- Fractions and Division: We revised the relationship between fractions and division, focusing on how a fraction can represent a division problem. We practised recognising that the numerator represents the amount being divided and the denominator represents the number of equal parts. - Converting Between Fractions and Division: We worked on converting division statements into fractions and fractions into division statements. This helped reinforce the idea that, for example, 3 divided by 4 can be represented as 3/4, and that both forms describe the same mathematical relationship. - Application of Fractions and Division: We applied these concepts to a range of word problems, including situations involving sharing, grouping, and dividing quantities into equal parts. We focused on identifying the information given, determining whether fractions or division would be most useful, and selecting the appropriate operation to solve the problem. - Problem-Solving and Reasoning: We also practised explaining how fractions and division are connected rather than simply calculating an answer. This included checking whether the answer made sense in the context of the question and using the alternative representation to verify our working.

- Understanding the relationship between fractions and division: Continue reinforcing that fractions can represent division, particularly understanding what the numerator and denominator represent in different contexts. - Word-problem interpretation: Spend more time identifying the key information in a question and deciding whether the situation requires division, fractions, or both before beginning the calculation. - Accuracy and checking: Continue developing the habit of checking whether her answer is reasonable and whether it matches the context of the question, particularly when working with division and equal-sharing problems.

- Money: Reviewed how money is expressed using dollars and cents, including reading, writing, comparing, and calculating different monetary amounts - Money Exchange: Practised how the exchange of money works when purchasing items, including calculating the total cost, determining how much money is given, and working out the correct change - Time: Practised how time is expressed using hours and minutes, including reading analogue and digital clocks and identifying different times of the day - Time Differences: Worked on calculating the amount of time between two given times by identifying the elapsed hours and minutes - Word Problems: Applied money and time concepts to real-life word problems, identifying the relevant information and selecting the correct operation to solve each problem

- Time calculations: Continue practising calculating time differences, especially when the time crosses an hour or requires working with both hours and minutes - Money and change: Build confidence when calculating change and exchanging money, particularly when multiple amounts are involved - Reading questions carefully: Take time to identify what the word problem is asking before choosing the appropriate operation - Working independently: Encourage her to attempt each step herself before receiving guidance, particularly for multi-step money and time problems

- Fractions and Percentages: We learned how to convert between fractions and percentages by understanding that a percentage represents a fraction out of 100. We practised converting simple fractions into equivalent percentages and recognising the relationship between the numerator, denominator, and percentage. - Decimals: We reviewed the basis of decimals and how decimal numbers represent parts of a whole. We explored place value, including tenths and hundredths, and connected decimals to fractions and percentages to understand how the three forms can represent the same value. - Application and Problem Solving: We applied our understanding of fractions, decimals, and percentages to a variety of questions and problem-solving activities. We practised identifying the appropriate method to use, converting between different forms, and applying these concepts to real-world and mathematical situations.

- Continue practising the conversion between fractions and percentages, particularly when the fraction is not immediately recognisable as a common percentage - Focusing on understanding the relationship between the two forms will help improve her accuracy and confidence - Strengthen her understanding of decimal place value and the connection between decimals, fractions, and percentages - Practising a wider range of questions will help her apply these concepts more independently and accurately.

- We learnt how to find the perimeter of different shapes by adding up the lengths of all their sides - We worked with different measurements of length and looked at how they can be used when solving problems involving shapes - We learnt about the different parts of a circle, including the radius, diameter and circumference - We were introduced to the Pythagorean theorem and how it applies to right-angled triangles - We worked on identifying the hypotenuse and the other sides of a right-angled triangle - Throughout the lesson, we used perimeter, area, circumference, radius, diameter and the Pythagorean theorem to solve different mathematical problems

- Continue practising perimeter and area calculations to become more confident with choosing and applying the correct formula - Improve accuracy when working with radius, diameter and circumference, particularly when deciding which measurement is needed - Take extra care with calculations and units to avoid small errors in final answers