Good Day, Y'all!

Another multi skill day.  Do NOT think of these worksheets as assessments, but as a 'MASH-UP' of calculations and problems to be solved across a range of maths skills.  They DO NOT have to be done under assessment conditions, but you are aiming for a score of > 80% nevertheless.   

Some of you seemed to struggle yesterday to recall elements of your previous learning.  If you are in a position to have some support at home or in school, ask for it.  If not, focus, think clearly, do your best and if you need me to give you some tips, just e-mail me!

Hey everyone!  An enjoyable challenge today, across a number of different skill areas. 

First, mark your Roman Numeral work from yesterday, then get yourself organised for your challenge.  You will need to work in your maths book first, so get your margins in, set your work out neatly, and transfer your answers across to MyMaths carefully. 

Our challenge target remains the same - >80%, so good thinking, careful calculating and take care.  You WILL need to concentrate on this - please don't RUSH at it!

Good day, oh sharp and smart ones! 

Well, yesterday it was the turn of Class 13 to puzzle me by not attempting their MyMaths tasks.  This is NOT like them, so there may have been a problem, though I did check on a couple of log-ins just to make sure that the task was there.  Anyway, I reset the task just in case.  If you have the same task on your tab TWICE, only do it ONCE.

Today you are going to do some independent consolidation.  Have  your sheet from yesterday with the 3 rules beside you, and remember when converting TO a Roman Numeral, ALWAYS to start by partitioning the number, e.g. 1939: 1000  900  30  9.

Hello there.  So, let's see how you got on yesterday?  Fingers crossed.  I SO want you all consistently achieving between 38 and 40 on your arithmetic strips - though those of you who worked out 80% of 40, would see that the answer is 32.  Mind you, I do think our target for the STRIPS should be >90%, as we have been working SO hard on them throughout the year!  So, what would that make our minimum challenge score, now?

P.S. I was a little curious to see how few Class 14 mathematicians chose to do a little showing off on Friday, on the MyMaths mini arithmetic assessment.   I have extended the date, just in case any of you have some time spare this week, and would like to give it a go.  Go on - you know it's good for you!

Anyway, onwards and upwards - I think you are going to enjoy today's revision session - Roman Numerals.  

HAPPY FRIDAY, PEEPS....

Final day of the week, and some fluency practice!

Twit twoo, you sharp and smart mathematicians!

We are moving on with our negative numbers today. Some of you lost a little bit of concentration in places, yesterday.  Don't forget you can always draw yourselves a number line (either horizontally or vertically) in your books, labelled for positive and negative integers - just like we do when we are 'gridding up' our X (horizontal) or Y (vertical) axis in Geometry.  Then use it to count up and down or left and right across, carefully!

Greetings, everyone!  

Most of you seem to have got on pretty well, yesterday.  Remember, you need to really push for that challenge target of > 80%! 

Today's lesson is a step up, so stay nice and chilled and focused.

Welcome back to your final half-term of Primary School, you fabulous mathematicians!

Let's push on hard this week, and add to the maths skills we will be pleased we worked on, when we get up to High School, come September!

I would LOVE, LOVE, L-O-V-E for us all to be comfortably at or around 40 on our strips...

Good Morning, one and all! 

Yesterday, you all did pretty well on 'Introduction to Ratio', so let's have a little look at 'Introduction to Proportion', today.  

Morning lovely people!  I wonder how many 40/40 'Wise Owls' we will have today?  Then, just a final consolidation activity for our mean, mode, median and range skills, to bring this topic to a close.

Now, let's put it all together!

Just to check!  Make sure, that when you are working through the lesson, you move down the numbered buttons on the left hand side of your screen, consecutively.  For each 'button', you MUST ALSO use the 'next' arrow at the bottom right hand side of the screen, as there can be up to 4 sections/points relating to each button.   The 'back' arrow, on the left hand side, will help you move back to a point or a button, if you need to clarify, rework or reinforce something you have not quite understood... YET!  

Moving onto Median and Range...  

You are getting there, but I suspect you need to ramp up the W/J, folks!  You will NOT get away with guessing from the screen, or performing mental gymnastics, when calculating averages.  Get organised with your maths book beside you, working and jotting ferociously, as you go.  Do this both during the lesson, and when completing the tasks.  That's what I had to do!  Have fun!

A bit of light relief - averages!  Mean and mode to be specific!

Hey there, you wonderful mathematicians - time to Review, Reflect and Correct...

Time for cool heads and clear minds! 

Just want to remind you, that we are in the phase of learning where some of you may still be feeling a little wobbly on different aspects of the 'Substitution' work.  Just like in class, we will continue practising, thinking and jotting, until we each feel more and more comfortable.  As you know, we all work and learn at our own unique pace.  So, hang on in there, there is more learning to come.  No one expects you to 'get' brand new learning right away!  ...but if you ARE comfortable, enjoy developing some fluency!

This activity calls for: careful thought; BODMAS rules; ‘I think of a number heads’; W/J; and careful layout.

Remember that, e.g. 3a means (3 x a) and numbers below the line, as in 3a + 4  means (3a + 4) ÷ 2 ;

                                            2

KEEP A COOL HEAD!!

Happy Monday, everyone!

Hey, Wise Owls!  You are all doing really well with the ALGEBRA so far.  However, it is NEW to us all, and therefore a little bit TRICKY!  The Substitution lesson has been the most challenging so far.  BUT  DO NOT WORRY!  We will take it step by step, and if we need to take a little break and come back to it, that is what we will do!   Try your best; give it a few goes; chillax and come back to it!  But if you are still not feeling it at this point, just calmly put it away, and go and do something you are confident with instead.  Your brain is not quite ready, YET.  It is hard, I know when we are not all in the same room.  But we have learned that there isn't anything that we cannot master when we have the right focus, attitude and support.  So, ONWARDS AND UPWARDS, just do your best! 

P.S    If you are in Class 14, and did Substitution instead of Sequences, yesterday, just do Sequences today!

You will need to step through the document CAREFULLY making sure you understand: jot and talk it through with yourself as you go...  If you get discombobulated at any point, just step back and re-read. 

Then log into MyMaths for the 'YR6 Algebraic Thinking' 'Try Me' Lesson; followed by the Homework Task.  If you get less than 70% on either homework question, please have another go; you will be SO glad you did in the end!  Stay cool!

Well done all you 'Wise Owls'!!  Why not keep your maths skills nicely warmed up over the holidays by completing Strip 1000+3!  You can also go back over the new learning you have worked through over the past 2 weeks.  

Have a great Easter holiday, and remember that by staying indoors, you are helping our National Health Service to save lives.  Well done, you!!

p.s. I have attached the answers to Strip 1000+2, in case you haven't marked yet!  Toodle-pip, Ms T.

Morning!  This is NEW learning, so work through the 'Try the Lesson' calmly and systematically, practising, W/Jing and journaling into your home working maths books as you go.  Then do the homework tasks. 

Remember, for Q2 - the formula is:

length x width x height = volume of a cuboid.  (v = l x w x h   bananas = cm3)

Also, please note that when given the volume (v), and asked to find the missing height (h); multiply the 2 given sides together (l x w) and divide into the volume (v).  This will derive the missing side (also called a 'variable').   

e.g.  Volume = 24 cm3.  length = 2; width = 3;  find the missing height:

h = v divided by (l x w).

       Therefore, height (h) = 24 divided by (2 x 3) (i.e. 6) = 4cm3. 

Height (h) = 4 cm3 Ans

Check:  2 x 3 x 4 = 24cm3  (l x w x h = Vcm3)

HAVE FUN ALL YOU 'WISE OWLS'!!  Ms T.