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!
Next term, we are focusing on place value, ordering and comparing numbers up to 1,000,000.
We use place value headings like 10, 100, 1000. These help us do sums and see which numbers are bigger than others. A number is made of one or more digits. The number 683, for example, is made of the digits 6, 8 and 3.
The position of a digit in a number is very important. A digit’s value depends on its position in the number. Use place value headings to work out the value of each digit in a number.
So the number 351489.3 is three hundred and fifty-one thousand, four hundred and eighty nine, and three tenths.
A 1 m piece of ribbon is cut into equal pieces and a piece measuring 4 cm remains.
What might the lengths of the equal parts be?
In how many different ways can the ribbon be cut into equal pieces?
Next week the children will be learning about how to estimate volume of a shape and solving statistic questions.
The volume of a shape measures the 3-dimensional amount of space that it takes up. Volume is measured in cubes.
A cubic cm has sides of length 1cm. It has a volume of 1cm3 (1 cm cubed).
This cuboid contains 12 cubes. Each cube has a volume of 1cm3. So the volume of this cuboid is 12cm3
Data means information. Graphs, charts and tables are used to represent this information and make it easier to understand. Bar charts are one way of showing the information from a frequency table. This bar chart represents the data from the table on the previous page:
The heights of the bars in this bar chart show how many of each bike were sold.
Next week the children will be learning the names of 3D shapes, by looking at the nets and deciding which shape will be formed from the net. Can they name this shapes?
They will also be using their knowledge of the total of all angles in triangles and rectangles when added together, to find a missing angle. Therefore, if the angles of a triangle total 180° what would the value of the missing angle be? If the children are given the lengths of two sides of a rectangle, what is the value of the missing sides?
Next week in maths, we will be looking at fractions. In particular we will be recognising mixed numbers and improper fractions, converting from one form to the other, writing mathematical statements.
Improper and mixed fractions
An improper fraction has a numerator that is bigger than its denominator, for example 10/7
9/4 is an improper fraction. It means nine quarters. If you think of this as cakes, nine quarters are more than two whole cakes. It is 2 1/4 cakes.
2 1/4 is a mixed fraction because it has a whole number and a fraction together.