# Term 3 Week 2 Basic Addition – Part 2

As I mentioned in the previous numeracy blog last week we started experimenting with basic addition up to ten.

This week we continued adding different objects to master addition by counting on – the children added skittles, blocks, beans, buttons, toys, shapes to decorate a big kite and numicon shapes.

They also played some addition games on the board just like last week.  They extended their addition skills during free play where they counted various toys whilst cooking and shopping.

Now that they had ample time to explore and experiment adding up objects they also worked some pages on their workbook.  These are some examples of the pages.

Those children who are still unsure of some number shapes used the number line at the top of the page to copy the answer.

This week we also worked other addition sums with the different that the addition numbers were already provided and the children had to draw the equivalent circles to the numbers provided and then add altogether.  Addition was always up to ten.

Using this technique requires different skills.

• The children have to be able to recognize the numbers.
• To be able to draw the appropriate value and stop at the value asked for.
• To be able to draw the objects clearly so then they would be able to count the objects altogether by using the cutting method.

This is an example of such a page.

We will work more pages such as the above next week.

# Term 3 Week 1 – Basic Addition – Part 1

This week we started working with the basic addition.

As an introduction to this important concept we took a close look at why we add up numbers in everyday life, we count our toys altogether to see how many we have,  we count the plates altogether when setting the table, we add when friends share things with us to see how many we have as an end result etc.

We can add almost anything except for very tiny objects like rice and sand.  The children came up with various examples of what they might add.

We practiced counting through play.  We added various things altogether like children, blocks, beans and buttons.  As we went along the children got accustomed to the language used in addition mainly plus and add, equals and altogether.  The children used addition playing cards like the ones below to add various counters.

The success criteria for working a basic addition sum are as follows:

• You ask yourself how many objects do I have.
• Count the objects in the first circle.
• Count the numbers in the second circle.
• Read the sum Eg 1 ball plus 1 ball equals.
• Count altogether (I do a big circle with my hands to emphasize the altogether).
• Say the final answer – So I have 2 balls altogether.

To practice the above concept besides using manipulatives we also played games on the websites www.starfall.com and http://www.abcya.com/addition.htm where the children added potatoes, animals and marbles.

They really enjoyed playing these basic addition games.  Next week we will be developing this concept further.

We also did some revision of number values from 1 to 10.  The children had different number cards and they had to roll very small balls to represent the numbers on the cards.

Here are some photos of the children in action.

# Term 2 Week 11 – Writing Number 10 and Fun Activity Photos.

The last number we wrote during this term was number 10 thus finishing the first batch of numbers for this year.

During the third term we will practice the basic addition 1-10 and start focusing on the value and writing of 11-20.

The children found number 10 easy to write.

Besides doing the usual lesson of counting objects till 10 and working the usual number 10 writing pages we did a hands on exercise painting session with numbers which the children really enjoyed.

This kind of exercise has been proven to stimulate the children to think in a fun way.  Here are the photos of our little artists at work.

As you can see their painting evolved from number writing to letter writing and a little artistic flair was a must too.

• When we write this number we always start from 1 then 0.
• The numbers have to be of the same size.
• They cannot be stuck to each other.

Here are the number 10 pages we worked on:

# Term 2 Week 10 – Small and Big Less and More

This week we started our numeracy lessons with the concept of small/less and big/more.

Step 1 – The children were shown various examples of objects that we find in the classroom and they had to say which are small and which are big.  I also used eggs as an example.

Step 2 – We then proceeded to quantity where the children were shown two containers at a time and by comparing they had to state which contained more or which had less.  They learnt that sometimes we cannot count the objects one by one they are so small, such as rice or sand.

Step 3 – We then moved on to looking at a number line were the numbers close to 1 are smaller than the numbers closer to 10.  The latter are bigger. This is a difficult concept and for the children to understand it better we used tangible objects (blocks and the numicon shapes).

You can play games using this language of more or less with the children as you go along the house whilst doing your chores such as the laundry.

Whilst putting the clothes into a pile say: which has more, this pile of socks or this pile of towels?  Or which plate has less pasta, this plate or this one?  Which is bigger in quantity 5 eggs or 9 eggs?  And so forth …

The children worked out a page where they had to cut different sized eggs and stick them on their workbook according to size.

The children worked two other pages were they could compare numbers on a number line using blocks and numicon shapes and colouring in the smaller and bigger number respectively.

# Term 2 Week 9 – Heavy and Light Concept

During the second part of the week we worked with the heavy and light concept.

The children got to know that we use the heavy and light concept every day without even realising it.

At times we try to lift something but cannot because it is too heavy or we scoop up a lot of soft toys or cars in our hands because they are not too heavy thus light.

When we go shopping with mummy or daddy we weigh things to see how much we need such as oranges or bananas.

The children really enjoyed this topic because they physically weighed different objects using our class scales seeing for themselves which objects were heavy and light.

They learnt that an object might be small but still be very heavy such as a piece of metal or vice versa that a big object might be very light like a paper or a feather.

At times our hands help us to weigh things.  In fact the children played “At the shop” where they weighed things using their hands comparing food and toys whilst pretending to sell items to each other.

We watched this video clip –

Here are some photos of the children experimenting with the weighing scales.

# Term 2 Week 9 – Writing Number 8 continued

This is one of the most challenging numbers that the children find to write.  So I emphasize the use of the rhyme to help them remember the formation.  I also compare it to a race track where Lightning McQueen has to race against other cars   🙂

Here is how our number writing pages look like.

Other important points

• I always remind the children that we start writing from the line at the top left and proceed to the right side, than we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
• We do not lift the pencil for this number but continue writing in one movement. The children need a reminder for this at times.
• There are no horizontal or sleeping lines in the number 8.
• I try and tell them to do the top and the bottom part of the same size.
• I also remind them from time to time to write the number in the box.
• If they have just a dot in a box, that is not a mistake but they have to use their imagination and remember how to form the number. At times they would need guidance from where to start and to where they need to proceed.

During this same week we worked on a revision page which also included the number 8.

# Term 2 Week 8 – Introduction to Number 8 and Symmetry Continued

The second number we worked with this during this week was number 8.

We always start off our numeracy sessions with a song which helps the children remember the sequencing of the numbers.

The children enjoy this song very much as they march on the spot with every number that is recited.

The children proceeded to counting 8 different objects.  They even painted 8 little petals which at the end of the week were put together along with other components to form the sunflower plant in our 2nd symmetry lesson.

The children were given the numicon shapes and the play dough to practice counting the various numbers obviously amongst them there was number 8.  We will be working with the formation of 8 next week.

Symmetry

We had created a friendly monster by putting blobs of paint onto a blank sheet of paper and folding it in half.  When we opened the paper again we had an identical array of vibrant colours on both sides.

These monsters are hanging outside on one of our pre-junior b walls.

For this week’s lesson we took a look around us and found things which are symmetrical we also watched a couple of videos and finished with creating a symmetrical sunflower in a pot.

During each phase of putting the plant together we emphasized the symmetrical concept.

Here are some photos of the children busy creating their sunflowers.

# Term 2 Week 8 – Writing Number 5

This week our numeracy lessons started with practicing the formation of number 5.  We went through the material we started the previous week (see last week’s numeracy blogs) and proceeded to writing this number on the interactive whiteboard.

The children then wrote it on their workbooks.  The pages were the following:

Writing number 5

As you all know by now our main focus is on the formation.  The children have to say the steps that are in the above rhyme above or use language which is close to this rhyme, whilst writing.

WALT and WILF our sweet little robots stuck on the class whiteboard help us remember these steps.

Other important points

• I always remind the children that we start writing on a page from the line at the top left and proceed to the right side, than we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
• When writing this number I remind the children that the vertical part/neck is not too short or too long.
• Even the round part is not too small or too big.
• We always give this number a hat.
• We have to lift our pencil from the paper to give this number a hat. The children need a reminder for this at times.
• I also remind them from time to time to write the number in the box.
• If they have just a dot in a box, that is not a mistake but they have to use their imagination and remember how to form the number. At times they would need guidance from where to start and to where they need to proceed.

The children also counted 5 craft sticks, 5 pieces of apples during the apple experiment and 5 little ant cutouts.

# Term 2 Week 7 – Introduction to Number 5

This week we finished working with number 3 and started the introduction to number 5.  The children remembered that Mrs. Duck helped us form number 5.  They used blocks to practice counting several numbers amongst them number 5.

They also played a game where I showed them a number, they said what it is and then they selected the same amount of friends to come out in front of the class.

Writing number 5

As you all know by now our main focus is on the formation.  The children have to say the steps that are in the above rhyme above or use language which is close to this rhyme, whilst writing.

Although I mention the above rhyme I prefer using the shape of Mrs. Duck for them to remember the formation.

• Start at the eye
• God down her neck
• Go round her body
• Lift and give her a hat.

Another hands on activity was counting and sticking 5 eggs onto the nest craft they did throughout the week.  We will be practicing writing number next week.

As part of the number 5 lessons the children also sang to various number 5 songs –

5 little ducks –

5 speckled frogs –

# Term 2 Week 7 – Writing Number 3

As you might have realized last week we started working with the numbers that start with a curve.  Number 3 is such a number.

After remembering the formation and the animal which helps us remember its shape, the children practiced this value by sticking 3 eyes on the friendly monsters that you can see outside our classroom.

They also recalled that the number 3 numicon shape is yellow with 3 holes.

Writing number 3

As you all know by now our main focus is on the formation.  The children have to say the steps that are in the rhyme above or use language which is close to this rhyme, whilst writing.  This is a difficult number to write for most children so if the rhyme does not help I also use the following:

1. Start at the dot.
2. Go round
3. Stop
4. Pull back
5. Go round again.

This usually helps them with the correct formation.

Other important points

• I always remind the children that we start writing from the line at the top left and proceed to the right side, than we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
• When we start writing this number we have to curve straight away. We cannot write a horizontal or a sleeping line as I like to call it.
• After the 1st curved part I point out that we stop for a very little bit but our pencil is still touching the paper, than we curve again. I do this to try and avoid having a space between the top curve and the bottom curve of number 3.
• We write this number all at once. We do not lift our pencil from the paper until the number three is done.  The children need a reminder for this at times.
• I also remind them from time to time to write the number in the box.
• If they have just a dot in a box, that is not a mistake but they have to use their imagination and remember how to form the number. At times they would need guidance from where to start and to where they need to proceed.

We also worked a mixed page were the children had to count objects and match them to their corresponding number.