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The students worked in groups and used 5 different drink bottles. They flipped each bottle a certain number of times from the same position, collected data around how many times the bottle landed and discussed the variables that could be affecting their results.

The students used the data they had collected and identified the best bottle to flip. Using the best bottle they then tried to work out what is the best amount of water to have in that drink bottle to successfully land as many flips as possible.

It was certainly lots of fun and it was great to see so many excited faces during Maths this week!

Bottle Flip Bottle Flip ]]>

Thanks again to all of the parent helpers who joined us.

Here are some photos of how 1/2 G and C spent the day!

Click to view slideshow. ]]>

While 1/2C, G and A were there we rotated through 3 different activities; collecting natural objects from the ground at the park, listening to the story ‘Welcome to Country’ and viewing and discussing the art pieces.

Once we were back at school the students created their own AMAZING art pieces that were inspired by the art they saw today.

All of the students had a great time today and we would all like to say a massive thank you to all of our parent helpers who took the time to join us today!

Click to view slideshow. ]]>

**Other words for multiplication are:**

**multiplied by**eg .2 multiplied by3**times**eg. 2 times 3**the product of ___ and ____**eg. the product of 2 and 3 is 6**by**eg. 2 by 3 is 6**rows of**eg.2 rows of 3

We are working in ‘just right’ Maths groups to develop our skills in understanding **what multiplication looks** like and **different strategies** to solve the problems.

To show visually what multiplication looks like we can make **arrays. **Arrays are neatly arranged rows that have the same amount in each row. Here is an example of an array in the real world. It is a carton of eggs.

There are 2 rows (horizontal lines) with 3 eggs in each row.

This can be written as,** 2 rows of 3** or **2 X 3**

Once students can identify how many rows there are and how many are within each row, they can use one of the two numbers identified to **skip count to the answer**.

The answer can be found by skip counting by 2s ie. 2, 4, 6! Or is can be found by skip counting by 3s ie 3, 6!

Therefore, the answer to **2 rows of 3** or **2 X 3** is 6!

Can you find any arrays around your house or yard? How would you write them as a multiplication problems?

Once students have mastered this understanding they are working towards **identifying and writing multiplication problems from worded stories** eg. How many wheels are there altogether if there are 5 cars? Ie. 4 wheels X 5 cars = _____ OR 4 X 5 = _____

Some students are also building their **speed and accuracy with known facts**. This means that they are aiming to quickly answer their 10 times tables, 2 times tables, 5 times tables, and 3 times tables within 1 to 2 seconds. If they master these, they can move on to their 4 times tables.

Here is a great video from the Khan Academy that explains what multiplication is: Khan Academy YouTube Clip

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To work on developing and strengthening the pincer grip of the students they taped their paper to the underside of the table and went about creating their own master pieces while lying on the floor.

Everyone had so much fun while creating our very own dot gallery and it was great to hear all of the students giving each other such positive encouragement and feedback!

Click to view slideshow.

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The children have been very creative with their drawings this year. Each child has contributed to a class tea towel design around the theme of Bell Creative Minds.

Pre-order your Tea Towels through QKR! (preferred) or via the office,with a paper form that you can get by emailing the fundraising committee bellpsfundraising@gmail.com

Only $12 each. **Orders due Friday 28th October.**

Tea towels are great quality:* 100% cotton, water based paint, local printer.*

**Other words for subtraction include:**

- subtraction
- take away
- minus
- difference

**Some of the strategies we have been practising in our ‘Just Right’ Maths groups include:**

- counting back on a number line

**counting back in our heads.**For example, if we had 10 – 3, we would count back from 10 3 times: 9, 8, 7! The number we land on is the answer. So the answer is 7!**counting back using our fingers**

**using doubles facts, to know our halves facts.**

For example, if:

4 + 4 = 8, then

8 – 4 = 4!**using friends of 10 and fact families.**

For example, if 6 + 4 = 10, then

10 – 6 = 4, or

10 – 4 = 6**And regrouping.**

For example,

3 1

-1 2

–––––**Start in the ones column.**

If the digit on top is smaller than the digit on the bottom then you need to**regroup!**Take

**1 ten**and regroup it to**10 ones**2 11

– 1 2

–––––

Then you can say,

11 ones – 2 ones = 9 ones and

2 tens – 1 ten = 1 ten.So the answer is, 19!