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:
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.
A square cm has a length of 1 cm. We say that it has an area of 1 cm2 ( 1 cm squared).
This rectangle contains six squares. Each of the squares has an area of 1cm2, so the area of the rectangle is 6cm2.
There are two different methods for finding the area of this shape:
Divide the shape into squares and rectangles, find their individual areas and then add them together.
Area = 16 + 16 + 48 = 80cm2
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
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
- 6 into 47 goes 7 times
- 7 x 6 = 42. Take 42 away from 47 to get the remainder of 5.
- Bring down the next digit, the 4
- 6 into 54 goes 9 times with no remainder
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.
Next week the children will use rounding to check answers to calculations and determine, in the context of a problem, levels of accuracy.
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.