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Team JF have begun their new maths unit on fractions and have shown fantastic curiosity as they explored this important concept. The children started by discussing what a fraction is and how it represents part of a whole. They then practised shading half of different shapes, thinking carefully about making the parts equal. Building on this, the class moved into finding fractions of an amount using concrete objects, which helped them visualise how quantities can be shared into equal groups. It has been wonderful to see their confidence grow as they develop a strong foundation in fractions.
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We have been learning about doubles and halves of numbers to 10.
Our objectives this in maths have been to;
Recap that 10 can be composed of 5 and 5 Recap the numbers 6 to 9 in the ‘5 and a bit’ structure Identify when 10 is shown using structured arrangements of objects Match numerals to quantities shown as the 5 and a bit structure Explore ways in which 10 can be composed of 2 parts Represent the composition of 10 using dice frames and finger patterns Use structured arrangements to find missing parts of 10 Solve problems involving the composition of 10 Identify pairs of numbers that make 10 in unstructured arrangements Identify a missing part of 10 in structured arrangements. Rainbows have been using sausages in a pan to help them understand and learn their number bonds to 10 this week. There were 10 in the pan and some got burnt. They used the two colours to help them identify and then show two numbers that make 10. They then moved onto looking at a double dice pattern using two different coloured counters and were able to add the missing number onto the pattern to make 10 and identify the two numbers that made ten. For a focused activity this week, we have all had a go at butterfly printing. Firstly, we painted different patterns onto our butterfly wings and then we carefully folded it in half. When we opened it out, we were amazed it see that the pattern was now on the other wing. too. We learnt the word "symmetrical" and found out that this means the butterfly has the same pattern on both wings.
In Maths, Team LF have been focusing on developing their understanding of whole and part relationships. They have learned to identify a whole and the parts that make it up, recognising both equal and unequal parts. The children have also explored how equal parts can look different while still representing the same value and have practised explaining the size of a part in relation to the whole. Additionally, they have worked on constructing a whole when given a part and the total number of parts, strengthening their reasoning and problem-solving skills.
In Maths this week we have moved on to exploring column subtraction as a skill. The class initially began the week by identifying the minuend, subtrahend and difference before organising these correctly to layout column subtraction. We then looked at subtraction where no regrouping was needed before progressing to exploring 2 digit subtraction with regrouping in the ones. We also looked at 3 digit numbers. We will consolidate our learning on subtraction and the formal written method next week.
In this lesson, children used base ten resources to support adding two-digit numbers, particularly when bridging through ten.
They began by partitioning both numbers into tens and ones. The children then combined the tens and combined the ones separately. When the ones totalled more than ten, they used the base ten equipment to exchange ten ones for one ten, helping them clearly see how regrouping works. Finally, they recombined the tens and ones to find the total. There was a strong focus on hands-on practice, giving children plenty of time to build, manipulate, and represent numbers using base ten, helping to deepen their understanding of place value and addition. Maths - we have been working on algebra. We have been forming algebraic expressions and using a range of formula to solve problems. We have also been revising metric units of measurement and conversion.
Over the past couple of weeks, Team LF have been focusing on understanding and explaining what happens when multiplying and dividing by 100. We have explored how numbers become one hundred times greater when multiplied by 100 and one hundredth of the size when divided by 100. A key part of our learning has been recognising the importance of zero as a placeholder and how it helps to maintain the value of digits within a number.
We have discussed how the digits move according to their place value when multiplying or dividing by 100, rather than simply “adding two zeros.” This has helped us to develop a deeper understanding of how our number system works. To support our learning, we have used Gattegno charts and place value charts to clearly see how digits shift between columns. These visual representations have helped us to build confidence and strengthen our understanding of place value. We then extended this learning by applying it to our times table facts, exploring what happens to a product when one of the factors is multiplied or divided by 10 or 100. This helped us to notice patterns and deepen our understanding of how multiplication and place value are connected. In Maths we have spent more time looking at parallel and perpendicular lines and identifying these in shapes. We have had a particular focus on triangles and quadrilaterals and have drawn these using geoboards. To extend our learning we were tasked with drawing them with a set amount of parallel or perpendicular lines to consolidate what we have learned. Next week we will be exploring column addition.
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Subject LeadMrs L Firth, Mrs D Bamforth and Mr C Holmes Archives
April 2026
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