In Mathematics we are exploring 2D shapes and their properties and continue to build on the children’s number knowledge. They are exposed to a wide range of engaging open-ended resources that support the learning in these areas. We have observed many children transferring their mathematical knowledge to their independent play both indoors and outdoors. With support of an adult, the children created a fun and active 2D shape game with chalk and beanbags. They have also been hunting for shapes in the sensory tray and making pictures on the light table.

The children have been working creatively to make number books, telephones and computers. They have shown a great interest in our class calendar and locating the date. During outdoor play, the children have been learning how to play skittles and have been using numbered tickets for the car wash.

In Mathematics, Kindergarten learners have been busy inquiring into non-standard units of measurement as well as continuing to build on their knowledge of number. As the learners are working on constructing meaning, they measure, compare and describe as they work, using language such as 'longer, shorter, bigger or smaller.' We will continue exploring measurement throughout the term to include weight and capacity, all the while keeping up the use and language of Number. You can see some of our learners measuring each other and different items in the classroom with cubes. The learners carefully connected the cubes, as they measured and then counted how many they had altogether. We continue to explore counting accurately in class - to 10, to 20, to 100 and sometimes even higher too. Kindergarten just loves 'Big Numbers!'

In Mathematics, Year 1 has had a focus on ‘equal shares’ a beginners guide to division. This term the learners have enjoyed the many hands-on activities involving sharing and creating mathematical stories, from using counters and mats to activities on Seesaw, and the delight that was making pizza’s, albeit with paper. They listened to the story ‘When the Doorbell Rang’ by Pat Hutchins and re-enacted the story by sharing the amount of cookies they were given into equal groups. Sharing equally between different amounts of groups not only supports the understanding of division but also with the concept of multiplication, which we will be inquiring into towards the end of the term. We continually practise their number skills by revisiting counting; number bonds, addition and subtraction. These are key skills which we help to nurture and develop throughout the year.

Last Friday we finished our inquiry into ‘Sharing the Planet’ in style with our Wear it Wild Day. It was great to see the learners’ creativity as they dressed as the animals, plants or colours of the habitat they had chosen to research. The children proudly presented the dioramas and information reports they had worked so hard on over the past few weeks. We have been very impressed with the enthusiasm and commitment shown throughout this unit. Although we will be moving on to a new unit exploring ‘How We Express Ourselves’, we look forward to seeing the learners continuing to take action towards their pledges to reduce paper use, recycle, take part in a beach clean-up and switch off lights, to name just a few.

In Mathematics, we will be learning about multiplication and division for the remainder of this term. Last week, the learners started to explore the concept of multiplication as equal grouping and had a lot of fun practising with hands-on activities. We will cover a range of strategies to add to our learners toolboxes to help solve real world problems.

Mathematics in Year 3

For the last few weeks in Maths in Year 3, our focus has been on developing a strong foundation in both multiplication and division. We have been building on their knowledge from Year 2, and are now deepening the learners conceptual understanding of what multiplication and division is so that they can apply that knowledge in new and more complex situations. Learners are exposed to different strategies, math games, and hands-on activities to help to develop their number sense. We look at strategies such as skip counting, equal groups, number lines and the relationship between multiplication and division. Learners have also been introduced to several written strategies for multi digit multiplication such as the grid method, split strategy and vertical column multiplication which will serve as the foundation for their number sense in later years. This number work will continue throughout the year as we keep on working to build number flexibility with the learners.

Mathematics in Year 4

As in all Year Groups, our Maths concepts and skills fall into the five areas of Number, Pattern and Function, Data Handling, Measurement and Shape and Space. Our main focus in Semester 1 has been to extend learners' understanding and mental agility when using mental strategies and written methods of the four Number operations together with opportunities to use and apply these skills to problem solving situations. Learners participate in practical activities to consolidate their understanding of the concepts and are encouraged to explain the methods they are using. Problem solving strategies such as recognising key vocabulary, drawing out a problem, making a chart of information, working backwards through a problem. When asked for their thoughts on Maths, learner comments included:

'I love Maths because we learn through games and activities that help me understand.'

'I like Maths because I like figuring out my own ways to solve problems. '

'Maths is great because you have to think a lot. I like learning new strategies and using them to solve really hard problems.

'I think learning Maths is important so I can work out my money. Learning to tell the time has helped me organise myself too.'

'Maths is sensitive! One tiny mistake can make the whole answer wrong, but then you can be a detective to look for that one small error! Love it!

Mathematics Fun

Learning is enriched when our learners have the opportunity to build on their prior knowledge and apply their understandings in practise and real life situations. The 'Number' strand focuses on Number knowledge and strategies that learners can also use to support their understanding of other strands. In Year 5 we have recently revisited place value, with a focus on how numbers that are part of a whole, can be expressed in different ways. Learning has included how to represent, compare and order numbers as decimals and fractions. Learners have reviewed rounding of whole numbers and extended this by applying their understanding to decimal numbers as well. It has been amazing to see many 'aha' and 'wow' moments, as learners make connections and form generalisations that allow them to understand a concept more clearly. This understanding has prepared learners for learning written strategies in subtraction and multiplication using whole and decimal numbers. It is fantastic to see such confident mathematicians being risk takers and problem solvers.

"We Love Math."

When we think of maths in Year 6, the answer isn't nearly as important as how we get there. That is why we make sure we share or way of thinking with each other. Working in small groups and using our portable and whiteboard tables allows us to quickly share our thinking. Maths Olympiad and Impossible challenges allow our more confident individuals to collaborate and share their ideas and strategies, while small group work allows those who require it to focus on a specific point of need. We are also making connections to our unit of inquiry as we research statistics and data on global warming and the impact humans have on our environment.

As we said "We Love Maths", and we are doing our utmost to ensure we find all of the maths around us in our everyday lives.