Everyday maths - money and coins
Our new class snack shop was really successful last term in getting the children familiar with looking at the price of each piece of fruit and finding the right coins to put in the cash register to pay for them.
This term, we've gone further. Tomatoes are 2p each and come in trays of ten. One tray had been opened and Annie Rose was able to count the spaces and tell us that five tomatoes had been eaten. How much money should there be in the till?
Oliver counted in twos using his fingers and told us there should be 10p in the till. If each child had paid with 1p coins Felix told us there would be 10 coins. If each child had paid with 2p coins, Dara told us there would be 5 coins. We looked in the till there was a mix of both because you can make 2p in two different ways.
Next we discussed the fact that lots of children claimed that they didn't like tomatoes but were willing to try them if we cut them in half. I said that they would still have to pay for half a tomato. John said he would like to try half a tomato and that he would pay 1p because that is half of 2p.
After half term, the cost of fruit in the class snack shop is going to double. A team of children are making new price labels and will work out which coins are needed in the money box to enable everyone to pay.
Everyday maths - measuring time
At the end of this year, children should be able to use everyday language to talk about time. They are already beginning to recognise key times of the day on the clock. This week we have been experimenting with sand timers, trying to guess how long things will take and then measuring them.
Jude thought he could do 20 press-ups in one minute. Using timers, his friends counted and said that he'd actually done 40 in one minute and 100 in five minutes!
Roman thought he would be able to stay in the bridge for 30 minutes. We persuaded him to start with 30 seconds. It wasn't as easy as he'd thought!
John lined up all eight sand timers in order from 30 seconds to 30 minutes. He turned them all over really quickly and watched time pass!
This term's topic sees us noticing the changing seasons and talking about what's happening in the natural world. We walked to Wendell Park and gathered fallen sticks and leaves and, in pairs, laid them out in order of size, from largest to smallest. We took them back to class and made Autumn collages and labelled them.
We noticed the sky was getting dark earlier because the clocks had been changed. We learned of festivals that took place at this time and how fireworks are used to light up the dark sky. We talked about Divali, the festival of light, celebrated by Hindus in India and throughout the world.
Using clay, tools and beads, we made divaas - small candle holders, similar to those used by Hindus in their homes and places of worship.
We learned a little about Guy Fawkes Night, when Guy Fawkes tried to blow up the Houses of Parliament. We used a range of resources to make fireworks and stars - including paint, brushes, marbles and elastic bands, and used our phonic knowledge to write words for the sounds fireworks make when they explode.
READING AND WRITING UPDATE!
We have now revised all our main single letter phonemes (sounds) and are working on our digraphs (eg. ai and sh). We are all at different stages with our writing but are taking advantage of the opportunities around the classroom and garden to practise.
Using one-handed tools helps strengthen fine motor skills for writing:
As our confidence and abilities grow, we practise writing our names wherever we can:
Many of us are beginning to write other simple words to label our pictures and to talk about people and events in our lives:
Remembrance Day 11th November 2016
‘Do you know what you are? You
are a marvel. You are unique. In
all the years that have passed,
there has never been another
child like you. Your legs,
your arms, your clever fingers,
the way you move.
You may become a Shakespeare, a Michelangelo,
a Beethoven. You have the
capacity for anything.
Yes, you are a marvel.’
You Are a Marvel
At The Good Shepherd, we want your child's first experience of school to be a happy one and we rely a great deal on your help with settling your child into life at school.
The Early Years Foundation Stage Overview
These three Prime areas are strengthened and applied through the Specific areas. These are:
Our learning programmes involve the following activities and experience:
Communication and Language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems and other written materials) to ignite their interest.
Mathematics development involves providing children with opportunities to develop and improve their skills in counting, understanding and using number, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology.