# Spring 1 Maths Support Week 4

In Maths next week the children will be calculating & comparing the area of rectangles (including squares). They will be using standard units, square centimetres (cm2) and square metres (m2) and will also estimate the area of irregular shapes.

What is area?

Area tells us the size of a shape or figure. In the real world it tells us the size of pieces of paper, computer screens, rooms in houses, baseball fields, towns, cities, countries, and so on. Knowing the area can be very important. Think of getting a new carpet fitted in a room in your home. Knowing the area of the room will help make sure that the carpet you buy is big enough without having too much left over.

So how do we calculate the area…

The area of a rectangle is = length x width

We can count the squares or we can take the length and width and use multiplication.

This square has a length of 1cm, as it is a square we know that all of the sides are the same length so the width is also 1cm. 1cm x 1cm = 1cm so we say that it has an area of 1cm2 (1cm squared).

This rectangle contains six squares but we can use multiplication to work this out as the length is 3cm and the width is 2cm. 3cm x 2cm = 6cm so the rectangle is 6cm2. (6cm squared)

How many squares are in this rectangle?

What about compound shapes?

There are two different methods for finding the area of this shape:

## Method 1

Divide the shape into squares and rectangles, find their individual areas and then add them together.

Area = 16 + 16 + 48 = 80cm2

## Method 2

Imagine the shape as a large rectangle with a section cut out.

Find the area of the large rectangle (12 × 8) and then subtract the part that has been cut out (4 × 4)

Area = (12 × 8) – (4 × 4) = 96 – 16 = 80cm2

Hope this helps!

Miss Niland

# Our trip to Harry Potter World

As part of our topic on Harry Potter, we visited the Harry Potter Studios in London for the day. The children took part in a creative workshop and had the opportunity to hold props from the Harry Potter series. As well as the workshop, the children were taken on the grand tour of the studios. They saw a variety of different sets, props and scenes, as well as having the opportunity to ride on a broomstick. Overall, the children loved the trip and took a lot away with them, which we will see in their writing throughout the term. A big thank you to all of the staff who helped the children throughout the day, parents for their support and a big thank you to Mrs Gough for making this day happen!

Here are some pictures from the trip.

Miss Niland

# Spring 1 Week 3 Maths Support

Next week the children will be looking at dividing numbers up to 4-digits by a 1-digit number using the formal written method of short division and interpret remainders appropriately for the context.

# Division

If the numbers are too difficult to divide in your head, use a written method. The formal written method which we will be focusing on will be short division.

Here is a demonstration of this method:

• I start by thinking about whether 7 will go into 3.
• It doesn’t, so I think about whether 7 will go into 36. It goes 5 times to make 35. I put the 5 over the 6.
• There is a remainder of 1, so this 1 goes next to the 2 to make 12.
• I know that 7 goes into 12 once and there is a remainder of 5, so I write 1 over the 2 and put ‘R 5′ at the end.

This method can also be used to divide three-digit numbers by two-digit numbers:

• I start by working out how many times 23 will go into 54. It goes in twice, so I put 2 above the 4.
• There is a remainder of 8, which I put next to the 7.
• I now think about how many times 23 goes into 87.
• It goes in 3 times with a remainder of 18, so I put 3 over the 7 and then write ‘R 18′ at the end.

Miss Niland

# Spring 1 Week 2 Maths Support

Next week the children will use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.

# Rounding numbers

Giving the complete number for something is sometimes unnecessary. For instance, the attendance at a football match might be 23745. But for most people who want to know the attendance figure, an answer of ‘nearly 24000‘, or ‘roughly 23700‘, is fine.

We can round off large numbers like these to the nearest thousand, nearest hundred, nearest ten, nearest whole number, or any other specified number.

Round 23745 to the nearest thousand.

First, look at the digit in the thousands place. It is 3. This means the number lies between 23000 and 24000. Look at the digit to the right of the 3. It is 7. That means 23745 is closer to 24000than 23000.

Remember

The rule is, if the next digit is: 5 or more, we ‘round up‘. 4 or less, it stays as it is.

23745 to the nearest thousand = 24000.

23745 to the nearest hundred = 23700.

For extra support, check out the following website below.

http://www.bbc.co.uk/guides/zpx2qty