Number in Algebra...so what is Algebra?

Number in Algebra

We are learning to-

·      Explain and talk about counting, groupings and equal-sharing using words, numbers, symbols and pictures.

·      Explain and talk about what a mathematical symbol means.

                            =   +  -   x   <   >

·      Record number equations accurately.

 We have been learning about the meaning of equals.  It acts like a balance in an equation.

We have also been comparing numbers and making statements using the symbols greater than and less than.

  

                                                                                   

Risk

Here is a fun games we'd love to share with you.  It has helped us make, read, order and understand number and place value to 999.

 Risk

What you need

• Two to four players
• One pack of cars with all picture cards and 10's removed

The objective:

• Have the highest number at the end (999 is the highest number)
• The maths is reading numbers, ordering numbers and learning place value e.g. In 342, the 3 is worth 300, the 4 is worth 40 and the 2 is worth 2.
• The "risk" is the element of chance involved...calculated by what cards have been played and what needs to be changed to win.
• It's the questions that the "adult" dealing for the game asks, and the maths language used by the children, which makes the maths worthwhile, not just the swapping of cards or the winning.

How to play

• Deal one card to each player.  They choose to put it in the hundreds place, or tens or ones.
• Deal a second card and choose the place.
• Deal a third card to the vacant space.  You now have a three digit number.
• Now deal to the first person again and they must change one card.  Repeat for all players.
• Repeat this once or twice where the card is seen and cards are changed.
• Now the "risk" begins. Players have to select which card they will change before they see the card.  They may gain or lose points on the turn of the card, Repeat once or twice more.
• Winner is the highest number.

Questions to ask

• Read the numbers in order from highest to lowest or v.v
• Round numbers to the nearest 10/100
• If we added 10 to each score what would it be?
• If I put the new card in the hundreds what would you win/lose? in the tens? in the ones?
• What is the difference between each score?
• What would you need to get on the next card to take the lead?
• Estimate answer adding up all the numbers

Update - end of week 3

Wow, we are at beginning of week 4!  Where has all that time gone!!  Last week we spent the first session exploring halves and quarters of our metre piece of string.  We then had to work out how many centimetres equalled half a metre and then quarter of a metre.  Number properties were worked through and we now know that 25 is half of 50, quarter of a metre is 25 centimetres, two quarters makes ½ a metre and 50 + 25 = 75.  We looked at strategies for adding and touched on Place Value.  Needless to say we didn’t quite get through our area challenge of designing bench tops and kitchen floors.  We’ll carry these concepts through this week along with the new context of Algebra and Algebraic Equations. 

Here are our future kitchen designers!

 Using 12 tiles we had to design bench tops with 4 sides.  How many different shapes could we produce?

Number in Measurement

Measurement-Length

You are going to make your own metre rule with string.  You only have a 30 centimetre ruler…how can you use this to make 1 metre rule?

                   

We are at the end of another week and what a lot of thinking, learning, discussing and fun has been had in our maths sessions!  The children have certainly learnt about how accurate they need to be when measuring and have a new appreciation for the jobs builders, plumbers and dressmakers do and how maths plays such a valuable part in their jobs!  We have been exploring the meaning of equals, bonds to 100, basic facts and place value!  We are also learning to show our thinking in different ways.

 

End of week 1

 Next week our context for learning number will come through measurement - length, which will also support the learning which is happening in the classroom.

Basic facts will be an area that we will continue to consolidate. They form a large part for the numeracy foundation.  Please make these a high priority for practising at home alongside the weekly tasks set by the classroom teacher. 

Below is a fun game we have been playing .   It is for two players to help practice basic facts recall.

Paper, scissors, rock - maths style!

Rules of the game-

One hand addition-

1. Each player shakes one fist "paper, scissors, rock" and shows a selection of fingers (choose between 0-5)

2. Winner of the round is the first to find the sum/total of two hands.

Encourage the players to shake their fist with fingers down to the floor/knuckles up then it is easier to see the fingers when opened out.

If addition responses are instant try two hand addition - add the total of both hands to practice basic facts to 20.

Have fun!

Bee Bots

We had so much fun programming the Bee Bots to move to different positions on the mats. We had to make them move forward, turn right, left and forward again.  It really made us think about direction!

Meet Mrs Jarvis's Marvellous Mathematicians

We had fun getting to know each other over tea and toast!  So how many equal parts did you cut your toast into?