Author Archives: l.carr

Maths Support Week 6

Next week the children will be recognizing and using square numbers and cube numbers, as well as knowing the notation for square 2 and cubed 3.

Squaring a number

32 means ’3 squared’, or 3 x 3.

The small 2 is an index number, or power. It tells us how many times we should multiply 3 by itself.

Similarly 72 means ’7 squared’, or 7 x 7.

And 102 means ’10 squared’, or 10 x 10.

So, 12 = 1 x 1 = 1

22 = 2 x 2 = 4

32 = 3 x 3 = 9

42 = 4 x 4 = 16

52 = 5 x 5 = 25


1, 4, 9, 16, 25… are known as square numbers.

Cubing a number

2 x 2 x 2 means ’2 cubed’, and is written as 23.

13 = 1 x 1 x 1 = 1

23 = 2 x 2 x 2 = 8

33 = 3 x 3 x 3 = 27

43 = 4 x 4 x 4 = 64

53 = 5 x 5 x 5 = 125


1, 8, 27, 64, 125… are known as cube numbers.

Standish High School Trip

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Yesterday, the children visited Standish High School for a Science day. The children explored a variety of forces and how they work. They also examined how fuel works in making a plane fly. The children were also treated to a lovely tour around the school as well as interacting with pupils and staff, asking lots of questions about school life at Standish High.

Maths Support Week 5

Next week, we will be solving addition and subtraction multi-step problems in contexts, deciding which operations and methods to use and why.

The children will be facing problems such as this;

239,990 people travelled by train in July and August.

12,890 more travelled by train in July than in August.

How many in total travelled by train in July and August?

How did you work this out?

From this, the children will break down the steps and figure out what calculation they have to do. In this instance, they will be adding the two sets of numbers to find the total amount of people who travelled on the train. They will have to show their workings out using the correct method.

Maths Support Week 4

Next week the children will be looking at decimals. In particular, the children will be rounding decimals with two decimal places to the nearest whole number and to one decimal place. They will also be reading, writing, ordering and comparing numbers with up to three decimal places.

Decimal places are counted from the decimal point:

Diagram of the number 5.743

So, the number Equation: 5.1492 has four decimal places, while Equation: 4.34 has two decimal places.


Round Equation: 9.6371 to Equation: 2 decimal places

This means we need Equation: 2 digits after the decimal point.

Diagram of the number 9.6371 with an arrow pointing towards the 3rd digit after the decimal point

Because the next digit Equation: 7, is more than Equation: 5, we round the Equation: 3 up.

Equation: 9.6371 = 9.64 (Equation: 2 decimal places)

Viking Day!

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Last Thursday, the children took part in a Viking day down in the school garden. They took part in a range of different tasks and activities related to the Vikings. The children made Viking flags from using any materials they could find from the garden. The children tried out some metal detecting, where they discovered a wide range of Viking artifacts, including arrow heads, coins and jewelry. One of the main activities was building a Viking longhouse, which every child contributed in helping to build it. Overall, the children had a fantastic day and learnt a lot about the history and lifestyle of a Viking. Well done Year 5!

Maths Support Week 3


Next week the children will be looking at time. In particular, the children will be solving numerous problems involving converting between units of time.

Time is a way of measuring how long something lasts, how long it takes to do something or how long before things start or come to an end.

Here is an example of how time works: we know that the school day starts at 9.00am and will be over at 3.30pm. To put it another way, the school day will be over in six and a half hours.

Analogue time

There are 24 hours in one day, but the day can be measured by splitting it into two halves.

The first 12 hours of the day – from midnight to midday – are called AM, and the next twelve hours – from midday to midnight – are called PM.

When writing down times, morning times end in ‘AM’ and afternoon times end in ‘PM’. This is called analogue time.

AM or PM?

With analogue time, the only way we know the right time of day is by adding AM or PM next to the time so we know if it’s a morning or an afternoon. This is important because there is an ‘AM’ and also a ‘PM’ for every time of the day. For example, at 8.30am you are probably on your way to school, but at 8.30pm you are probably on your way to bed!

A sun with AM written in the middle and a moon with PM written in the middle

Digital time

Digital time doesn’t break up the 24 hours of a day into two halves, and digital time doesn’t use AM or PM. Instead, it counts each of the 24 hours in the day.

7am is written as 07:00. 12pm (midday) is written as 12:00. In the afternoon, the clock numbers continue to increase, so that 1pm becomes 13:00, and 2pm becomes 14:00, and so on, until 23:59. The clock then resets to 00:00 (midnight), to begin counting the new day.

Digital time is written like a 24-hour timer, so 1.15am becomes 01:15, and 2.45pm becomes 14:45.

Two wrist watches both displaying analoge and digital time

Challenge: Can you convert these analogue times into digital times? Remember that a digital clock is like a timer and it just keeps adding an extra hour after 12pm.






Creating Viking Artefacts!

Hi everybody,

As you are aware, this term we are looking at the ‘Mighty Vikings’. Myself and Miss Cullen think it would be great if you were to make some Viking objects at home. This can anything from artefacts (coins, pottery or jewelry) to Viking weapons and Longboats.

Viking Artefacts


Here are some examples of what you can make!

Check out this website for some excellent ideas.

Any Issues please come and speak to us.

Mr Carr & Miss Cullen


Maths Support Summer Week 2

Next week the children will be focusing on fractions. in particular, they will be comparing and ordering fractions whose denominators are all multiples of the same number.

To compare fractions, you must first change them so they have the same denominator.

Compare 2/3 and 3/5 and find out which fraction is bigger.

  • First look at the denominators (the bottom numbers).
  • Try 9 – you can divide 9 by 3 but you can’t divide 9 by 5.
  • Try 10 – you can divide 10 by 5 but not by 3, so that isn’t right either.
  • Try 15 – you can divide 15 by 5 (which equals 3) and you can also divide 15 by 3 (which equals 5), so 15 is the new denominator.
  • Now you have found a new denominator that is divisable by both numbers, you need to change the numerators (the top numbers).
  • To change the numerators, simply multiply them by the number of times the denominator goes into 15.
  • So for 2/3 - 3 goes into 15 five times, so you must multiply the numerator (2) by 5 which equals 10.
  • And for 3/5 - 5 goes into 15 three times, so you must multiply the numerator (3) by 3 which equals 9.
  • 2 divided by 3 equals 10 divided by 153 divided by 5 equals 9 divided by 1510 divided by 15 is bigger than 9 divided by 152 divided by 3 is bigger than 3 divided by 5

    So now both fractions have been changed you can compare them to see which fraction is the biggest. 10/15 is bigger than 9/15 so the biggest original fraction is 2/3.


Internet Safety

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This week, the children have been learning about internet safety and what to be aware of when browsing the web. The children researched the implications of cyber bullying as well as appropriate and inappropriate behavior. The children then presented their findings to the rest of the class; giving advise about what children and parents should take when using the internet.

The Vikings

Our topic next term is all about the mighty Vikings.



Over the Easter holiday we would like you to carry out some research on the Vikings. In particular, we would you to find out:

1. Who were the Vikings?

2. How did the Vikings fight?

3. What was life like in Viking Britain?

Good luck on your research and have a lovely Easter!