30.01.2023 - 03.02.2023

This week in Maths, we have been looking at how to share numbers within equal groups. We recapped on the meaning of equal groups and how we can make the groups equal. It is quite a tricky concept to understand, so we need to make sure that we are continuing to practise this at home. We used visual representations and concrete representations to help develop this concept. 

23.01.2023 - 27.01.2023 

In Maths, we have continued to look at multiplication. The children used a lot of visual representations to determine how many groups there were and how many items were in each group to determine the answer. 

We then moved on to looking at arrays. It was a little bit tricky at first because children were getting confused between which were rows and columns. However, after practising and having a go, we grasped the concept that rows go across and columns go downwards. We use arrays to work out our multiplication sums and the children were introduced to the multiplication sign. Can you write down your two times multiplication sums for your grown-ups to see? 

16.01.2023 - 20.01.2023 

This week in Maths, we have moved on to looking at multiplication. First, we recapped our knowledge of equal groups and then we looked at adding the equal groups. Can you remember what equal groups are? Why do we use them? 

We used pictures to help visualise how many items we had in each group and discussed whether they were equal or not. For example, we looked at pictures of a cartoon hand. We knew that there were 5 equal groups of 4, which meant that there were 20 fingers altogether. 

I have been so impressed with how the children have improved their presentation in their books. It has been tricky to draw visual representations in books and add the equal groups but the children have done so well - well done! 

09/01/2023 - 13/01/2023

This week in Maths, we have been solidifying our knowledge of money. The children have had a go at learning how to add pounds and pence together alongside working out the difference between money and the amount of change they would receive from a given amount. We have been looking at reasoning and problem solving questions which would include a written question and then the children would be required to work out two sums to get the final answer. For example, we were given a question that asked how much change they would get from £10 if they bought a doll for £3 and a bun for £4. The children would be expected to work out what 3 add 4 would be and then work out how much change they would have left.