What is the inverse of this number sentence?
4 + 13 = 17.

This week we spent some time exploring the meaning of the Maths word 'inverse' (the opposite). We were using it to check the accuracy of some calculations by converting addition calculations into subtraction calculations. 

4 + 13 = 17 and the inverse is... you guessed it! 17 - 13 = 4.

We also explored Carroll Diagrams for sorting 2D shapes based on their properties. Here's an example of one we did together.

This week in Maths we been looking at our doubling facts. Using our knowledge of doubles from 1-10 and our ability to partition or break down larger numbers into tens and units we practised doubling each part of the number before combining them to work out the final answer. In the pictures below we used tens and units equipment to visualise what we were doing. 

e.g. double 34:

34 is partitioned into 30 and 4.

Double 30 is 60
Double 4 is 8
Altogether the total is 68

Double 34 is 68.

Have a look at this website for some more doubling by partitioning practise:

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

Ask your child to tell you about Charlie the Crocodile. What numbers does he like to eat? We have been learing to use the greater than (>) and less than (<) signs and write them between two numbers in order to compare them. We started with 2-digit numbers but quickly moved onto 3-digit and 4-digit numbers.

Exploring number sequences, we tried to find patterns and work out a rule that would help us to find the missing numbers.

Ask your child to help you explain this number sequence, find the rule and fill in the missing numbers:

25, 32, ____, 46, ____, 60.

We also took our first Big Maths Beat That challenge. 30 seconds to correctly answer as many simple addition facts as they could. Next week we will see if we can all beat our personal best scores!

In our first week together we have been revisiting our understand of place value. We have explored numbers with units, tens and also hundreds. Creating 3-digit number with arrow cards we have spent time to write out all the parts to a number and also written the number in words:
e.g. 256
       200 + 50 + 6
       two hundred and fifty six.