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Week Commencing: 20th November 2017

 

This week we are continuing our work on time and the children always find this very difficult.  We have looked at the difference betweenam and pm and read the time to the exact minute.  This is an excellent video to demonstrate what I mean: https://www.youtube.com/watch?v=f1AavpvRLvo.  If you get any time at home, ask them periodically what the time is on an analogue clock as they need a lot of practise on this.  We have also looked at tenths and have counted up and down in tenths, looked at what they mean and finally have identified what 2/10, 3/10 etc are.  See the powerpoint below for more information.  This will help you with their homework!

Week Commencing: 13th November 2017

 

This week we are converting time from minutes into seconds.    For example if you were to convert 2 minutes and 15 seconds into seconds you would need to do the following:-

 

1.  Convert the minutes by multiplying the number by 60.  In this case 60 x 2 - 120 seconds

2.  Add 120 seconds and 15 seconds together.

3.  The answer would be 135 seconds.

 

The children also did some reasoning on this where they had to compare times.  For example, in a race Chloe took 68 seconds and David took 1 minute and 3 seconds.  Who was the quickest?  In this case, they would have to convert both into seconds so that David took 63 seconds.  Then they would have to say that David was the quickest because 63 seconds is quicker than 68.  The children often get stuck with this as they assume the highest number wins!

 

We also read the time on an analogue clock to the hour, half past the hour, quarter to the hour and quarter past the hour.

Week Commencing: 6th November 2017

 

This week we will be starting our work on telling the time.  These are the activities we have completed:

 

1. We have looked at time facts i.e. how many seconds in a minute, how many minutes in an hour, how many hours in a day etc.

 

2. We have looked at what activities can be done in a second, a minute and an hour to give an understanding of the value of each unit of time.

 

3.  We have looked at how much time has passed between two times and used the numberline to help us.  For example, when looking at how much time has passed between 1.45 and 3.15, this is how you would work it out

 

First, see if you can move any hours.  So in this example, you can jump at hour and you get to 2.45. Emphasise that you can’t jump another hour as that would be 3.45 and that would be too much.

 

Secondly, try and get to the next hour.  In this case it is easy as you know that there are 15 minutes to the next hour (45+15=60)  

 

Thirdly, what’s left – in this case it is 15 minutes which is easy to see from the minutes part. 

 

Finally, count up the jumps.  In this case 1 hr plus 15 + 15. So, it would be 1hr and 30 minutes.  Emphasise it would not be 130.


 

 

Week Commencing: 30th October 2017

 

This week we are dividing using arrays.  This is very similar to multiplication but this time looking at how many are in each group.  So in this case there are 18 altogether, they are divided into 3 groups and there are 6 in each group.

 

 

Image result for arrays dividing

 

 

We have also looked at how to work them out using a numberline.

 

Week Commencing: 16th October 2017

 

This week we are learning how to multiply two numbers and we have done this in 2 ways. The first way is using arrays – see powerpoint below to show you how to do this.  This will be what the homework is based on so hopefully this will help you!

 

 

The second way is through partitioning – these are the steps we use:-

 

36 x 4 = 144

Step 1. 30 x 4 = 120

Step 2. 6 x 4 = 24

Step 3. 120 + 24 = 144

Week Commencing: 9th October 2017

 

In maths we have been learning about capacity and money.

 

With capacity we have learned how to read different scales in order to be able to find out how much liquid is in a container.  We have also put containers in order from the smallest amount of liquid to the largest and answered reasoning questions.  For example,  if I added 350ml to container a, would that change which had the largest amount of water?  Prove it.

 

Money is an excellent skill that they can practise at home.  Give them a random set of coins and see if they can count how much they have got.  Ask them reasoning questions, for example, would you rather have 108p or £1.18?  Why?  This is what we have been doing this week.

Week Commencing: 2nd October 2017

 

This week we have been looking at data handling and have discussed the best scales to use for pictograms and bar charts.  For example, it is not always best to use 1s as your scale, especially if there are a lot of people to collect data from.  The children have done well at this and have been able to interpret the data as well. 

Week Commencing: 25th September 2017

 

This week we have used our knowledge of place value to put numbers on a numberline.  For example, if the start of the numberline is 600 and the end of the numberline is 700, where might 660 be?  We have talked about how it is easier to find the middle number, in this case 650 and then work backwards or forwards from there.  Sounds easy but it is quite challenging for the children.  This is what the homework is based on.

 

We have also started the process of teaching the children how to add and subtract using the formal written method.  Below are two posters explaining how we teach it.  Please note that we have only done this using the dienes equipment so we are not expecting them to be able to record it like this yet!

Week Ending: 23rd September 2017

 

This week we have been adding ones, tens and hundreds to a 3 digit number.  They have found this quite difficult.  We have used the dienes equipment to try and demonstrate what happens to each number, especially when crossing the boundaries.  For example, when working out 357 + 4, we not only have to change the units but also the tens to.  We will be continuing work on this during our mental starters as it is a very important skill.

 

As well as this we have been counting in 50s and recognising how it is similar to counting in 5s.  For example, 0, 50, 100, 150, 200 is similar to 0, 5, 10, 15, 20.  We have also looked at numbers and compared them, putting them in order from smallest to largest using our knowledge of place value.

Week Ending: 15th September 2017

 

In Maths, we have been looking a lot at place value, for example, in 458 we have focussed on what each number represents, in this case 400, 50 and 8. We have used this knowledge to add and take away 10 and 100 from a number, write numbers in words and numerals and we have partitioned numbers.  They are getting there but can find it difficult to reason using these skills.  We have also practised counting in 4s and 8s.

 

See below for a number generator where you can put in the starting number and the steps you want to jump and it generates numbers.  You can hide or show the numbers so it is nice to get the children to work out which one comes next!  In year 3, one of the targets is to count forwards and backwards in 4s, 8s, 50s and 100s.

 

The homework this week should be self explanatory!

Peterbrook Primary School, High Street, Solihull Lodge, Shirley, Solihull, West Midlands, B90 1HR

Tel: +44(0)121 4302545 office@peterbrook.solihull.sch.uk

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