Mrs Young (Monday & Tuesday)

The children have completed a mini-assessment to show their understanding of perimeter. They have also been looking at how to find the area of a rectilinear shape by counting squares.

This week the children have learned multiplication facts for the 6x table and the fact that, because we already know lots of our times tables, we actually only have 5 new facts to learn! These are 6 x 6, 6 x 7, 6 x 9, 6 x 11 (easy peasy!) and 6 x 12. We have also considered the relationship between the multiplication and division facts.

We looked at ways of working out these facts, by using facts we already know and adding sixes:

We have also considered how to use bar models to solve addition and subtraction problems, as we noticed that children were finding this tricky. We start by drawing a bar model, and thinking about which number in the number sentence is the biggest (remembering that this COULD be the number we are trying to calculate!) Then we use the bar model to decide what we need to do to calculate the answer... If we have both parts, but need the whole, we add the parts togehter:

If you have the whole and one part, we subtract the OTHER part from the whole which leaves us the missing part:

We have been looking at length and how to measure the perimeter of a shape. We have also been looking at different types of measurements (km, m, cm and mm) and how these convert.

We noticed that the children were finding balancing questions tricky, so we will look at how to go about solving this. The first thing to understand is = means 'equal to' or 'the same as'. Sometimes we think it means 'the asnwer is' which can cause lots of confusion! As soon as we understand this, we can think about how to solve balancing problems:

First, we need to work out the side of the equation with the most information - i.e. a calculation we can complete:

Once we know that the right hand side (in this case( is worth 24, then we also know that the left hand side is worth 24. So, what do we multiply by 3 to get 24? 8. So 8 is the number that balances this equation.

We will also look at using related number facts in order to multiply by multiples of 10. For example, is 3 X 5 = 15, then 30 X 5 = 150. We do this by factorising (see week 2) 30 into 3 X 10, then completing 3 X 10 X 5 = 150.

We are continuing our work on multiplication and division this week by investigating multiplying and dividing by 10 and 100. We will look at patterns ,and think about what happens to the value of each digit (looking at place value) and how we can use this to help us calculate. We are very careful not to use the language 'adding a 0' because adding 0 to a number doesn't change its value at all!!

Mrs Young (Monday)

The chidren have been looking at equivalent lengths this week. So they have looked at how many 'cm' are in a 'm' and how many 'mm' are in a 'cm'. We have recapped this, so that we can start looking at perimeter over the coming weeks.

Mrs Doughty (Tue-Friday)

This week the children have looked in depth at the 8x table, looking at different ways the facts can be represented, as well as solving problems including them.

We also looked at factorising multiplication calculations: splitting them into parts -

Mrs Young (Monday - Tuesday)

The children have been learning about Roman Numerals and completing a range of activities linked to this.

This week we have started work on Multiplication and Division, and have begun with a recap of Y3's learning. We have looked at the X symbol, and have shown that this means 'equal groups of' . We have used lots of visual representations of groups to help children understand the concept of multiplication. We have talked about the commutativity of multiplication (3x4 = 4x3) and demonstrated why this is true using arrays:

We also looked at related division facts, and number familes.

Mrs Young (Monday - Tuesday)

This week the children have been learning about negative numbers and where you would use them.

The children have been continuing to learn about rounding, and have been rouding numbers to the nearest 100 and 1000. They have been completing a range of activities linked to this.

This week we have looked at different strategies for subtracting, including column subtraction and using a numberline. We looked at how we 'exchange' tens (or hundreds, or thousands) if we do not have 'enough' in one column to subtract the digit. We used lots of images to help the children understand this:

We also looked at a different strategy for when we need to subtract from multiples of 100 or 1000. In this case, it can be easier to use a numberline to count UP to the larger number. We can call this finding the difference. We used bar models to support understanding, and also looked at lots of different 'real life' problems where we could use this skill. Again - we realied how important it is that we know our number bonds to 10!

This week we have been looking at finding 1000 more and less than a given number. We have also looked at rounding any number to the nearest ten.

This week we have looked at formal methods of column addition with up to 4 digits. We have discussed the importance of place value and lining up digits correctly:

We have looked at what is happening when we have more than 9 in any column, and how we must remember to add in the additional ten, hundred or thousand in the correct collumn.

We have also looked at solving problems with collumn addition, and looking at how to calculate missing numbers:

We have been looking at different ways of representing 3 and 4 digit numbers using numberals, words and pictures. For example 345 = 300 + 40 + 5 = 34 tens and 5 ones = three hundred and forty five. We have also looked at numberlines and ordering numbers up to 10,000.

This week we have looked at adding multiples of 10 and 100 to 3 and 4 digit numbers. We have used lots of models and images to help the children understand that 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand. We have discussed which digits of numbers will change when we add or subtract numbers which 'bridge' ten.

Mrs Young (Monday -Tuesday)

The children have been comparing and ordering numbers up to 1000 and beyond. Alongside this, they have also been showing their understanding of how they recognise the value of each digit in a 3 and 4 digit number.

This week we have used the same ideas as last week to look at how we can subtract ones from 2, 3 and 4 digit numbers. We have also looked at patterns in numbers, for example that when we add any number that has 7 in the ones, to any other number that has 5 in the ones column, the answer will always have 2 in the ones:

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This week we also recapped 3x table multiplication facts to support children with their TT Rockstars at home.

Mrs Young (Monday -Tuesday)

We will be focusing on 'Place value' in Maths and checking that the children can recognise the place value of each digit in a 3 and 4 digit number. The children will be completing a range of activities to show their confidence of using numbers and representing them in different ways.

This week the children have looked at mental strategies for adding to 2 and 3 digit numbers that 'cross tens'. We looked at how part-whole models can help us to do this, along with number bonds to 10: