We’ll be using this online game to help us explore rotation, reflection and translation. What do you think, year 5? Does it help us understand?
As you know, year 5, I love it when news stories tie in with our learning in class. This is the new , 12 sided, pound coin that comes into circulation (will start being used) on 28th March 2017. I found this website, which is very interesting but it doesn’t tell me anything about the geometry of the coin, aside from it having 12 sides.
Thinking about what we’ve been learning in maths, what additional information could we find out or calculate about this coin?
Year 4 have been learning about Roman numerals in their maths lesson. They went outside and each child was given either a number or Roman number. Then they had to find someone who had a matching number.
Katie said, “It was fun finding a partner with a matching number.” Laila said she enjoyed making a human clock with the Roman numbers.
Can you guess what number XXI is ?
Whilst some of the year 5 and 6 children were practicing for the Rickmansworth festival, the rest of us were enjoying ourselves with Active Maths activities. The children were split up into 3 groups and spent 20 mins on each activity. Lots of learning was taking place, from fractions, decimals and percentages to balancing and estimating.
Year 5 & 6 – Which activity did you enjoy the most and why?
This afternoon Year 4 had the experience of active maths. They were set the challenge of sorting out mathematical calculations into true and false piles. They showed fantastic collaboration and excitement towards the activity.
Year 4- what did you enjoy about taking your learning outdoors?
To begin our lesson we will be playing the game below which involves negative numbers.
Once you have played the game, discuss the questions below with your partner.
What are they?
What do you notice about them?
How do they work?
We’ve been taking a few risks in Y5 this week!
In maths, we’ve colour coded the tasks to help the children choose what the appropriate level of challenge is, for them. There has always been choice, but we’re hoping that the colour system will make it clearer. We’ve also re-emphasised how important it is to recognise when the chosen learning is too challenging, or, not challenging enough – and do something about it!
We also trialled putting the answers on the board, discretely, so that the children can check their progress as they go rather than wait for feedback the next day. It means that some children, if they get an answer wrong, can spend valuable time working out why rather than blundering on in blissful ignorance. It’s not perfect, and needs to be refined, but it’s worked pretty well!
Year 5 – give us feedback. We’re especially interested in yellow and green hats!
Mr Flint & Mr Watson
9/2/17 – UPDATE
The children felt that when all the answers were on the same sheet, there was too much temptation to look at the other answers. Even if children didn’t use this as a way of ‘cheating’, they felt it took the fun out of the activity. We solved this by having individual pieces of paper with the question on one side and the answer on the other (see photos). We decided to place these in more remote areas (other side of the classroom, just outside etc) so that the children could be active during the lesson too.