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wc 23.11.2020

 

This week in Maths:

 

We are revising addition and subtraction by using the language 'increase' and 'decrease'. We are solving 2-digit add/subtract 1-digit number problems and connecting 'increase' to addition as the number gets bigger and 'decrease' to subtraction as the number gets smaller. 

We are then going to onto adding 10's to 1-digit and 2-digit numbers and spotting the patterns. Noticing the number of tens we have has gone up but our number of ones have stayed the same because ten is 1 ten and 0 ones. This will form the pathway to understanding adding 2-digit to 2-digit numbers as we will learn we can jump up in tens instead of counting up. 

 

Optional things to do at home:

 

- Notice increases and decreases at home. For example, at dinner time your child could count up how many vegetables they have and say what is decreasing by each time they eat some and what they have left to eat.

- Counting up and down in tens from 0. Then try starting at 1 to go onto 11, 21, 31 ect and noticing that the second digit never changes. 

 

Have a lovely week smiley

 

-Miss Fray   

w/c 16.11.2020

 

This week in Maths:

 

We have been learning to use positional language as well as starting to learn about length! 

We started the week by looking at objects in and around our classroom and where they were in relation to other objects. We are using the language of:

- next to 

- in between

- in front of

- behind

- on top

- under

- behind

- to the right/left of

 

The children were challenged to use the last vocabulary. Using their lefts and the rights to find out what object was where and noticing this changes from a different perspective. 

 

We then have moved on to length! We started by comparing length without using rules or units. We compared by using the vocabulary 'greater length' and 'shorter length' to 1 cube, 5 cubes and 10 cubes to consolidate the vocabulary before moving onto comparing using 30cm on Friday. This is where we will use the language of 'greater length' and 'shorter length' again but comparing objects to 30cm and being able to say it must be 1-29cm if it less that 30cm and 31+cm if it is greater than. As well as understanding some things can be exactly 30cm. 

 

Optional activities to do at home:

 

- Hot and cold positions: Go into a well known room in your house where your child knows what is in there and where. Have them close their eyes and you go stand/sit somewhere in the room and they have to try guess where you are only by the sound of your voice saying 'hot' if they are getting closer to the answer, or 'cold' if they are not close. They must use positional language to 'win' e.g. You are on the sofa next to the door. Or, you are under the table in between the two chairs. 

 

- Object hunt: Find three objects, one that is 1cm, one that is 50cm and one that it 100cm - a meter and label them with what length they are. Can your child then find objects to fit in a long that scale, working out where they should be placed so they are in the right place. E.g. greater than 1cm but less than 50cm. Draw the language out of using 'greater than' and 'less than' in comparison to the main 3 objects that are labelled with their size. 

After, present objects to your child and ask them to 'estimate' what size it would be to the nearest 10, they can use their ready made object size scale to use to see where it would fit and what length it might be. 

 

- Measure how tall everyone is in your family! Who is the tallest and has the greatest length in cm? Who is the smallest? Who is in the middle? How tall do you think you will be when you grow up?

 

Have a lovely week smiley

 

-Miss Fray

 

W/C 09.11.2020

 

This week in Maths:

 

This week in Maths we are looking at our number bonds to 5, 6, 7 and 10! We are consolidating that when we add numbers together our total will always be greater than the numbers we started with. We are also working on understanding that no matter which way round we add the numbers, the total stays the same. For example, 2+3=5 and 3+2=5. Towards the end of this week we are starting to look at subtraction from 5, 6 and 10. We are learning that it is different from addition because our answer will be less than the numbers we started with. We are learning that unlike addition we cannot change which number we write first in the number sentence and get the same total. We have to start with the bigger number.

 

Work to do at home if you would like:

 

  • Write out all your number bonds to 5, 6 and 10! Can you change them into subtractions? Here is an example…

 

4 + 2 = 6. To make it a subtraction, I need to start with the biggest number!

6 - . I made sure to change my addition sign into a subtraction sign.

6 – 4 =. I have decided to take-away four from six first and put in my equals sign.

6 – 4 = 2. The only other number left to use in my sentence was 2. Because I know subtraction and addition are best friends and always want the same numbers.

6 – 2 = 4. I can now switch the numbers, still starting with the biggest number!

 

Let’s try another one:

 

3 + 7 = 10.

10 – 7 = 3.

10 – 3 = 7.

 

How many subtraction sentences can you do? Remember – in subtraction the number sentences ALWAYS start with the BIGGER number! Have fun 😊

 

Have a lovely week! 

-Miss Fray smiley

Hello, 

 

The parents information video has now been uploaded to the Video Centre. To get to the video, please go to Children - Home Learning - Video Centre - Year One Parents Information Video. 

I hope you find the video informative. Any questions or queries, please do not hesitate to email the office who will pass the message onto me. 

 

Thank you and have a lovely week smiley

 

-Miss Fray

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