We discussed and discussed and discussed... |

We talked a lot about what the denominators and numerators told us and we helped each other to order the fractions on a number line.

...until we agreed. |

We discussed and discussed and discussed... |

We talked a lot about what the denominators and numerators told us and we helped each other to order the fractions on a number line.

...until we agreed. |

Sharing our fractions and mystery stars |

This week we did lots of revision on fractions from last term.

We described fractions of shapes, sets, and numbers and we found the number in a set based on a given fraction. For example, we worked out that if we had half of 12, we would get 6.

We drew lots of pictures and wrote fraction number sentences to find the answers to problems.

Using our knowledge or arrays to help us with fractions |

We also used our knowledge of times tables to identify an array of blocks and then we worked out how much in the halves, quarters and thirds.

This week we continued with our favourite warm-up activities - table towers and place value dice.

We also spent a lot of time looking a fractions of sets.

We used the multilink cubes to create our sets but we arranged them in arrays so that we could use our tables to count the number in our set.

We then used the fraction magnets to help us to show the fractions of the set.

We also spent a lot of time looking a fractions of sets.

We used the multilink cubes to create our sets but we arranged them in arrays so that we could use our tables to count the number in our set.

We then used the fraction magnets to help us to show the fractions of the set.

We continued this week with looking at fractions.

We continued with drawing our fractions and naming our fractions. We shared our pictures and explained them to our peers.

We also began to add tenths and write equations to show these.

We looked at different fractions and discussed the parts within a whole. For example, there are six sixths in one whole.

We continued with drawing our fractions and naming our fractions. We shared our pictures and explained them to our peers.

We also began to add tenths and write equations to show these.

We looked at different fractions and discussed the parts within a whole. For example, there are six sixths in one whole.

Sharing our fractions |

How many tenths? |

We coloured in parts of the whole and named the fraction. Then we shared with our peers and named each others fractions.

We also used the multilink cubes to look at halves, fifths and tenths. We made our own fractions, drew them and named them.

On Monday we learnt a new game with whaea Susan. It has quickly become our favourite game and it helps us to learn our tables!

Some of our posters |

RA saw four groups of four pictures, which was a total of sixteen pictures.

SH saw 3 lots of 2 rubbish bins, which equalled 6 rubbish bins.

AA saw 2 x 3 windows, which was the same as 6 windows.

LJ saw three lots of two shoes, which was a total of six shoes.

TA saw four groups of five pictures, which equalled twenty pictures.

Grouping |

This week, we have been using multiplicative thinking, equal groups, and fair shares to share out.

We looked at problems like: there are 20 children in the class. They need to be placed into equal groups. How many different ways can we group the children. We used counters to show our groups.

On Tuesday and Wednesday, we did some more problems like that but we drew pictures of our arrays and then we did it with the animal arrays.

Animal Arrays |

With the animal arrays, we also investigated how many ways we could show the same numbers. For example, we could show 24 animals by using arrays of 6 groups of 4 or 8 groups of 3... as well as other ways.

On Friday, we took pictures around the school of some of the 'groups of' things that we found in the school. Then we came back and shared our pictures and explained what they were groups of.

This week we looked at different ways to show multiplication. We made grids to show the relationship and we circled groups of dots to show the array.

We especially talked about the different ways of saying 'times'. For example, we can say 'groups of'', 'lots of'', 'multiplied by', and we can use the 'x' symbol for our mathematical notation.

We finished off the week by using what we had learned to solve word problems.

We especially talked about the different ways of saying 'times'. For example, we can say 'groups of'', 'lots of'', 'multiplied by', and we can use the 'x' symbol for our mathematical notation.

We finished off the week by using what we had learned to solve word problems.

This week we have been doing a variety of activities to help us with our basic facts. We used an abacus to practise recognising groups of five and ten without counting them. We also used the abacus to see if we could quickly recognise what was missing to make one hundred.

We used unilink cubes to show different ways of making ten such as 5 + 3 + 2. We tried to make ten in as many different ways as possible. Then we gave one unilink cube the value of ten, and then tried to see how many ways we could make one hundred.

We also created our own 2 and 3 digit numbers. We added them together and had a competition to see who could make the biggest and smallest totals.

On Friday, we worked together to create different shapes to see if we could continue patterns and work out how many cubes would be needed to make the next shape in a sequence.

We used unilink cubes to show different ways of making ten such as 5 + 3 + 2. We tried to make ten in as many different ways as possible. Then we gave one unilink cube the value of ten, and then tried to see how many ways we could make one hundred.

We also created our own 2 and 3 digit numbers. We added them together and had a competition to see who could make the biggest and smallest totals.

On Friday, we worked together to create different shapes to see if we could continue patterns and work out how many cubes would be needed to make the next shape in a sequence.

Multiplication Bingo |

We continued exploring place value and using our place value language to explain our problem solving but on Tuesday, we talked a lot about our Maths Club values with whaea Susan and how important it is to show respect and listen to others. We showed whaea Susan our Maths Club values poster and talked about the ideas on it.

On Wednesday, we played 'Cover-Up Kiwi' which helped us to see different ways of making a number. For example, ten can be four plus six or five plus five.

On Friday, we played Multiplication Bingo. We used counters to show the 'groups of' and find the answers. We also worked out that 'groups of' is another name for 'times'. For example, 2 x 4 is the same as saying, "2 groups of four".

Using Place Value Money to Solve Word Problems |

We have also been using place value money to solve word problems involving addition. Some of the word problems were hard but it was great to see that most of the students were using their place value language to 'exchange' ten of something for one of a greater value.

We met to set up our shared values. We decided on how we would behave based on how we would like others to treat us. We all agreed to our 'Maths Club Values' and, to remind us, we have this poster displayed on our wall.

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