Tag: Maths

Group 2 of LS2 have been learning and some revising on “Lowest Common Multiples” (LCM).

LCM consists of multiplication where you find the number in common between 2 numbers multiplication order. For an example you could use 4 and 7 up to 5 to find the LCM. You times both up to 5 and if there is the same number diagonal from eachother. (4, 8, 12, 16, 20.) and (7, 14, 21, 28, 35) in this case, there is no common multiple up to five. But if you know your four times tables if you add 2 on you can make it to 28, which the 7 times table has making it the answer.

Group 2 in LS2 have been revising on round numbers up to the billions.

Rounding is a useful skill to estimate. In this blog, we will be teaching you how to round. You need to know place values were you can find our example in our earlier blogs. To round you need a base number, I’ll pick a random one. (482.119) if rounding and you see a question asking to round to the nearest tenth you need to realise that the “th” means that it is in the decimal, not the whole number. in this number rounding to the nearest tenth would be the 1 after the 9 in the decimal place. due to the number being higher than 4, we round up. which is rounding.

For maths group two’s task was to learn how to solve place value problems and how we use place value in different area’s. Place value is the place of a digit in a number that tells us how much it is worth. For example if there was an equation that said what is 100 more than 4,628,297 the
answer would be 4,628,397.

LI: How to calculate the product of whole numbers using algorithms.

For this week’s Maths , Group 1 learned how to do the mutilpication algorithm. We figured out a way to solve the quotient but using the standard multiplication method. Writing numbers in vertical with the bigger numbers on top. While you’re multiplying the numbers, keep track of the remainder to make sure the problems have been solved correctly, using this method has made me confident when solving multiplacation and letting me have a better understanding.

This week in maths, I learned how to add whole numbers using the addition algorithm. First, I made sure to line the numbers up correctly by place value so the ones, tens, and hundreds were in the right columns. Then I added from right to left, starting with the ones. If the total was more than ten, I carried the extra number to the next column. At first I had to be careful and check my work, but the more I practiced, the easier it became. Using this method helps me stay organised and get the correct answer. I feel more confident adding bigger numbers on my own now.

This week in maths, I learned how to calculate the difference of whole numbers using the standard subtraction algorithm. I practiced lining up numbers by place value and subtracting carefully from right to left. When the top digit was smaller than the bottom digit, I used regrouping to borrow from the next column. This method helped me stay organized and avoid mistakes. I feel more confident subtracting larger numbers now, and I understand why following the steps carefully is important.

In math this week, My group and I explored integers, which are numbers that can be positive, negative, or zero. We used a number line to help us understand how to add, subtract, and multiply them. For example, 5 − 2 moves two steps left to 3, while 5 − (−2) moves two steps right to 7. For multiplication, 2 × 3 jumps two steps of +3 to reach 6, and 2 × (−3) jumps two steps of −3 to reach −6. It was fun to see how integers can go forward, backward, up, and down, and the number line made it really easy to understand.

LI: To calculate the product ( multiply ) of whole numbers, using algorithims.

This week group 5A created a DLO about multiplacation but using algorithims. For you to understand about how to solve the numbers we have used is twenty-three times twelve. The final answer is two hundred and seventy six.

This week in maths, we were learning about budgeting our numbers  After completing our slides, We had to presentate about our hard work. Here is my work.

This week for maths we had to interpret graphs of relationships.

The first thing that we had to do was read a slide of a story,The story was about Tomu’s father talking about Tomu’s uncles and unties.

Tomu was only allowed to ask his father three question and that can be any question.

Next we had to look at the relationship graphs and then write the answer onto the other slide.There were three slides.

If you want to try and work them out then go ahead onto slides and start working.There are the answers on there so make sure to work them out before you look at the answers.

Lastly we had to make up to three relationships graphs about four of my classmates.

I enjoyed working them out. I did well at reading the story properly. I need to improve on trying to share some of my work.