Week 7
6/7/20
Week 5
29/06/20
Week 4
22/06/20
Week 3
15/06/20
Apologies!!!!
I put up last week's learning - oops! It was really just a test to which of you are actually doing the work. It turns out quite a lot of you are, judging by the e-mails. So very sorry.
Week 2
8/6/20
Second Half Term
Week 1 1/6/20
Dear Parents,
This half term we have paid for a new subscription to help you with your Maths. Similar to the English we set before Half Term, for four days, your lesson will comprise of a video demonstration followed by a worksheet to complete.
The work sheet increases with difficulty so Mrs Dench’s class may only complete part 1 and 2, Mrs O’Malley’s up to 5 or 6 and Mrs Taylor’s may finish all 4 sections, up to parts 7 and 8. Obviously this is just a guide. Some days are harder than others, so go as far as you can go and leave what you can’t.
You can go on to the BBC Bitesize website if you need any additional material. Parents there are also answers for you!
Some of you will prefer this and others not, but please remember if we could we would be back in front of your classroom teaching them and using all of our hands on resources to help them. Roughly we will spend 2 weeks on fractions, before moving to money, adding, subtracting, multiplying, dividing, angles and 2D shape. This may change, but we are aiming to cover these topics.
Finally, you will note that there are four lessons each week. On the 5th day, please can your child complete a 144 multiplication grid or spend some time doing their tables at speed. Please see our 144 tab in the 'Children' tab.
Parents, well done in advance, you are all amazing, juggling everything that you are. With regard to Maths, if all of this is too much, just keep up with times tables. That honestly is the most crucial thing.
Many thanks and take care.
Mixed Multiplication and Division problems
This week, we would like you to practise the multiplication and division you have been working on over the past 2 weeks. These problems are mixed, so the sum you need to solve may not be obvious - read the question carefully and use the mathematical vocabulary to help you to work out which operation is required. Challenge A is the most straight forward, Challenge C is the most challenging - just do what you can:
Division
Here is an explanation of where we have got up to in division and how to approach teaching it. To get warmed up and practise division, you could play 'The Remainder Game':
These questions practise the use of arrays and the inverse of times tables facts ('fact families') for division:
Optional further challenges for those confident with the above:
For the first attachment, you can draw upon your knowledge of your 'root fact' to help solve larger problems. E.g. I know 25 ÷ 5 = 5 (root fact), so I can use this to help me to work out that 250 ÷ 5 = 50 (because it is ten times bigger). Section A is the most straight forward, Section C is the most challenging.
The second attachment contains some division mixed practise problems.
Multiplication
Here is an explanation of where we have got up to in multiplication and how we approach teaching it. There are also examples of games you could play together.
Please refer to our ‘Maths Calculation Policy’ for guidance on how we have taught the formal written method for column subtraction. Please note the progression points for this method – concrete, pictorial, abstract – if your child is not yet ready for the final abstract written method, it is absolutely fine for them to use the concrete/pictorial method if appropriate for them.
Reverse Banker’s Game
As a warm up for column subtraction, please play this game (reverse of last week's game!) as a reminder of how/why we may need to ‘re-group’ tens into ones, and hundreds into tens:
Column subtraction sums
Answer the questions in the below 2 attachments – section A will be easier than sections B and C which may involve more than one regrouping and larger numbers. Please choose the appropriate level of challenge for your child:
Worded problems
Read the question carefully, extracting key information to help decide what number sentence needs to be solved using the method; a skill some find tricky when the sum is not written out for them:
Further challenges for those confident with all of the above
Please see attached further problem solving challenges involving the use of column subtraction knowledge – please only show your child page 1 – pages 2-4 contain some guidance for parents on how these questions could be answered and what to look out for:
Please keep learning your times tables and number bonds.
