Measurement

During this topic, we have been reading and exploring scales on jugs, tubes and scales. We then had to measure different objects in grams and kilograms and then add and subtract as well as compared them using key vocabulary, a range of different methods and mathematical symbols. We also looked at volume and capacity. We explained the difference between them. We then began to measure, compare and add and subtract volume and capacity using a range of different methods and mathematical symbols.

NC:

• choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels

• compare and order lengths, mass, volume/capacity and record the results using >, < and =

Fractions

During this topic,  we have been learning about how we find fractions (by dividing a whole number by the denominator) as well as count up in the fraction,  unit and non-unit fractions,  equivalent fractions and how to add and subtract fractions. We were able to use key vocabulary and previous learning to answer questions and single and multi-step problems.

NC:

• count up and down in tenths; recognise that tenths arise from dividing an object into 10 equal parts and in dividing one-digit numbers or quantities by 10

• recognise, find and write fractions of a discrete set of objects: unit fractions and non-unit fractions with small denominators

• recognise and use fractions as numbers: unit fractions and non-unit fractions with small denominators

• recognise and show, using diagrams, equivalent fractions with small denominators

• add and subtract fractions with the same denominator within one whole [for example, + = ]

• compare and order unit fractions, and fractions with the same denominators

• solve problems that involve all of the above.

Money

Within our money unit, we have looked at the different coins and notes and made sure that we can identify them by their appearance and size. We have made sure that we know the value of each coin and how we add and takeaway amounts. Finally, we used this knowledge to help solve multi-step money challenges.

NC:

• recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value

• find different combinations of coins that equal the same amounts of money

• solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change

Time

We have been looking at the time this term and revisiting our knowledge of what the different hands mean. We then started to identify the O' Clock, half past, quarter past and quarter to.  From this, we began to read the time to 5 minutes. Finally, we started to look at duration and the unit of time to answer different single-step and multi-step problems related to time.

NC: 

• add and subtract amounts of money to give change, using both £ and p in practical contexts

• tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks

• estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight

• know the number of seconds in a minute and the number of days in each month, year and leap year

• compare durations of events [for example to calculate the time taken by particular events or tasks].

Shape

This term we have been looking at geometry. We have been looking at angles, 2-D and 3-D shapes, and lines. We started by looking at different angles and finding them within the classroom and drawing the different angles on shapes and individually. We have also explored the features of 2-D and 3-D shapes including, edges, faces and vertices. We also explored parallel, perpendicular, horizontal and vertical lines and identified them around the school and our classroom. We finished by creating different 3 - D shapes from their nets.

NC: 

• draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them

• recognise angles as a property of shape or a description of a turn

• identify right angles, recognise that two right angles make a half-turn, three make three-quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle

• identify horizontal and vertical lines and pairs of perpendicular and parallel lines.