Term 2 Week 6 – Symmetry

During week 6 besides writing the number 2 the children were introduced to the concept of symmetry.

symmetry
I first explained that there are objects around us which when cut or folded in half both sides look exactly the same.  I should them some examples in class like a picture of a butterfly, a heart, a rectangle.

The children were very enthusiastic to find their own symmetrical patterns in class.  They mainly focused on the patterns of their cushions.  They watched a video clip to consolidate their understanding of this new concept.

Symmetry song


The children had some hands of experience of creating a symmetrical shape precisely a cute little monster.

Step 1 – They folded an a4 piece of art paper in 2.

Step 2 – Then we placed 3 large blobs of paint on one side of the paper.  They carefully folded the paper and rubbed gently over it.

Step 3 – They carefully opened it and saw the symmetric effect of the colours.  Please see below some photos of the children at work   🙂

They also played symmetrical games on the interactive whiteboard.  Here is the link so that the can practice at home through play.

Top Marks website

https://www.topmarks.co.uk/symmetry/symmetry-matching

https://www.topmarks.co.uk/symmetry/symmetry-sorting
Last but not least they placed blocks onto a folded piece of paper experimenting with different symmetrical shapes.

Here are some photos from the 3 activities

 

 

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Term 2 Week 6 – Writing Number 2 continued

As I mentioned in last week’s numeracy blog this week we practiced writing number 2.

These are what the pages look like:

2 pges
These are the steps that we followed when writing this number.

  • 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) because in this way we will be forming letter z.
  • After the curved part I point out that we slide just like on a slide not go straight down.
  • We write this number all at once. We do not lift our pencil from the paper until the number two it is done. It requires only one movement.  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 revised the number we wrote so far mainly 1, 2, 4, 6, 7 and 9.  The children used their mini whiteboards to practice their formation.  Some children needed reminding that number 6 has a big tummy whilst number 9 has a big head.

formations.png

They then completed the mixed page above.

Numtums number 2 song

 

 

Term 2 Week 5 – Introduction to Writing Number 2

During the fifth week we finished practicing our number 9’s and started working with number 2.

The children used their bodies to revise the value of two, 2 eyes, 2 ears, 2 arms etc.

They also watched a video clip of Charlie and the number two:


The children recalled that Mrs. Swan was the animal who helps us remember the formation of this number.

2-twice

The children practiced counting two whilst creating the lady bugs and the bumble bees: 2 eyes, 2 feelers, 2 spots, 2 strips and 2 wings.

The writing part for number 2 will take place next week.

 

Term 2 Week 4 – Number 9

The next number the children practiced during this week was number 9.  We revised the value by counting the patches on a sensory quilt created out of bubble wrap, bottle caps, straw, newspaper, kite paper, foil etc.

They also had a hands on activity where they had to count specific coloured blocks in batches of 9.  The children recalled that Ms. Zebra was the animal who helps us remember the shape of this number as well as the purple numicon shape.

numicon

Writing number 9

As we do with every number we revise the work done during the first term keeping our main focus on the rhyme at this point because it guides them with the formation.

nine.jpg

Like for all the other numbers it is very important that the proper steps are used for writing 9.

The children have to say the steps that are in the rhyme or use language which is close to this rhyme, whilst writing.  This week the children practiced writing number 9 on their mini whiteboards as well as on the interactive whiteboard along with the other numbers.

They also worked a mixed page where they had to count and cut the objects they were counting and match it to the correct number.

9 workbook.png

Next week the children will be practicing writing number 9 on their workbooks.

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 go “Round for the head part” and the children get confused as to which side they should they turn with their pencil I like placing a small object example a rubber on the left hand side to remind them which side they have to direct their pencil and tell them so.  We do not go straight down.
  • We do not lift the pencil after we write the circular part but continue writing in one movement. The children need a reminder for this at times.
  • When we go down we have to go down straight not slanting.
  • 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.

Numtums Number 9 –

 

 

Term 2 Week 4 – Number 6

During week 4 the children started writing number 6.  We practiced its value, said its name and saw which animal character helps us remember its shape.  (The character is below).  We also saw where number 6 is placed on the number line.

numicon.jpg

Writing number 6

As we do with every number we revise the work done during the first term.  The children recalled that Mr. Snail helps us remember the shape of number 6.   However our main focus is more on the rhyme at this point because it guides them with the formation.

six

Like for all the other numbers it is very important that the proper steps are used for writing 6.

The children have to say the steps that are in the rhyme or use language which is close to this rhyme, whilst writing.  Those children who find it difficult to recall the formation of this number I tell them that it has a big tummy.  Here is how our number writing pages look like.

six-v2.jpg

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 go “Down” it is like going down the slide in a slanting manner. We do not go straight down.
  • We do not lift the pencil after slanting down but continue writing in one movement. 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.

During the week we also worked on a couple of revision pages using the numbers we did so far.

For the left hand side page the children had to count the various objects in each section using the cutting technique and then writing the number in the box next to it.  If they had any difficulty remembering the numbers from memory they had the number line to help them remember at the top of the page.  We were there to help with any challenges they encountered.

For the right hand side page the children had to copy the number and draw circles representing that value.  If some children drew more circles than the corresponding value we just counted again and they crossed out the extra ones.  Here are what the pages look like.

six-v3.jpg

Numtums Number 6 song –

 

Term 2 Week 3 – Number 0 and revision work

The number we tackled this week is 0.

We revised the material done during the first term where we compared empty containers with nothing inside thus zero objects to other containers with various amounts of objects.  As part of the zero lessons the children watched two videos clips which are the following:

Let’s Count up to Ten – Counting Song


The Zero Song Starfall –


Writing number 0

The children remembered that Mrs. Owl’s friend helps us see the zero shape.

owl

However they focused mostly on the rhyme below.

o 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 of a page.  When we finish a line we go down to the next line and start again writing from left to right.  Usually whilst explaining I physically show them on paper as they might not know right from left.  Children at this age have a tendency to just pick a box and fill it in and then choose another at random.  At times I draw small images on the side to show them which line they have to complete.

many os

  • When writing zero they have to go towards the left hand side to write it. If this is difficult I draw a little arrow for them which helps them see the direction to take.
  • 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.

Revision Work

I dedicated one of this week’s lessons to revision work.  The children were given the 1-10 number line and they had to match the numicon shapes to it and count the holes in the process.

 

 

Term 2 Week 2 – Writing Number 4

During week 2 the children started writing number 4.

We practiced its value, said its name and saw which animal character helps us remember its shape.  We also saw were 4 stands on the number line.

numicon

Writing number 4

As we do with every number we revise the work done during the first term.  The children recalled that mummy caterpillar and baby caterpillar help us remember the shape of number 4.

4 caterpillar

However our main focus is more on the rhyme at this point because it guides them with the formation.

four.jpg
It is very important that the proper steps are used for writing 4.  The children have to say the steps that are in the rhyme or use language which is close to this rhyme, whilst writing.  Here is how our number writing pages look like.

four-2

After we finished working with number 4 we worked on a mixed page were the children had to count objects and circle the correct corresponding number.  Here is what the page looked like.

Number 4 Songs –

 

four 3

 

Term 2 Week 2 – Writing Number 7

This week we started writing another two numbers.  The first number for this week is 7.  The children were very eager to start putting pencil to paper.  Before every session we go through the work we would have done in term 1 on that number.

We practice its value, say its name and see who helps us write it.  We also look at a number line and see where the number stands on the line since we are not writing the numbers one after the other.

numicon

Revision – Number 7

Ms. Giraffe helps us shape 7.

7 giraffe

However our main focus is more on the rhyme at this point because it guides them with the formation.

seven
It is very important that the proper steps are used for writing 7.  The children have to say the steps that are in the rhyme or use language which is close to this rhyme, whilst writing.  Here is how our number writing pages look like.

Number 7 songs –

 

seven-2

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.
  • “Across the sky” starts from the left to the right. They need a reminder for this at times because they might write the mirror image of number 7.
  • For number 7 we do not cut the number at the middle like some people are used do.
  • I also remind them from time to time to remain in the box whilst writing.
  • 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.

After finishing writing number 7 we worked a mixed page were the children had to count 1 or 7 objects, stick the corresponding number as well as fill in a number line which had numbers 1 and 7 missing.  A page sample is shown below.

seven 3

 

Term 2 Week 1 – Writing Number 1

As you all know the first term was dedicated to practicing numbers and even letters using crayons and using hand exercises through play to help the children get the correct pencil grip as well as getting their hand muscles strong for writing.

During this 2nd term we have started phase two that of writing the numbers on our workbooks.  We will also do this with the letters after finishing the entire alphabet.

Writing number 1

We made a big do in class now that the 2nd term is in.  I told the children that they grew some more and now they are going to use their magic fingers to write number 1.  However there are a set of rules to be followed whilst writing.

posture

We actually go through the rules before a writing session is happening and help and encourage the children.  Please when the children happen to be writing at home do encourage the correct posture rules.  If you have any queries please let me know.

Other rules that the children follow are:

  • Start at the dot.
  • They follow the rhyme of the number.
  • And write their number in the guided box as much as possible.
  • It is okay to make mistakes; we can rub and keep on trying. Doing our best is important not having a perfect page.
  • No scribbling on our workbooks or those of our friends.
  • Be proud of our work   🙂

For all those children who at times revert to an incorrect pencil grip please just remind them the correct way of how to hold a pencil gently without a big do.

I tell them that we are doing the quack, quack motion.

  • The duck quacks by placing the pencil between the first two fingers.
  • The 3rd finger helps it to rest.
  • Fingers 4 and 5 act as a pillow underneath.

Similar to the picture above except that we try to close the last two fingers too.

Number 1 Formation Revision –

The animal character which helps number 1 remain straight – Mrs. Owl (refer to 1st blogs posted in the first term under numeracy) along with a NEW number 1 rhyme below.

1 formation
We revised the value of number 1 by

  • Counting 1 using a pattern like in the lion’s mane by alternating 2 different coloured blocks. So I yellow block, 1 orange block etc.  They also used other colours.

 

 

  • They also watched a story called Beep Beep Vroom Vroom by J. Spikey –


They then created a pattern strip using different coloured cars just like in the story.  You can see their work hanging outside our classroom near the glass door.

Last but not least the children started practicing number 1 by tracking it on page 2 sample below, as well as writing it using their pencils in pages 3 and 4.

1-patterns

 

Term 1 Week 11 Number 9 with a difference !

We started the lesson by going through the numbers learnt so far and their story in brief.  We then mentioned that the next number on our number line is 9.

numbers

To learn the formation of number 9 we used the following number story

Ms. Zebra is very excited because Father Christmas is going to visit the zoo and he is going to give a present to all the animals.

She is skipping all around the zoo in excitement.  We need to calm her down because if Father Christmas does not see her in her house he thinks that she does not live there anymore and won’t leave any presents for her.

9 zebra

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

  1. Start at her eye.
  2. We curve around all her face
  3. And slide down her neck.

For our hands on part of the lesson we had a special guest in class Ms. Gaby (Our IT teacher for the upper juniors and seniors) who showed the children how to write 9 using a mini bot.

The children were very excited for this experience.  The bots are previously coded to follow the formation of the number using special markers on a piece of blank paper.

The children see the bot doing the formation whilst lighting up and then they copy the movement using their own crayons.  Below are the pictures of the children handling the bots under supervision and writing number 9.

They also used the rainbow technique to reinforce this.  Other manipulatives used for this lesson were sequins where the children had to count 9 of them and glue them onto a cute little snow man on their numeracy workbooks.  The numicon shape corresponding to this number is the purple shape with 9 holes in it.

9 numicon

number 9

Wilf our robot showed the children to successfully count till 9.

  • Step 1 – Point or pick each object one at a time.
  • Step 2 – Say each number 1, 2, 3, 4. 5, 6, 7, 8, 9.
  • Step 3 – Say stop. We cannot keep on saying the numbers if we need to count only 9 objects.  In this case 9 sequins.

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.
  • This week they can practice counting till 9 by using any leftover decorations you might have.
  • Play treasure hunt using these same items pretending Father Christmas hid them because he wants them to say the numbers.
  • Use number flash cards and count the corresponding number of baubles.
  • They can also clap, jump, go up and down, and hop 9 times.
  • 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 playing teacher and it should do the trick.
  • 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.