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WC: 21/1/19

This week our focus is to subtract 4-digit numbers.

We will be continuing using columnar subtraction with no exchange and explaining our answers.

We will also be continuing our work on adding and subtracting numbers with up to 4-digits, using the formal written methods of addition and subtraction where appropriate, using one exchange.

 

An example of fluency is:

 

 Circle the correct answer to the question below.

 

                                                     5,807-2,684=

 

                                                   3,283, 3,123, 3,203

 

 

An example of reasoning and problem-solving is: 

 

 Class 4 are given the following calculation

                                             

                                                     8,219-5,046

 

Tyler says, " We need to exchange one of the hundreds for ten tens."

 

Zainab says, "We need to exchange one of the tens for ten ones."

 

Who is correct? Explain your answer.

 

                                      Tyler is correct. There can be various explanations- In the ones column we do not need to exchange any tens for ones. In the tens column, we need to exchange one hundred.

 

 

 

To solve this, children will be required to use the columnar method.

                                                       710

                                                     5807

                                                 -   2684

                                                     3,123

                                                     

 

                                                      

         

                                                    

WC:14/1/19

This week our focus is to add and subtract 4-digit numbers. 

We will be using column addition with one exchange and subtraction with no exchange.

 

An example of fluency is:

 

What number is missing from the calculation?               

 

                                                  543_

                                               + 1551

                             

                                              ____1__

                                                  6990

                                             ________

 

 

An example of Reasoning and Problem Solving is:

 

Frankie is adding together two 4-digit numbers. The answer has a three in the hundreds column and the only exchange is from the tens column. What digits could be in the hundreds column of the two numbers being added together? 

 

                                                                    1 and 1

 

 

WC: 7/1/19

This week our focus is to add 4 digit numbers.

We will be using column addition with no exchange and use the 1000's, 100s, 10s and 1 frames to support our thinking.

 

An example of fluency is:

 

Complete the missing numbers.         4 _ 6_

                                                        + 2 5 _ 1

                                                           ______

                                                            _ 7 8 9

                                                           ______

 

 

An example of Reasoning and Problem Solving is as follows:

 

                               Tamsin adds 2 numbers together that total 4,444

 

                            "Both numbers have 4 digits. All the digits in both numbers are even"

 

          What could the numbers be? Prove it. How many ways can you find?

 

                                                    Possible answers:

                                                       2, 222 +2, 222 

                                                       2, 244 + 2, 200

                                                       2, 224 + 2, 220

                                                       2, 442 + 2, 002

                                                       2. 242 + 2, 202

                                                       2, 424 + 2, 020

                                                       2, 422 + 2, 022

                                                       2, 444 + 2, 000

                                                       

This includes 0 as an even number. There are more possible pairs of numbers. This could include a discussion about whether 0 is an odd or even number and why.

                                                    

                                                     

                                                    

WC: 17/12/18

This week our focus is to Add and Subtract 1s,10s, 100s and 1000s.

We will be using formal written methods of column addition and subtraction where appropriate.

We will be using a thousands, hundreds, tens and ones frame to support our understanding of number and how the number can change. 

 

An example of fluency is as follows:

Here is a number.

 

Thousands             Hundreds              Tens             Ones

        5                          3                          8                   2

 

 

Add 3 hundreds to the number.     Subtract 4 thousands. Subtract 2 ones. Add 5 tens. What number do you have now?   1730

 

5682

1682

1680

1730

 

An example of column addition is as follows:

 

                      4212

                    +2643

                   _______

                      6855

                   _______

 

An example of reasoning and problem-solving is as follows:

 

Jack says: "When I add hundreds to a number, only the hundreds column will change"

 

Do you agree with Jack? 

Explain your answer.

 

I do not agree with Jack because when hundreds are added to a number and the amount is greater/more than ten hundreds, this will affect the thousands column.

 

WC: 10/12/18

This week we are assessing our Place Value work covered over the last half term. We will be focusing on a Classroom Secrets Reasoning and Problem Solving paper, also completing an Arithmetic paper and also a Reasoning and Problem Solving Paper.

WC: 26/11/18

Our maths objective this week is to count back

wards through 0 to include negative numbers.

 

We will be reasoning and problem solving by sequencing and using statements to find missing numbers, explaining why we come to certain conclusions.

 

For example: Put these numbers in order from smallest to largest.

                     -10, 15, -5, 20, 10, 5, 0                      -10, -5, 0, 5, 10, 15, 20

 

Find the missing numbers.

-50, _-40__, -30, -20___, -10, _0__, _10__  

 

What's my number?

 

My number is between twenty and minus ten. It is an even number. It is a negative number. It is closer to zero than it is to -10.

                                                         -4

 

These children are counting in sequences. Are they correct?

 

Jaxon: I'm counting backwards -three, one, zero, minus two, four...

 

Ruby: My numbers are minus thirty, minus twenty, minus ten, zero, ten and twenty.

 

Zoe: My sequence is zero, minus five, minus ten, minus fifteen, minus twenty...

 

Explain why.

 

Jaxon is incorrect because he has not counted back two from 1. The sequence should be 3,1,-1,-3,-5...

 

WC: 19/11/18

Our maths objective this week is to count in multiples of 6,7, 9, 25 and 1000.

 

We will be reasoning and problem solving by determining if statements are true or false by counting forwards or backwards in 25's.

 

For example:   Is each statement true or false? Explain why.

Isabel: All multiples of 25 are multiples of 50.

Steph: All multiples of 25 are multiples of 100.

Ben: All multiples of 50 are multiples of 25.

 

Isabels statement is false: Not all multiples of 25 are multiples of 50. Take for example the number 75. Although a multiple of 25, it us not a multiple of 50. Steph's statement is also false. Not all multiples of 25 are multiples of 100. Take for example the number 75.

Ben's statement is true. 50 is a multiple of 25 as 25 goes into 50 exactly.

 

We will also be finding all possible combinations of sequenced numbers and using our knowledge of counting in 25's from 0, to solve problems in context. 

For example: There are 3 numbers in a sequence. If one number is 75, what could the other 2 numbers be? Write down all possible combinations

 

                                                           50- 75-100

Sean says there are 25 counters in each bag and 8 bags in a box. That means there are 200 counters in each box.   Is he correct? Prove it.

Sean is correct. 8x25= 200

WC:12/11/18

Our maths objective this week is to round numbers to 1,000.

We will be reasoning and problem solving, rounding 4 digit numbers to the nearest 10, 100 or 1,000.  

Examples at expected level include:

 

Which multiples of 1,00 doe these numbers sit between?

 

      ...3,000....     3,200      ...4,000......

 

Which numbers round to 4,500 to the nearest 100?

 

                      4,534                4,590

 

                      4,495                4,525

 

 

Word problems such as: "My number rounds to 1,000 and has 2 ones" What's my number?

                          1,332    or     1,502         

 

Sinead is rounding numbers to the nearest 1,000. She says, "I think that 7,523 rounded to the nearest 1,000 is 7,000. Is Sinead correct? Explain, giving reasons for your answer.

Sinead is incorrect.Her number rounds to 8,000 because the digit in  the hundreds column is 5 so it rounds up to the next thousand.  

WC:5/11/18

Our maths objectives this week are related to Number/Place Value

  • To order numbers beyond 1000
  • To compare numbers beyond 1000
  • To find 1000 more, 1000 less than 1000.

 

We will be using the mathematical symbols < less than and > greater than to compare numbers.

Children will also be still using the thousands frame to concrete model examples.

Children will also be looking at reasoning and problem solving with these objectives.

An example at expected level is as follows;

 comparing       1515>1155

ordering  from the smallest to the greatest      272, 722, 727, 2277, 2727

Reasoning and problem solving                  10 less than my number is 1,000 more than 5,300, What is my number?    (6,310)     Children may then take this further by creating their own word problems for others to solve.

 

 

WC: 22/10/18

Our maths objectives this week are related to Number/Place Value

  • To order and compare numbers beyond 1000

 

You can use the Th,H,T and U frame to help your children understand this.

We will also be comparing numbers, using the signs < less than and >greater than

Knowledge of where numbers are on a 1,000 and a 10,000 number line will help children begin to understand where numbers are placed when using blank number lines and numbers that are posted at the beginning and end.

I have shown some models for the children to begin to understand this concept.

 

 

WC: 15/10/18

Our maths objectives this week are related to Number/Place Value

  • To count in 1000's
  • To understand place value in 4 digit numbers; 1000's, 100's, 10's and 1's
  • To partition numbers

To help your children understand and break down numbers to partition, a frame is a really good visual cue...

 

I have sent home a paper copy of a TH,H,T,O frame for you to use. You can place it in a plastic wallet and use a dry marker on the front to write numbers or alternatively use counters/lego bricks to help children understand what each number/amount is representing.

Children have then partitioned up to 5/6 digit numbers in their expanded form. For example, 

4,689   can be partitioned as: 4,000+600+80+9.

WC: 1/10/18

Our maths objectives this week are related to Number/Place Value

  • To round numbers to the nearest 100
  • To round numbers to the nearest 1000

WC: 23/9/18

Our maths objectives this week are related to Number/Place Value

  • To know and learn Roman Numerals to 100
  • To explore what is the same and what is different between the number systems, for example there is no zero.
  • To round numbers to the nearest 10.

WC: 17/9/18

Our maths objective this week is related to Number/Place Value.

  • To find 1000 more or less than a given number.

WC: 10/9/18

Our maths objective this week is related to Number/Place Value.

  • To count in multiples of 6, 7, 9, 25 and 1000.
  • To find 1000 more or less than a given number.

 

 

 

 

 

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