This week in maths we have been learning to count forwards and backwards in multiples of 2, 5, 20, 25 and 50. We practised this by chanting together, using number lines and discussing how we can tell when numbers are counting in a particular multiple.
The children did a great job spotting patterns and explaining how they know a sequence is counting in a certain multiple. We talked about looking carefully at the step between numbers and checking whether the pattern stays the same.
E.g. I know that the difference between 385 and 390 is 5. I also know that multiples of 5 end in a 0 or a 5.
We also discussed how this skill will help us later in maths. If we know how to count in these multiples, it will help us when we move on to units of measure and capacity, as we will be able to work out different intervals more easily.
A key message we shared with the class is that in maths it is important to pause and think before answering a question. We encouraged the children to ask themselves:
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What do we already know?
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What is the question asking us to do?
What do we already know? I know that the midpoint between 100ml and 200ml is 150ml. Each interval is worth 50ml. With this knowledge, I know that there is 150ml of water in the jug.
What is the question asking us to do? The question wants to know how much more water is needed to fill the jug.
Taking a moment to think helps us choose the right strategy and solve problems more confidently.
Help at home:
You might like to practise at home by asking your child to count in 2s, 5s, 20s, 25s or 50s, forwards and backwards, or by spotting the pattern in a sequence of numbers.
You could even try and answer the reasoning question above. Remember! What do we already know? What is the question asking us to do?