Money, Money, Money

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Posted by moya | Posted in Maths, Uncategorized | Posted on May 21, 2014

1/2LT have been exploring money recently. We worked on various topics such as recognising coins, counting money and calculating change. We celebrated by practicing our skills and having a 1/2 shopping day on Tuesday. We bought lots of goodies, counted money, worked out change and used our conversation skills. It was very much a fun filled hour!

 

1/2M and 1/2A Capacity Chaos!!

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Posted by milica | Posted in Maths, Uncategorized | Posted on March 31, 2014

1/2M and 1/2A continued their Measurement unit this week with a hands-on lesson about Capacity. We measured with both water and sand and even had a go at estimating the capacity of different containers. It was fun!

Capacity 2 Capacity 3 Capacity 4 Capacity 5 Capacity 6 Capacity 7 Capacity 8

1/2M and 1/2A Measurement Fun!!

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Posted by milica | Posted in Maths | Posted on March 28, 2014

The Grade Ones also had some super fun working with Ms S during measurement rotations. We tried measuring the length of our feet, the tables, the chairs…we even measured  the length of the classroom!

We learnt that when you are measuring the length of something, the things you are measuring with need to be the same size and length. Archie

I learnt when you measure with different things, they need to be touching. Isabelle

I liked measuring my foot because it was interesting learning how long my foot was. Dom 

I enjoyed measuring the classroom with my feet. It was really fun! Gus 

I enjoyed measuring the page with my fingerprints! Alice 

Gus Counter Br

1/2L’s Ride to School Day Graph

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Posted by moya | Posted in Celebrations and Special Days, Maths | Posted on March 24, 2014

Last week we made a graph to show how 1/2L got to school on Ride to School Day. It is a pictograph with some beautiful drawings! We talked about the different parts of a graph and came up with our own 5 start criteria.

Graphs need to –

  • display the data you collected
  • have a title
  • have an x and y axis with labels
  • have labels for the data (so we know what it is)
  • be neat and tidy

We were pretty proud of ourselves as no one in our class drove to school. Great team effort! We then interpreted the data, here’s what we came up with!

~

In 1/2L we had people who rode bikes, people who scooted and people who walked to school. Poppy

People came to school in different ways. Sienna

Riding bikes was the most common, walking was second and scooting was third. Sarah

We think our grade has different ways to other classes. Winnie

Lots of people in our class had bikes to use. Henry

On ride to school day no one in 1/2L drove to school. Verity

We made a pictograph. Alice

We drew lovely pictures. Archie

Our class was using making less pollution because nobody used a car. Zach

Nobody took the train to school. Connor

Scooters was the smallest. Lughan

The y axis goes to the sky. Liam

No one took public transport. Malachy

I can see that the people that walked was the almost the tallest. Winter

None of our class made pollution. Violet

Five people rode their scooters. Jessie

Eleven people rode their bikes. Riley

Seven people walked. Josh

People rode their bikes more than their scooters. Harrison

Bikes are one of the most popular things to ride in our class. Arel

In 12L we had people who rode bikes, people who scooted and people who walked to school. Poppy

People came to school in different ways. Sienna

Riding bikes was the most common, walking was second and scooting was third. Sarah

We think our grade has different ways to other classes. Winnie

Lots of people in our class had bikes to use. Henry

On ride to school day no one in 1/2L drove to school. Verity

We made a pictograph. Alice

We drew lovely pictures. Archie

Our class was using making less pollution because nobody used a car. Zach

Nobody took the train to school. Connor

Scooters was the smallest. Lughan

The y axis goes to the sky. Liam

No one took public transport. Malachy

I can see that the people that walked was the almost the tallest. Winter

None of our class made pollution. Violet

Five people rode their scooters. Jessie

Eleven people rode their bikes. Riley

Seven people walked. Josh

People rode their bikes more than their scooters. Harrison

Bikes are one of the most popular things to ride in our class. Arel

1/2LT’s Rainbow Numbers Factory

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Posted by moya | Posted in Maths | Posted on February 19, 2014

This week we have learnt all about rainbow numbers. Our rainbow numbers are pairs of numbers that add up to 10. Like 7+3, 5+5, 9+1, 2+8 and 6+4. They are called rainbow numbers because if you draw a loopy line between them on a number line…. it makes a rainbow! Today in 1/2LT we played a game called cover up to help us practice our rainbow numbers. Our rainbow numbers are useful for counting to 10, adding to 10, subtracting from 10 and for solving problems. We want to get to know them really, really well, just like lightning!

Here is how to play rainbow number cover up –

1. Get a number board from 0-10. Available below on the blog.

This is a 0-10 board.

This is a 0-10 board.

 

2. Get a ten sided die. (At home you might like to write the numbers 0-10 on pieces of card and draw them out of a bag or bowl).

IMG_2877

 

3.  Get two sets of counters (or buttons). Each player needs a different colour.

4. Play Rock, paper, scissors to work out who goes first.

IMG_2880

5. Roll the die (or choose a number if  you are at home)

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6. When you roll a number, you put your counter on the rainbow number partner of that number. For example, if you roll a 6 you put it on 4. If there is already one of your opponents counters on that square, you can push it off. If you get the rainbow number wrong, you don’t get to put a counter down.

A 6, do you know the rainbow number?

A 6, do you know the rainbow number?

7. Take turns with your partner.

8. Keep playing until all the squares are covered. The person with the most counters on the board wins. The winner gets to have the first roll the next game.

IMG_2885

Have FUN!!!!!!!

Cover Up Boards

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Posted by moya | Posted in Maths | Posted on February 19, 2014

Here are the cover up boards so you can practice your partners to 10 at home! Feel free to edit them and create your own versions too. Skip counting cover up is also lots of fun!

Rainbow Numbers Cover Up

Rainbow Number Cover Up to 20

Place Value rotations

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Posted by moya | Posted in Maths | Posted on November 8, 2013

On Thursday afternoons in 1/2LK we have been doing place value rotations. Our learning intention for these lessons is to practice and apply our knowledge of place value. We are working on ordering and reading numbers, making larger numbers, thinking about the columns involved in place value, the role of zero and how many different groups of thousands, hundreds, tens and units make up each number.

We have been doing a range of activities to help us consolidate our understandings –

  • I have who has
  • Building numbers with hundreds, tens and units
  • Place Value mystery game
  • Making the largest and smallest numbers – with playing cards and dice
  • Matching numerals to the words, picture representations and sums
  • Writing numbers from the expanded form

Some people think it’s easy but place value is a little bit tricky and it makes my learning curve go up. Joel

Place value is really fun because we get to do lots of games and activities to practice. Kyan

I like place value rotations because it helps me work out where I should put numbers in columns to make larger numbers. Lola

Place value helps me to put numbers in the right places and read bigger numbers. Anna

We know place value is really important for our number sense and think it’s really fun too!

 

Origami jumping frogs

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Posted by moya | Posted in Art and Craft, Maths | Posted on September 17, 2013

This morning in 1/2LK we made origami jumping frogs. Our learning goal was to practice measuring in formal units, collect data and make a graph. It was great fun and helped us develop our fine motor skills. We worked fantastically well as a team too, helping anyone that got stuck. Once we had finished making them we had a jump off! We measured, using a ruler, how far our frogs could jump. We each did this three times and recorded our frog’s jumps, using centimetres. We then used the data we had collected to create a graph. Some of our frogs were big jumpers, others not so much!

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Skittle Maths

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Posted by milica | Posted in Maths | Posted on August 30, 2013

This week, 1/2G continued to explore number and place value with some fun maths activities using Skittles. We worked on understanding how many groups of ones, tens and hundreds were in our different numbers. We practised writing our numbers in lots of different ways and even made number sentences using our special Skittles number. Thanks to Lauren for sharing such a fantastic activity!

 

Gorillas and Icecubes

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Posted by Lauren | Posted in Maths | Posted on August 26, 2013

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Today, in 1/2K we solved a gorilla problem! We used division. We started with a story.

It was a hot day at the zoo. Jemal the primate keeper decided to give the gorillas a treat. He went to the freezer and took out a big tray of ice cubes and tipped them into a big bowl. There were 24 icecubes in the bowl and Jemal shared them out amongst the gorillas so that each gorilla got the same amount of icecubes (he had to make sure they all got the same amount or the gorilla that missed out would have a tantrum and gorilla tantrums are not good). There we no ice cubes left in the bowl.

How many gorillas could have been in the gorilla enclosure on that hot day?

We used buttons to solve the problem and we worked out our answers on mini whiteboards.

We came up with lots of different answers!

 

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“I enjoyed counting out the buttons – it was challenging.” Kyan

“Lauren and I worked out a good way to share out the buttons. We put one button with each gorilla until all the buttons were gone.” Taj

“We did twenty four divided by numbers that made equal groups. I could have found more ways if I had switched my number sentences around.” Edwin

“You can switch the number sentences around to give you a new answer.” Ethan

“I didn’t know you could divide 24 by 3 or 8.” Maddy

“I discovered that most of the odd numbers didn’t work, like 5 and 7.”Leila

“The second number in a division number sentence is the amount you divide it into.” Liam K

“When you flip the number sentence you get two answers for the price of one!” Eve

 

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