The children showed off their artistic side by designing and creating Viking helmets. They firstly researched a variety of Viking helmets, focussing on the shape, size and structure. From this, the children designed four different types of helmets, annotating the different aspects around them. After choosing the favourite design, the children then created their helmets using lots of Viking colours and a variety of materials. Overall, the children did a marvellous job and really got stuck into the activity. The helmets are now up on display around school. .
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:
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|
These frequencies can be displayed in a bar chart, as shown.
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 focussing 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.
Then multiply the 3 by the 4 to give 12. Add the 1 carried over to give 13.
Then multiply the 3 by the 2 to give 6. Add the 1 carried over to give 7.
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.
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.
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.