Maths Support Week 3 Summer 2

Next week the children will be looking at percentages in maths. They will be recognising the percent symbol (%) and understand that per cent relates to ‘number of parts per hundred’ and write percentages as a fraction with denominator 100, and as a decimal.

Per cent means ‘out of 100′

The sign % stands for ‘per cent’ which means ‘out of 100′.

So:

• 40% means 40 out of 100
• 11% means 11 out of 100

Percentage of a shape

This shape is divided into 100 equal parts. What percentage of the shape is shaded? Count and you will find that 40 of those 100 parts are shaded so therefore, 40% of this shape is shaded. (It doesn’t matter which 40 parts are shaded).

Remember, per cent means ‘out of 100′.

This shape is not divided into 100 equal parts. To work out the percentage of this shape that is shaded, you must first work out what each part represents.

There are 20 equal parts, so each part represents 5%.
100% (the whole) ÷ 20 = 5%
6 of the parts are shaded, so 30% of the total shape is shaded.
6 x 5% = 30%

Converting between percentages and decimals

To change a percentage to a decimal, divide by 100.
Change 48% to a decimal: 48 ÷ 100 = 0.48

To change a decimal to a percentage, multiply by 100.
Change 0.67 to a percentage: 0.67 x 100 = 67%

Converting between percentages and fractions

Write the percentage as a fraction over 100 and then simplify: Learn these equivalent fractions and percentages: What We Have Been Looking At This Week!

This week in year 5 we have been learning about rounding to the nearest 10,100,1000,10000 and 100000.  Also, in English, we have been learning about Journey to Johannesburg, where two children live in South Africa with there nan and baby sister, who is critically ill. The children head off in search of their mother, who lives in the big, bustling city. Through our English lessons, we have been focusing on the different character’s traits and feelings.

Our attendance this week was 99.9%.

Bobby and Lucas.

Maths Support Week 2 Summer 2

Next week, the children will be consolidating on addition and subtraction using columnar addition and subtraction.

Writing it down

When writing down sums, separate the numbers into units, tens, hundreds and thousands. List the numbers in a column and always start adding with the units first.

So when adding together 7948 + 1223, you should write it down like this: Some tips for addition

• Estimate first and check afterwards – it’s a good idea to estimate a rough answer first and then check your actual answer.
• Order doesn’t matter – remember that in addition 394 + 88 is the same as 88 + 394.

Subtraction

Writing it down

If the numbers are too high or too difficult to subtract in your head, write them down in columns. Always start subtracting with the units first. This week we have been learning about squared and cubed numbers in Maths, which was fantastic! We also learnt about time zones and why we have them. Today we created an information text about everything we have learnt so far on space, including how the planets orbit the sun.

This week’s attendance is 98.7%.

Maths Support Week 1 Summer 2

The first week back after half term, the children will be focussing on place value. The children will round any number up to 1,000,000 to the nearest 10, 100, 1000, 10000 or 100000.

Rounding to the nearest 100

To round a number to the nearest 100, look at the tens digit. If the tens digit is 5 or more, round up. If the tens digit is 4 or less, round down.

• The tens digit in 3281 is 8. So we round it up to 3300.
• The tens digit of 3216 is 1. So we round it down to 3200 When rounding to the nearest 100, 3281 becomes 3300.

Rounding to the nearest 1000

To round a number to the nearest 1000, look at the hundreds digit. If the hundreds digit is 5 or more, round up. If the hundreds digit is 4 or less, round down.

• The hundreds digit in 4559 is 5. So we round it up to 5000.
• The hundreds digit of 4295 is 2. So we round it down to 4000.

WHAT WE’VE LEARNT THIS WEEK !

This week in English we have been planning a story narrative based on the book of cosmic ( when Liam and the crew were trapped in the deep,dark shadows of  space ,their only mission was to get back home to earth) .

In math this week , we have been doing multi-step problems involving addition, subtraction, fluency and reasoning questions, which i have found challenging but fun .

This week we have been taking lessons in the year 6 classroom as they have been doing their SATS .

In PE this week we have been doing the triple  jump ( with Mr Willock ) and with Mr Carr we have been doing rounders which i found exciting and fun .

In science this week we have been  learning about space and how the planets rotate around the sun . (orbit)

Attendance this week is 97.7%

thanks Holly

Maths Support Week 6

In the final week of this half term, the children will be recognising and using square numbers and cube numbers, and the notation for square2 and cubed3.

Square numbers

A square number is a number multiplied by itself. This can also be called ‘a number squared’. The symbol for squared is ².

2² = 2 x 2 = 4

3² = 3 x 3 = 9

4² = 4 x 4 = 16

5² = 5 x 5 = 25

The square numbers up to 100 are: 1, 4, 9, 16, 25, 36, 49, 64, 81, 100.

Cube numbers

A cube number is a number multiplied by itself 3 times. This can also be called ‘a number cubed’.The symbol for cubed is ³.

2³ = 2 × 2 × 2 = 8

3³ = 3 × 3 × 3 = 27

4³ = 4 × 4 × 4 = 64

5³ = 5 × 5 × 5 =125

The cube numbers up to 100 are: 1, 8, 27, 64

What We Have Been Learning About!

This week we have been learning about rounding. We have rounded decimal numbers up to 2 decimal places, as well as rounding amounts of money. In science, we have been looking at whether the Earth is flat or spherical. After gathering lots of different theories and evidence together, it’s apparent that the Earth is in fact a sphere.

Class attendance-99.8%

Ethan.

Maths Support Week 5

Next week the children will be tackling multistep problems using addition and subtraction. The children will mainly be looking at money problems where they have to show their workings out using the correct method.

Useful tips for solving money problems:

• Read the words of the problem carefully to decide whether to use adding, subtracting, multiplying or dividing.
• If some of the prices in the problem are in pence and some are in pounds, change some of them so they are either ALL in pounds or ALL in pence.
• Treat money problems just like normal number calculations, but remember to put the decimal point and pound symbol in the right place.

Example 1

You buy a talking robot for £9.87 and a magazine for 73p. How much will you spend altogether?

1. First make sure both amounts are in the same units. 73p = £0.73.
2. Then add the two amounts by lining up the decimal points. 3. So the total you will spend is £10.60. (If you had worked this out on a calculator, you would have got 10.6. Remember to write this as £10.60.)

Example 2

You can buy a 4-can pack of lemonade for £1.00 or individual cans for 28p. Which is better value for money?

1. Work out how much one can in the 4-can pack costs by dividing the price by the number of cans. £1.00 ÷ 4 = £0.25 or 25p.
2. So the 4-can pack is better value because each can costs 25p, that is 3p cheaper than individual cans.