We looked at how to add or subtract a multiple of 10 from a 2 digit number. You can use a 100 square to help you count on or back in jumps of 10.
We looked at adding and taking away to/from a 2 digit number by partitioning and counting up/down on a number line.
We tried to use these methods in our problem solving.
Some of us are getting very good at using these informal methods, recording and explaining our ideas.
Sorry for delay- Weebly was not on line for a few days.
We worked out how to measure in liters (l) and milliliters (ml) to the nearest 100ml, 1/2 l and whole liter. We compared and ordered the capacity/ volume of each jug. Some of us found it difficult to understand that 2x 1/2 l = 1 liter- try it again at home.
We applied our knowledge of length and measure to think of ways to solve this problem:
'Arrange the shapes in order of size. Put the smallest first.'
The first thing to do was look at the mathematical language and check we understood what it meant. An important question we asked was;
'What is size?'
We discussed comparing them by sight or cutting them out to compare. This was not very mathematical so we came up with the idea of measuring the longest side or working out the perimeter. Once we had these measurements then we could put them in order. We needed to measure and add correctly. Our answers were different depending on the strategy we chose.
Click on the picture if you want to do this again or have a look at other challenges on the nrich website. Select level 1, challenge star 1 to begin with then work your way onto harder ones if you can! There is help to get you started, Interactive sections and solutions listed down the left side. Write on this blog if you do one + your strategy for 10 house points :)
Today we started our work on measure, we had to think very hard about how to find things out, work in a group and measure accurately. We predicted and then measured which objects are longer/ shorter than 1 meter. We used language such as height, length, width, tall. One challenge was to find objects that were exactly 1 meter high/ long- we found the drawers were.
Another challenge was to find out how long the classroom was in meters. Many people thought 13 or 14 meters long but when we measured it together it was only approximatley 12 meters long- can you think what that was???
We are going on to using scales including working out missing numbers then measuring and drawing accurately in centimeters using a ruler.
We learned how to sort information by using a venn diagram. It is two over lapping groups where something could be in one group or both. We made diagrams to show people who were in Wing or boys or both, we sorted odd numbers and those which were bigger than 54 so some were in both.
We found many people did not know how to recognize and odd/ even number- practice this at home if you are not sure.
This week we are learning about collecting, presenting and interpreting information. We have thought about how we can find out information such as ' Which snacks do you like the best?', 'What is your favorite pet?', ' Which drink should we serve at Sports Day?' etc.
We talked about how we could collect the information such as by making votes, tally charts, tables, crossing off as we count etc. We thought about how to choose groups and organize our information.
Today we learned how to draw a bar chart- make sure you have a title saying what the cart shows e.g A bar chart to show our favorite pets. Then draw the axis, one along the bottom for the groups and one up the side for the numbers. Look at your table and check how many are in each group then draw a rectangular block to show how many are in each group. It was a bit tricky and some people found using rulers a challenge.
We asks questions like- ' Which was the most popular food?', 'What is the difference between the number of people who liked fish and the number of people who like dogs?' (Remember you need to take away for this).
For the rest of the week we will be looking at Carroll and Venn Diagrams.
Some of the children made shapes that we could not name so when we saw Mr Friend down at DUCKS we asked him. He was very interested in the shapes we had made and took them back to the Y13 Maths pupils in the Senior school for them to investigate. We worked out how old those pupils were by finding out the connection between year group and age then looking for a pattern. We found that:
Year group number +4 = age of children
so Y2 + 4 = children are 6 years old
Y13 + 4 = pupils are 17 years old.
Mr Friend is coming back after the holiday with some Y13 to share their decision about the
This week we are learning abut names and properties of 2D and 3D shapes. We can group them according to these properties and guess which shape someone is thinking of by asking them questions or listening to their description.
We found out that 'tri' meant 3 and 'quad' meant 4 so we could understand the names of some shapes e.g. triangle and quadrilateral.
Click on this picture to take to a great website
We had a great discussion about 'what is a prism?' and tried visualizing shapes to describe them. We made 3d shapes using polydron, some children set themselves some fantastic challenges like making a hexagonal prism. Can you remember what a tetrahedron is??