Great trial and improvement, resourcefulness (spot the pencil and calculator in the background) to program the Lego robot to follow the line.

# Tag: maths

When introducing the problem to Year 5 (Oak) we discussed that numerically equal would not be the same measurement and the difference between area and perimeter.

Now children worked in pairs to talk through their ideas of solving the problem and the option of using squared paper to try out the problem.

It was interesting to listen to how the pairs were working on the problem. Most pairs used squared paper. Some drew a variety of squares chosen randomly until they reached an answer. Some were more systematic and drew squares and calculated area/perimeter until they found one that worked-See pictures:

Here is last week’s maths challenge.

There were some good ideas:

**Most important**- 1, because you can make any number from 1
*Alice/Btooke* - 0,, because it is the first number
*Katie*

- 1, because you can make any number from 1
**Most interesting**- 0, because it is not positive or negative
*Alice/Btooke* - 5 and 3 because they are weird shapes
*Elissa* - 1, because it is the only number with only 1 factor
*Toby* - 0, because it can be used as a place holder and is the only number that has no value
*Toby*

- 0, because it is not positive or negative
**Most colourful**- 8, becuase wh en two bubbles stick together it makes an 8 and the light sines through to make it multi-coloured.
*Izzie*

- 8, becuase wh en two bubbles stick together it makes an 8 and the light sines through to make it multi-coloured.
**Funniest**- 8 because it looks like a snowman and you can make it from a 3 and a backwards three
*Izzie*

- 8 because it looks like a snowman and you can make it from a 3 and a backwards three

And the winner is…Izzie!

Year 3 explored possibilities in their Maths investigation this afternoon by looking for ways of making two arms of a v add up to the same total. They used the numbers 1 to 5, then 2 to 6.