This week, the children have been recapping lines of symmetry in shapes and using the mirror line to help find how many lines of symmetry are in different shapes.
From there, they began to translate and reflect shapes in the first quadrant as well as four quadrants.
The children worked really hard this week and enjoyed the challenges as well as folding shapes.
This week the children had to prove that all quadrilaterals have 4 sides and their interior angles = 360 degrees.
From there they went on to find angles in quadrilaterals using all of their previous learning. Some of the children even drew their own quadrilaterals on the interactive white board and challenged the rest of the class to find the missing angles. Amazing work this week year 5. Well done 😊
The later part of the week we have been looking at angles around a point. The children have needed to use all their knowledge about angles to help them solve the questions.
Mrs Gregory has been really impressed with the effort and work produced this week. Well done.
You wouldn’t think a straight line could cause so much confusion but it did to start off with. However, after two lessons the children are clearly demonstrating their knowledge of angles, turns, right angles and most are now using their knowledge of angles to find missing angles on a straight line. We began investigating what an angle as well as identifying how many angles were on a straight line. From there, we looked at how we could find the missing angle.
This week we have been recapping different types of angles. We have focussed mainly on: acute angles, right angles, obtuse angles and reflex angles.
Once the children were competent and could define all of the angles they were introduced to a protractor. The children were taught to line up their angle with the vertex point as well as the horizontal line. It has been interesting watching them!
We are now focussing on a Les on a straight point as they always add up to 180 degrees.
The children have really mastered finding percentages this week. It is obvious how they can convert fractions, decimals and percentages with ease.
Similarly, they have begun to find percentages of amounts. Here, they need to find equivalent fractions and then convert them to percentages.
LO: I can round decimals and read data off a table.
This week, the focus has been on rounding decimals.
Before we started looked at how to round decimals we reappend how we round whole numbers.
We then looked at rounding decimals and how this is very similar to whole numbers.
First, we look at the first digit after the decimal point if rounding to one decimal place. This then informs us whether we need to round up or leave the digit the same. The chart below shows that when we are rounding 43.94 to the nearest second, we look at the digit 9. The digit nine means that we need to round up the 3 to a 4. Therefore, 43.94 rounded to the nearest second is 44.00 seconds.
Once the children had grasped the concept of rounding with decimals we carried out an a imaginary eating competition. Here the children stated their favourite food or drink and a time, which was a little ambitious but fun. The children then rounded the times to the nearest second and tenth of a second.
LO: I can add and subtract decimals and understand tenths, hundredths and thousandths.
It has been a very busy week as the class has been attending some amazing workshops but we have managed to incorporate some maths into the activities. Our gymnast, Jaydon Paddock is a tumbler, so we found the perimeter of different rectangles (we pretended it was his tumbling floor).
This week the children are continuing to work with decimals.
The children were given 8 digit cards: 0,1,2,3,4,5,8 and 9. They could only use each digit once as they made 2 four digit numbers and either added them or subtracted them to find the smallest possible sum or difference.
This may sound easy but the children needed to use trial and error as well as place value knowledge. Although, finding the smallest sum was easy as the children figured out they needed to write the smallest number to the largest number, finding the smallest difference caused mayhem!
However, the children worked so hard and enjoyed the competition to find the smallest difference. Well done to Barnaby S for finding the answer. Great resilience and perseverance shown.
LO: I can add and subtract decimals.
We continue exploring as well as honing our skills adding and subtracting decimals. Some children call it ‘that silly little dot’. We have begun to link decimals to money and amounts. We are partitioning the amounts so we fully understand the place value of each digit as well as recapping adding and subtracting. Likewise, we are also using stem sentences so we use the correct vocabulary: tenths, hundredths, thousandths and whole numbers.
Year 5 Maths