LI: To be able to identify prime numbers
Today your child shall be tasked with identifying whether a number is prime or composite.
- Ask your child what a prime number is. Explain to them that a prime number is a number that is only divisible by one and itself, for example 5, 7 and 11.
- Share with your child the video below helping them understand more about prime numbers – share only the first 30 seconds. Any further will reveal some of the answers!
- Ask your child quickfire questions with any numbers from 1-50, asking whether they are prime or not. Give your child ten seconds to answer yes or no.
- Your child can now complete their activity sheet whereby they identify prime numbers in a 1-200 number square. Share the video once more, allowing your child to watch it the entire way through checking their answers.
LI: To be able to find missing numbers using the inverse method
- Ask your child what is meant by the inverse method. Explain to them that this is checking your calculation by working backwards from our answer using the opposite operations. For example 50 + 60 = 110 so to use the inverse of this we work backwards from our answer: 100 – 60 = 50.
- Your child should practice solving questions by filling in the Pyramid Activity Sheet by adding the adjacent numbers together and writing their sum in the block above them. The children continue the activity until they have completed the pyramid. In some cases, the children will have to use the inverse to find the missing numbers.
Activity – Your child then puts their knowledge of inverse methods into practice where they are given the answers to calculations with a missing number in the question. By working backwards and performing the opposite operation to what is in the question they can find the missing number. Opposite operations would be: addition - subtraction, multiplication - division.
LI: To be able to solve problems and check through estimation.
- Using the target boards, get your child to try and create a number as close to 50, 118, 30, and 25. They can add, subtract, multiply or divide to achieve this.
- Share the word problem below with your child, remind them of RUCSAC as they read through it (Read, Underline, Choose the operation, Solve, Answer and Check). The key information is underlined for you. Ask your child to use RUCSAC to help them solve word problems and to recount these different steps to you.
- Four children bought one large chocolate cake and one medium strawberry cake, sharing the cost equally. How much did they each pay? The medium cake cost £8.05 and the large cake cost £9.75.
- What is the important information within this question?
- How do I know what operation to solve based on the question’s context? (two cakes bought so addition, shared price between four so answer will be divisible by four)
- How do I use column addition to work out the total cost of the cakes?
- How do I now share the total cost out equally between the four children? (bus stop method)
2. A container has 5.64kg of flour. Rudy uses 4073g. How many kilograms of flour is left?
- Again, get your child to use RUCSAC to understand the question, attempt solving it and then check using the inverse method. They should come up with the answer of 5640 – 4073 = 1,567g or 1.567kg.
Activity – employing RUCSAC, your child should work through the word problems and check their answers through use of the inverse method or through estimation.
LI: I can simplify fractions
Today you shall be simplifying fractions to their simplest form using a numbers factors.
What we need to know
- Use your fraction wall to investigate fractions. When we simplify a fraction do we move up or down the fraction wall. Can you spot any patterns when the denominator is a multiple of the numerator?
- A common factor is a factor that can be exactly multiplied into both the numerator and he denominator, for example: a common factor of 4/6 is 2 as it exactly goes into 4 and also 6.
- We can use the common factors of the numerator and denominator to simplify fractions. We can do so by dividing both the numerator and denominator by the common factor. In our previous example if we divide 4/6 by the common factor of 2 then we find a simplified fraction of 2/3.
- What are the common factors of 5/10? What about 14/21?
- Simplify fractions to their simplest possible form using the common factors of the denominator and numerator.
LI: I can represent fractions on a number line.
Today you shall be showing whether a fraction is larger or smaller than another through the use of number lines.
What we need to know:
- To compare and order a set of fractions we can use the numerators when the denominators are the same. This is because we only need to identify whether the numerator of the fraction is larger or greater than the other, for example: 7/10 is greater than 4/10 as the numerator is larger and the denominators are the same.
- What about if the denominators are different however? In this instance, we shall need to make the denominators the same as each other in order to compare them. To do so we can use common factors or multiples of both denominators and divide or multiply by that number to modify the fractions.
- For example, if we were comparing 3/5 and 4/10, we know that the denominator 5 is a factor of 10 so we can alter the 4/10 to make the denominator 5 which will let us compare the two fractions.
- To do so we must divide 4/10 by 2. If we divide the denominator by 2 then we must also divide the numerator by 2.Therefore, 4/10 becomes 2/5. This can now be compared with 3/5.
- Place mixture of proper and mixed fractions on a number line to order and compare them.
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