African adventures

With Miss Burdge, we were studying the continent of Africa.  We explored different African patterns and made some ourselves using coloured pencils. There are two different types of pattern: symbolic and geometric ones.

After some group research using the Chromebooks into different countries, we had a class vote and we will be exploring Egypt from our classroom!

 Beautiful blending

We used primary colours to mix into secondary colours and blended them (1 + 1 = 2) . Some of use did such a good job with our blending that you can see tertiary colours too. A tertiary colour is when you mix a primary colour and secondary colour (1 +2 =3). We used charcoal and 6B and 2H pencils to create shade and tone to make 3D shapes.  We cut out our 3D shapes and added them to our beautiful blending as a background.  Mrs Allan was very proud of our hard work and we’ve had two compliments on our display already!

 

Compasses and directions

We have been working on directions and compass points this week. when you are giving directions, we have been using forwards, backward and turning right and left through 90 degrees.  the four compass points are North, South, east and West and we followed the compass points in chalk to in the playground before we completed the work in our jotters.

We have been exploring patterns in Maths Week 2020.  We created patterns using lines, and looked at the patterns and links between multiplication and division.  Exploring the links and patterns helped us to create more complex calculations.

Perfect parabola

A parabola is a special type of bend in a semi circle (R.H).  Parabolas make an upside down U, and you can predict the angles, which makes them important for satellites.

We made these part-parabola patterns using lines and rulers not curves! Some of us coloured them in like a checker board to make it look more 3D. We created parabolas in PE on the MUGA by throwing balls to each other, making them high enough to see the upside down U shape.

Amazing arrays

Arrays can help us with multiplication and division. We used pebbles in rows and columns to make the calculations.  for example, 4 rows of 7 pebbles would make 28, and then show the division for that too. We wrote all the calculations we could make with the array next to it: 2 multiplication and 2 division. Making arrays helped us to do more complex multiplication and division, as you can see…

Marvellous multiplication pebbles

Through the week, we made multiplication stones.  We used chalk pens to create dots and numbers for multiplication tables.  We are going to use them to make calculations and to skip counting. We also added them into our fraction walls…

Fabulous fraction walls 

When we were at the woodland, we gathered some natural materials to help us make fraction walls.  These showed us the patterns and links between fractions and multiplication and division.  We created walls, some of us showed complex fractions, some equivalent fractions, and some showed division facts.

We used different colours to make our fractions. We divided our shape into ninths. 4 ninths were green in different ways, using leaves, apples, grass and parts of a tree.

In our wall, the top is one whole and then halves, then thirds, then quarters, then sixths.  We talked to Mrs Allan about equivalent fractions, that 3 sixths is the same as one half.

We used different colours of leaves and stones for our wall.  We used one colour at the top of brown leaves, two colours in the middle and then four colours (red, yellow, and brown leaves and stones for quarters.

We found it difficult to gather all the resources. We used the multiplication pebbles on each part.  On the top, we used 4 stones to make 36 (4 x 9), and then we divided in each half (2 x 9 twice) and then again (1 x 9 four times). when we divided the quarters again, it was 4.5!

We used twigs for the top part and it was hard to snap the twigs. We wrote calculations using the multiplication pebbles at the side.  The total that we had was 24 using the 6 times table stones.  Every layer added up to the same amount because it was the same as the one whole at the top.

We were going to make our lines longer, but we changed it because we didn’t have enough resources.  We talked about moving from halves to quarters and then we talked about eighths, but it was hard to show the eighths using the resources.  We had a lot of different ideas!