An Aveley Primary Blog

As time has rolled on, and the hands have continued to tick clockwise round our classroom clock (which we can now tell you all about because of our fantastic clock reading skills!), we have begun a new maths topic..

This week, 1S could be heard loudly chanting “2D SHAPES ARE FLAT NOT FAT!” as we began our exploration of 2D shapes.

“Naming 2D shapes? That’s easy!” I can hear you all saying.. But in 1S we are always challenging ourselves to further our learning! This means we haven’t just been naming different shapes but we have also been thinking about their properties

How many sides does the shape have?… Are these sides straight or curved?… Are all of these sides the same length?… How many corners does the shape have?…

We began by sorting some shapes altogether, according to what shape they were and then worked together to record their name and properties.

Take a look:

Counting the sides and corners also gave us some practice on our number ordering, and writing our numbers accurately (making sure they were the right way round!)
  

Of course, all of our learning is linked, and not only did we need to record our shapes using our number knowledge, but in order to write their names we worked together to segment words and apply our phonics to write these words accurately:


Once we had discussed our shapes together, we went off to our tables to explore our shapes. Look at our fantastic teamwork:


  
  
  
  
  

This week, our maths focus has been number bonds (pairs of numbers that go together to make a certain number):

We have looked at number bonds of all of our numbers up to 10.

Rather than tell us what these pairs of numbers are, Miss Stephenson gave us numicon, and we worked them out ourselves!

Look at us using our numicon to explore number bonds of 10:

  
    
    
    

Not only have we been working on these in class, but in order to continue our work outside the classroom, and get to know our number bonds really well, we have now got our very own Number Bond Booklets!

UGH! I bet you’re thinking that sounds a bit like extra homework?!

Not at all! This is a fun way for us to learn our number bonds.. and it involves prizes! Here’s how it works:

Our Number Bond Booklets contain all of our ‘number stories’ (number sentences using number bonds) up to 10. At home, we use this alongside our number bond activity booklet to get to know the number bonds of each number – starting at 1…

…and it’s not just about learning those number bonds – here’s the extra bit of fun:

On our wall, we have got a special ‘Number Bond Trophy Chart’. On this chart there is the opportunity for us to get a SILVER and GOLD sticker for each story.

A SILVER sticker is awarded if we can recall all of the number bonds of the number.

E.g. Number Story of 1:

0+1=1

1+0=1

A GOLD sticker is awarded if we can answer some ‘missing number’ questions about that number bond story.

E.g. ? + 1 = 1

Learning our number bonds can be SUCH fun!!

The competition is on, and we are going number bond mad in 1S!

January 14th, 2016 at 11:10 am and tagged , , , , ,  | Comments & Trackbacks (6) | Permalink

Sweets?! It’s not Halloween JUST yet Miss Stephenson! – Yes, but when we’re working hard (and they can help us in our learning) sweets can play an important role in our progress..

1S ended their first half term with the same fabulous enthusiasm that has underpinned all of the learning we have kept you updated on.. While you have accompanied us throughout our literacy and topic learning – all the way from the Kalahari to the North Pole – I’m sure many of you are keen to hear about what we’ve been getting up to in Maths..


 

Lots of you might be tempted to switch off or stop reading at the mention of the dreaded ‘m’ word.. But stop right there!! Here in 1S we have put any thoughts we used to have about maths (as ‘boring‘ or ‘difficult‘) to the side, and now love looking at numbers!..

Take a look at our ‘maths acrostic‘ (alongside our maths work below) and you’ll soon be persuaded that maths really is marvelous!..

m    MEAN? Sometimes feel like maths can be mean by tricking you with new concepts? Not quite – in 1S we see maths as MAGICAL!

aALONE? Think that maths involves tackling number problems all on your own? not in 1S! In our class we’ve been working ALTOGETHER to develop our number knowledge.

tTESTS? Think maths is full of testing and questions? Wrong again! In 1S we’ve been using our fantastic TEAMWORK to enjoy a range of different TASKS – even involving a bit of acting to help us!

LetterHHARD? Although at times we might think something is hard before we start, we have been using all sorts of pictures, objects, and songs to HELP us to embrace challenges.

s_is_for_snake_poster_460_0SERIOUS? Absolutely not.. Maths is great fun and can even be SILLY.. Even involving fun with SWEETS!!


 

Now that we’ve shown you what fun we think maths can be I’m sure you’re intrigued to see what we’ve been doing to have such fun with maths this week…

Well, having spent some time getting used to addition, we turned our attention to SUBTRACTION.

This began with us acting, singing and drawing speckled frogs jumping off a log.

We used the speckled frog song to begin our work on subtraction. As we sang this, we took frogs (or compare animals) from a line of 5 (their log) which we shared with our talk partners and made them ‘jump’ into class pond in the middle of our maths circle.

Confused? Take a look at us in action:

“5 little speckled frogs,

Sat on a great big log,

Eating the most delicious bugs (yum yum!)”

  
Here are the class frogs, about to lose 1. They are next to our ‘class pond’ into which every pair has put their first frog, while singing:

“1 jumped into the pool,

Where it was nice and cool,

Then there were 4 specked frogs”

And so we continued..

  
    

…Until we had no (0) frogs left!

This helped us to understand what happens when you subtract (or take away) ONE.

Take a look at the number sentences we wrote to record our activity:

  

  
    
    
    
    
    
    
  


 

Once we understood the concept of subtracting 1, we moved away from our speckled frogs and on to… jelly beans!!!

We told you maths was fun!

Here is how we used jelly beans to help us create (and work out the answers to) subtraction number sentences:

  • First we wrote the number sentence (e.g. 5 – 2 = )
  • Then we read our number sentence out loud (being careful to interpret the different symbols correctly!)
  • Then we counted out the number of jelly beans the number sentence told us to start with (the first number) and circled these once we had carefully laid them out.
  • After that we ate the number of jelly beans the number sentence told us to take away. Once we had subtracted these (yum yum!), we crossed out the circles that were left behind.

  • Finally, we counted how many were left and wrote this number (our answer) on the other side of the equals sign.

Once we had done this we could read aloud our complete number sentence, and (after a few questions from Miss Stephenson about our calculations!) we ate up the remaining jelly beans. 🙂

Take a look at us doing this sweet subtraction:

  
    
    
  

  
    
    
  

I bet you never thought maths could be SUCH fun?!

Have a go at creating your own subtraction number sentences as you tuck in to you Halloween sweeties next weekend! 

How many will you start with? 

How many are you going to eat (take away) at a time?

How many does that leave you with?

Having written some detailed postcards (following Sunny the meerkat’s visit to 1S!) to finish off our work on ‘Meerkat Mail’ (our FICTION focus), in literacy we have turned our attention  to look at some NON-FICTION types of writing.

This has begun with an exciting week of list writing. This has included writing a whole variety of lists; from shopping lists to bedtime routine lists, packing lists to ‘be prepared for learning’ lists.

We were getting so good at including list features that, on Friday, Miss Stephenson let us all bring in a toy from home so that we could write a detailed toy list of all of 1S’s toys.

To help us to write individual toy lists, we used our toys to create a life-size ‘class toy list‘.

In doing so, it was important to include key list features (such as a title and numbers to order our toys). Working together to create our list, we sounded out words as a class, carefully applying our phonics knowledge. To ensure we remembered our finger spaces, we even had ‘finger space monitors‘ come up and ensure that our words were well separated!

We began by writing the title:

  

Then we wrote our first number (1) ready for our first item…. Beau’s ‘FART GUN’!!

  
    

Then, for number 2 on our list… In flew SPIDER MAN!

  

Take a look at our list with the first 4 toys on:

 

Looking at our list, we thought about our steps to success. We decided we had done a title, numbers, an item on each new ‘line’, used finger spaces and our phonic knowledge to carefully segment words for spelling… Surely that must be it?!

Not quite… reading our list back to ourselves, we realised that it wasn’t very detailed. Although we could see the items, we discussed that we wouldn’t be able to stick them in our books alongside our words – so we needed to DESCRIBE them!

In order to do so we used our understanding of ADJECTIVAL STRINGS to describe our items and make our list as detailed as possible.

Take a look at us describing Beau’s fart gun! We came up with some fantastic adjectives to create our adjective string:

  
(In case you can’t see it, we came up with “smelly rude blue fart gun”)

Have a think about the other items you can see on our list so far. What words can you think of to describe them? (Remember an adjectival string needs two or more adjectives/describing words put IN FRONT of the noun/object).

Who would of thought we could work together so well to create a live list of our toys! Well done 1S – teamwork making our dream work again!