These problems appear each day for download access. They are an excellent way of applying bar-model problem solving. With the correct approach they are very solvable, but with loose maths can seem unapproachable. There is no pressure to do one per day; that is just for people like me who like this kind of thing. Instead, I would recommend starting at the beginning and coming to see me if and when it starts to crunch so that we can work it through together.
Now that we have the main calculation strategies in place, we are heading into the world of fractions Last week as spent establishing routines for comparing, adding and subtracting fractions. It is crucial for the children to learn to use the correct mathematical language, so there has been a lot of pressure on to use correct terminologies, most notably numerator and denominator.
The emphasis this week will swing towards multiplying fractions by whole numbers (integers) and fractions. A key point will be learning to explain each calculation in a variety of different ways, drawing it using bars or number lines, while calculating using more than one technique. For example, for the calculation 7 x 9/4, is it better to turn the fraction into a mixed number before multiplying, or to multiply as a top heavy fraction before converting to a mixed number?
The latest composition is going well and is drawing to a close. We have learnt a lot about how to plan and structure a balanced discussion which is a useful grounding for us to move into more convincing persuasive work.
Our studies of WW1 are moving well. We have studied some of the causes of WW1 and begun to study the structure of trenches. We will shortly start to look at some local soldiers who fought in the war and learn how the war impacted the local area. If you have any family stories from the wars, please do let your child bring in some information to share with the class.