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Maths

Summer 2

We used what we know about multiplication and division to help us solve problems. We thought carefully about how we could use what we already know and decide on our own methods. We talked about our method and reasoning.

We have been using arrays to solve multiplication calculations. We began by using counters and then drawing dots to represent the numbers. We then counted in steps of 2, 5 and 10 to find the answer.
Summer 1
After looking at fractions of shapes last week we decided to learn about fractions of quantities. We remembered that to find half we have to split something into 2 equal parts or groups. We also remembered that to find a quarter we have to split something into 4 equal parts or groups.  We then have to count each group to ensure it is equal and the answer is the quantity in one of the groups. Our teacher is very proud of how we applied this in our practical learning.

We found 1/4 of different quantities using resources.

We use IT in our maths lessons to record our learning. We use a camera and a tablet to take photographs or videos.

We use IT in our maths lessons to record our learning. We use a camera and a tablet to take photographs or videos. 1
We use IT in our maths lessons to record our learning. We use a camera and a tablet to take photographs or videos. 2

Using sweets helps us to remember each quarter must be exactly the same. When we share it must be fair!

Using sweets helps us to remember each quarter must be exactly the same. When we share it must be fair! 1
Using sweets helps us to remember each quarter must be exactly the same. When we share it must be fair! 2
Using sweets helps us to remember each quarter must be exactly the same. When we share it must be fair! 3
Using sweets helps us to remember each quarter must be exactly the same. When we share it must be fair! 4
We have been looking at fractions this week in maths. We learnt about halves and quarters.  We know that quarter means to split into 4 equal parts or groups. We understand why each group must be equal. To prove it we designed and decorated biscuits in quarters, making each quarter different.
To help us learn and remember how to step count we play a really fun game called Target Numbers! We stand in a circle and count in eg steps of 5 until we get to 50. The person holding our Mathsmagician when we get to our target number of 50 has to sit down. The object of the game is to be the last person standing. 

We are counting in steps of 5 to reach our target number of 50!

We are counting in steps of 5 to reach our target number of 50! 1
We like to use our reasoning skills to predict who we think will win target numbers.  

"I will know who will win when there are 2 people left because then I can count." Exxx explaining her understanding and reasoning.

"I will know who will win when there are 2 people left because then I can count." Exxx explaining her understanding and reasoning. 1

We carried on counting in steps of 5 until there were only 2 children left in the game.

We carried on counting in steps of 5 until there were only 2 children left in the game.  1

"I think Jxxx will win because I counted and worked it out." Oxxx thought carefully and explained his reasoning. Then we had to find out if he was right!

"I think Jxxx will win because I counted and worked it out." Oxxx thought carefully and explained his reasoning. Then we had to find out if he was right! 1

The last person standing and holding our Mathsmagician is the winner!

The last person standing and holding our Mathsmagician is the winner! 1

We have been working on using mathematical and reasoning language in maths. We have been looking at terms such as greatest, fewer, more than and least.   We are getting very good at understanding and explaining our maths, and working in pairs. We love to use resources to prove our theories!

We love maths!

We love maths! 1
We love maths! 2
We love maths! 3
We love maths! 4
We love maths! 5
We love maths! 6
We love maths! 7
We love maths! 8

We have been investigating multiplication and division. We talked about making groups of and lots of when multiplying by 2, 5 and 10. We are very good at counting in groups of 2, 5 and 10. We are also very good at solving multiplication problems using resources to make groups of 2, 5 and 10.

 

We have looked at division for the first time, looking at what the symbol means and how we can try to remember. We learnt that when we share it must be fair! This helps us to remember to check we have equal groups when we are dividing. We know that if we divide 8 between 2 groups, each group will have 4. This equal number is then the answer to the question.  We loved using resources to learn about division. It really helps us to remember what all the numbers mean!

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We helped Theo to share out his sweets between his picnic guests!

Spring 2

2 Times Tables

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We have been learning our 2 Times Tables. This is a song wehave been singing to help us. We love Percy Parker! Due to the size of the file, only half the song is in the video.

Number Bonds to 10

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We love this quick and easy song. It has really helped us to remember them.

We are looking at number bonds again. Being able to recall these facts will help us with our maths learning throughout our lives.  In addition to the Farmer Pete song you will find in the Autumn section below, we have been learning this song (to the tune of Row, Row Your Boat):

9 and 1 are number bonds,

8 and 2 are friends,

7 and 3,

6 and 4, 

5 and 5 are twins!

 

We have spent some time looking at 3D shapes. We went on shape hunts both outside and in the classroom and sorted shapes using a Venn diagram.  We have also made 3D shapes using marshmallows and matchsticks - it's much harder than it looks. We had to think about the properties of shapes to be able to make them. 

We were very resilient when making these 3D shapes. We used language such as 'edges', 'vertices' and 'faces' to discuss what we were doing. This really helped us to understand the similarities and differences between shapes.

We were very resilient when making these 3D shapes. We used language such as 'edges', 'vertices' and 'faces' to discuss what we were doing. This really helped us to understand the similarities and differences between shapes. 1 Cube
We were very resilient when making these 3D shapes. We used language such as 'edges', 'vertices' and 'faces' to discuss what we were doing. This really helped us to understand the similarities and differences between shapes. 2 Triangular prism
We were very resilient when making these 3D shapes. We used language such as 'edges', 'vertices' and 'faces' to discuss what we were doing. This really helped us to understand the similarities and differences between shapes. 3 More cubes
We were very resilient when making these 3D shapes. We used language such as 'edges', 'vertices' and 'faces' to discuss what we were doing. This really helped us to understand the similarities and differences between shapes. 4 Look what we can achieve when we persevere!

We have been learning about odd and even numbers. We conducted an investigation into what makes numbers either odd or even. How do we know? What makes a number odd? What is the difference? We sorted numbers into odd and even based on our findings.

 

We then conducted another investigation to find out what happens when we add two odd numbers together. We found out that when we add an odd number and an odd number togeter we get an even number. When we add an even number to an even number we get an even number. The only time we get an odd number is when we add an odd number and an even number together! We had lots of fun finding things out for ourselves.

 

We also learnt a song to help us to remember that numbers ending in 0, 2, 4, 6 and 8 are always even; numbers ending in 1, 3, 5, 7 or 9 are always odd. We can now sort 2 digit numbers into odd and even! Mrs Jones is very impressed.

 

0, 2, 4, 6 and 8,

0, 2, 4, 6 and 8,

0, 2, 4, 6 and 8,

Even numbers are really great!

 

1, 3, 5, 7, 9,

1, 3, 5, 7, 9,

1, 3, 5, 7, 9,

This is my odd number rhyme!

 

We love investigating and reasoning in our maths lessons!

We love investigating and reasoning in our maths lessons! 1
We love investigating and reasoning in our maths lessons! 2
We love investigating and reasoning in our maths lessons! 3
We love investigating and reasoning in our maths lessons! 4
We love investigating and reasoning in our maths lessons! 5
We love investigating and reasoning in our maths lessons! 6
We love investigating and reasoning in our maths lessons! 7
We love investigating and reasoning in our maths lessons! 8

We have been doing lots of problem solving and using mathematical language in our lessons. We love maths!

We have been doing lots of problem solving and using mathematical language in our lessons. We love maths! 1
We have been doing lots of problem solving and using mathematical language in our lessons. We love maths! 2
We have been doing lots of problem solving and using mathematical language in our lessons. We love maths! 3

Spring 1

 

 

We have really enjoyed investigating in maths. We have use lots of practical resources and used mathematical language to discuss our findings.

Autumn 2

We have been continuing to practise our number bonds to 10.

 

We have also been learning that inverse means the opposite and that addition is the opposite of subtraction. We have started to learn how to solve missing number addition calculations using subtraction. Mrs Jones is very impressed with us!

7+ __ = 10

10-7=3    so, the number missing from the first calculation is 3!  7+3=10

 

We are now very good at counting in steps of 2 and 10.  We are learning how to count in 5s to 100.  We really love the song we are using to help us to remember.

Autumn 1 2016

In weeks 4 and 5 we were learning our number bonds to 10. We find using our hands really useful for this as we know we will always have 10 digits in total. We have been learning how to find the bond to ten by putting the first number of fingers up and counting how many are 'hiding'. Eg How many do I add to 7 to make 10? (Children will put 7 fingers up and count the remaining fingers) The children will give the answer 3.  We are aiming for children to remember these number facts and then the bonds to 20 by the end of the year.  They have made a great start!

 

We have been using a song to help us to remember. The children LOVE Farmer Pete!

When we started ordering numbers we looked at all the numbers to 10 and 20 and put them into the right order.

We used number cards and playing cards to do this. Once we could do this, we then moved on to 3 or 4 numbers and we can now put them in order from smallest to largest. We know that if we have the numbers:

 

       2       15     6      5

 

The correct order (from smallest to largest) is:

 

    2    5   6  15

 

 

We are getting really good at this now!  smiley

Autumn 2 2016

Doubling Machine song

We have been learning about doubles. The children have been learning that double means two parts or groups exactly the same. They have also learnt that we can find doubles by counting in 2s. This is a song the children have enjoyed singing to while we have been learning about doubling.

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