# Miss Phillips Y6 Maths

Welcome to Miss Phillips' Year 6 Maths Page! Click the picture above for practise ALFIE questions!!

# We have also been learning the following vocabulary:

1. ascending- order fromsmallest to largest
2. descending- order from largest to smallest
3. integer- a whole number (including 0)  including negative numbers e.g. -1 they do not include decimals
4. figure/digit- other words for 'number'
5. square number- the product when two numbers that are the same are multiplied e.g 2x2 =4 so 4 is the square number.
6. negative number- whole numbers less than 0 e.g -1, -2, -3

We also learnt that tenths and hundredths are very small numbers indeed and that when you are rounding you can use the rule; 5 or more you round up, less than 5 you round down.

*THIS WEEK WE ARE LEARNING THE 6X TABLE* # Click the picture below to practise x and / by 10,100 and 1000. This game will show you what happens when you x or / and includes decimals. It's great to show you visually what happens when x or / by 10, 100 and 1000- have a play around and see what happens!

3x 5 = 15

5 x 3 = 15

15 / 3 = 5

15 / 5 = 3

# w/b 1.12.14 & 8.11.14

We have been continuing our work on fractions! We have been playing fraction action, which is so much fun!! However we have been extending our knowledge to simplifying fractions and also finding two fractions that make a whole.

Simplifying fractions is soo easy when you know how..........

e.g I want to simplify 5/15 to its' simplest form. We look for a common factor that we can divide both the numerator and denominator by ( sometimes the clue is in the numerator). Becuase we know our tables, we can say that 5 is divisible into 5 and 15, so we will divide the numerator and denominator by 5.

5 /  5= 1........... 15/5 = 3 so 5/15 = 1/3 and........ Remember if both the numerator and denominator are: both even you can always divide by 2, both 10, divide by 10, are a 0 and 5 divide by 5. We have also learnt that two fractions with the same denominator can be added to make 1 whole.

e.g 2/9 and 7/9 = 9/9 = 1

We have practised this today and found it really fun! Next we will be ....... finding a fraction of an amount and looking at improper fractions...

W/B 15.12.14

This week we have been working on equivalent fractions= fractions which may look different but have the same fractional value.

We also looked at finding a fraction of an amount e.g. 3/4 of 40

Firstly you find 1/4 so you divide 40 / 4 = 10

then becasue we need 3 quarters, we need 3 x 10 = 30 so 3/4 of 40 = 30

STRATEGY TIP - DIVIDE BY THE DENOMINATOR X BY THE NUMERATOR!

We have also been looking at percentages! PERCENT MEANS PER 100!

SO.... 30/100 = 30 % ( THE % SYMBOL IS THE PERCENT SYMBOL)

so 3/100 = 3 %

See the picture above for strategies to work out % of an amount. Click the picture to listen to a great song that explains percentages.

JANUARY 2015

Welcome back! In this first week, we will be finishing our work on fractions by looking at ration and proportion and then moving on to mean, median, mode and range or MMMR!

### A ratio comparesvalues.

A ratio says how much of one thing there is compared to another thing. There are 3 blue squares to 1 yellow square

Ratios can be shown in different ways:

Using the ":" to separate the values:   3 : 1

Instead of the ":" we can use the word "to":   3 to 1

Or write it like a fraction:
 3 1

A ratio can be scaled up and down, doubled or halved: Here the ratio is also 3 blue squares to 1 yellow square,
even though there are more squares.

SOME REAL LIFE EXAMPLES OF RATIO ARE WHEN WE MIX PAINT OR WHEN WE USE A RECIPE!

Click the picture above to find out more!!

Proportion

says that two ratios (or fractions) are equal.

### Example: So 1-out-of-3 is equal to 2-out-of-6

The ratios are the same, so they are in proportion. Click here to find out more !

MMMR

The Mode, Median, Mean and Range are all averages. This means that they help us to find out information when we collect data. This could also be known as a  calculated "central" value of a set of numbers. Another way of explaining averages is that they tell us what the 'norm' is.

FOR EXAMPLE: The government want to find out roughly across the U.K how much people earn. They would firstly have to ask people to complete a survey and collecte data for all of the different amounts people earn across the U.K. They could then use MMMR, to help them to find the aveage wage. For example the average wage might come out at £ 15,000. So that means that a large part of the people in the U.K earn around £15,000. Some might earn less, some might earn more, but for the most/ norm/ average, it would be around this number.

What does MMMR stand for ? Click the picture for a song about MMMR!

How do we work them out ?

Mean = add all of the numbers in the data set, divide the total by how many numbers you have in the set !

Median = SOUNDS LIKE MEDIUM ( MIDDLE). You put the numbers in the data in ascending order and find the number in the middle. If you have an even set of numbers, circle the two in the middle, add them and then divide the total by 2 !

Mode = SOUNDS LIKE MOST. You put the numbers in the data into ascending order and look for the numbers that occurs the most. They may not be a mode in all sets of data.

Range= You put all the numbers in ascending order and then take the smallest number away from the largest number! w.b 12.1.15

This week we are carrying on with our MMMR work. We have planned our own maths investigation to find out the average amounts of a set of data. Some children wanted to find out the average height, and others wanted to know, on average,  much pocket money children recieve. We then created a tally chart and went to collect data around the school. We are now going to analyse our data using MMMR to find out the averages and write our conclusion.

We are going to crate a graph, learn about probability and also learn some of the vocabulary asscoaited with data handling. Please see below! REMEMBER DATA MEANS INFORMATION, WHICH CAN BE SHOWN IN WORDS OR IN NUMBERS =]

In 'real-life' data is used all the time. E.g. TESCO will collect data on their products to find out which are most/least popular. This can help them to decide how many of each product to buy, which can help them to save money.

VOCAB TO KNOW AND LEARN =]

DATA= INFORMATION COLLECTED ( CAN BE NUMBERS, WORDS OR BOTH)

BAR GRAPH= A GRAPH THAT CLEARLY SHOWS INFORMATION IN BLOCKS

TALLY CHART= A TABLE THAT RECORDS INFORMATION IN TALLY FORMAT - REMEMBER YOU ALWAYS MARK DOWN FOUR AND THEN CROSS THE GATE FOR THE FIFTH ( THIS MAKES IT EASIER TO COUNT UP THE TALLY MARKS)

PROBABILITY= HOW LIKELY OR UNLIKELY SOMETHING IS, SUCH AS AN EVENT

PIE CHART= A CHART THAT SHOWS INFORMATION IN SLICES OR SECTIONS AND IS ROUND- LIKE A GIANT PIE!

ANALYSE OR INTERPRET= FIND OUT WHAT THE DATA IS SHOWING /TELLING Us

Please remember probability is just another word for chance. E.G during January, it is likely that it will snow and be very unlikely that it will be very hot. See the scale below. Think of some different scenarois. Where would they be on the scale? How likely is it that ..............

IF YOU WANT TO VISIT THE PROBABILITY FAIR, THEN CLICK THE FAIRGROUND PICTURE BELOW PLEASE CLICK THE JANUARY 2015 TAB TO GO TO MY NEW PAGE FOR 2015

Miss Phillips Guided Reading: Wordwall Demo 