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We used counters to help us with our division work. We used grouping and sharing methods to help us find out the answers to different questions.

A co-operative learning strategy.

In groups, we took it in turns to be the 'showdown captain'. The captain was in charge of sharing a maths problem and everyone in the group had to solve it on their whiteboards. When the captain shouts 'showdown' everyone in the group shares their answer. If everyone has the same answer, they celebrate and move on to the next problem. If there are varied answers, the group discuss the strategies used and help eachother solve it so that they all get the correct answer.

Subtracting using exchanging

At the start of Term 2, we have been focusing on subtraction. We have been learning to subtract a 1 digit number from a 2 digit number, through a ten using base 10. We have been practising and consolidating our knowledge of exchanging a ten for ten ones as it makes it easier to subtract ones. For example, if you are working out 26 - 8 you only have 6 ones, so you exchange a ten for ten ones which means you then have 16 ones to subtract with.

On 14th October 2022, we were off timetable all day to take part in different Maths activities. In Sycamore class, we read the story ' Pezzettino' which was about a little cube who wanted to be part of something else. Using unifix cubes, the children created their own creatures but were encouraged to think about halves and doubles. For example, if they made a creature with 4 blue cubes and 4 red cubes, they identified that half of 8 is 4 and double 4 is 8 etc.

We also went outside to play some Maths games and draw number lines, shapes and other fun maths concepts on the playground with chalk! In the afternoon, we created our own timestable snake where we picked either the 2, 3, 5 or 10 timestable and created a number track on a snake. We then cut it out and we had our very own number snake spiral!

We used a variety of resources to create numbers in the 3 times table. We started off by making ourselves a number line from 0 to 50, then chose different numbers to respresent. We used place value counters, coloured counters, base 10, unifix cubes and numicon.

We used base 10 to make different numbers up to 100, using a tens and ones grid to ensure our place value was accurate. We interpreted pictures which represented different numbers.