FaithPrimary School

'Loving and Learning in the Light of the Lord'

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Welcome

I am delighted to welcome you to Faith Primary School. We are a Catholic and Church of England school and very proud of our children and the success that the school community has found in working together as a joint denominational school.

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Maths

Place Value

Year 5 have been working hard learning about numbers and place value. Take a look at what we have been learning...

We began by using practical resources to help us to read numbers up to 1, 000, 000.

We began by using practical resources to help us to read numbers up to 1, 000, 000. 1

We began by using practical resources to help us to read numbers up to 1, 000, 000. 2

We began by using practical resources to help us to read numbers up to 1, 000, 000. 3

Moving on to show off our fluency skills...

Moving on to show off our fluency skills... 1

Moving on to show off our fluency skills... 2

Moving on to show off our fluency skills... 3

Moving onto problem solve...

Moving onto problem solve... 1

Year 5 were positive when learning about negative numbers!

Year 5 were positive when learning about negative numbers! 1

Year 5 were positive when learning about negative numbers! 2

Year 5 were positive when learning about negative numbers! 3

Year 5 were positive when learning about negative numbers! 4

Year 5 were positive when learning about negative numbers! 5

Year 5 were positive when learning about negative numbers! 6

We really enjoyed rounding numbers!

We really enjoyed rounding numbers! 1

We really enjoyed rounding numbers! 2

We really enjoyed rounding numbers! 3

We began Roman Numerals by finding out the dates in which the Roman artifacts were excavated...

We began Roman Numerals by finding out the dates in which the Roman artifacts were excavated... 1

We began Roman Numerals by finding out the dates in which the Roman artifacts were excavated... 2

We began Roman Numerals by finding out the dates in which the Roman artifacts were excavated... 3

We began Roman Numerals by finding out the dates in which the Roman artifacts were excavated... 4

We began Roman Numerals by finding out the dates in which the Roman artifacts were excavated... 5

We began Roman Numerals by finding out the dates in which the Roman artifacts were excavated... 6

We then challenged ourselves with fluency, reasoning and problem solving tasks...

We then challenged ourselves with fluency, reasoning and problem solving tasks... 1

We then challenged ourselves with fluency, reasoning and problem solving tasks... 2

We then challenged ourselves with fluency, reasoning and problem solving tasks... 3

We then challenged ourselves with fluency, reasoning and problem solving tasks... 4

We compared 3 or 2 different numbers to find the common factors.

We compared 3 or 2 different numbers to find the common factors. 1

We compared 3 or 2 different numbers to find the common factors. 2

We compared 3 or 2 different numbers to find the common factors. 3

We have used cuisenaire rods to find prime numbers. If we could make trains below the original rod (other than 1 and itself), we knew it was a composite number. The rods which only had ones and itself were prime.

We practised multiplying and dividing by 10, 100 and 1000 outdoors.

We practised multiplying and dividing by 10, 100 and 1000 outdoors. 1

We practised multiplying and dividing by 10, 100 and 1000 outdoors. 2

We practised multiplying and dividing by 10, 100 and 1000 outdoors. 3

We used cuisenaire rods to help us work out squared numbers.

We used cuisenaire rods to help us work out squared numbers. 1

We used cuisenaire rods to help us work out squared numbers. 2

We used cuisenaire rods to help us work out squared numbers. 3

We used cuisenaire rods to help us work out squared numbers. 4

We have been pushing ourselves to learn our times tables. We have carried out active maths games to help us consolidate our knowledge.

Fractions

We took our learning outdoors to problem solve when comparing and ordering fractions.

We took our learning outdoors to problem solve when comparing and ordering fractions. 1

We took our learning outdoors to problem solve when comparing and ordering fractions. 2

We took our learning outdoors to problem solve when comparing and ordering fractions. 3

We took our learning outdoors to problem solve when comparing and ordering fractions. 4

We made fraction walls using trains of rods to help us find equivalent fractions.

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