This week in maths, we have been making arrays. This is when we
put equal groups in columns and rows. We can then see clearly the pattern of
how many groups of how many items. We noticed that 2 rows of 5 totals the same
as 5 rows of two. Here are some examples of questions to practise making
arrays:
   
Please try these
questions at home with your children and give them groups of objects to make
arrays.
We have also been doubling numbers and using our ability to
double to solve problems. We thought about other words for doubling, such as
times two, and the opposite of doubling, halving. We saw that when we double a
number the answer is always an even number, as every item in the group gets a
‘partner’. We used a variety of strategies to work out the double of unknown
numbers. These included counting on, getting a matching piece of Numicon and
counting on from the first piece and using our number facts. When we double
2-digit numbers we can partition the tens and the ones, to make the calculation
easier.
For example, double 17 = 17 + 17, which is a little bit tricky!
If we partition the tens and ones we can do the calculation in stages
17 = 10 + 7
Double 10 = 20, and double 7 = 14.
So double 17 = 20 + 14 = 34
Here are some examples of questions we have tried, including
using our knowledge of doubling to solve problems.
   
Please help your child
practise doubling numbers at home and make up some problem solving questions
like these.
In history we have been learning about the Great Fire of London so this week in English we wrote our own non-fiction books about the event.
As a class we began by reading a
PowerPoint all about the Great Fire of London. After reading it we had a quiz to see how
much we knew about the event.
Ask your child what they know about the
Great Fire of London.
The following day we co- constructed a
toolkit of what a good non chronological report looks like.
We then wrote some sentences answering
this question.
When, where and how did the Great Fire
of London start? We had to remember to
include the important facts.
On Friday we wrote some sentences answering
this question.
Why did the fire spread so quickly and
last so long? Again we had to include the relevant facts.
On both days we could use a word bank to
help us when composing our sentences.
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At
home your child may like to follow the link to play the game and embed their
learning about the Great Fire of London http://www.fireoflondon.org.uk/game/
For a great hands on experience you
may like to visit the Great Fire of London exhibition at the Museum of London
and the Monument to commemorate the event.
Your
child may like to write some more simple sentences about the Great Fire of
London or about their visit to London.
Can they challenge themselves to using the joining word ‘and’ or
‘because’ to make the sentence more interesting. Remember it needs to have relevant facts
and words. Use the toolkit above to see what a good report looks like. They
may like to bring their sentences in to share with the rest of the class.
Phonics
This
half term in phonics we will be learning about suffixes (endings in words).
In Year One when we are adding suffixes to words, the root word always remains the same, it
doesn’t change. This week we have been
focusing on ‘ed’ endings changing
the word from present tense (now) to past.
We added ed to paint – painted. It sounds as though the word ends in ‘id’
but the rule is ‘ed’
Add ‘ed’ to these words - hunt, dust,
land, lift, melt, mend, plant, test, shout
We added ed to kiss - kissed. It sounds as though the word ends in ‘t’ but the rule is ‘ed’
Add ‘ed’ to these words - jump, watch, hatch, help, knock, look, talk
We added ed to call - called. It sounds as though the word ends in ‘d’
but the rule is ‘ed’
Add ‘ed’ to these words – buzz, twirl,
sail, play, stray, yawn, cartwheel, enjoy, destroy, whisper, chew,
Can your child show you how they use
their phoneme fingers to segment the words above and then blend them back
together again?
Can they spot the digraphs in the
words above.
Is there only one digraph in these
words or do some have more than one or none?
Spelling
ideas.
Perhaps you could get your child to
think of a sentence using the words above with this week’s digraphs and the
word ‘’ and ‘once’ and to practise the common exception words.
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In Art, we have been learning about
the sculptures of Andy Goldsworthy. We used natural materials to make our own
temporary installations.
We continued this learning in
Woodland Learning, when we made Andy Goldsworthy inspired sculptures of London Landmarks. This is a lovely, creative and family-friendly activity to do at home!
We need your recycling!
Please
could you bring us any of your recycling that we could use for our London sculptures. We would especially like wrapping paper
tubes, yoghurt pots (washed), lids and boxes. Thank you
As you know, next Friday is our year group assembly. If your child has a line to say, please practise as much as you can! If your child would like to practise one of the songs, here is a link: https://www.youtube.com/watch?v=J5eVlKWSHAA
We hope that you have a good weekend!
The Year One team
