Term 1 Week 6 and 7 – Number 6 and the Heart Shape

Week 6 – We revised the numbers 1-5 using a Halloween theme.

Week 7 – The next number on the number line is 6.

As you saw from the topic work blog the children drew their family members.  They needed a tree to stick their family on, so each child created this by using 6 hearts each.

They had to count the hearts and stick them in the shape of a tree in their numeracy workbook.  They then stuck their family sketches on top.

They formed number six using their rainbow technique as usual.

Wilf our robot showed the children to successfully count till 6.

  • Step 1 – Point or pick each object one at a time.
  • Step 2 – Say each number 1, 2, 3, 4. 5, 6.
  • Step 3 – Say stop. We cannot keep on saying the numbers if we need to count only 6 objects.  In this case 6 hearts.

To help us learn the formation of number 6 we use this story

Mr. Snail helps us see the shape of number 6.

Mr. Snail is already with his house on his back to go and meet his friends at the park and go for lunch together.  His house is quite heavy to carry around.

Especially like today when he has to climb the wall or fence to get to the park and reach his destination.  So we are going to give him a helping hand by pushing him up the wall.

snail 6

To remember the formation of this number we can use the shape of Mr. Snail. This is what we say:

  1. Start at the eye
  2. Go round the neck
  3. Go round the house on Mr. Snail’s back
  4. And stop

The numicon shape for number 6 is the light blue rectangle shape with 6 holes in it.

6 domino

The Heart Shape – Since we were using hearts for this craft we had a look at the heart shape.  The children became aware that if you fold the heart exactly from the middle in two you gets the same shape on both sides.   The children used paint to stamp hearts on their workbooks.

Songs – The Numbtums Number 6


Learn The Heart Shape –


Practice Ideas for Home

  • It is important that you practice the numbers done so far by using the animal stories and the rhymes so the children become more confident in their number work and which number comes after which.
  • They can practice the formation just like we do it in class with the rainbow colours. If they are reluctant tell them that they are the teacher and it should do the trick.  (Obviously you have to draw the first outline yourselves such as below.)

    6 small

  • They can draw various objects on a piece of paper or small whiteboard, count them and help them write the corresponding value using rice, flour and sand saying the story or rhyme in the process. Please praise every little effort the children make.  If they do mistakes just correct them with no fuss at all and tell them to try it again together.  Repetition, practice and praise help build their confidence.

 

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The Square

square

In the topic work blog I mentioned that we read a book in class called Square Cat.  This was the introduction to our numeracy lesson tackling the square shape.

The children learnt that shapes have their own properties or to make it simpler they have their own rules to give them the shape they have.

Wilf helped us see these square rules:

  • A square has four sides.
  • These sides are all of equal size. There are no sides which stretch out.
  • A square has four corners.
  • A square cannot roll over.

With these properties in mind the children were able to look around the classroom for square objects.

Their treasure hunt was successful as they found these square objects, different blocks, books, cushions, the light switches, flashcards, boxes, lunch boxes amongst other things.

They also distinguished square blocks from other different shapes.

The children worked on their shapes workbook where they had to colour in the square shape amongst other shapes.  They sponge-painted squares onto the same workbook.

The children also created a craft representing the Square Cat which is hanging outside our classroom.   They also created square shapes with blocks and other manipulatives.

The Square Song

 

 

Term 1 Week 5 – The Triangle

triangle

This shape was linked to the witch’s hat already mentioned in previous blogs since it has a triangular shape.  Like other shape, the triangle has its own properties or rules.

Wilf helped us see these triangle rules:

  • A triangle has three sides.
  • These sides all touch each other.
  • A triangle has three pointy parts.
  • A triangle cannot roll over.

With these properties in mind the children were able to distinguish triangular shaped objects from other shapes on the interactive whiteboard.

These are some of the objects they came up with: a slice of pizza and watermelon, flat cone, hat, bat wings, a clothes hanger, and one side of a pyramid.

The children worked on their shapes workbook where they had to choose and colour in the triangle shape amongst other shapes.

They also sponge-painted triangular shapes on the same workbook.  During one of their play session they practiced the triangle formation by putting bottle caps onto different sized triangle shapes.

The lesson came to a close with a craft which linked this entire concept to our topic work Halloween.  The children created a nocturnal animal which has triangular shaped wings – the bat, (see topic work).

They counted the three sides of a triangle.  They also stuck 5 bats, 5 stars and 5 magic glitter blobs onto the witch’s hat, thus practicing their counting  skills 1-5.  (The numbers we covered so far).

Triangle songs

 


Practice Ideas for Home

  • When you are out and about you can play the game, Spot the shape, with your children. They have to look out for and say the various shapes that are made by the objects around them.  This week emphasise on the triangle shaped objects.

 

Term 1 Week 4 – Number 5

During the topic and literacy work for this week we mentioned many animals amongst them the parrot.  (follow the previous blogs).

We counted 5 colourful feathers which the children stuck on the parrot’s wing so he could talk   🙂

Wilf our robot showed the children to successfully count till 5.

  • Step 1 – Point or pick each object one at a time. In this case the star stickers.
  • Step 2 – Say each number 1, 2, 3, 4. 5
  • Step 3 – Say stop. We cannot keep on saying the numbers if there are only 5 objects (stars).

The children used the above counting technique for the feathers, blocks as well an interactive whiteboard game which you can also play with your children at home.  I obviously selected counting up to 5 part).

Here is the link:

https://www.topmarks.co.uk/learning-to-count/teddy-numbers

(I muted the sound of the game because a couple of children did not like the sound the bear made when the teddy ate too much or too little cupcakes.)

To help us learn the formation of number 5 we use the following Story

Mrs. Duck has 5 little ducklings.  They went for a swim on the lake because it was a very hot day.  The 5 little ducklings wondered off and mummy duck could not see them anymore.

She was very worried and   went to look for them.  Her feathers were all flustered and soaking wet because of the heat.  She had to wear a hat to protect her head.

5 duck

To remember the formation of this number we can use the shape of Mrs. Duck.  This is what we say:

  1. Start at the eye
  2. Go down the neck
  3. Go round the body to wipe her feathers dry
  4. Lift
  5. Hat on head

5 little ducks nursery rhyme –

 

  • The children were also exposed to the numicon shape which helps them see the value of five. The children were also given table top counters such as buttons, bottle caps, blocks and interconnecting camels to count till 5.

5 numicon.jpg
Now the children got used to using the number scrapbook.  They rainbow coloured the number 5 as well as counted and stuck 5 little fish in a fish bowl.  (This is another possible pet   🙂 ). We will be doing more practice work with number 5 next week.

Practice Ideas for Home

  • It is important that you practice the numbers done so far by using the animal stories and the rhymes so the children become more confident in their number work.
  • They can draw various objects on a piece of paper or small whiteboard, count them and help them write the corresponding value using rice, flour and sand saying the story or rhyme in the process. Please praise every little effort the children make.  If they do mistakes just correct them with no fuss at all and tell them to try it again together.  Repetition, practice and praise help build their confidence.

 

Term 1 Week 4 – Number 4

As I mentioned in the topic work blog we spoke about several animals this week.  The children became aware that most animals have 4 paws.  This linked us to one of the numbers for this week.

Besides the paws children counted various objects such as blocks, animal counters, and their own crayons.  They also glued 4 teeth with the t for teeth and 4 teeth on their numeracy scrapbook for a shark face.

They were very interested when they discovered that sharks can grow back their teeth time and time again after they fall out as opposed to us with only two sets   🙂

4-shark.jpg
Wilf our robot showed the children to successfully count till 4.

  • Step 1 – Point to each object one at a time.
  • Step 2 – Say each number 1, 2, 3, 4.
  • Step 3 – Say stop. (We cannot keep on saying the numbers if there are only 4 objects).

To help us learn the formation of number 4 we use the following.

  • Number Story – We have animals for every number.

Mummy and baby caterpillar help us see the shape of 4 – Baby caterpillar is tired and wants to stay on mummy.  So mummy caterpillar sits down and baby caterpillar stands on her lap.

4 caterpillar

  • The children are also exposed to the numicon shape which helps them see the value of four.

4 numicon

The children practiced their number 4 with their crayons on the number scrapbook as above. They also formed this number using playdough, numicon shapes and blocks.

Practice Ideas for Home

  • You can play games at home with the children by counting steps, cutlery when setting the table, toys and many other objects around the house and out and about.
  • They can draw 4 objects on a piece of paper or small whiteboard.   🙂

 

Numbers 2 and 3 – Big and Small

This week we worked with two numbers 2 and 3.

Number 2 – Besides revising what we did last week (See previous numeracy blog) we focused more on other hands on activities.  The children played supervised games on the interactive whiteboard.  They also used the numicon shapes we have in class which help them visualize the numbers better.

These are the numicon shapes for 1 and 2.

1 2

Here are the pictures of the children whilst using the interactive whiteboard


Number 3

As you have seen in one of the previous blogs the children worked with the story of Goldilocks and the Three Bears.

Through this story the children learnt their number 3 and the concept of big, medium and small.  They saw that there were three bears in the story and that they were of different sizes, big papa bear, medium sized mummy bear and small baby bear.  Even the chairs, bowls and beds were of these different sizes.

The children counted these and other objects stopping at number 3.

How can the children be successful in counting their numbers?

  • Step 1 – Point to each object one at a time.
  • Step 2 – Say each number 1, 2, 3.
  • Step 3 – Say stop. (We cannot keep on saying the numbers if there are only 3 objects).

To help us learn the formation of number 3.

  • Number Story – We have animals for every number.

Mr. Snake helps us see the shape of 3 – Mr. Snake is in a hurry to go and meet his friends at the park, so he slithers on the grass forming the number 3 shape.

3 snake

Formation –

Step 1 – Start at Mr. Snake’s mouth.

Step 2 – Go round, stop.

Step 3 – Go round again and stop.

  • The children are also exposed to the numicon shape which helps them see the value of three.

 

3-numicon

The children practiced their number 3 with their crayons on the number scrapbook.  They also stuck three bowls, three chairs, and three beds according to size, counting up to three in the process.  The students explored the big and small concept by sorting blocks into two groups – big and small.

They used playdough and play dough mats to form number 3 and count three apples.

Below are a couple of photos of the children exploring number 3.


Game Practice Ideas for Home

  • You can play games at home with the children by counting steps, cutlery when setting the table, toys and many other objects around the house and out and about   🙂

 

Term 1 Week 2 – Numbers 1 and 2

During this second week the children started learning about numbers 1 and 2.  We tackled these numbers on separate days but here I am explaining the concepts together.

Using the All About Me as our basic structure we saw that we have one face, one, nose, one mouth, one head, one tummy; two eyes, two ears, two arms, two hands, two legs, two feet.

We moved on to counting other objects and stopping at number 1 and 2 respectively.

How can the children be successful in counting numbers?

  • Step 1 – Point to the object.
  • Step 2 – Say the number example 1 block.
  • Step 3 – Say stop. (We cannot keep on saying the numbers if there is only 1 object).

We repeated this counting exercise by counting 1 or 2 various objects found in class.  Our animal characters gave a helping hand in the formation.

Number 1 Story

Mrs. Owl helps us write number 1.  She does not like her feathers to get wet so she sits up straight keeping her feathers down.

Formation

  • We start writing from the top on dot.
  • Go straight down
  • And stop.


Number 2 Story

Mrs. Swan helps us write number 2.  She is swimming gracefully on the pond.  Someone splashes some water and she gets frightened.  So we help her calm down by doing the following:

Formation

  • We start writing from the top on the dot.
  • Go round her face.
  • Slant down her neck
  • Pull back to put her feathers in place.

1-2

For these numbers I used the following songs:

Number 1 CBeebies: Numtums – Number 1 Song


Number 2 CBeebies: Numtums – Number 2 Song


The children became creative on their number scrapbooks by

  • Completing a picture of a face using 1 and 2 as their point of departure. Some became very creative at the end   🙂
  • They also experimented with playdough where they created their own face using face play dough mats.
  • They practiced the formation of these numbers by using number play dough mats.
  • They counted 1 and 2 using blocks.

Here are some pictures which we managed to take in the process:


You can play games at home with the children by counting steps, cutlery when setting the table, toys and many other objects around the house and out and about   🙂

 

Term 1 Week 2 – Zero Full and Empty

During this second week we find our numbers linked to our themes.  We started with zero/empty vs full.  We always like to start a numeracy lesson with a particular song so that the children understand that it is time to work with numbers.

Number song 1-10.


To explain zero I used the story of The Old Lady Who Swallowed Some Books where we saw that at one point her tummy was empty, there were 0 items, there was nothing.

When she swallowed the things her tummy was full.  We also saw how a lunchbox is full of food when we come to school as opposed to being empty at the end of the day.  We repeated this exercise with various objects found in class such as blocks, crayons etc.

We use various characters or songs which help the children understand the formation of the numbers.

The character which helps us form zero is an owl.  She is Mrs. Owl’s friend.  The story created round this number is as follows.  Owl is upset because she cannot find Mrs. Owl.  She needs a big hug:

Formation

  • We start writing from the dot.
  • Go round
  • And round again to join the dot

owl

For zero I used the following song too:

Zero is the hero –


The children formed zero on their numeracy scrapbook using the rainbow technique I mentioned in one of the previous blogs.  They also coloured in the empty lunchbox on the following page.

O

The children then proceeded to practicing the full and empty/zero concept using blocks and coloured pasta.