Numeracy Update

Today is Shrove Tuesday and we have been busy making pancakes.  

Thanks to all our lovely parents who came along to help us out. We really appreciate you all.

The maths in this activity is huge.

We were able to collect data on favourite toppings, measure and pour the ingredients into the bowl, count the number of pancakes in each batch, and in total. Compare the sizes of the pancakes, not to mention the writing we can do about the process.

We had fun making them and enjoyed eating them!!

This is the recipe I will used.

Pancakes   ( Makes 8 good size ones) 

2 cups S.R Flour

1 egg

1 ¾ cup milk

¼ cup sugar

1 teaspoon vanilla 

Butter for the frypan.

Mix all ingredients until smooth.

Pour a good amount of the mixture into a hot buttered pan. When bubbles appear on the surface, flip.  When golden, remove. 

It is a great one to involve your children in cooking.

Pancakes are easy to make and provide so many mathematical opportunities.

Measure the ingredients- what if we doubled / halved the recipe? How big are the pancakes? Are some bigger/ smaller than others? 

Count- how many pancakes are made? What if we made one more? Ate one? 

Multiply- what if we made double the amount? How many now? 

Divide- what if we halved how many would we make? What if we made ¼ of the amount?

Data- what is your favourite topping? How many like that? How many like something else?

Tuesday 24th February (9-10am) How to help at home with counting and place value Year 1 parents.

Tuesday 3rd March- (9-10am ) , repeat Wednesday 4th March  (2:30-3:30pm) - How to help at home Foundation parents 

We have been  testing students across the school in their counting and place value knowledge.

Counting across the levels: By the end of each year students should be able to :

Foundation : Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from  any starting point

Year 1

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from zero

Year 2

Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences 

Year 3

Investigate number sequences, in 6,7,8,9  from zero starting point.

Year 4 

Investigate number sequences, in 6,7,8,9  from any given number 

Year 5/6

Investigate number sequences, in fractions and decimals 

Counting can be while in the car, walking, sitting around the dinner table, short regular counting does make a difference.

When children are able to count fluently, try breaking the count. Stop at various numbers and ask, “What comes next? What comes before ?” can they start at various numbers, not just zero.

Can they match the count to counting items? 

Don't forget to count backwards as well as forwards.

We are also focusing on  Place Value this term. 

Place value refers to the conventions we use to say and record numbers.

Base 10

Symbols 1,2,3,4,5,6,7,8,9

Zero (0)

Each symbol can represent different quantities

The current system is derived from the Hindu  system it is known as the Hindu-Arabic system  

Place Value: across the levels.  By the end of the year children should be able to read, write, order, locate on number lines, rename,  partition and interpret numbers in the range. 

Foundation: 0-20

Year 1- 0-120

Year 2- 0-1000Year 3- 0-10 000

Year 4- beyond 10 000  ( decimals up to tenths, hundredths)

Year 5/6 - up to large numbers and millions  ( decimals- tenths, hundredths, thousandths)

Wishball is a free website that the students can access at home and play. Wishball: whole numbers, it is great to practise using our place value knowledge.

Have a great week

 Maths Leader Leader | Colleen Monaghan