Week beginning 23-1-23. It is SO important for every child to be able to look at any number between 0 to 10 and automatically know what number goes with that number to make 10 ie 0 and 10 makes 10, 1 and 9 makes 10 etc. Could they look at a dice and instantly know which number is being shown without counting the dots. Could you please practise this with your child. Also, we are teaching the benefits of "counting on". Pick two numbers between 1 and 10. Place the biggest number down first. Then put down counters, buttons or whatever you have at home to count on to find the total number. In the example below we have number 7 and then put down 6 counters. Instead of counting 1,2,3 etc start from 7 and count 8, 9, 10 etc until your child reaches the total ie 13 in this sample. This is so much quicker. It sounds a lot more complicated than it actually is. Could you practise this with your child. Thank you.
Week beginning 21st November 2022. This week we are identifying what goes with 10 to make larger numbers up to 19. The stem sentence is: "10 needs _ to make _; _ is made of _ and _. For example, 10 needs 1 to make 11; 11 is made of 10 and 1. Can you practise this with your child. We then identify the missing number in a part-part-whole diagram. We are continuing with our measuring. Below is an example of a worksheet that your child is doing using a ruler. Can you find other things to measure. We are also starting to use the language "before", "after" and "between" on a number line. What number is before 9? What number is after 13? What number comes between 17 and 19? Could you ask your child lots of these type of questions to help them build their skills. Thank you.
Week beginning 14-11-22. In maths this week we are focusing on our number bonds 7, 8 and 9.
We learn these as part, part, whole. If 7 is my whole number, what two other numbers can we use as the part numbers? For example 1 part and 6 parts make the whole 7. 2 parts and 5 parts make the whole 7. Could you repeat this process for the remaining parts and then follow the same formula for the whole numbers 8 and 9.
Knowing our part, part, whole and number bonds up to number 10 is so important and will help your child so much for future maths questions. We would greatly appreciate your help in going through these on a regular basis with them. Thank you.
Week beginning 7-11-22. This week we are working out which numbers are odd and which numbers are even. We are then identifying what would be one less or one more then any given number. For example, one less than 5 is 4. One more than 5 is 6. Is the answer to both questions an odd or an even number? What happens if we do two less or two more then any given number? Would this new answer be an odd number or an even number? Could you practise this with your child.
We are also continuing with our number bonds. If the whole number is 6 and one part is 4, what would be the remaining part number? Could you go through all the ways we could do this with the whole number 6.
Week beginning 31-10-22. Our maths this week is about measuring items. Below is an example of the type of measuring we have done in class. Could you measure things at home with different objects? Would it be a good idea to measure your house with paperclips? Or, would a tape measure be more suitable? Why? Discuss this with your child. You could also measure height. How many of your child standing on top of each other would it take to measure a tree? Would you use cubes standing on each other to measure a tree? Have lots of fun thinking of imaginative ways to measure. Could you also continue to help your child learn their number bonds up to 7 this week. What goes with 4 to make 7? etc. Also, we are learning where numbers sit on a number line. Could you draw a number line and ask your child where to place the numbers from 0 to 10. What a busy week we are having!
Week beginning 10-10-22. We are continuing with our number bonds. To learn our number bonds we use a "part,part,whole" system. This week we are focusing on number 4. So, if 4 is the whole number, which ways can it be split to have two parts? Our stem sentence is "4 can be split into _ and _. _ and _ combine to make 4". Could you please practice this with your child.
Week beginning 3-10-22. This week in maths we are starting to learn our number bonds. First we had a dice. Every time we turned over a counter we say the stem sentence: 5 is made of _ and _. For example, the first picture show four red and one yellow counter so we would say "5 is made of 4 and 1". And so on. Could you practice these with your child. We then had pictures of seven snails. We circled some then repeated the stem sentence. Again, for example, the top left picture of the snails show three circled and four circled. So, we would say "7 is made of 3 and 4" etc.
Week beginning 26th September 2022. This week we are focusing on number 9. What numbers added together make 9? Can your child tell you all the various ways. Remembering our stem sentence still.
Week beginning 20-9-22
This week we are learning all about doubles up to 10. If I hold up 3 fingers on my left hand, how many fingers do I need to hold up on my right hand?
All the children know the stem sentence:
" _ is made of _ and _
double _ is _"
8 is made of 4 and 4
double 4 is 8.
Click on the link for the "doubles" song we sing in class. This will really help your child. https://youtu.be/8jOzhiACB68