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This week in Team JD are looking at composing (making) and decomposing (picking apart) 4-digit numbers. Today, we have worked hard to understand the value of each digit using concrete manipulatives (number counters). Team JD thoroughly enjoyed the physical aspect of the learning and working together in pairs, to solve subtraction problems related to the 4-digit numbers. Fantastic work, Team JD! 
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Since returning from the half term break, we have been consolidating our knowledge of place value of numbers with up to 9 digits. We have been developing further our written methods for multiplication and division and applying our skills to a wide range of reasoning challenges and problem solving.
Since returning from the half term break we have been consolidating our knowledge of place value of numbers with up to 9 digits. We have been developing further our written methods for multiplication and division and applying our skills to a wide range of reasoning challenges and problem solving
The children of Team JF started exploring column addition. We started off by recapping what we already knew about numbers and their values. From this, we partitioned into tens and ones using the place value grids and added each column separately to reach our answer. As our learning progressed, we moved into setting out our calculations accurately using one number per square. The children had lots of opportunities to practice setting this out using their whiteboards.
Mastering number - The children have learnt about square numbers.
Year 4 - This week Year 4 have been working on understanding how many ones, tens and hundreds are in 1000. Year 5 - The children have focussed on understanding hundredths and part of a whole. This week in maths the children of Team JF continued exploring addition. We started off by counting three groups of objects and understanding how to put this into a calculation. From this, we began working on strategies we could use to help us be successful. We initially counted on from the given number, however, we found this could lead to us becoming confused. We then started to break it up into smaller chunks to make it easier. As our learning progressed, we then created our own calculations in pairs by rolling a dice three times and solving the calculation we made.
In Maths, our Reception children started the week identifying circles, squares, triangles and rectangles. We have been identifying a ‘whole’ when shown 1 part of a familiar object. We have identified parts of our own body and recognised that some whole objects have parts that cannot be removed and we investigates ways to compose and de-compose sets of 2 and 3. We know that 1 and 2 are parts of 3. Our Year 1 children started the week looking at what a whole object is and explaining that we can split a whole into parts. We have learnt that a whole can represent a group of objects. We then moved on to identifying a part of a whole group. We have learnt what a part whole model is and used it to represent a whole partitioned into two parts. Our Reception children showing their amazing learning about shape! Look at our Year 1 children demonstrating their partitioning skills! Wowzers - what outstanding mathematicians they are becoming!
Today Team CH have been working in pairs. Partner A was red and partner B was blue. Next, two numbers were shown on the board and children had the task of representing their number using counters. After this, we spent time talking about our total number of counters and comparing them with our partners.   In Team AC the children have been working very hard in their maths learning this week, where they have been partitioning 4-digit numbers using place value counters. The children have been looking at the composition and decomposition of 4-digit numbers.
This week Team JF started to explore numbers as a length. We used bead strings to help us identify various numbers to 100. We applied our knowledge of counting in tens and ones to do this with speed. From this, we started to identify the length of our lines using the beads to help us and describe the length we had. We then had the challenge of working out the length of the line our partner drew using the beads and describing it using our key vocabulary.
From this, we introduced a meter stick and started to investigate 100cm. We initially spotted patterns and quickly realised we could simply apply our knowledge of the number system to identify a length. From this we started to estimate numbers just as we did on a number line by finding the middle, knowing this was 50. As part of our learning, we explored the classroom to begin estimating the lengths on the tables! Some of us even set challenges for everyone else! |
Subject LeadMrs L Firth and Mrs D Bamforth Archives
November 2023
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