Category Archives: Maths & Numeracy

Maths & Numeracy, Primary 7, Uncategorized

North, South, East and West our maths class is the best!

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Learning Intention:

We are learning to explore how right angles can be measured in degrees and how this links to fractions and compass points (MTH 2-17c, MTH 2-17a)

Success Criteria:

  • I know that a right angle is the same as a turn of 90°
  • I know that an angle of 180° is the same as a straight line
  • I know that a whole turn is the same as 360°
  • I can recognise angles which are 270°
  • I can relate 90°, 180°, 270° and 360° angles to quarter, half, three quarter and one whole turns
  • I can relate compass points to these angles and the appropriate fractions and turns (north, south, east and west)

This week in P7/6’s class maths, we started a new unit of work looking at different angles and linking this to our learning about fractions and compass points from last term. We started by creating a list of key words that link to directions and angles including: North, South, East, West, right, left, forwards, backwards, 90 degrees, clockwise, anticlockwise and diagonal. We all had to put our arms out in front of us and show a 90 degree turn, followed by 180 degrees, then 270 degrees then finally a 360 degree turn. We also looked at what these would look like when drawn on the board and realised that these turns were also linked to fractions, e.g. 90 degrees is a quarter turn. Next, we were given the challenge to direct Miss Sherlow to one of the chairs in the classroom using some of our new vocabulary, but Dylan made her go a bit too far and she bumped into it! We then had to try to direct Jack into the corridor but we overestimated how far he needed to move and Glen M accidentally  made him walk all the way into Mrs Gordon’s classroom. However, we learned from our mistakes and eventually managed to get each person where they needed to be. We used language like ’10 paces forward’ and ‘turn 180 degrees clockwise’ to help us.

We then split into groups and rotated around 3 activities:

  1. Theme Park Directions activity
  2. Working with Miss Sherlow- completing HAM textbook pages 6 and 7.
  3. Sumdog

There was a lot of laughing in our classroom during our maths lesson this week, but we definitely all learned something new about angles, compass points, fractions and directions.

“I especially enjoyed Miss Sherlow walking into the chair and table. It was hilarious. I also learned that a 270 degree turn is the same as a 3 quarters turn,” commented Kieran.

“Jack walked into Mrs Gordon’s classroom and it was funny. It took us a while, but we got there in the end” said Dylan.

“It was fabulous learning about angles and directions,” added Max.

Interdisciplinary Learning, Maths & Numeracy, Primary 7

Maths in Primary 7/6

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Learning Intention:

We are learning to talk about the different ways that money is represented and accessed (MNU 2-09a)

Success Criteria:

  • I can talk about the ways I can access money
  • I can talk about representations of money such as vouchers, credit cards, rail/pre-pay tickets
  • I can give examples of where people keep the money they have and how they access it
  • I can talk about how people earn or obtain money
  • I can talk about how to be safe with money

As part of our Young Enterprise IDL topic, we have been learning about money in real life contexts. We have been learning about what goods and services are and have been giving examples of each. We have also talked about the different types of bank cards that you can get, e.g. credit and debit cards and we learned about the differences between these. We learned about cash machines and we now know that some people call them ‘holes in the wall’ or ATM (automated teller machine) machines and that there is usually a £300 limit that you can withdraw. To help keep your money safe, everyone is given a PIN to access their money from the cashline. If you forget your PIN, the bank can send you a new one. This is to help stop fraud on your account. We also learned that if you are shopping online, it is safer to use a credit card. We talked about what cheques are and now know that they are a safe way of sending money to people as gifts because they can be cancelled if it doesn’t reach them.

Once we had a good understanding of all of these different ways to pay for things, we spilt into groups to complete our activities.

Group 1- Working with Miss Sherlow- We learned about the best ways to pay for different goods and services

Group 2- Game group- We were learning about different ways people pay for things and who might use those methods

Group 3- Sumdog Challenge

“I liked learning about credit cards because I now know the dangers and how to use them safely,” commented Ross.

“I enjoyed doing the board games because you had to explain what different money related items were and I learned about some new ones,” said Carrie.

“I enjoyed giving advice about how to safe with money because we got to use our previous knowledge to help us,” added Abbie.

Maths & Numeracy, Primary 3

What’s the length?

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Learning Intention: We are learning to measure the length of objects in centimetres.

Success Criteria: I can use a 30 cm ruler to measure items within class.

I can use a trundle wheel to measure lines and shapes in the playground.

I can accurately read and record the length of an object.

Over the last week in P4/3, we have been learning how to measure length in centimetres within Maths. We started off measuring objects within the classroom such as our jotters, pencils, rubbers, chair legs, shoes and water bottles. We then went into the playground and used trundle wheels and metre sticks to measure lines, shapes and objects such as the basketball net, the shed, the stage and the ground shapes.

We worked in pairs and recorded our measurements on paper using clip boards- it was great fun!

“The basketball net was approximately 320 cm,” Jamie Hardie.

“The stage was approximately 200 cm in length”, Kuba Kopacz.

“The gutter was around 340 cm in length. I measured it using the trundle wheel” Ryan Connor.

“The bench was 4 spins of the trundle wheel so that would be 4 m, which is 400 cm” Aiden Hardie.

We loved measuring objects and doing some Maths outside- we looked forward to doing it again!

 

Health & Wellbeing, Healthy Families, Healthy Children 2015, Interdisciplinary Learning, Maths & Numeracy, Primary 5, Primary 7, Sciences, Technologies

P5’s are the chefs

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Great fun and learning was had with P5 and our P7 helpers in the cooking classroom this week. Following on from our healthy product challenge we had the opportunity to apply the following skills, knowledge and understanding.

When planning to cook, we need to select the most suitable ingredients, equipment and food skills for successful results.

  • a) To be able to write and follow recipes.
  • b) To be able to weigh and measure accurately.
  • c) To be able to select and use the most appropriate ingredients and equipment to plan and cook a range of dishes.
  • d) To be able to modify existing recipes.

There is a range of additional food skills which enable us to cook.

  • a) To be able to demonstrate an extended range of food skills and techniques.

Buying, storing, preparing and cooking food safely and hygienically are vital for health.

  • a) To know that food can spoil and decay due to the action of microbes, insects and other pests.
  • b) To understand and use date marks and food storage instructions on food packaging.
  • c) To demonstrate good personal hygiene when cooking
  • d) To demonstrate good food safety and hygiene when cooking

In our plenary we discussed

  • A recipe is a set of instructions for preparing/cooking a food dish, e.g. how to bake a bread.
  • To ensure that a recipe works, it is important to weigh and measure ingredients accurately.
  • It is important to select and use the most appropriate ingredients and equipment to plan and cook a range of dishes.
  • Many recipes can be modified to produce exciting and original alternatives.
  • Good personal hygiene is vital when cooking to avoid the risk of food poisoning.
  • Good food safety and hygiene is vital when cooking to avoid accidents and risk of food poisoning.

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Maths & Numeracy

Using a Calendar

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We are  exploring how people plan and make decisions about their time and how these are recorded.  MNU 2-10a

– I can give examples of how people record times or dates that are important to them.

– I can interpret calendars and can ask and answer questions about the information they show.

This week Primary 6 have moved onto a different aspect of Maths – time. We started with a discussion about the different ways people record dates and important events. These included diaries, calendars, phones, electronic diaries, letters and post-its. Today during our rotations we investigated calendars. One group worked with Mrs Findlay to create their own calendar, then they had to devise questions about their calendar. One group worked with Miss Burton to find out dates of events from calendars. One group worked on Sum Dog to answer questions about calendars.

Maths & Numeracy, Supporting homework, Useful Websites

Supporting Numeracy at Home

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What is numeracy?

Numeracy is about being able to understand and use numbers in a range of situations e.g. when solving problems or making decisions in situations involving numbers.

How can you help?

Learning doesn’t just take place in the classroom, it can happen anywhere.

A child or young person’s everyday routine offers many opportunities and experiences to practise and apply their numeracy skills in real and meaningful ways.

There are many ways that you can build learning activities into everyday routines to support your child’s numeracy skills.

Supporting numeracy at home