Maths

Year six worked in teams to create models of fairground rides. The challenge was, that they could only use 3D shapes to do this! They looked at photographs of different types of rides and thought about how they could simplify them into familiar shapes that they could draw nets for. Can you guess which ride each model is based on?
Whilst revising ratio, we created a scaled map of the school! Firstly, we looked at bird’s eye images of the site from google earth, then split this up into areas we could measure. Then, we took some string and rulers and got measuring! After this, we chose a scale and used our knowledge to calculate how long each measurement should be on our drawings.
We have been learning about statistics in our maths lessons. We started by learning the difference between continuous and discrete data, and learnt which graphs we use to represent each type. Then, we asked ourselves a question: what happens to our heart rate when we exercise? To find this out we gathered some data, by taking our pulse after doing different types of exercise, and then presented this in a line graph. We all discovered that our heart rate went up as we became more active, as our hearts needed to work faster to pump the oxygen around our body more quickly.
Year 6 created sorting diagrams to help them define the properties of 2D shapes really specifically. In order to do this, they not only had to consider the properties of each shape, but also the differences between each shape, so that they only ended up with one possibility at the end of each branch!
We started term 3 by looking at ratio and proportion. In order to help us to understand what these are, we made some fruit salads! Then, we worked out the ratios used to compare the fruits we had used, and also the proportion of each piece of fruit. As an extension, we then wrote the proportions as equivalent decimals and percentages. It was great to eat all the fruit at the end!
We have been focusing on equivalent fractions, decimals and percentages. To practice converting between them, we made some creatures out of numicon. Then, we worked out how much of the whole creature each part was worth, and wrote this as a fraction, decimal and percentage.
Year 6 learnt about negative numbers. As a starter task, they were given a mixture of positive and negative numbers, inlcuding decimals, and a giant number line. Thye had to decide in their teams where to peg their numbers on the line. As a team, they realised that the larger the digits in a negative number, the smaller it's worth, as it is getting further away from zero.
Elm class practiced their systematic working skills, by focusing on problems that involved finding all of the possibilities. As part of this, they also explored lots of different ways to record working in Maths, such as using manipulatives, drawings and symbols.
Year 6 have been learning about the value of numbers up to 10,000,000. We thought carefully about how to say, read and write each number in figures and wrods, and the value of the digits that make up the complete number.
Collaborative problem solving in maths!
In one of our starters, we thought carefully about the different 'rules' numbers follow, or their properties. We each came up with a way of sorting the numbers 1-100, and then asked each other for numbers to sort. By sorting them on the board, the rest of the class had to decide what our rule was!
Top