Doubling numbers to 20

Sequencing numbers

This week the children have been busy re-visiting and learning new number facts! We begun by looking at the number pairs which total 10 (*can your child remember the special song we learnt to help us?*) and also the subtraction facts, understanding that this is the inverse. Some children were even able to recall number facts to 100! We matched dominoes and recorded the calculation accurately in our maths books.

We then recapped our doubles to 10 which we were very confident with, so moved on to learning our double facts to 20. We used our knowledge of partitioning, to split the number into tens and ones to help us find the answer. The children had great fun using cotton buds and paint to create print patterns on strips of paper and record the double calculation.

To end the week, we looked at sequences in the form of patterns. We learnt that sequences can come in many different forms such as pictures, objects, sounds, letters or numbers. We practised counting in 2s, 5s and 10s then had a go at filling in some number sequence patterns, thinking carefully about what the difference is between each number and remembering to always look at all the numbers first.

Great work children!

We then recapped our doubles to 10 which we were very confident with, so moved on to learning our double facts to 20. We used our knowledge of partitioning, to split the number into tens and ones to help us find the answer. The children had great fun using cotton buds and paint to create print patterns on strips of paper and record the double calculation.

To end the week, we looked at sequences in the form of patterns. We learnt that sequences can come in many different forms such as pictures, objects, sounds, letters or numbers. We practised counting in 2s, 5s and 10s then had a go at filling in some number sequence patterns, thinking carefully about what the difference is between each number and remembering to always look at all the numbers first.

Great work children!

Partitioning 2 digit numbers

What another great week in Jaguar Maths Class!

The children have been busy meeting sorting and recognising odd and even numbers. We met Even Steven and Odd Todd who helped us to remember which numbers are odd and which are even.

The song goes like this:

I'm a number cruncher and my name is Steven,

I like numbers that are even,

All even numbers are taste just great,

They end in 0, 2, 4, 6, 8!

I'm a number cruncher and my name is Todd,

I like numbers that are odd,

All odd numbers taste just fine,

They end in 1, 3, 5, 7, 9!

We had great fun creating Odd Street and Even Street!

We have also been looking at partitioning 2 digit numbers into tens and units. We have played some fun games to help us on the computer and using the dienes blocks. Here are some websites to help support your homework next week:

**http://www.ictgames.com/sharkNumbers/sharkNumbers_v5.html **

**http://www.ictgames.com/dinoplacevalue.html**

The children have been busy meeting sorting and recognising odd and even numbers. We met Even Steven and Odd Todd who helped us to remember which numbers are odd and which are even.

The song goes like this:

I'm a number cruncher and my name is Steven,

I like numbers that are even,

All even numbers are taste just great,

They end in 0, 2, 4, 6, 8!

I'm a number cruncher and my name is Todd,

I like numbers that are odd,

All odd numbers taste just fine,

They end in 1, 3, 5, 7, 9!

We had great fun creating Odd Street and Even Street!

We have also been looking at partitioning 2 digit numbers into tens and units. We have played some fun games to help us on the computer and using the dienes blocks. Here are some websites to help support your homework next week:

What a great first week we have all had in our new Maths class! We have been busy getting to know each other very well through lots of fun and interactive games!

To begin with, we practised our counting to 100 through circle games. We then talked about the word 'estimate' and made some sensible estimates when Miss Wright showed us a group of objects very quickly! We did some accurate counting using different strategies then had a go at ordering different sets of numbers from smallest to largest. We then made a giant number line in the classroom and placed the numbers accurately.

On Wednesday we had a special visitor! Charlie the Crocodile came to teach us about recognising if numbers are greater than or smaller than each other using the symbols < and >. Charlie likes to eat the**BIGGER** number because he is rather greedy! We also learnt that when two numbers are the same, they are equal to each other so we use the symbol =.

What a fantastic first week!!

To support your homework next week, click on the links below:

http://www.ictgames.com/caterpillar_slider.html

http://www.crickweb.co.uk/ks1numeracy.html

To begin with, we practised our counting to 100 through circle games. We then talked about the word 'estimate' and made some sensible estimates when Miss Wright showed us a group of objects very quickly! We did some accurate counting using different strategies then had a go at ordering different sets of numbers from smallest to largest. We then made a giant number line in the classroom and placed the numbers accurately.

On Wednesday we had a special visitor! Charlie the Crocodile came to teach us about recognising if numbers are greater than or smaller than each other using the symbols < and >. Charlie likes to eat the

What a fantastic first week!!

To support your homework next week, click on the links below:

http://www.ictgames.com/caterpillar_slider.html

http://www.crickweb.co.uk/ks1numeracy.html

Please find attached some word problems for the children to have a go at. Print off the sheet or write out the calculations, showing their working out on a piece of paper.

Have fun!

Have fun!

addition_and_subtraction_word_problems.docx |

As there is no school on Wednesday 21st May, please find attached some word problems for the children to have a go at. Print off the sheet or write out the calculations, showing their working out on a piece of paper.

Have fun!

Have fun!

addition_and_subtraction_word_problems.docx |

This week we have been working with function machines to change numbers! First we doubled numbers by multiplying by 2, then we halved numbers, by dividing by 2. We then had a go at changing the function for our friend to solve! The function machine can be an addition, subtraction, division or multiplication machine!

The challenge was to change a number which passed through 2 different function machines before it came out the other end!

We also continued with finding halves and quarters of shapes. We then moved on to using objects such as skittles and m&m's. We split them in half, quarters and thirds! We related this to the division symbol. When we find quarters, we divide by 4, when we find thirds, we divide by 3. We noticed that not all our sweets could be divided equally with certain amounts!

The challenge was to change a number which passed through 2 different function machines before it came out the other end!

We also continued with finding halves and quarters of shapes. We then moved on to using objects such as skittles and m&m's. We split them in half, quarters and thirds! We related this to the division symbol. When we find quarters, we divide by 4, when we find thirds, we divide by 3. We noticed that not all our sweets could be divided equally with certain amounts!

This week the children have been Willy's Wonka's new shop keepers! They have been busy dealing with money and helping customers to buy different sweets and chocolates! They had to find totals of amounts, work out the difference between prices and give change by counting on.

We also looked at fractions such as 1/2, 1/4 and 3/4 and folded shapes to help us to notice patterns! Next week we will look at sorting objects such as delicious sweets in to halves, quarters and 3 quarters!

We also looked at fractions such as 1/2, 1/4 and 3/4 and folded shapes to help us to notice patterns! Next week we will look at sorting objects such as delicious sweets in to halves, quarters and 3 quarters!

Odd and even numbers

Missing number sequences

Doubling and halving word problems

This week the children have been extremely busy in maths! We have covered a range of different objectives and the children have worked so hard. We begun by putting our spelling skills to the test by writing and reading numbers to 1000 in both digits and words. The children had to then sort the numbers into odd or even, remembering to always look at the units digit. Here is the link to a game we have been playing on the whiteboards which tests not only our reading skills, but our times table skills too!

**http://www.crickweb.co.uk/ks2numeracy-multiplication.html**

We then moved on to completing missing number calculations. We found some of these a little tricky! Particularly when the number sentence was written backwards! E.g. 36 = 24 + ? So we decided to write it in a way which we would find easier to work out: 24 + ? = 36 remembering that addition and multiplication can be done in any order! We used the method of counting on to find the missing number! We also tried some multiplication number sentences which the children were fantastic at!

We ended the week by using the RUCSAC method to solve word problems involving doubling and halving. We used objects to help us work out the answer and remembered that when we double we are**multiplying by 2** and when we half we are** dividing by 2. **The challenge questions were the 2 step problems! We had to write 2 calculations to find the answer here, eg. *Katie has 12 sweets. She shares them between herself and her friend. She then gives her friend another 2. How many does Katie have left? *

This week we will be continuing to solve 2 step word problems as Willy Wonka's sweet shop opens up in the classroom! The children are very excited to be given the job as the shop keepers as I have told Willy Wonka what amazing mathematicians they are on the cash machines! :)

We then moved on to completing missing number calculations. We found some of these a little tricky! Particularly when the number sentence was written backwards! E.g. 36 = 24 + ? So we decided to write it in a way which we would find easier to work out: 24 + ? = 36 remembering that addition and multiplication can be done in any order! We used the method of counting on to find the missing number! We also tried some multiplication number sentences which the children were fantastic at!

We ended the week by using the RUCSAC method to solve word problems involving doubling and halving. We used objects to help us work out the answer and remembered that when we double we are

This week we will be continuing to solve 2 step word problems as Willy Wonka's sweet shop opens up in the classroom! The children are very excited to be given the job as the shop keepers as I have told Willy Wonka what amazing mathematicians they are on the cash machines! :)

Number sequences

This week the children have been busy solving word problems! This is a tricky skill especially when it comes to working out the calculation. We talked about using the RUCSAC method to help solve the problem and work out the answer. We have solving lots of problems in the context of measuring. This is the method the children should use:

1.**Read** the word problem

2.**Underline** the important numbers and words

3. Write the** calculation** (is it an add/subtract/times/divide?)

4.**Solve** the calculation.

5. Write the**answer** next to the question.

6.**Check** your work!

Please continue to practise using and applying the mathematical language associated with each maths symbol, for example:

+*add, plus, total, altogether, more than, count on*

*- subtract, minus, take away, less than, count back*

*x times, multiply, groups of, multiplied by*

*divide, share between, equal amounts*

1.

2.

3. Write the

4.

5. Write the

6.

Please continue to practise using and applying the mathematical language associated with each maths symbol, for example:

+

Telling the time

This week the children have been using positional language to help follow Shackleton's instructions and move across a grid from one island to another. We had to use words such as *left, right, clockwise, anti-clockwise, whole turn, half turn, quarter turn, forwards, backwards... *The children found it harder to follow instructions using a grid on squared paper so we decided to step into the grid which was a lot easier! We made a grid on the carpet using masking tape and navigated our partner from one point to another! We then had great fun pretending we were real life robots!

We then moved on to telling the time! We begun by reminding ourselves about all the important language we use such as*seconds, minutes, hours, clock face, clock hand, clockwise, anti-clockwise. *We drew a huge clock on the carpet using chalks and talked about *a whole, a half and a quarter *making links to our work using clocks and turns. We drew the hands on clocks for quarter past and quarter to times and had to really concentrate on drawings the correct lengths of the hands! This was tricky! Our last focus was moving on to solving word problems such as:

**Katie went to the shops at half past 6. She was there for half an hour. What time did Katie return?**

I have told the children that the more they can practise at home, using a watch or a wall clock, the easier telling the time will become! Word problems involving time are also much easier to solve when they are in real life contexts. Keep practising, children!

We then moved on to telling the time! We begun by reminding ourselves about all the important language we use such as

I have told the children that the more they can practise at home, using a watch or a wall clock, the easier telling the time will become! Word problems involving time are also much easier to solve when they are in real life contexts. Keep practising, children!

This week in class the children have been busy measuring length and reading the scales on a ruler. We looked at the mathematical language and the units of measure: **long, short, longer, shorter, ruler, millimetres, centimetres, metres, kilometres, accurate, measure, 10mm = 1cm, 100cm=1m and 1000m=1km. **

We found all the objects in the classroom which measured less than 10cm and more than 10cm. We then sorted them and measured them accurately using a ruler. The tricky part of this lesson was then reading the scale on a ruler using cm's and mm's. We had to look really carefully! We then practised drawing lines to the exact measurement and measured some more objects!

I have been so pleased at how well the children have been performing during our mental maths quizzes on Friday mornings. As they have got used to the style of questions, using and interpreting the mathematical language, they have been scoring more points each week!

As there is no homework or maths lessons this week due to Book Week, please can you continue to practise mental maths questions with your child at home. The ones they have found particularly hard are questions such as,*find the difference between 14 and 20* and *write 2 numbers which come in between 13 and 20. *

**Good luck!**

We found all the objects in the classroom which measured less than 10cm and more than 10cm. We then sorted them and measured them accurately using a ruler. The tricky part of this lesson was then reading the scale on a ruler using cm's and mm's. We had to look really carefully! We then practised drawing lines to the exact measurement and measured some more objects!

I have been so pleased at how well the children have been performing during our mental maths quizzes on Friday mornings. As they have got used to the style of questions, using and interpreting the mathematical language, they have been scoring more points each week!

As there is no homework or maths lessons this week due to Book Week, please can you continue to practise mental maths questions with your child at home. The ones they have found particularly hard are questions such as,

Data Handling

This week the children have been busy sharing objects equally between their friends to help them solve division word problems. We looked at the important language which helps us to know how to work out the answer. The key words were: **share equally, divide, split, divided into, equal groups of. **

First we highlighted the important numbers and words. We learnt that the biggest number is the amount of objects we need to start off with. The second number told us how many groups we needed to share the total number between. We counted how many objects were in each group once we had shared them equally, and this was the answer! We then wrote the division calculation! WOW!

***Remember: only EVEN numbers can be split up and divided equally* **

After this, we then moved on to looking at data handling. We collected information about our favourite explorers using the**tallying system**. We decided to use a class list to check we had asked everyone! This method worked much better and our results were then more **accurate**. We then thought about how we could present our **results** more clearly so we made a **bar graph**. I was so impressed at how well the children drew their own **axis** to create their graphs. After this, they answered questions using the information in the graph and even came up with their own questions for their partner to answer! The tricky style of question we found was: **How many more....? **We realised this was the same as the 'finding the difference' questions and we just needed to count on from the smaller number to the larger number. Great work children! :)

First we highlighted the important numbers and words. We learnt that the biggest number is the amount of objects we need to start off with. The second number told us how many groups we needed to share the total number between. We counted how many objects were in each group once we had shared them equally, and this was the answer! We then wrote the division calculation! WOW!

After this, we then moved on to looking at data handling. We collected information about our favourite explorers using the

This week the children have been working hard to find the difference between 2 numbers. We used Francesca the frog to help us work out the difference by counting backwards and subtracting the smaller number from the larger number. We then realised Freddo the frog could also help us by counting forwards from the smaller number to the larger number in the form of missing number calculations.

We then looked at money and went for a spot of shopping! We used coins to help us find the difference by working out the change when we paid with a 50p coin or a 1 pound coin. This was a little harder as we had to work out whether it was easier to take away from the larger number or count on from the smaller number and which would be quickest! Here is a fun, interactive game we have been playing online:

www.ictgames.com/change_eXchanger_50p.html

We have also been continuing to practise our 2, 5 and 10 times tables by playing the loop the loop card game. We have been using a range of mathematical language which means times such as groups of, lots of, multiplied by and so far the 5 times table is proving the trickiest!

We then looked at money and went for a spot of shopping! We used coins to help us find the difference by working out the change when we paid with a 50p coin or a 1 pound coin. This was a little harder as we had to work out whether it was easier to take away from the larger number or count on from the smaller number and which would be quickest! Here is a fun, interactive game we have been playing online:

www.ictgames.com/change_eXchanger_50p.html

We have also been continuing to practise our 2, 5 and 10 times tables by playing the loop the loop card game. We have been using a range of mathematical language which means times such as groups of, lots of, multiplied by and so far the 5 times table is proving the trickiest!

The children have been busy creating symmetrical patterns this week in maths. They used mirrors to check their work and then had a go at folding different 2D shapes to find all the lines of symmetry. They investigated all the shapes and images around the classroom which have just 1 line of symmetry. The challenge lesson was drawing symmetrical shapes with a ruler on a squared grid. Some children then moved onto drawing a shape within another shape and were really getting the hang of it! Great work children! Next week we will move onto looking at repeating patterns!

This week the children have been busy adding and subtracting 2 digit numbers from another 2 digit number by using their knowledge of partitioning. They have really got the hang of adding 2 digit numbers and some children even moved onto adding 3 digit numbers too! Wow! This is the process we used:

45 + 23 = ?

40 + 20 = 60

5 + 3 = 8

60 + 8 = 68!

The subtraction process was slightly more challenging so we drew number lines and Francessca the frog helped us to partition the number we were taking away so we could count back in 10s then 1s to get to the answer.

45 + 23 = ?

40 + 20 = 60

5 + 3 = 8

60 + 8 = 68!

The subtraction process was slightly more challenging so we drew number lines and Francessca the frog helped us to partition the number we were taking away so we could count back in 10s then 1s to get to the answer.

Partitioning 3 digit numbers into H T U

Welcome to all the new children in our maths class this term! I hope you all had a wonderful Christmas break!

This week we begun by reading and writing numbers in words and figures up to 1000! The children were amazing at this! We have been warming our maths brains up each morning by looking at rounding numbers to the nearest 10. Here is a fun game you can play at home to help you:**www.ictgames.com/helipad%20hops7.html **

We then went on to look at partitioning 3 digit numbers into Mr. Hundred, Mrs. Ten and Baby Unit. The children had great fun being the different number characters and arranging themselves in the correct order, recognising what each digit stands for and making the numbers 100 more, 10 more or 1 more. We then read a very entertaining story called, 'Zero the hero' which made us realise just how important the number 0 is and how we felt sorry for him always being squashed by bigger numbers!

We then looked at partitioning numbers in different ways using dienes apparatus and shall revisit this next week!

*eg. 56 = 50 + 6*

* 40 + 10 + 6*

* 30 + 30 + 3 + 3*

* 10 + 10 + 10 + 10 + 10 + 5 + 1 *

This week we begun by reading and writing numbers in words and figures up to 1000! The children were amazing at this! We have been warming our maths brains up each morning by looking at rounding numbers to the nearest 10. Here is a fun game you can play at home to help you:

We then went on to look at partitioning 3 digit numbers into Mr. Hundred, Mrs. Ten and Baby Unit. The children had great fun being the different number characters and arranging themselves in the correct order, recognising what each digit stands for and making the numbers 100 more, 10 more or 1 more. We then read a very entertaining story called, 'Zero the hero' which made us realise just how important the number 0 is and how we felt sorry for him always being squashed by bigger numbers!

We then looked at partitioning numbers in different ways using dienes apparatus and shall revisit this next week!

This week the children have been continuing to measure in the classroom. We have been exploring capacity and estimated how much water 4 different sized containers would hold...less than 1 litre, 1 litre exactly or more than 1 litre? The children made their estimates and begun pouring away!

*** Remember 1000ml = 1 litre ***

We then looked at the last form of measure which is time. We talked about the importance of time and what would happen in the world if there were no clocks! The children had great fun carrying out a selection of activities in 1 minute. They estimated how many times they could write their name in 1 minute, they could build a tower of cubes in 1 minute and how many push ups could they do in 1 minute. They then timed each other using stop clocks, sand timers and the second hand on the classroom clock and I was amazed at how close their estimates were!

** Remember 60 seconds = 1 minute *

* 60 minutes = in 1 hour **

Next week we will move on to reading the hands on the clock and solving word problems involving time!

We then looked at the last form of measure which is time. We talked about the importance of time and what would happen in the world if there were no clocks! The children had great fun carrying out a selection of activities in 1 minute. They estimated how many times they could write their name in 1 minute, they could build a tower of cubes in 1 minute and how many push ups could they do in 1 minute. They then timed each other using stop clocks, sand timers and the second hand on the classroom clock and I was amazed at how close their estimates were!

Next week we will move on to reading the hands on the clock and solving word problems involving time!

This week the children have been learning how to measure length and weight. We have been focusing on using language such as longer, shorter, longest, shortest, milimetres, centimetres, metres, grams, kilograms, heavier, lighter, balance, equal, scales....

The children used rulers accurately to measure their hand spans and foot lengths and a piece of string to measure their partners head sizes! We measured our heights and found the tallest and the shortest children in our class.

We then talked about the importance of measuring weight and where we have seen things being measured in everyday life. The children had a go at estimating the weights of different objects then weighing them using balance scales. Next week we will begin to look at other forms of measure such as capacity and time.

The children used rulers accurately to measure their hand spans and foot lengths and a piece of string to measure their partners head sizes! We measured our heights and found the tallest and the shortest children in our class.

We then talked about the importance of measuring weight and where we have seen things being measured in everyday life. The children had a go at estimating the weights of different objects then weighing them using balance scales. Next week we will begin to look at other forms of measure such as capacity and time.

This week the children have been putting their counting skills to practice by grouping a selection of objects in 2s, 5s and 10s, recording their working out in both addition and multiplication form. They also used money to help them practice their counting to find totals of different amounts. We ended the week by shopping for different items by solving word problems. We underlined the important numbers and words we needed for our number sentence and chose the correct symbol by looking at the mathematical language used, eg.

Victoria bought an ice cream for__80p__ and a toy car for __20p__. How much does she spend __altogether?__

The number sentence would be: 80p + 20p = 100p/1 pound.

The challenge of the week was working out the change for different amounts if we didn't have the exact money to pay with!

Here is a great interactive website we used....

www.ictgames.com/change_eXchanger_Pounds.html

Victoria bought an ice cream for

The number sentence would be: 80p + 20p = 100p/1 pound.

The challenge of the week was working out the change for different amounts if we didn't have the exact money to pay with!

Here is a great interactive website we used....

www.ictgames.com/change_eXchanger_Pounds.html

This week we have been learning about 2D and 3D shapes. We have matched shapes to their names and described their properties using the words, *edges, sides, corners, vertices and faces*! We went on a shape hunt around the school looking for 3D shapes in all different sizes and recorded them carefully.

Doubling and halving

The children have been busy recalling number facts from 5 to 10 this week. They created patterns in their books to show all the different ways to make 6, 7, 8 and 9. We have learnt that when you add or take away 0 to a number, the number does not change!

We then moved on to doubling numbers to 20, recalling these number facts through songs, games and activities involving finger painting! The children recorded all the different double numbers in the form of a number equation, eg. 6 + 6 = 12. They then worked out the inverse to show what happens when you half the number, eg. 12 - 6 = 6. They recognised that if you double a number then half the answer, you will return to the original number again, eg. double 7 is 14 so half of 14 is 7.

Here are some enjoyable websites for you to continue exploring at home:

*www.ictgames.comrobindoubles.html (Robin Hood archery doubles)*

*www.youtube.com/watch?v=yFuskIXXQa4 (doubling song)*

*www.youtube.com/watch?v=VsyIB2Q6lws (halving song)*

We then moved on to doubling numbers to 20, recalling these number facts through songs, games and activities involving finger painting! The children recorded all the different double numbers in the form of a number equation, eg. 6 + 6 = 12. They then worked out the inverse to show what happens when you half the number, eg. 12 - 6 = 6. They recognised that if you double a number then half the answer, you will return to the original number again, eg. double 7 is 14 so half of 14 is 7.

Here are some enjoyable websites for you to continue exploring at home:

This week we have been learning all about how to partition a 2 digit number into tens and units using dienes apparatus. We split the numbers and added the tens then added the units, showing our working out like this:

*46 = 4 tens and 6 units which is 40 + 6. *

We also had a go at using arrow cards so we could see how Mr 0 gets squashed every time a bigger units number comes along! We have played lots of fun games such as place value bingo and 'guess my number' where each child has a different number card and says for example, 'I have 4 tens and 3 units...what am I?'

Here are some great interactive websites we have been using in class to help us with our understanding:

**www.ictgames.com/sharkNumbers_v2.html**

**www.ictgames.com/arrowcards.html**

We have also been ordering numbers on a number line from 0 - 100. We learnt the importance of looking at the tens number to help us order the numbers from smallest to largest. If there are two numbers which have the same tens number, then we must look at the units number! We used the symbols < and > to show which number is bigger and which number is smaller. Here is another great game you can play at home:

**www.topmarks.co.uk/flash.aspx?f=caterpillarorderingv4**

We also had a go at using arrow cards so we could see how Mr 0 gets squashed every time a bigger units number comes along! We have played lots of fun games such as place value bingo and 'guess my number' where each child has a different number card and says for example, 'I have 4 tens and 3 units...what am I?'

Here are some great interactive websites we have been using in class to help us with our understanding:

We have also been ordering numbers on a number line from 0 - 100. We learnt the importance of looking at the tens number to help us order the numbers from smallest to largest. If there are two numbers which have the same tens number, then we must look at the units number! We used the symbols < and > to show which number is bigger and which number is smaller. Here is another great game you can play at home:

This week the children have been revising their number pairs which total 10. We used dominoes to match the pairs together and recorded the number equation in our books. We then looked at the inverse and the children were able to record all the subtraction facts from 10 recognising patterns to help them. We learnt a fantastic new song to help us remember the pairs and it goes like this...

(Sung to the tune of row, 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!

(whisper) Don't forget 10 and 0...0 and 10!

We ended the week by revising odd and even numbers! We played some fun games and met Mr Odd and Mrs Even who helped us to sort and recognise numbers.

1, 3, 7, 9...remember odd numbers all the time!

0, 2, 4, 6, 8...even numbers are so great!

By the end of the lesson the children were able to tell me whether large numbers such as 7653 were odd or even by remembering to always look at the units number! Great work!

Next week we will be looking at place value and partitioning numbers. :)

(Sung to the tune of row, 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!

(whisper) Don't forget 10 and 0...0 and 10!

We ended the week by revising odd and even numbers! We played some fun games and met Mr Odd and Mrs Even who helped us to sort and recognise numbers.

1, 3, 7, 9...remember odd numbers all the time!

0, 2, 4, 6, 8...even numbers are so great!

By the end of the lesson the children were able to tell me whether large numbers such as 7653 were odd or even by remembering to always look at the units number! Great work!

Next week we will be looking at place value and partitioning numbers. :)

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Example:

I have collected 56 cards. There are 100 in the set. How many more do I need to collect? ____

Method 1- mental

Start on 56. Add 4 to get to the next 10 which is 60. Add 40 to get to 100. Add the numbers together.

Number sentence to show working out:

56+

60+

40+4=

Method 2- written

Draw a number line with 56 on the left end and 100 on the right end. Add on 4 to 56 to get to 60, add on 40 to get to 100.

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Number sequences:

Count on and back to complete the number sequences using your knowledge of the 2,4,5 and 10 times tables.

Number facts to 100

Count on in lots of tens to pair numbers together to make 100.

Doubling and halving

Double numbers to 20 by adding tens and then units. Halve numbers using knowledge of place value.

Statements

To show understanding of numbers, write 5 statements about the number 16. For example- '4 is a multiple of 16.'

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Method

26 + ___ = 78

Method 1

26+2 =28

28+50=78

50+2= 52

So, 26+52=78

Method 2

Number line with 26 at the beginning and 78 at the end. Count on from 26 to 28 = 2 jumps. Then count in tens to 78= 50+2=52.

Method 3

Number line with 26 at the beginning and 78 at the end. Count on from 26 to 30= 4. Then add 40 to get to 70. Finally add 8 to get tp

For this week's homework the children have been asked to solve word problems using their knowledge of multiplication and division facts. They should use either arrays or number sequences to solve these problems, as taught throughout the unit.]]>

Find the missing numbers by counting on in 4s.

Using your knowledge of quartering, solve the word problems. Remember RUCSAC when solving problems.

R-read

U-underline and understand

C- calculate

S- solve

A- answer

C- check

Count the items and find how many would be a quarter of each amount. For example- 2 cakes is 1/4 of 8 cakes.]]>

1/4 of 20=

There are 5 lots of 4 in 20 so the answer is 5.

We have been counting in class in 4s by chanting. 0...4,8,12...16,20,24...28,32,36...40! Practise this at home with your child to help them in class. On Wednesday the children will be solving problems involving halves and quarters. On Thursday the children will be applying their knowledge to make their own!

]]>Instructions

To play, cut along the solid line and place all rectangles face down. One at a time, each player will turn over two cards. If the visual matches with the doubles facts, the player is able to keep the cards. If the visual does not match the cards, they player must return the two cards to their original position. Continue playing until no matches are left to be made. The player with the most matches by the end of the game wins!

http://www.ictgames.com/rhoodbeyond10.html

http://www.maths-games.org/ladybird-doubles.html

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