Dear Parents and Guardians,
We have had another productive week in grade one.
Reminders:
Wednesdays are our library exchange day. Please remember your books to exchange. I have sent home some notes to children who have lost books this term. Please read and pay the fine so that your child may continue to take out books.
We have been hard at learning our dance with Kat from Sound Kreations. Our performance night will be December 18. More information will be coming regarding ticket information.
Math
This week in math, we have focused on building our understanding of representing numbers up to 20. Students worked with a variety of materials to build and represent their understanding of these small quantities.
Learning intentions
- I can recognize and name numbers to 20.
- I can count objects to 20 and show the number in different ways (pictures, tallies, fingers, ten frames).
- I can put numbers in order from smallest to biggest and biggest to smallest.
- I can print numerals up to 20.
Skip Counting:
- I can skip count by 2's to 20.
- I can skip count by 5's to 20 and beyond.
- I can skip count by 10's starting at 0 and beyond.
- I can find patterns on a 100 chart when I skip count.
Math Card Games (number recognition, comparing numbers, and building fluency).
- I can read and name numbers on playing cards.
- I can math numbers that are the same.
- I can compare two numbers and tell which is greater or less.
- I can take turns and follow the rules in a math game.
- I can use strategies during card games to help me remember numbers.
Problem Solving:
- I can show my thinking in different ways (drawing, talking, using tools).
- I can check my work to see if it makes sense.
The following is a summary of key ideas to help support your child's learning.
Representing Numbers With Materials
Numbers can be shown in many ways. Each way usually shows something about the number.
These linking cubes show that 7 is made up of 5 and 2.
The counters on this 10-frame show that 6 is 1 more than 5. The representation also helps someone see 6 instantly.
These counters show that 8 is made up of 2 sets of 4.
These fingers show that 5 is 4 and 1.
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• | 10-frames are usually filled from the top row left to right and then the bottom row left to right. |
• | All five fingers on one hand are usually used before the fingers on the other hand are used. |
There are always many ways to show a number, though. For example, all three of these representations show 7.
Representing Numbers With Words and Numerals
Numbers can be shown using numerals or words.
1 | one |
| 6 | six |
2 | two |
| 7 | seven |
3 | three |
| 8 | eight |
4 | four |
| 9 | nine |
5 | five |
| 10 | ten |
Sometimes the numbers represent amounts but not always. For example, a 5 on a sports jersey does not represent a quantity.
Representing Numbers With Tally Marks
Numbers can be shown using tally marks.
Tally marks can show some things about a number.
9 is 5 and 4 more. |
Relating Numbers to 5 and 10
Numbers can be related to 5 or to 10. Relating a number to 5 or to 10 also shows things about the number.
4 is 1 less than 5.
8 is 3 more than 5. 8 is also 2 less than 10.
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Helping Your Child
Have your child count things at home where the total number is 10 or fewer. Include things with fewer than 5 items and things with close to 10 items.
Observe and support your child to make sure every object is counted once and only once.
Once your child says the total number, ask him or her to show it with counters or with tally marks. Counters can be any small, similar objects, such as buttons, pebbles, or toothpicks.
Ask your child about the number:
- | Is it more than 5 or less than 5? |
- | Is it more than 10 or less than 10? |
- | Is it a lot more (or less) or just a little bit more (or less)?
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Literacy
During our focused literacy lessons this week, we have been learning about one of the sounds that “B” and "G" make. The following are some home practices that your child may do to solidify their understanding of this tricky sound.
