We are still working hard demonstrating our knowledge of our fractions unit, with a particular focus on improving our reasoning and problem solving skills.
Fractions
Category : Maths at Carcroft
Money Money Money
Before starting our money unit in maths, we had the opportunity to play with the money so we’d feel more confident recognising the coins. While working with our partner, we gave them an amount of money and they had to count how much they had. This encouraged us to count in multiples of 1,2,5,10,20 and 50 supporting our understanding of place value.
Multiply and divide by 10, 100 and 1000
To help us understand what happens to numbers when we multiply and divide by 10, 100 and 1000, we became a human number. We looked at columns and were introduced to the decimal point. Ellie-May was a great decimal point and took her role very seriously, making sure she didn’t move! We then looked at what would happen to our number if we multiplied or divided by 10, 100 and 1000 and how our number would move one, two or three places on our place value chart.
Maths learning this week
In maths this week we have focused on multi-step worded problems using our addition, subtraction, multiplication and division skills. In arithmetic we have also learnt squared and cubed numbers, order of operations and have continued consolidating long division. Keep up the great work Crew Mcloughlin! We are working so hard!
Arithmetic consolidation
To consolidate our operation skills we participated in a carousel of activities. There were four stations: short division, long division, long multiplication and TTRS as we are still getting some questions incorrect because of our times tables knowledge!
Roman numerals…
Today in Crew MI, we enjoyed learning about roman numerals. We decided it was like trying to crack a code. We learnt that different letters meant different symbols and we had to put them in the right order to create our numbers. We then put this into practise a completed a task on my maths.
Rounding to the nearest 1000
Crew Hamill have worked really hard this week to round numbers to the nearest 10, 100 and then 1000. We began by identifying the multiple of 10, 100 or 1000 that was before and after our number. For example, if our number was 1235, the thousand before would be 1000 and the thousand after would be 2000. We then had to decide, using a number line to support, which multiple it was closest to and therefore which number we would round it to. We then learned a rounding rhyme to help us solve this more easily:
- Find the place (which place you are rounding to)
- Look next door (look at the column to the right)
- 5 or bigger? +1 more
- 4 or less? Let it rest
Arithmetic – exchanging
In arithmetic, we have been learning about exchanging and how we need to exchange a ten for 10 ones when we don’t have enough to subtract. Children were encouraged to draw the tens and ones above their number so they could see what was happening when they exchange.
Arithmetic Superstars!
In academic crew this morning, Crew Mcloughlin have reflected on their performance in their latest arithmetic test and wow did we deserve a massive celebration! A high percentage of children have improved their score and some by a whopping 15 marks! We could not be prouder of each and every child in our Crew. The hard work is definitely paying off!
Estimating on a number line
In maths, we continued our work on number lines. On this occasion, we had some missing number and had to estimate what the number was but also ensuring they were in order.
