The remaining weeks left of the Autumn term will be focussing on consolidation of what the children have already learnt so far. This is to ensure pupils are fluent and secure with their basic skills.
The focus of the consolidation will be the following aspects:
•Count on/back from a given number in steps of 100/1000/10,000 up to and beyond 100,000
•Partition decimal numbers to 2dp
•Round decimals with 1dp to the nearest whole number
•Multiply and divide numbers mentally drawing upon known facts
•Count on/back in fraction and decimal sequences e.g. 2.5 or 1 ½
•Round any number up to 100,000 to the nearest 10, 100 and 1000
•Add/subtract: 4-digit and 1-digit numbers, a 4 digit and tens, a 4-digit number and hundreds and a 4-digit number and thousands and combinations of pairs of 2,3 or 4 digit numbers
•Find factors and factor pairs of each number up to and beyond 20
•Convert units of measurement (km and m; cm and m; cm and mm; gram and km, ml and L).
The children will be looking at statistics next week in Maths. They will be reading, interpreting and completing information in tables, including timetables.
Above is a demonstration on how to collect data about favourite flavours of ice cream and organise the data into a block graph. How can we find out which is the most popular ice cream flavour? We could try asking the question ‘Do you like ice cream?’ but is this a suitable question? If not, why not? We must ask the right questions to get the right data. Once collected, it is important to sort the data. You can display data visually in a block graph for easy interpretation.
The easiest way to collect data is to use a tally chart.
When collecting data for the number of pets survey, it would have been useful to draw a table similar to this one.
As each person answers the question, we put a tally next to the appropriate number of pets. The frequency column is completed once all of the data has been collected. The table below shows the results of a new pets survey.
Number of pets survey
NUMBER OF PETS TALLY FREQUENCY
0 III 3
1 VIII 8
2 VVII 12
3 I 1
4 II 2
These frequencies can be displayed in a bar chart, as shown.
Bar chart showing the frequency against the number of pets owned
Frequency means the ‘number of times it occurs’.
In this example, three people had no pets, so the frequency of 0 pets was three.
Remember that the total frequency should be the same as the number of people in your survey. Always check that this is correct.
Next week the children will be focusing on multiplication. The children will be multiplying numbers up to 4-digits by a 1-digit or 2-digit number using a formal written method, including long multiplication for 2-digit numbers.
Writing it down: the column method
When using the column method, line up the ones, tens and hundreds underneath each other and then multiply each digit, starting with the ones.
246 x 3
Start by multiplying the 3 by the 6 to give 18.
Example 246 multiplied by 3: Step 1
Then multiply the 3 by the 4 to give 12. Add the 1 carried over to give 13.
Example 246 multiplied by 3: Step 2
Then multiply the 3 by the 2 to give 6. Add the 1 carried over to give 7.Example 246 multiplied by 3: Step 3
So the answer to 246 x 3 is 738.
Check out the following website for extra help when multiplying numbers together using a written method.
Next week in maths the children will be looking at fractions. They will identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths. The children will also read and write decimal numbers as fractions, e.g. 0.71 = 71/100.
Equivalent fractions are fractions that look different but show exactly the same amount.
You can make equivalent fractions by multiplying or dividing the numerator and denominator by the same number.
You can simplify fractions by dividing the numerator and denominator by the same number. This is called cancelling.
Sometimes fractions will cancel more than once.
At Wood Fold we are focusing on learning times tables! Learning times tables is a brilliant way of helping your child and it really can make a huge difference.
Learning multiplication is an important foundation for learning different aspects of mathematics such as division, algebra, long multiplication, and even fractions. For children that don’t have a solid grasp of the times tables, they may find these other areas to be hard to understand as well.
Encourage your child and help them to learn their times tables. Use the link below to help.