Posted in Numeracy

## What time is it?

Posted in Numeracy, Other

## What is bridging through 10?

‘Bridging through ten’ is a method that many people use (possibly without realising it!) to add numbers mentally.

For example:

To add these numbers mentally, we can take 1 from the 6 to take the 9 up to 10, and then add the remaining 5 to get the answer, 15:

The bridging through 10 mental maths strategy can also be used to add a one-digit number to a two-digit number, for example:

Here, we take 2 from the 4 to take the 28 up to 30, then add the other 2 to get the answer, 32:

This method relies on children knowing their number bonds to 10, therefore it is important that a teacher is confident that the whole class know their number bonds to ten off-by-heart before teaching this method. Children also need to be able to mentally add a number ending in 0 and a single-digit number (that is, they need to know, for example, that 10 + 6 = 16 and work this out without having to use their fingers).

The point of teaching the bridging through 10 method is that it will help children to add numbers mentally. It is quite possible that you (the adult) already use this method without having been taught it,because it is a quick and efficient way of adding numbers without having to count on your fingers!

Try the game below:

Posted in Numeracy

## Place Value Charts

Test your knowledge of place value! Practise making numbers using tens and units, hundreds, tens and units or maybe even thousands, hundreds, tens and units if you would like a challenge.

Posted in Literacy, Numeracy, Other, Science

## Ducklings: Hatching!

It has been an exciting week in class two.  During the school inset day on Monday we received the delivery of seven Pekin duck eggs, an incubator and a brooder.  On Tuesday the children saw the eggs for the first time and we learnt about the job of the incubator whilst keeping a close eye out for any egg movements.  On Wednesday we were greeted at the beginning of the day by two brand new hatchings. They were tired after their journey out of the egg so we let them rest and dry in the incubator for three hours until they were ready to be moved to the brooder. We were also incredibly lucky to later see the third duckling hatch before our eyes in the classroom.  The video below shows the experience for children to look back and reflect upon.

Welcome to the world Doc, Dopey, Bashful, Grumpy, Sneezy, Sleepy and Happy!

Posted in Numeracy

## Learn time – Song and dance

As many of you will be aware we have a New National Curriculum and expectations for each year group have been raised. Please see below the statements for the new expectations relating to your child’s understanding of time.  The vast majority of the class are currently working at this new age related expectation and above but there are still a few that are struggling to grasp the concept of time.  I would encourage all parents to regularly draw attention to telling the time with children at home.

Year 1 programme of study

• sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening]
• recognise and use language relating to dates, including days of the week, weeks, months and years
• tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

Year 2 programme of study

• tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times
• know the number of minutes in an hour and the number of hours in a day.

Year 3 programme of study

• tell and write the time from an analogue clock, including using Roman numerals from I to XII, and 12-hour and 24-hour clocks
• estimate and read time with increasing accuracy to the nearest minute; record and compare time in terms of seconds, minutes and hours; use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight
•  know the number of seconds in a minute and the number of days in each month, year and leap year
• compare durations of events [for example to calculate the time taken by particular events or tasks].