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Maths

In Maths we investigated the area and perimeter of shapes. We asked ourselves whether shapes with different areas could have the same perimeter or vice versa and found that in both cases there were shapes that satisfied this.

When learning about line graphs, we had to find data that had been hidden all around the playground. Once we had collected this all, we plotted and drew our graphs. Then, we were on our feet again, searching for questions about our line graphs that we then answered in pairs.

We are learning about statistics in maths. This week, we began by looking at different types of data: discrete and continuous. We sorted different data sets into these different categories.

To start off our learning about algebra, we worked in pairs to solve equations. One of us had to be the solver, telling the recorder what to write down and do. Then, we had a conversation about whether we agreed with the method and whether the answer was correct.

To help us to think about the principle of reflection we used some numicon, to create reflective patterns. We than applied this knowledge to plotting shapes on co-ordinate grid, which we then reflected in the y and x axis.

We compared the properties of 2D and 3D shapes, then worked in table teams to create skeletons of different 3D shapes. We had to focus carefully on the number of edges and shape of the faces to enable us to do this.

This week we have been focusing on geometry: specifically 2D shape. We started by looking at the meanings of the different shape vocabulary that we would need to describe and define shapes, then applied this to the shapes themselves.

Year 6 are learning about ratio and proportion. To learn how to write the ratio and proportion of different objects, we created some of our own ‘sets’ made up of different parts, that we then wrote the corresponding ratios and proportions for.

As part of our learning surrounding ratio, we have been practising the skill of scaling. We applied this to a practical task, as we made scaled models of the furniture in the classroom.

When learning about fractions and their equivalents, we built some equivalence tables in our teams. First we came up with fractions, decimals and percentages on some post it notes, then used our knowledge of how to convert between these values to fill in the gaps.

Year six stared the year by revising their place value skills. To begin, they used place value grids to make and partition numbers, then generated their own, using dice and digit cards. Alongside this, they also had to think about systematic working, when finding all the possible number combinations.

We have been learning about negative numbers in maths. To start off with, we revised the concept of what made a positive and a negative number, and their values, by placing them on a number line in the classroom.

As part of our learning surrounding long division, we had to answer some missing number problems. We had to think really carefully about the method to find the missing digits!

We have been learning about the order of operations in maths, using the acronym: BODMAS to help us. We applied this skill to a maths puzzle, fitting the pieces together based on the answers to different calculations.