Monthly Archives: January 2018

Maths Support Week 5

Next week, the children will be identifying, describing and representing the position of a shape following a reflection or translation, using the appropriate language and knowing that the shape has not changed.


When a shape is reflected in a mirror line, the reflection is the same distance from the mirror line as the original shape.

Here are some mirror lines:

  • Vertical mirror line vertical reflection
  • Horizontal mirror line horizontal reflection
  • Translation
  • Translation is when a shape slides from one place to another, without turning.

    Here are some example translations:

    • 2 squares to the left Translation - 2 squares to the left
    • 3 squares down Translation - 3 squares down
    • 1 square to the right and four squares up – Transformation - 1 square to the right and four squares up

Maths Support Week 4

The Maths unit in Year 5 this term is finding the area of shapes. The children will calculate & compare the area of rectangles (including squares) including using standard units, square centimetres (cm2) and square metres (m2) & estimate the area of irregular shapes.The area of a shape is a measure of the 2 dimensional space that it covers. Area is measured in squares – eg square cm, square metres and square km.

Counting squares

A 1cm x 1cm shaded area

A square cm has a length of 1 cm. We say that it has an area of 1 cm2 ( 1 cm squared).

A 3cm x 2cm shaded area

This rectangle contains six squares. Each of the squares has an area of 1cm2, so the area of the rectangle is 6cm2.

Compound shapes

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

Area of a compound

Method 1

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

Area = 16 + 16 + 48 = 80cm squared

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 = 16 + 16 + 48 = 80 cm squared

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

Maths Support Week 3

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.


Writing it down

If the numbers are too difficult to divide in your head, use a written method. This is called long division.

Try 474 ÷ 6:

  • 6 doesn’t go into 4, so put 0 Division: 474/6
  • 6 into 47 goes 7 times Division: How to calcalte a sum
  • 7 x 6 = 42. Take 42 away from 47 to get the remainder of 5. Division: How to calculate a sum
  • Bring down the next digit, the 4 Division: How to calculate a sum
  • 6 into 54 goes 9 times with no remainder Division: How to calculate a sum

As there are no more digits to bring down, the division is finished.

The answer to 474 ÷ 6 is 79 (with no remainder).

Try out these games below.


Harry Potter World

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As part of our topic on Harry Potter, the children visited the Harry Potter Studios down near London for the day. The children took part in a creative workshop, were they held actual props from the Harry Potter series. As well as the workshop, the children were taken on the grand your of the studios. They seen a variety of different sets, props and scenes, as well as having a ride on the broomsticks. 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 goes out to all the staff who helped the children throughout the day and a big thank you to Mrs Gough for making this day a day to remember!


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As part of the children’s context on ‘Harry Potter’, the children took part in a game of Quidditch. The children learnt the rules and regulations of the game and decided on which positions they would play in. They had a choice of being a beater, a keeper, a seeker and a chaser. The children thoroughly engaged themselves into the sport and even caught the snitch, earning themselves maximum points.

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 24000 than 23000.


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.