In maths this week we have been learning to make estimates before completing calculations. Sometimes the children can make errors with column addition by forgetting to carry tens or 100s to the next column, or by forgetting to include these digits when adding the totals in each column. The children have been encouraged to ask themselves ‘does my answer look right?’
Please support your child at home with making estimating of totals e.g.
If one item costs £2.95, about how much would it cost to buy three items? (round £2.95 to £3.00 and then find the total)
Children generally enjoy checking their work using a calculator, so they could calculate the approximate amount and then compare it with the exact amount using a calculator. The more experience the children have for making estimations, the more they will use this strategy as a way of checking their totals.
Please continue to read with your child. Our big focus in school is for the children to enjoy reading and to encourage them to talk about what they are reading. The more children choose to read because they enjoy reading, the greater their chances will be of succeeding in the education system. Please use the ideas posted last week to give ideas about how to engage your child in discussing their chosen reading material.
Your child has been given a list of words we have been covering over the past few weeks in school. We have been looking in particular at words with the same spelling pattern. We use the term ‘learn one spelling, get some words free!’
e.g. If you can spell the word all you can spell tall, fall, call, small, etc.
Encourage your child to choose a word and then to find other words with the same spelling pattern. As our language is very complicated, several words can sound the same, but they have a different spelling pattern. e.g. the word crawl wouldn’t fit with the spelling pattern above. To overcome this, the children are encouraged to make links between words with a similar spelling pattern. If they can associate words with the same spelling pattern together, they will find it easier to remember which letters are used to spell the words. It doesn’t matter how silly the associations are- often the silly ones stick in the memory best of all!
If your child can already spell the root words of the verbs we have been learning, encourage them to add suffixes to the words e.g. call - calls, calling, caller, called. Watch out for the irregular verbs e.g. fall becomes fell not falled.