Refresh your memory about column addition! Remember column addition means we work our way down the columns when adding and writing the answers. We add the ones (on the right) together first then we add the tens/ty's (on the left) together (don't forget that the zero in 'ty' likes to hide!)
Look at the layout example to remind yourselves of how we set out the calculations correctly, then have a go at one or more of the exercises - they get more difficult as you scroll down.
Today we're going to practice multiplying through repeated addition. This means adding the same numbers together lots of times
We can also write a repeated addition maths story as a multiplication maths story, using the times symbol (x). (Times or multiply means the same as 'groups of')
e.g. 4 x 5 is the same as 4 groups of 5 which is also the same as 5+5+5+5
Go through the slides below and also watch the short BBC video clip, which will remind you of how we can multiply through repeated addition.
Then have a go at the exercise below. Do how ever many questions you can in 20 - 30 minutes.
If you're printing off the sheets you can work directly onto these an use the pictures to help you work out the answers, circling the groups like we did before. If you're working into exercise books/onto paper, you could draw pictures or use objects around the house to help you count.
Read through the slides, pictures and word mats below to remind yourself of the differences between 2D and 3D shapes and what properties each shape has.
Then log into Purple Mash and see if you can complete today's 2Do activities all about shapes!
When we talk about sharing in maths, we use the symbol 'divide' which looks like this.
Similar to how x (multiply) means 'groups of', the divide symbol above means 'shared between'.
e.g. 10 2 is the same as saying 10 divided by 2 and 10 shared between 2
Ask your child to practise division by sharing objects equally. For example, 8 ÷ 2 could be solved by sharing 8 objects into 2 equal groups. Using objects such as your child’s toys, items of food, or buttons helps them visualise what the calculation means and keeps them interested.
Ask your child to find out how many objects there are to begin with. Can they share the objects equally between the two of you? Help them to share objects one at a time between the two groups (i.e. one for me, one for you, two for me, two for you, and so on). When all the objects have been shared, ask your child how many there are in each group. If you have the same number, explain that your child has shared the objects equally into two groups which is the same as dividing by two.
If you do not have the same number, ask your child to try again and check they haven't miscounted. Ask again if the objects have been shared equally. For example, ‘we started with 11 objects and shared them into two groups and I have 6 objects and you have 5 objects. Are they equal? Are both amounts the same? If they are not equal then 11 cannot be shared equally into two groups, so 11 cannot be divided by 2 equally using whole numbers or objects.’
Watch the video below for an example then have a go at one or more of the exercises. Print the sheets or work in exercise books and use pictures or objects around the house to help you count.