Maths
Week beginning 12-6-23. We really appreciate all the hard work you do with helping your child. However, we would really like another push for your child to be able to count in 2's, 5's and 10's. Counting in 5's is what the children seem to need more practise with. Thank you.
Week beginning 22-5-23. This week, and all future weeks, we would like you to continue to count in 2's, 5's and 10's with your child. This is so important and we really appreciate any additional work you can do at home with your child. Thank you.
Week beginning 15-5-23. We are learning our numbers between 50 and 100. Could you please practise with your child. It is also SO IMPORTANT that your child can count in 2's, 5's and 10's. PLEASE practise this with your child. Counting in these denominations help us enormously when learning. Especially when it comes to learning about money. Thank you.
Week beginning 2-5-23. We are learning to tell the time. What number will the long hand point to for o'clock? What number will the long hand point to for half past? What time does your child wake up? Eat lunch? Leave school for home time? What time do they eat their tea? There are so many ways you can practise time with your child. Could you think of other examples.
Week beginning 24-4-23 we are continuing to learn about halves and quarters. We are also starting to learn how to tell the time. Could you help your child with telling the time. What time do we eat our breakfast? What time do we go to bed? Not only are we teaching the time but also learning about time sequencing ie do we clean our teeth BEFORE or AFTER going to bed? Do we put our shoes on BEFORE or AFTER we put our socks on? It's always important to get things in the correct order of time.
Week beginning 17-4-23. In maths this week we are learning all about halves and quarters. Can everything be cut into exact halves or quarters so they are equal parts? Perhaps you could cut a few shapes out and ask your child to practise folding the shape into halve then quarters.
Week ending 31-3-23. This week we are learning basic division equations. You can practise this with your child by playing the game "One for me, one for you, one for me, one for you etc" until all the sweets (or whatever you are sharing) are all gone. How many sweets did you end up with each? Have you got the same amount to make them equal? This would be a lovely thing to try over the Easter holidays.
Week ending 24-3-23. We are starting to learn basic multiplications. We are putting items into groups. We are then counting how many groups there are and how many things are in each group. We then add these items altogether to get the total.
Week beginning 20-2-23.
This week in maths we are really focusing on counting in 2's up to 30 and counting in 10's up to 110. It is so important your child can do this. As they get older and nearer to year 2, we want them to easily recognise groups of 10 so that they can then count on rather then count the whole lot in ones. We really appreciate your help in practising with your child.
Week beginning 6-2-23. This week we are starting to learn about fact families. In the sample below you will see there are 8 bananas and 4 pigs. The total of objects altogether is 12. Therefore the numbers in this particular fact family are 8, 4 and 12. We can do two addition equations and two minus equations. So, for the sample below, the addition equations would be 8 + 4 = 12 and 4 + 8 = 12. Can you work out the two subtraction equations? Yes, you're right! They would be 12 - 4 = 8 and 12 - 8 = 4. Could you make some more of these fact families yourself using different objects.
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 _"
For example:
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
We are learning about 3D shapes. Can you help your child learn their shapes by playing a game with them. It's a bit like "I-Spy". " I spy with my little eye a cereal box. What shape is the cereal box?" and so on. Also it would be extremely beneficial if you could continue to help your child count to 10. Thank you.
