This term, Y5 are learning about South Africa and the apartheid. This week, we have been creating some local delicacies from South Africa including chapatis and fruit snacks. The children also explored the different ways in which the South African tribes used to communicate with each other, using drum beats and wind instruments. Overall, the children learnt a lot about South African culture and thoroughly enjoyed the day.
Next week in Maths, we will be recognising the percent symbol (%) and understand that per cent relates to ‘number of parts per hundred’ and write percentages as a fraction with denominator 100, and as a decimal.
Per cent means ‘out of 100′
The sign % stands for ‘per cent’ which means ‘out of 100′.
- 40% means 40 out of 100
- 11% means 11 out of 100
Converting between percentages and decimals
To change a percentage to a decimal, divide by 100.
Change 48% to a decimal: 48 ÷ 100 = 0.48
To change a decimal to a percentage, multiply by 100.
Change 0.67 to a percentage: 0.67 x 100 = 67%
For extra support on this area, check out the bbc website that has a fun video on decimals and percentages for the children to use.
Before half term, the children researched and designed their very own Viking longhouses. The children chose what materials to use and how exactly they would create it. They used a variety of : wool, cardboard, string, wood and grass. They measured, sawed and weaved their design to replicate that of a Viking Longhouse. Overall, the children did a fantastic job of making them and were all happy with the end product.
Next week in Maths, the children will be focusing on addition and subtraction using the column method. When writing down sums, separate the numbers into units, tens, hundreds and thousands. List the numbers in a column and always start adding with the units first.
So when adding together 7948 + 1223, you should write it down like this:
Writing it down
If the numbers are too high or too difficult to subtract in your head, write them down in columns. Always start subtracting with the units first.
The first week back after the holidays, we will be looking at place value. We will be rounding numbers up to 1,000,000 to the nearest 10, 100, 1000, 10000 or 100000.
Giving the complete number for something is sometimes unnecessary. For instance, the attendance at a football match might be 23745. But for most people who want to know the attendance figure, an answer of ‘nearly 24000‘, or ‘roughly 23700‘, is fine.
We can round off large numbers like these to the nearest thousand, nearest hundred, nearest ten, nearest whole number, or any other specified number.
Round 23745 to the nearest thousand.
First, look at the digit in the thousands place. It is 3. This means the number lies between 23000 and 24000. Look at the digit to the right of the 3. It is 7. That means 23745 is closer to 24000 than 23000.
This week, the children have been learning about free verse poems and their features. They have been working towards creating their own poems about a Viking helmet that they created, which will go up on display at the end of the week. The children have generated a lot of creativity so far this week and have been acting out to a variety of free verse poems.
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.
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.
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.
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:
So, the number has four decimal places, while has two decimal places.
Round to decimal places
This means we need digits after the decimal point.
Because the next digit , is more than , we round the up.
( decimal places)