To find your problems for today’s lesson, click on the link for the strategy you have been working on in your small group. Remember if you find the strategy too challenging re-watch the video. If it is still hard too follow go back to the previous challenge.
If you, after working on a couple of problems, you find you are really confident with the strategy you are working on try the next strategy.
To find your problems for today’s lesson, click on the link for the strategy you have been working on in your small group. Remember if you find the strategy too challenging re-watch the video. If it is still hard too follow go back to the previous challenge.
If you, after working on a couple of problems, you find you are really confident with the strategy you are working on try the next strategy.
Goal: I can name and use subtraction strategies to solve problems.
Today you will do your maths lesson in your small group with your teacher. Make sure you come to your meeting prepared and ready with your maths book, a ruler and a pencil. Get your page ready by writing the date at the top and the learning goal at the top of your page!
Goal: I can use known facts, doubles and near doubles strategies to help me subtract.
Listen to the audio below to have the lesson explained to you.
First, look at the examples below and sort them into known facts, doubles and near doubles.
4 + 4 = 8
6 + 4 = 10
7 + 8 = 15
(7 + 7 = 14
Plus 1 = 15)
Next, use the equations below and figure out the answer using known facts, doubles and near double strategies.
10 – 9 =
14 – 7 =
19 – 9 =
10 – 3 =
16 – 8 =
15 – 7 =
10 – 6 =
18 – 9 =
7 – 3 =
10 – 5 =
6 – 3 =
9 – 4 =
10 – 2 =
8 – 4 =
5 – 2 =
10 – 4 =
4 – 2 =
13 – 6 =
Then, think about using this strategy if the digits increase in place value. For example:
100 – 90 =
140 – 70 =
190 – 90 =
100 – 30 =
160 – 80 =
150 – 70 =
100 – 60 =
180 – 90 =
70 – 30 =
100 – 50 =
60 – 30 =
90 – 40 =
100 – 20 =
80 – 40 =
50 – 20 =
100 – 40 =
40 – 20 =
130 – 60 =
Finally, set a timer for 3 minutes and practise your skip counting in you book going forward and backwards. Focus on the ones you know you need to work on.
(press play to hear today’s lesson explained to you)
Goal: I can use addition and subtraction to create number sentences.
Today you are going to play date maths!
Date Maths
Using only the digits in today’s date e.g. 4/6/2021 write number sentences that add up to the amounts 1-20! The only rule is that the digits can only be used once.
First, record the digits for today’s date:
Digits: 0 1 2 2 4 6
Next, write addition and subtraction number sentences, or equations, that would add up to each amount from 1-20. For example:
2 – 1 = 1
2 + 0 = 2
1 + 2 = 3
???? = 4
???? = 5
all the way up to = 20
If you think that is a little easy for you, then give yourself a challenge!
Try and make some number sentences (including the answer) that uses every digit in today’s date. Can it be done?
Can you make a number sentence using these digits (including the answer) that uses all four mathematical operations (addition, subtraction, multiplication and division)?
How many 6 digit numbers can be made out of the digits of today’s date? Can you make them all and put them in order from smallest to largest?
(press play to hear today’s lesson explained to you)
Goal: I can estimate how 1 minute is.
How long is 1 minute?
Most of you will be able to say that 1 minute is 60 seconds. But can you describe how long 1 minute is in a different way?
It is useful to be able to get a feel for roughly how long one minute is, so today you are going to use a timer to complete some 1 minute challenges! You might have a 1 minute egg timer at home, or use a timer on a watch, phone, iPad or computer. Here is an online timer you could use: https://www.online-stopwatch.com/eggtimer-countdown/full-screen/
First, draw up the table below in your book:
Next, estimate how many of each activity you think you will be able to complete in 1 minute and write it in the table.
Finally, set a timer for 1 minute and do each activity – record the results in the table.
As a challenge you may want to estimate and test each activity for 5 minutes as well. Is there a way to predict accurately?
Write down anything you noticed about the difference between repeating activities for 1 minute and for 5 minutes.
Earlier this term we learnt about angles and practised identifying 3 different types of angles.
First, draw up a table like the one below.
Next, go around your house and look for different types of angles.
Finally, draw and write them in your table. There is an example to show you (you don’t need to include this example in your table, but you can if you want).
