Maths Support & Consolidation Week

With it being assessment week next week, the children will be recapping a variety of objectives that they have learnt throughout the year. They will be focusing on measurements and converting between each one.

Converting between metric and imperial units

Here are some examples of metric and imperial measures of length, mass and capacity:

Length mm, cm, m, km inch, foot, yard, mile
Mass mg, g, kg ounce (oz), pound (lb), stone
Capacity ml, cl, l pint, gallon

You will be expected to know some common conversions between metric and imperial units. Some of these are shown below, but check with your teacher which ones you need to learn.

  • 1 km = 5/8 mile
  • 1 m = 39.37 inches
  • 1 foot = 30.5 cm
  • 1 inch = 2.54 cm
  • 1 kg = 2.2 lb
  • 1 gallon = 4.5 litres
  • 1 litre = 1 3/4 pints

South African Day

IMG_9853 IMG_9855 IMG_9856 IMG_9857 IMG_9861

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.

Maths Support Week 3

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.


Viking Longhouses

IMG_1498 IMG_1499 IMG_1500 IMG_1503 IMG_1504 IMG_1505 IMG_1506 IMG_1507 IMG_1508 IMG_1509 IMG_1510 IMG_1513 IMG_1514

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.

Maths Support Summer 2 Week 2

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:

addiing the sum 7948 + 1223


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.Subtractio: 6418 - 1223 = 5195


Summer 2 Week 1 Maths Support

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.

Rounding numbers

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.

Free Verse Poems

IMG_2774 IMG_2775 IMG_2776 IMG_2777 IMG_2778

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.

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

IMG_2754 IMG_2756 IMG_2757 IMG_2758 IMG_2759 IMG_2760 IMG_2761 IMG_2762 IMG_2764 IMG_2767 IMG_2768

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.