We began our Year 1 maths journey by thinking about the role of numbers and what they actually mean! Children investigated what 6 really meant and whether it could be used in more than one way. Children used resources in the classroom to show what 6 meant to them. Some children lined them up, others threaded buttons onto string and some placed pegs around a piece of paper. Many children decided to draw 6 objects, others used their hands showing 6 digits. A few children wrote "3+3" !
What brilliant thinking we did!
After thinking about numbers and what they mean we were challenged to answer the question:
What is the difference between 5 and 7?
We use unifix to make the 5 and 7. We talked about how what we made was the same and how they were different. We could all tell our partner that one was smaller and one was bigger. Some children said that the difference between 5 and 7 was 2. They found this out by lining the two quantities up and finding that to turn the 5 into 7 they would have to add 2 more cubes.
We have had lots of fun reading and writing numbers and finding quantities to match numerals in lots of different ways. We LOVE maths!
Year One investigated 1 more/1 less and talked about what was happening to the numbers/quantities. We love hands-on practical maths as it really helps us to explore and understand what we are learning!
We have also been practicing our number formation and having fun with chalk all at the same time!
Here's a link to a game we sometimes play in class which helps us to read and order numbers. It's so much fun!
We have been working on our number bonds to 10 this week. We are building on our learning about addition and subtraction and our understanding about numbers within numbers. We have used ten frames to help us and have even begun thinking about how we would find ALL the ways of making 10 using two numbers.
We also use a song to help us understand the number bonds to 10. We love to sing along to Farmer Pete! If you use the link you can sing along at home too!
We have started looking at the part, part, whole bar model. Children used raisins to make a bar model which represents the number bonds to 10. This made the relationships between the numbers really clear and promoted some good discussion between partners. Some children were able to move on to using the bar model to represent number bonds to 20.