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Maths

Here at Highfield Hall we encourage our children to investigate and explore in maths. We use lots of concrete resources and real-life experiences to enable children to fully engage in maths and understand the concepts they encounter. This is an approach recommended by maths specialists and consultants across the globe to enable children to fully understand key underlying principles. In this way we are ensuring children learn through understanding and experience.

 

"All our experience and what we learn from research indicate that learning based on understanding is more enduring, more psychologically satisfying and more useful in practice than learning based mainly on the rehearsal of recipes and routines low in meaningfulness."  Derek Haylock and Ann Cockburn

Autumn 1

We have been learning all about numbers and what they mean. We thought about what we saw in our heads when we thought of a number and talked about what numbers mean to us. We made numbers in lots of different ways and explored how numbers are different. We explored questions such as "What does 4 mean?" and "How are 4 and 7 different?"  We chose which resources we wanted to use to show our thinking and to explore numbers further. 

After thinking about number and what they mean we were challenged to answer the question:

What is the difference between 4 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 4 and 7 was 3. They found this out by lining the two quantities up and finding that to turn the 5 into 7 they would have to add 3 more cubes. Some children said they one tower was bigger and one tower was smaller. 

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Singapore Bar Model

We have started learning about the bar model and how we can use this to represent addition. We used number facts we have already learnt to start thinking about how we can add parts together to make a whole! We are really good at our number bonds to 10 so we used raisins to make a bar model of number bonds to 10. We then found all the ways you can make 10 with 2 parts and wrote the numbers to show the size of each part and the whole. We did this really well and had lots of fun!

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Bar model 1.mp4

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Bar model 2.mp4

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Bar model 3.mp4

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The children shared their raisins equally on their boards before sharing them with a partner.
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