Division of fractions this week! Again, much easier than we expected. Look at the diagram below to remind you:
We have continued with our work on fractions (addition and subtraction) with different denominators. We are also very confident when multiplying fractions too - much easier than we thought!
This week Year 6 have worked really hard with addition and subtraction of fractions and mixed numbers. We've used fractions with the same and different denominators.
We've also looked at finding the lowest common denominator (LCD).
We have started the new year with 'Fabulous Fractions'. All Year 6 have come back with a super attitude toward their maths work and a very positive learning behaviour. Well done!
We've continued with simplifying fractions, finding equivalence and also compared different fractions on a numberline
Fractions on a numberline
This week we have looked at solving problems involving addition, subtraction, multiplication and division.
We have thought carefully about the role of place holders and worked carefully through method.
In Year 6 this week, we have looked at strategies for problem solving. We thought about strategies we've learnt before:
Act it out – Physically act out (in KS1) and/or draw out (in KS2) the situation presented in the maths problem
Trial and Error – Trial different answers until the correct one is found
Trial by improvement – Remove possible answers, until the correct answer remains. This strategy also helps children decide which pieces of information are important
List or Table – Solve problems by writing the information in an organised list or table. This allows children to discover relationships and patterns within the data
Find a Pattern – Look for patterns in the data, in order to solve the problem. Children will look for items or numbers that are repeated, or a series of events that repeat
Simplify – Often used alongside other strategies. When a problem is too complex to solve in one step, it often helps to divide it into simpler problems and solve each separately
Working Backwards – Starting at the answer, the children develop a strategy that leads them to the solution by working back through the process
Algebra – If the problem involves numbers and number operations. A maths sentence or expression with numbers or symbols (such as an equation) can help make the solution clearer
Bar Modelling – Bar models are used to show pictorial representations of problems or concepts that can be used for any of the operations: addition, subtraction, multiplication and division.
This week we have looked at negative numbers in context and calculating intervals across zero.
We used number lines and found missing numbers, we also looked at money and overdrafts.
In Year 6 this week we have looked at rounding numbers to the nearest 1000. We have also calculated differences between two numbers, compared number statements and explained our work to others.
During Morning Challenge time, we have found different ways to make 3 and 4 digit numbers.
If you wish, use the chart below to help with rounding numbers at home.
We have continued with place value, particularly the value of individual digits. Year 6 have used tables to find out about the population figures around the world.We have also ordered numbers up to 10 million.
During Morning Challenge time we have worked with cubed numbers.
This week we have covered Roman numerals, perimeter, co-ordinates during Morning Challenge activities.
During our maths lessons, we've looked at reading, writing and ordering numbers up to 10 million. Looking closely at place value.
All Year 6 have enjoyed settling back into school life, maths in the classroom has started straight away;
long multiplication methods,
finding area and perimeter,
2D shape properties,
addition and subtraction.
Many of the activities have been completed during Morning Challenge time, this takes place as soon as the children enter the classroom at 8:50am.