Phonics and Maths in Reception

There was great engagement in phonics and maths today.  In phonics, some children played a game where they had to collect the sounds I said and then blend the sounds together to read the word.  This was fabulous as we were in the woods with lots of places to hide the sounds.  Inside, children worked together in pairs to order numbers from 1 to 20.  This is quite tricky but by encouraging one another and taking turns they managed to complete the task.  Well done everyone.

Great team work!

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Lines and shapes!

In their maths learning yesterday, Year 4 were been looking at the properties of shapes and lines. They looked at parallel and perpendicular lines and had to identify them within the Union Jack flag.

Using this knowledge of lines, they then had to create their own flag which contained a certain amount of parallel and perpendicular lines. We then began to look at similarities and differences between shapes. The discussions the children were having together were amazing! There was lots of mathematical vocabulary used such as lines of symmetry, number of vertices and right angles.

Well done year 4!

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Continuous and discrete data

This week, year 4 have been looking at different types of data in maths. We have looked at discrete data and how that can be represented, and then did the same for continuous data. We then collected our own data, decided which type of data it is and represented it in a graph/chart.

Some children were asked to roll a dice 50 times and record what number was rolled each time, others were asked to jump for 2 and a half minutes, and record how many jumps they had done at 30 second intervals. I was so impressed with how Year 4 did this, and although they might have been slightly out of breath, they were able to collect their own data and represent this in a line graph or a bar chart.

 

Can you tell which activity produces discrete data and which produces continuous?

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Maths in Year 2 22.11: Exploring missing numbers in addition using water

Today in maths we were using water to help us figure out ‘missing number’ questions. In two teams, children used different methods before coming back into class and sharing either the water measuring method or the written inverse method. We then discussed which one is easier to use and which one they preferred. Unsurprisingly, the new water method was by far the favourite!

 

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Maths Games

Year 5 have worked so hard for the past few weeks and have demonstrated determination and perseverance through their Shakespeare Production. Now that the play has come to an end I wanted to ‘reward’ the children by having a ‘fun learning’ day with many different activities that enhance their learning, especially after the long-exhausting evening at the theatre.

Year 5 have played a game called “Mathopoly” which helps them with their Maths skills. I was really pleased to see the excitement on their faces and the eagerness to get as many correct answers as possible. Year 5 think that this is such a fun way of practicing their times tables and being challenged at the same time.

 

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STEM Week – health bodies, healthy minds

This week started with a bang (literally, with an exploding balloon) and finished in style! Everyone in school has been learning how to keep their bodies and minds healthy. Over this week there has been lots going on including . . . . .

  • creating safeguarding posters
  • teaching others about the NSPCC and what to do with a worry
  • trying yoga
  • mediating
  • creating healthy snacks
  • investigating the human digestive system
  • learning how to keep safe online and how our words can hurt others
  • bulb planting
  • fruit tasting
  • creating smoothies using bike powered smoothie makers
  • reducing down drinks to discover amounts of sugar hidden inside

Remember to always talk about how you feel and share your worries. If you need any support please head to the NSPCC website or give them a call on 0800 1111.

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Y2: Learning value through money

Today in maths year 2 were looking at the value of numbers. Using Dienes blocks and fake money, students showed a variety of different ways they could show and explain the value of certain numbers. After showing me all the images they captured themselves, students reflected on the images and used this time to understand the links between coin and block, understanding that the coins had a certain value they could show by counting the blocks they had used and vice versa.

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