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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.
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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.
Team CH have been solving problems using multiples of four. We spent time singing our four times tables, identifying our landmark facts, and finally using sticks to represent groups of four.
Team JF have started an exciting new maths unit all about money, beginning with exploring each coin to understand its value, size, shape and the materials it is made from, which helped the children recognise and identify coins more confidently. As the week progressed, they learned how to compare different amounts using the symbols <, > and =, discussing which values were greater, smaller or equal. To finish the week, the children worked hard on counting money, using their existing knowledge of counting in 2s, 5s and 10s to add different amounts with increasing independence and confidence.
Maths - we have been busy with addition and subtraction, learning how we can use these operations in real life situations.
In Maths, Reception recapped that there are five fingers on one hand and consolidated our use of finger patterns to represent the composition of 5. We identified a missing part of 5 and recognised when a set of objects showed 5 or not 5, explaining how we knew. We also identified that 6 can be composed of 5 and 1, that 7 can be composed of 5 and 2, and represented the numbers 6–9 on our fingers using ‘5 and a bit’.
Year 1's have added parts to find the value of the whole and wrote the equation. We found the missing addend, created subtraction stories and wrote matching equations, and represented ‘first, then, now’ stories using addition equations. 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. We have been learning to print with different shaped sponges at our easel. This links in with our Maths learning of the week where we have been exploring different 2D shapes. It also links with our art learning as we have explored how to make a print. We have focused on the words print, press and dab as well as the shape names, circle, square and triangle.
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Subject LeadMrs L Firth, Mrs D Bamforth and Mr C Holmes Archives
April 2026
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Wombwell Park Street Primary School, Park Street, Barnsley, S73 0HS Telephone: 01226 752029 Email: [email protected] General Enquiries: Our Admin Team will be happy to assist you with any enquiries and direct you to the relevant staff as necessary. Our Leadership team will always be happy to help, as will our Parent Support Advisor Mrs Carol Mason. If you require a paper copy of any of the information found on our website we will be happy to provide you with this free of charge upon request, Please contact a member of our office staff who will be more than willing to help. ECM Trust: http://www.ecmtrust.org/index.html |
