Ash Class Weekly Update - 29.01.17
Date: 29th Jan 2017 @ 5:28pm
Hello, I hope you found the last blog useful, here is a slightly updated one, though a lot of what we have done this week is similar to the previous week.
We are still looking at the different word types: verbs, nouns, adjectives and adverbs and will continue to work on these. Especially those tricky verb words 'is, was, were, are'.
We have also looked at the use of commas in a sentence. Specifically how they are used to separate items in a list. For example we played the game 'I went to the shop and bought...' and then put this into a sentence, using a comma to separate each item.
- I went to the shop and bought a banana, milk, a toy and sweets.
We then used these in our literacy writing. In literacy we are currently doing persuasive writing - persuading people to go the circus so we used commas to separate the items in the list of things you could see/do/eat at the circus eg
- At the circus you can see jugglers, tightrope walkers, acrobats and magicians.
We have taught that you put a comma after each item and then an 'and' between the last two. We also linked this activity to alliteration, adding in adjectives to the nouns in the sentences eg
- At the circus you can see jazzy jugglers, tremendous tightrope walkers, amazing acrobats and marvelous magicians.
We have continued with looking at the rules for adding suffixes as well as learning about using apostrophes to show missing letters in contractions.
- could not - couldn't
- he is - he's
- they are - they're
We will be continuing to look at these over the next week too.
In maths we have carried on with multiplication and division, focusing more on division. With division we have taught it in 3 different ways for example 20 ÷ 5, we have taught as
- sharing - how many would you get if you shared 20 by 5 - so have 5 circles for example and put a dot in each circle until you have done 20 dots, then see how many dots you have in each circle.
- grouping - how many groups of 5 can you make - you could do this by drawing 20 crosses and drawing round them in groups of 5. or draw 5 dots in a group and seeing how many of those groups you can make.
- repeated subtraction - on a number line take 5 away each time then see how many 5s you could take away.
We have also started to look at the relationships between multiplication and division. Knowing that multiplication is commutative ( you can swap the numbers you are multiplying around to get the same answer, eg 4 x 5 = 5 x 4) and that division isn't (you cannot swap the numbers you are dividing by around eg 20 ÷ 5 is not the same as 5 ÷ 20)
As well as learning that they are inverse operation (opposite operations) so if you know that 4 x 5 = 20, then you also know that 20 ÷ 5 - 4. A good way to show this is to do 4 x 5 first by drawing 4 boxes with 5 in and asking them to work out the answer and then get them to do 20 ÷ 5 using grouping, so how many groups of 5 can they make and they should see that what they have drawn is very similar.
4 x 5 =
|x x x x x||x x x x x||x x x x x||x x x x x|
Then 20 ÷ 5
x x x x x x x x x x x x x x x x x x x x
How many groups of 5 have you made?
Again if you have any more questions or need any more examples/help with any of the concepts don't hesitate to ask.