Our new friend number 2 needed our help! He wanted the boys and girls in nursery to help him do his food shopping but before we could, he reminded us that he only liked to buy things in twos. We had to look carefully at the food and make sure that we counted out 2 of the items he had asked for, before putting them into the shopping trolley.
We were all really supportive of each other, and we helped our friends check that they had accurately counted out 2 food items.
This week in maths, our focus has been the number 2. We started off by talking about what 2 looks like represented as spots and objects arranged as a dice pattern, different patterns and different sizes. We talked about how it was different to 1 because 1 was always by itself whereas 2 was 1 and another 1.
We used this learning to help us create a path for a little kitten who wanted to get from the red counter to the yellow counter. However, the path could only include stepping stones that showed 2! We used our subitising skills to work as a group to decide which stepping stones we could use to create a safe path for the kitten to use to get from one counter to the other.
As we have been looking at the number 1 in maths, we thought it would be fun to count to 1 and use these skills to create flapjacks!
We had to count out 1 heaped tablespoon of oats, 1 tablespoon of honey, and 1 teaspoon of butter. We mixed all the ingredients together and added to a bun case ready for Miss McGlone to put in the oven. We took them home to eat but they smelt delicious!
In maths, we have been looking at the number 1. We know that the number 1 only likes to have 1 of everything. We know if something is 1 because it is by itself. We decided that we wanted to make the number 1 a snack – some of us decided to make 1 cupcake, whilst others decided to make 1 pizza. We also made sure that the table was set properly, with 1 knife, 1 fork, 1 cup and 1 plate. Once we had made a snack for number 1, we showed the number 1 using our fingers!
In Crew McGlone we have been looking at the number 1. We looked at what it looks like as a digit, we showed it on our fingers, we subitised, AND we investigated what it might look like on a 5 frame! We talked about the fact that it did not matter where the counter was placed on the 5 frame, as long as there was only 1 counter then it would show the number 1. We noticed that number 1 is always by itself! We worked with a partner to show the number 1 on a 5 frame and on our fingers.
We consolidated our learning by trying to find the correct cup that had only 1 counter underneath it. Miss McGlone tried to trick us by mixing the cups up but we all worked really hard to work out which cups had 1 counter underneath and which cups did not have 1 underneath. We knew if it was 1 because the counter was by itself!
In maths, we started to learn more about dividing. We got the concrete resources out and shared the blocks into equal groups! We really enjoyed doing this and could answer a variety of dividing questions!
We are still working hard demonstrating our knowledge of our fractions unit, with a particular focus on improving our reasoning and problem solving skills.
Before starting our money unit in maths, we had the opportunity to play with the money so we’d feel more confident recognising the coins. While working with our partner, we gave them an amount of money and they had to count how much they had. This encouraged us to count in multiples of 1,2,5,10,20 and 50 supporting our understanding of place value.
To help us understand what happens to numbers when we multiply and divide by 10, 100 and 1000, we became a human number. We looked at columns and were introduced to the decimal point. Ellie-May was a great decimal point and took her role very seriously, making sure she didn’t move! We then looked at what would happen to our number if we multiplied or divided by 10, 100 and 1000 and how our number would move one, two or three places on our place value chart.
In maths this week we have focused on multi-step worded problems using our addition, subtraction, multiplication and division skills. In arithmetic we have also learnt squared and cubed numbers, order of operations and have continued consolidating long division. Keep up the great work Crew Mcloughlin! We are working so hard!
