Way Galaxy and isn’t the center of the universe.
• We have a leap year every four years because of how long it takes the Earth to orbit the Sun. This is because it doesn’t take 365 days, but 365.2564 days. So, this extra 0.2564 days means we need a leap year.
• The Earth is the third planet away from the Sun, between Venus and Mars.

A particle is a highly tiny matter; scientists believe everything in the universe comprises particles. Particles can range in size, from larger subatomic particles, like electrons, or much smaller microscopic particles, like atoms or molecules.

How do particles tell us about a substance?

To find out more about a substance, you can look at the particles’ arrangement, movement, and closeness, which explain many of their properties.

Particles in a Solid

Solid substances have a fixed shape; this means they keep their shape and do not take on the form of other solids around them. They cannot flow because the particles can only vibrate in a fixed position. They cannot move around from place to place. Particles in a solid have a regular arrangement and are very close together. Particles in a solid cannot be compressed.

Particles in a Liquid

Liquid substances can flow and take the shape of whatever container they are in. This is because the particles in a liquid can move over and around each other. As a result, the particles in a liquid are randomly arranged, and the particles are close together.

When a liquid is poured into a glass, the particles of the liquid move over and around each other and into the corners of the glass, the particles keep on moving over each other, and the liquid takes the shape of the container.

Particles in a Gas

A gas particle can flow to fill its container and take its shape. This is because the particles can move in all directions. Particles in a gas are randomly arranged and far apart. Gasses can also be compressed because there is space between the particles for them to move into.

Take a look at some fun facts about Particles:

• Everything in the universe is made up of particles.
• There are many different types of particles. The differences depend on the size and properties of a particle.
• Macroscopic particles are large enough to be seen without a microscope, for example, powder or dust.
• Molecules and atoms are microscopic particles. These particles are so small that they cannot be seen unless a powerful microscope is used. Molecules are made up of atoms.
• Atoms comprise subatomic particles: protons, neutrons, and electrons.

DID YOU KNOW?

Protons and neutrons are made up of quarks. However, scientists don’t know if quarks are made of even smaller particles

What is the Column Method?

The column method is a mathematical method of calculation where the numbers to be added or subtracted are set out above one another in columns.

The methods of column addition and subtraction are introduced to pupils for the first time when they start working with increasingly large numbers. For the most part, Year 2 addition methods make adding and subtracting multi-digit numbers easier.

The column method is also sometimes known as chimney sums. When children use the column method to start with, subtraction and addition are much easier to get to grips with.

Throughout LKS2, they’ll practice using the method when adding and subtracting numbers with up to three and four digits.

The calculation is done by ‘carrying’ and ‘borrowing’ numbers from column to column.

What is Column Addition? Chimney sums addition.

Also known as columnar addition, column addition is a formal method of adding numbers. When writing the numbers using Year 2 addition methods, it’s important to remember to place the numbers on top of the other by lining up the hundreds, tens, and ones. (see example below)

Column method in addition:

What is Column Subtraction? Chimney sums subtraction.

Like Year 2 addition methods, column subtraction is a written method, but, you guessed it, it’s used when subtracting numbers. So, again, it’s essential to line up the hundreds, tens, and ones. Using chimney sums for subtraction is a great way to introduce children to trickier sums with a straightforward method. With enough practice, they will get faster and more fluent until they reach mastery of the skill.

Column method in subtraction:

Why is Place Value Important in the Column Method?

The column method is a quick way for a child to work out addition and subtraction, but place value also needs to be learned. This is because children need to understand well the role each digit plays.

Look at the example below and use column addition to solve the problem.

1. First, as the numbers are lined up, you must add the ones and write the answer. Adding 8 and 5 gives a solution of 13, but you should write only the ones under the line – in this case, it’s the digit 3.
2. Regroup any tens under the tens column. In 13, the digit 1 is the value of the tens, so write it down.
3. Add the tens, including any tens you have regrouped. In our example, 7 plus 1 equals 8, but you must add one from under the line. So the answer for the tens is 9.
4. Finally, check your answer.

The column method involving carrying numbers is the quickest method for a child to add and subtract increasingly large numbers. But they must have a good understanding of place value and the ability to add and remove multiples of ten and one hundred mentally. Developing these skills will give them a good start in future maths lessons.

The Expanded Column Method

Now that we know what the column method subtraction and addition are, let’s dive deeper and look at the expanded column method.

The expanded column method is a handy step for kids to learn, making the rest of the column method more straightforward. Essentially, using the developed method means breaking down each of the numbers in your sum into the smaller, more manageable numbers that they are made up of.

For instance, the number 871 can be broken down into:

800

70

1

Let’s look at an example of how to use the expanded method in an addition sum.

67 + 232

Expand

67 → 60 and 7

259 → 200, 30, and 2

You can now sort the numbers into hundreds, tens, and ones and add them to their groups. So

200 + 0 = 200

60 + 30 = 90

7 + 2 = 9

Now, you can add all of our digits together, which gives us

200 + 90 + 9 = 299

This same method can be used for more complex sums involving multiplication. Let’s look at an example

41 × 78

First, you must break down our numbers into tens and ones

41 → 40 and 1

78 → 70 and 8

When using the expanding method for multiplication sums, the process is slightly different from when it is used for addition.

We start by multiplying your tens together:

40 × 70 = 2800

Next, you must multiply the tens digit in your first number by the ones in your second number, i.e.…

40 × 8 = 320

Now, do the same for the other tens and one’s digits in the sum:

70 × 1 = 70

Lastly, you have to multiply the one’s digits together:

1 × 8 = 8

Now that you have completed all of your multiplications, you can add your values together:

2800 + 320 + 70 + 8 = 3198

The Column Method for Subtraction without Borrowing

Sometimes with the column method for subtraction and addition, you will have to carry numbers over from one column to another. However, depending on the sum you are working with, this is not always necessary.

Let’s have a look at an example where you don’t have to borrow or carry over any digits:

85 – 42

The first step is to sort your numbers into tens and ones:

Tens → 8 and 4

Ones → 5 and 2

You can set them out like this to make it easier:

Tens Ones

8 5

4 2

It is important to always place the most significant numbers in the top row of the columns.

Now you can subtract the numbers in their groups:

Tens Ones

8 5

4 2

4 3

The answer to the sum, 85 – 42, is 43.

The Column Method for Addition without Borrowing

Let’s look at an example of using the column method for addition without borrowing or carrying any values between columns.

361 + 537

Expand

Hundreds → 300 and 500

Tens → 60 and 30

Ones → 1 and 7

Now, put your values into their columns:

Hundreds Tens Ones

361

537

Next, add up all of your values within their groups.

Hundreds Tens Ones

361

537

898

Therefore, the answer to the sum of 361 + 537 is 898.

How To Arrange the Columns

The arrangement of the columns when using the column method for subtraction and addition is crucial in ensuring that your sums are accurate. Here are a few fundamental rules to follow to make sure that your columns are arranged correctly:

• Pay attention to the order

The first number in your sum is called the ‘minuend,’ and the second is called the ‘subtrahend.’ Your minuend must always be the top number in your column, as you create an entirely different sum if you switch your numbers around.

For instance, 600 – 20 is much different from 20 – 600.

• Make sure everything is aligned

Alignment is critical when using the column method for subtraction and addition. If your numbers are aligned incorrectly, you could mix up your hundreds, tens, ones, etc. this is why understanding place value is an integral part of using the column method.

For example:

559 – 147

Expand

Hundreds → 200 and 100

Tens → 50 and 40

Ones → 9 and 7

Now, put the numbers into your column, paying close attention to their alignment

Hundreds Tens Ones

5 5 9

1 4 7

Because your numbers are correctly aligned, you can carry out the sum easily and fin that 224 – 111 = 113. However, if your numbers got all jumbled up, you could subtract 40 from 9 or 7 from 50, etc., and your answer would be way off.

Factor pairs are a set of two integers that give a particular product when multiplied together. For example, 2 and 5 are a factor pair for the product of 10.

Factor pairs can be negative numbers, but they must be whole numbers, meaning they do not include a fraction or a decimal.

Remember: a factor is a number that divides another number evenly. The inverse operation multiplies two factors (a factor pair) together to reach a product.

Knowing the timetables well is a great way to quickly and accurately list factor pairs for a given number.

Examples of factor pairs

Let’s look at some examples to demonstrate factor pairs.

The factor pairs of 10 are:

• 1 and 10
• 2 and 5

The factor pairs of 30 are:

• 1 and 30
• 2 and 15
• 3 and 10
• 5 and 6

The factor pairs of 17 are:

• 1 and 17 (this is because 17 is a prime number, which can only be divided by itself and 1)

Important things to remember about factor pairs

• Factor pairs can also include pairs of negative numbers (for example, -3 and -6 are factor pairs for 18)
• All numbers are the product of at least a one-factor couple (even prime numbers, which have a one-factor couple made up of 1 and the prime number itself)
• 1 is a factor of every number
• 2 is a factor of every even number

When it comes to explaining what prime numbers are, it is pretty simple. Prime numbers have only two factors (numbers that multiply to make the number) – the number itself and 1.

This means that prime numbers can only be divided by themselves and by one without any remainders. So if a number can be divided by more numbers than itself and 1, it is not a prime number and is called a “composite number.”

The number 1 is not a prime number because one can only be divided by 1, so it does not have two factors. As such, prime numbers are numbers greater than 1.

Would the number 21 be a prime number? What do you think?

The number 21 is also not a prime number because 21 can be divided by 7 and 3, as well as by itself and 1, giving it more than two factors and making it a composite number.

Examples of prime numbers

The number 17 is an example of a prime number.

Seventeen can only be divided by itself and by 1. any other number cannot separate 17 without leaving remainders, a fraction, or a decimal. A quick way we can tell this is that it doesn’t appear in any of our multiplication families.

Let’s look at another example. 43. Instantly, you know it won’t appear in the 2, 5, 9, 10, or 11 times tables as it doesn’t fit the pattens from those times table families. Similarly, its odd number status removes it from the 4, 6, 8, and 12 times tables. So that leaves the 3 and 7 times tables as possibilities.

43 divided by three would give you 14.33 – so 43 is not a multiple of 3.

43 divided by seven would give you 6.14 – so 43 is not a multiple of 7.

That means that 43 is another example of a prime number. Divisible only by itself and 1.

What are the prime numbers from 1 to 100?

If you don’t fancy working the prime numbers out for yourself but are wondering, ‘what are the prime numbers from 1 to 100?’ here is a list of prime numbers from 1 to 100:

2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97

What is a prime number used for?

Now you’ve seen examples of prime numbers; you should be able to answer the question: ‘what is a prime number?’ Let’s have a look at how they are essential.

Prime numbers are handy in keeping digital information safe. They are used for encryption keys. As prime numbers are more complex than other numbers to reverse engineer, these codes are much harder to crack. So if you are ever shopping online or sharing private data, this will be safely encrypted thanks to prime numbers!

They are also important in mathematics as they are the building blocks for other numbers. A number is either a prime number or can be created by multiplying prime numbers together. For example:

70 = 7 x 5 x 2

But it’s not a prime number, as it can be divided by numbers other than one and itself (70). This is important for mathematical theory.

How to identify prime numbers:

So we know that prime numbers do not appear in any multiplication family other than their own and that of 1. We also know that they must be greater than 1. Does this give us all the information we need to identify prime numbers?

Let’s take a look at an example and find the answer together, to identify what are prime numbers and which are composite numbers.

Let’s take the numbers 2, 7, 12, 17, 21, 29, 32, 41, 67, and 82.

Remember that prime numbers can only be divided by the number itself and by 1. Otherwise, they are composite numbers.

Using the numbers above, our answer is:

Prime Numbers: 2, 7, 17, 29, 41, 67

Composite Numbers: 12, 21, 32, 82

The Sieve of Eratosthenes is an ancient mathematical method used to help identify prime numbers. This method allows us to remove all numbers that are not prime numbers (up to 100).

1. Start with a hundred squares, or write the numbers 1–100.
2. Cross out the number 1. We already know this isn’t a prime number, as it is not larger than 1.
3. Move to the following number (2) and circle it to identify it as a prime number.
4. Cross out all of 2’s multiples. They cannot be prime numbers, as they’re in the two-times table.
5. Move to the following number not crossed out (3) and circle it to identify it as a prime number.
6. Cross out all of the 3’s multiples. This is because they cannot be prime numbers, as they’re in the three times tables.
7. Move to the number not crossed out (5) and circle it to identify it as a prime number.
8. Cross out all of 5’s multiples. They cannot be prime numbers, as they’re in the five times tables.
9. Move to the number not crossed out (7) and circle it to identify it as a prime number.
10. Cross out all of 7’s multiples. They cannot be prime numbers, as they’re in the seven times tables.
11. Repeat this process of moving on to the following number, identifying it as prime, and removing any multiples of that number from your hundred square/number list.

By following this method, you can quickly identify prime numbers.

Area of a Trapezium

A trapezium is a quadrilateral. In some quadrilaterals, you can find the area by multiplying the width by the height. However, a trapezium does not have a constant width. Therefore, we need to find the average width of the trapezium; then, by multiplying our average width by the height, we will find our area.

Finding the area of a trapezium (sometimes known as a trapezoid) involves using the following formula:

If you want to know more about where this formula comes from and how to use it, read on.

A trapezium is a type of quadrilateral, a type of polygon. In some quadrilaterals, such as rectangles, squares, or parallelograms, you can find the area by multiplying the width by the height.

However, unlike those other quadrilaterals, a trapezium does not have a constant width. This makes finding its area a little more complicated.

Have a look at the trapezium below. The vertical height (be careful, we’re not interested in the length of the diagonals) is constant, 5cm, but the width at the top, 4cm, is smaller than the width at the bottom, 8cm.

We could calculate the area of this trapezium by multiplying the long width by the height, but this would give us an area that is too big (the blue rectangle below):

• 8 × 5 = 40cm²

If we multiplied the small width by the height, we’d have the opposite problem – our area would be too small:

• 4 × 5 = 20cm²

We need to find the average or mean width of the trapezium. We do this the same way we would see the mean of any two numbers: we add them up and divide them by two.

• 4 + 8 = 12
• 12 ÷ 2 = 6cm

If we calculate the area by multiplying our average width by the height, we will find our area:

• 6 × 5 = 30cm²

Using the average width, you might notice that our blue rectangle overlaps the trapezium in some areas but not others. For example, if you cut off the grey triangle in the bottom right, you would find it matches the blue triangle in the top right – the same is true of the triangles on the left.

You might also notice that the blue rectangle crosses the diagonals of the trapezium exactly halfway along and that our area, 30cm², is precisely halfway between the area we calculated using the long side (40cm²) and the area we computed using the short side (20cm²). This is because we used the mean width, which is halfway between the larger and smaller widths.

Example 1: Find the area of the trapezium.

We’ll start by finding the average width:

• 11 + 27 = 38cm
• 38 ÷ 2 = 19cm

Next, multiply by the height:

• 19 × 5 = 95cm²

Example 2: Find the area of the trapezium.

In this question, we will use the formula for the area of a trapezium to find the area:

In the formula, a and b represent the lengths of the two parallel sides, while h is the height. Then, as before, we find the average width (the fraction) and then multiply it by the height.

Example 3: The trapezium below has an area of 40cm2. Find its height.

In this example, we know the area and want to find the height. Don’t be confused by the fact that this trapezium has been flipped on its side compared to the ones we are used to. We will use the formula with a and b as the two parallel sides, and the height is the distance between them.

First, we substitute the values we know into the formula:

Then, we calculate what we can:

Finally, we divide both sides by 8 (the inverse of multiplying by 8) to find the height:

• h = 40 ÷ 8
• h = 5cm

An improper fraction is a fraction with a numerator greater or equal to the denominator. The numerator is the number on the top; the denominator is the number on the bottom. You can have improper fractions when you have a whole or more than a whole. Here are some examples of improper fractions:

7/5 18/18 100/13

The numerator shows us how many pieces of something we have, whereas the denominator shows us the number of parts we’re dividing by. When it comes to an improper fraction, such as the first one above, we have seven parts, and each piece is a fifth of a whole.

Improper fractions aren’t wrong; they’re just different types of fractions. There are three types of fractions:

• Proper fractions: The numerator is smaller than the denominator.

• Improper fractions: Where the numerator is equal to or greater than the denominator.

• Mixed fractions/numbers: This is when you have some whole numbers and a fraction left over. For example,21/3is a mixed fraction.

The picture below is an excellent example of an improper fraction. You can easily convert improper fractions into mixed numbers too. The one below would change from7/4to 13/4. An easy way to remember how to convert improper fractions to mixed numbers is by dividing the numerator by the denominator. In this example, it would be seven ÷ 4 = 1.75. This is the decimal equivalent of 13/4.

What is the difference between an improper fraction and a proper fraction?

As you’ll already know, an improper fraction is a fraction where the numerator is larger than the denominator. When it comes to a proper fraction, the opposite is true – the numerator is smaller than the denominator. Here are some examples of the two:

³⁄₇ = Proper Fraction | ⁷⁄₃ = Improper Fraction

⅖ = Proper Fraction | ⁵⁄₂ = Improper Fraction

⁷⁄₉ = Proper Fraction | ⁹⁄₇ = Improper Fraction

How do you convert an improper fraction into a proper fraction?

While we can convert fractions, we can’t convert an improper fraction into a proper fraction. So instead, what we would do is convert an improper fraction into what is called a mixed number. This is a whole number alongside a proper fraction.

Here’s a quick guide to turning an improper fraction into a mixed number. It’s broken down into steps, so it’s easier to remember. Plus, you can always refer back to it if you’re struggling or can’t remember what happens next.

1. First, we need an improper fraction. For this example, let’s say that our improper fraction is ¹⁵⁄₄.
2. To turn this into a mixed number, we must consider how many times the denominator goes into the numerator. In this case, the closest multiple of 4 to 15 is 12. So, to get this, we multiply four by 3.
3. We now have a whole number which is 3. That leaves us with a remainder we find out by subtracting 12 from 15. This leaves us with 3.
4. We must replace the numerator with our remainder and put it beside our whole number. That means our answer is three ¾.

When are improper fractions and mixed numbers used?

There are a few good examples of using mixed numbers and improper fractions in real life. Improper fractions are used when things need converting. This is especially true when you don’t want any decimals remaining. In the medical field, like hospitals and doctors’ surgeries, improper fractions are sometimes used for converting medicines and liquids.

You’ll find mixed numbers used a lot in pizza or baking food. For example, cooking using quarters or halve. Another example you’ve probably seen is with money. Money involves a lot of mixed numbers, especially when it’s in small amounts of change.Top of Form