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The Queen's C of E
Primary School

Maths 23 March 2020

Dear 4AD and 4JM mathematicians

Your maths-at-home learning is here! We recommend that you do little bursts of maths every day, rather than doing it all in one big chunk. Every week, we will upload a selection of videos, activities and problems for you to watch, complete and solve. We will always upload range of activities, including a ‘cool original’ task (which is slightly easier) and a ‘chilli heatwave’ task (which provides more challenge) so that you can choose what suits you best.

Times tables (every day)
Get creative!
Step 1: choose a times table that you’re not yet fluent in (and by fluent, we mean back-to-front, upside-down, in the air, in your sleep, know your multiples, know your factors, super-speedy fluent). 
We suggest the following as a guide:
Cool original - 2x, 3x, 4x
Chilli heatwave - 6x, 7x, 8x and 12x

Step 2: practise, practise, practise! Try writing them out in order, try writing them out in a random order, try counting in multiples, try counting backwards, get family members to test you, try finding unusual patterns.

Step 3: create a fun video showcasing your new times table skills. This can be ANYTHING YOU LIKE! It could involve football with times tables or perhaps you want to create a skipping routine or a dance routine with times tables. 

Once the Year 4 email address is up and running, we’d love to see your videos of your home learning in action (and because we miss you)!

In addition to this, we also recommend you continue to practise writing out and memorising fact families. A fact family might look something like this: 

3 x 2 = 6  and  6 = 3 x 2
2 x 3 = 6  and  6 = 2 x 3 
6 ÷ 2 = 3  and  3 = 6 ÷ 2
6 ÷ 3 = 2  and  2 = 6 ÷ 3

This can be made harder by thinking of related times table fact families, such as this one:

30 x 2 = 60  and  60 = 30 x 2
2 x 30 = 60  and  60 = 2 x 30 
60 ÷ 2 = 30  and  30 = 60 ÷ 2
60 ÷ 30 = 2  and  2 = 60 ÷ 30

You could even go beyond your times tables to other multiplication or division facts you might know, and try spotting patterns.

If I know that 25 x 4 = 100, what else do I know?

4 x 25 = 100 
100 ÷ 4 = 25
100 ÷ 25 = 4
100 = 4 x 25
25 = 100 ÷ 4
4 = 100 ÷ 25

12.5 x 8 = 100
8 x 12.5 = 100
and so on....

Other fluency activities (every day)
We would like you to have a go at a 'number of the day' activity. An example can be found here.
If you're feeling particularly creative, you could make your own 'number of the day' activity with 10 questions and email them in to us. Remember, they must be questions that you could do mentally, without too many steps of thinking!
 

Revising equivalent fractions (every day)
We've done some work on equivalent fractions already, so this is a good opportunity to revise before next week, when you will need this knowledge to help you with your next learning steps.

Wednesday and Thursday:

OL: I can find a pattern or rule for equivalent fractions
WILF:

- I have used a fraction wall (and drawn lines on it if it can be printed)
- I have labelled my fraction wall
- I have compared fractions using the vocabulary 'parts', 'whole', 'numerator' and 'denominator'
- I have recorded my answers logically

Parents, there is a solution page here if you want to see how your child could lay out their work.

Friday:

OL: To solve fraction problems.

Check your mathletics for the problems we have set you - they should be under the 'explore' tab when you sign in. Use the feedback tool to ask us questions about anything you don't understand!