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Harris

Primary School

Aim Higher

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Harris

Primary School

Aim Higher

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Mathematics

Year 3 Spring 1

In the Spring Term Year 3 have looked at multiples of 8, missing number problems and worked with measures in order to fund raise for an educational visit to Blackburn Museum.

Year 3 Spring 1

In the Spring Term Year 3 have looked at multiples of 8, missing number problems and worked with measures in order to fund raise for an educational visit to Blackburn Museum.

Reception - Spring 1

In Mathematics the children explored length and height.  They initially compared and ordered lengths and heights using the correct vocabulary and then went on to measure them using non-standard unit measures.  We enjoyed finding items talller/shorter - longer/shorter than a biscuit.  We also used a bsicuit as a non-standard unit measure.

We have been learning about flat and solid shapes.  Again we have used the correct vocabulary to describe these and sorted and matched a variety of shapes.  We have made shapes in doh, been on a Shape Walk and used shapes to make pictures and patterns.  We have joined in with lots of activities designed to develop our vocabulary.

 

Autumn 2 in Year 3

This half term we have built on from our work with place value and using equipment such as dines to aid us with written methods for addition and subtraction. We were then able to move towards showing our working out using column method. We have also looked at formal written methods for multiplication and division using arrays to help us understand the grid methods for multiplication and subtracting on a number line for division. 

We have learnt to tell the time to the nearest minute on an analogue clock.

Building 3D models to help us understand the properties of polyhedron was one of our most popular topics. Look how we have our 3D skeleton models into Christmas tree decorations and our cubes into gift boxes.

In year 2 we have been learning the names and properties of 2D and 3D shapes. We used different length straws to create regular and irregular 2D shapes and counted the sides and vertices to name them. Then we sorted different sized 3D shapes by counting the faces, edges, vertices and discussed what were the same and different. Finally in collaborative groups, the children worked together to complete a reasoning problem. They had to investigate which 3D shapes was represented by looking at prints of the faces, edges and vertices. They justified their reasons and collected the 3D shape they agreed it was. 
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