Friday, 12 May 2017

Friday 12th May

This week in English we have been deepening our learning about the story ‘The Gingerbread Man’. First we created a ‘mood map’, where we thought about the Gingerbread Man’s feelings at different stages in the story. Then we worked in pairs and ‘phoned home’. One person was a character from the story and they told the story as if they were on the phone to a friend. The ‘friend’ asked questions to help them remember the sequence and add detail to the story.






The next day we did a re-enactment of the story. The children all sat around in a horse-shoe and children took it in turns to be characters from the story as we re-told the story all together. 












Then we did a ‘tell me more’ activity. One person pretended they were the Gingerbread Man and started to tell the story. The other person asked them to ‘tell me more’ about parts of the story they were most interested in. Some children asked questions about what the deep, dark woods looked like and other children asked how the Gingerbread Man could run so fast with his little legs!





After that we thought about the different characters in the story worked in pairs to fill in a grid using adjectives, verbs and their thoughts. We helped each other chose interesting and appropriate words. Then we worked individually and wrote sentences about the characters, making sure we included our ‘non-negotiables’!

Finally we watched the storyteller Tony Wison telling his version of The Gingerbread Man and we compared it to the version we have learnt. Here is the link if you would like to watch it at home: https://www.youtubhttps://www.youtube.com/watch?v=8p9Fw1CsYxAe.com/watch?v=8p9Fw1CsYxA




This week in maths we have been  revisiting our learning about addition and subtraction and using the mathematical language associated with both mathematical operations.
On Monday we used tens frames to represent number bonds and related subtraction facts within 100.
 .
We had to  remember
·         two parts make the whole
  • addition can be done in any order
  •  that + is the inverse of  -
  •  the position of the biggest number in + and –

On Tuesday we had to help a teacher called Miss Honey mark her children’s number sentences. We had to remember the rules above. Using our knowledge we could work out which were correct and which incorrect and why. Here are some examples we marked.
24 – 4 = 28         24 + 4 = 28          24 + 28 = 4

On Thursday Percy Perseverance asked us to solve.  


We were given a magic square like the one below.  In this one each column and row had to total 20. Some of us tried a strip of three before we challenged ourselves to a grid.
We used these steps to help us.


12


5


12


5

7





4


On Friday we played ‘Hit the Button’ to practise our maths facts.  Follow the link to play again. 
https://www.topmarks.co.uk/maths-games/hit-the-button

We  added and subtracted one digit and two digit numbers to 100, including 0.

12 +  8 =    20 – 9 =     24 + 4 =     28 – 10 =     55 + 20  =   72 + 9 =

We used a variety of strategies.  Some of us put the number in our head and either used our fingers or a number line or number grid to count on or back.  Some of us used our place value knowledge and where able to explain how to work out 28 -10.  I know 28 has two 10s so if I take away one 10 the answer will be 18.

We also found if we can quickly recall our number facts to 10 or 20, doubles to 10 eg  6+6  and near doubles  eg 6+7, we were able to  work out the number sentences more easily.






Please help your child learn their maths facts.  Look in their progress book for examples.

Have a lovely weekend, have fun at the disco and we look forward to seeing you all at our assembly on Thursday morning.


The Year One Teachers