Column addition with regrouping
Earlier in the week, we were looking at column addition without regrouping (you may recognise this as “carrying the ten”). Since then, we have moved onto column addition with regrouping.
Let’s have a look at this calculation. To solve it using column addition, we would have to line up our columns first. 
In class we’ve been using hundreds, tens and ones counters to help us solve column addition questions. We’ve been drawing hundreds, tens and ones grids (HTO grids) to arrange these counters. 
We’d start by representing the top number on our HTO grid. We have one hundred, two tens (twenty) and nine ones.
Next, we’d add the ones column together by adding three more ones counters in our ones column.
After that, we’d “regroup the ones” by replacing ten ones counters with one tens counter.
We can’t have a tens counter in the ones column so we move it to the tens column.
We’d represent this regrouping in our written calculation like this. We have two ones left (two) in the ones column and an extra ten added to the tens column. 
Following that, we’d add up the tens column. We need to add three extra tens to do this.
We have five tens in the tens column and one extra ten from our regrouping totalling six tens (sixty).
Finally, we’d turn our attention to the hundreds column. In this instance, we don’t need to add anything up in the hundreds column.
For more information or if you need any advice talking about this at home, check out our calculation videos or catch me after school.
What is ‘mastery’?
Mr Owen welcomed quite a lot of parents to the two workshops he ran on Monday (one at 2.30pm, one at 6.00pm). Once again, the feedback was really positive – parents who came appreciated the information and Mr Owen’s relaxing, friendly and clear delivery style. One parent summed up the session well by describing it as ‘really informative with useful handouts and great delivery’ and went on to conclude, ‘Pleased Moortown offer these workshops for parents.’
Other comments include:
- ‘Convinced by the concept – I now understand it. Really stimulating.’
- ‘Mr Owen is very passionate about his job and very good at ensuring parents understand concepts.’
- ‘Great explanation of the teaching that is happening in school. Really helpful to see how you are supporting children in this way so that we can do this at home, too.’
I’m really pleased to read so many comments such as the last one – these workshops are intended to help you support your child at home.
Column addition
This week in Maths, we’ll be looking at column addition. Today, we’ve been looking at how to layout column addition correctly. We’ve also been discussing the language associated with column addition.
We’d describe the three digit number here as having digits in the ‘hundreds’, ‘tens’ and ‘ones’ columns. We would use this knowledge to help us line up the second number underneath (lining up columns correctly).
The ‘tens’ column and the ‘ones’ column are lined up correctly here.
We’d start by adding up the digits in the ‘ones’ column.
Then, we’d add up the digits in the ‘tens’ column. Ask your child what they’d do to add the digits in the ‘hundreds’ column together.
Below is a common mistake. Can your child explain what has gone wrong with this?
Our videos present various mental and written methods used to teach calculations.
Moortown 2 – 3 Our Lady’s
This evening, our Year 6 football team made the short trip to Our Lady’s Catholic Primary School.
Despite the wintery conditions, Moortown were ready for battle and made a very strong start. After several minutes of early dominance, Bailey poked the ball in to give Moortown the lead.
However, the game did not ‘pan out’ as Moortown had hoped. Remembering previous games, in which one goal hasn’t been enough to secure victory, Moortown took the risk and continued to attack. After a quick counter-attack, Our Lady’s drew the game level: 1-1.
Despite being very resourceful in finding different ways to unlock the sturdy Our Lady’s defence, Moortown could not convert their pressure into goals. In fact, for the 10 minutes either side of half time, the game became very scrappy. It was Our Lady’s who benefitted, scoring further unanswered goals to make it 3-1.
Moortown knew they had to respond and respond they did! The last 10 minutes saw both teams miss numerous chances as the game opened up. Each player took responsibility for their performance and, with two minutes to go, Moortown pulled a goal back: 3-2. Could they?
Unfortunately, with the light fading, the final whistle blew and Moortown suffered another narrow defeat. Captain for the day, Lennox, reflected on the game: “It was a hard game but it was very fun. I thought everyone was very resilient!”. Well summarised, Lennox (and thanks for mentioning our 8th ‘R’ for learning).
Next week, Moortown face Immaculate Heart of Mary in what is sure to be another close encounter!
Responding to terrorism
Our current SEAL (Social and Emotional Aspects of Learning) has as its theme the 8 Rs for Learning, one of which is responding. This ‘R’ is around developing children’s ability to respond constructively and positively towards feedback about their learning. Similarly, responding constructively and positively is something we must do following events which feature from time to time in the news, such as the attacks in Paris on Friday. Children can’t avoid being aware of news stories such as this, and it’s important to support children appropriately. This website post is intended to help you support your child at home.
The terrible events in Paris on Friday highlights the very unsettled world in which we live. Deaths, explosions and violence are seen on 24-hour television, web and newspapers and children are often totally exposed to this media, often with no explanation. Some of our pupils may have visited Paris, played on a Tunisian beach or flown on a plane out of Sharm el-Sheikh. We don’t know what effect hearing about these events has on children, but we need to be sensitive to their needs, questions, concerns and fears.
There is very little information on the internet offering advice to help children understand terrorist events. Much of the information comes from America and dates from September 11 2001, or offers support after a school shooting. Below is some of the available material – do check them out before using them with your child.
- Helping Children Cope in Unsettling Times (Somerset County Council, 2010)
- Parent’s Guide to Talking to Their Children about War (City of New York)
- Tips for Parents on Media Coverage (National Child Traumatic Stress Network, USA)
- Talking to Children about Terrorism and War (American Academy of Child and Adolescent Psychiatry)
Books to help children explore world issues
After the Charlie Hebdo attack in January 2015, author Sita Brahmachari wrote in The Guardian about why it’s more important than ever to write stories for children that explore our differences and common humanity. The article includes a diverse list of contemporary authors whose books have helped children and young people understand and empathise with some of the most complicated situations faced in the world today. Download the list of books.
Phonics open mornings
Don’t forget our phonics mornings this week.
Don’t worry if you haven’t returned the slip – just turn up on Wednesday, Thursday or Friday morning at 9am.
We will demonstrate how we teach phonics and provide you with ideas for supporting your child’s learning at home.
See you all then!
Spells, potions and slime!
Takeover Day
Next Friday, 20 November, is Takeover Day.
What is Takeover Day?
It’s a national initiative organised each year by the Children’s Commissioner for England, Anne Longfield OBE. Takeover gives children and young people the chance to work with adults for the day and to be involved in decision-making processes. Children and young people benefit from the opportunity to experience the world of work and make their voices heard, while adults and organisations gain a fresh perspective on what they do.
Recently our School Council discussed how children could be involved in ‘taking over’ at school. Takeover activities will include school dinners (representatives from Year 4), the office (representatives from Year 5), assembly (representatives from Year 6) and KS2 tuck shop on 24 November (representatives from Year 2).
In addition there will be opportunities within class where children will takeover. For example, spelling/times table tests, parts of lessons, PE warm ups and guided reading.
Check our class news pages to see this in action.
13 November 2015
Practice Makes Perfect is all about multiplication and is due on Wednesday 15 November.
To be able to use column multiplication.
We’ve been sent a very important secret message from the ISS for Tim Peake. It’s our mission to solve this and respond to it. Use your column multiplication skills to decode what they’ve said. There might be some slightly trickier calculations thrown in for you to use what you know in order to crack these too.
13 November 2015
This week’s homework is Talk Time and will be discussed on Wednesday 18 November.
I wonder how astronauts can stay healthy on the ISS?
Tim Peake’s launch is growing ever closer and our learning focus next week is all about being healthy in space. Around the dinner table, in the car, as you walk around the supermarket, discuss how they might stay healthy and don’t forget to write a few sentences so that you remember your ideas for our discussion on Wednesday.
We’re also using Makewaves, a social networking site, to share our work throughout this topic; if you want to upload anything you discuss, log on at home.