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In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.

In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  1
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  2
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  3
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  4
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  5
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  6
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  7
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  8
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  9
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  10
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  11
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  12
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  13
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  14
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  15
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  16
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  17
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  18
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  19
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  20
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  21
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  22
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  23
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  24
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  25
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  26
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  27
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  28
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  29
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  30
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  31
In maths we have been learning about positional language and telling the time. As with everything we do, we learn practically so we have been learning through playing games, using clocks and in real life situations.  32

We are learning to divide. We always start a unit with using manipulatives to ensure we really understand what is happening within an equation or question. If we have a solid understanding of this it will make it easier for us to apply our knowledge.

We took a trip to the local shop. We took £1 each and bought an item or 2. We discussed what change we would get her we paid for our items.

We took a trip to the local shop. We took £1 each and bought an item or 2. We discussed what change we would get her we paid for our items.  1
We took a trip to the local shop. We took £1 each and bought an item or 2. We discussed what change we would get her we paid for our items.  2

We used dienes to work on column subtraction.

We are learning to compare mass.

We are learning to compare mass.  1
We are learning to compare mass.  2
We are learning to compare mass.  3
We are learning to compare mass.  4
We are learning to compare mass.  5
We are learning to compare mass.  6
We are learning to compare mass.  7
We are learning to compare mass.  8
We are learning to compare mass.  9
We are learning to compare mass.  10
We are learning to compare mass.  11
We are learning to compare mass.  12
We are learning to compare mass.  13

We are learning to do column addition questions with regrouping.

We are learning to do column addition questions with regrouping.  1
We are learning to do column addition questions with regrouping.  2
We are learning to do column addition questions with regrouping.  3
We are learning to do column addition questions with regrouping.  4
We are learning to do column addition questions with regrouping.  5
We are learning to do column addition questions with regrouping.  6

We have been looking at how to represent numbers in lots of different ways. Including using numicon, dienes, place value cards and bead strings.

We have been looking at how to represent numbers in lots of different ways. Including using numicon, dienes, place value cards and bead strings.  1
We have been looking at how to represent numbers in lots of different ways. Including using numicon, dienes, place value cards and bead strings.  2
We have been looking at how to represent numbers in lots of different ways. Including using numicon, dienes, place value cards and bead strings.  3
We have been looking at how to represent numbers in lots of different ways. Including using numicon, dienes, place value cards and bead strings.  4
We have been looking at how to represent numbers in lots of different ways. Including using numicon, dienes, place value cards and bead strings.  5
We have been looking at how to represent numbers in lots of different ways. Including using numicon, dienes, place value cards and bead strings.  6
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