Another interesting week with lots of new learning that has exposed lots of pre and misconceptions.
Maths
Having looked closely at factors and multiples we have started to apply them to fractions. Notice that I have not said that we have moved on. The focus in Year 6 is to constantly make connections between different techniques and learn to select the most efficient ones for each new situation. Fractions are no exception. In fact I would argue that the mechanism underlying fractions is largely an exercise in times tables application.
Alongside this, we have started problem solving at a much deeper level by following some guidelines. The first of these is to extract information by which a written problem is reduced to its constituent numerical parts. This is then represented on a diagram such as a bar-model allowing the second question to be asked – what else do I know? At this point the model can be tested by inserting any numbers to check for process. At this point the problem can be properly addressed by identifying and selecting the most appropriate technique. Once a solution is derived, the question is re-examined and the solution assessed to ensure that the problem has been solved.
I will upload some examples of what this process looks like once I receive the correct technical advice on how to do so…
English
The composition work has moved into persuasive writing and is reflected well in the homework this week. The overarching theme her is to develop the argument in a way that reinforces the point in formal language without sounding like a shotgun of new ideas. The plan will be crucial to success and can be modelled closely on the most recent work in class.
The grammar has moved into multi-clause sentences involving co-ordination or ‘compound sentences’ to use old money. Although this is still in its early stages, some children are already able to identify errors in their own work and punctuate accordingly. ‘Run-on’ sentences are common place whereby two clauses are incorrectly linked with a comma rather than using a conjunction or other form of punctuation.
E.g.
Billy ran for cover, Mrs Miggins stood and laughed.
This is a run-on sentence because the two clauses are linked by a comma (a comma-splice). This could be cured by using a coordinating conjunction (for, and, nor, but, or, yet, so)
Billy ran for cover, but Mrs Miggins stood and laughed.
Note the correct inclusion of a comma before the conjunction. Without the comma the ‘but’ would still relate to Billy:
Billy ran for cover but…suggesting that Billy did something else after he ran for cover.
Interesting stuff.
