Today in maths, Group 2 learnt how to use a ruler to measure objects. We learnt that when using a ruler, we measure in a unit called centimetres and we can measure smaller objects in this way. The children then used their learning to measure the length of lots of different objects in the classroom using their rulers. The pupils then used the signs < > = to compare the length of two objects. We are getting really good at measuring!
This week in Maths we have been focusing on numbers within 6, either by touch counting correctly 6 objects, recognising numerals and beginning to understand one more and one fewer. We begin our lessons by looking at a big picture and saying sentence stating how many of something they can see – we say ‘In the picture I can see …’
Share the image below with your child and ask them to tell you a sentence.
We like to sometimes make our sentences detailed and more challenging by adding adjectives or even maybe one more or fewer to them, for example, ‘In the picture I can see 4 yellow flowers with green stems, 2 are small and 2 are tall, one more than 4 is 3.’
G ‘ In the picture I can see 5 speckled frogs on the log. One more than 5 is 6.’
C ‘In the picture I can see 2 mice, they have long tails. One more than 2 is 3.’
What super sentences and maths counting.
Today was the start of our measuring unit in Maths. Although we have covered measuring in Maths Meetings and other aspects of the curriculum, today we focused on using metre sticks and discussing what 1metre was.
We looked at a metre stick and thought about how we could use it to measure. We also realised that it was important to use a metre stick correctly and always start measuring at the edge of an object (or person!) We thought about how tall, or small things might be and used the unit of measurement, metres to measure each object.
We used the key words longest, longer, long, shorter, shortest, short when comparing objects. Some of us started to use <, > and = to compare objects too.
Today in maths Year 5 played the multiples and factor game on NRICH Factors and Multiples Game (maths.org). The aim was to see who could find the longest chain of multiples and factors. The longest chain they found used 32 numbers.
Can you make an even longer factor and multiple chain?
This week year 6 have been learning about the order of operations using the acronym BIDMAS.
BIDMAS stands for:
Brackets
Indices (power of e.g. squared and cubed)
Division
Multiplication
Addition
Subtraction
The children have learned how to solve calculations using the BIDMAS acronym.
In group 4 we have been looking at what happens when we multiply three 1-digit numbers using cubes to help us.
Year six have been working exceptionally hard this week practising long multiplication. But not only have they began to master long multiplication, they have been solving missing number problems too!
Super work Year 6!
Today in Maths, Group 2 learnt that bar models are a great way of representing information. We read lots of word problems, before representing the information with cubes to make a bar model, which helped us discover the answer. After doing lots of work together as a class, the pupils solved more word problems in pairs.
maths@stpauls 