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In Maths this week, we have been focussing on informal and mental addition and subtraction. We have specifically worked on subtracting 2 and 3 digit numbers using partitioning and bridging a multiple of 10, as well as subtracting 3 digit multiples of 10 by finding the difference between them. We concluded the week by choosing the most efficient strategy to subtract from a 3 digit number before applying our learning to problems in the context or bar charts, pictograms and tables.
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In maths we have been working on percentages recognising them, understanding the concept and also applying our basic arithmetic skills to work out fractions of amounts.
In Maths, Reception said what the whole is when there are two equal parts, recognised and discussed ways in which objects are similar or different (colour, size, shape), and sorted objects according to attributes described by an adult. We also described attributes we noticed within groups of objects and sorted and re-sorted them according to our own chosen criteria. In addition, we sorted Numberblocks using the criteria ‘odd blocks’ and ‘even tops’ and investigated patterns of doubles.
In Maths, Year 1 explained where 6, 7, 8 and 9 lie on a number line. We discussed what odd and even numbers are, the difference between them, and how they can be partitioned. This week, the children of Team JF started exploring subtraction. To begin with, we looked at the minus symbol and mind mapped as many different words to represent it as we could and what we already knew about it. From this, we used tens frame to represent numbers and started to discuss what happens to numbers when we subtract. As we practised our skills, we started to recognise patterns within our calculations and our number bonds to 10. Finally, we worked with our partner to use two tens frames to start with a whole of twenty. As the week progressed, we began to think about how to solve trickier calculations quickly. We used our knowledge of partitioning to help us do this. The children used Base 10 to make their numbers and place them in the correct columns on the place value chart. After that, we started taking away from our whole number. Finally, we were able to identify what we had left.
Over the past couple of weeks, Team LF have been focusing on understanding and explaining what happens when multiplying and dividing by 10. We have explored how numbers become ten times greater when multiplied by 10 and one tenth of the size when divided by 10. A key part of our learning has been recognising the importance of the 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 10, rather than simply “adding a zero.” 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. Maths - We have been partitioning numbers 6 - 10 in different ways.
In maths this week are objectives have been:
count things that cannot be seen – sounds revisit rules for how to count discuss and practise strategies for counting larger sets count things that cannot be seen – actions discuss and practise strategies for counting larger sets by moving objects count things that cannot be seen – periods of time discuss and practise strategies for counting larger sets by moving images make or represent their own collections of larger amounts practise counting on from a given number discuss and practise strategies for counting larger amounts that cannot be moved We have been practising counting and have enjoyed trying to balance on one leg while our friend helps us count how long we can do it for before we wobble and put our foot down! Some of us balanced for a long time and needed lots of counting! We have also been counting claps with our eyes closed which was really tricky but we succeeded! We have used number blocks to help us this week, and this week number one has helped us. We have looked at large groups of number one number block, and groups of dots, and tried to count them. It was really tricky and we kept missing some out or counting them more than once! We know that if objects can be moved we can place them in rows to count them better. If they can't be moved, we can draw circles around them, tick them, cross them out or draw lines under them to make sure we count correctly by not missing any out or repeating them. We have worked hard to develop our counting skills this week. |
Subject LeadMrs L Firth, Mrs D Bamforth and Mr C Holmes Archives
April 2026
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