Think about when you have a running race. What do you call the place the person comes if they are the winner and what about the next person?
Learning ordinal number can be a bit tricky but these games might help you.
Let us know which is your favourite and tell us what you have learned about ordinal number. You can do this by clicking on the ‘comment’ button below.
This is a BIG question for 5 to 7 year olds, but at YPCC our POD 1 students took on the challenge this week to work out exactly what is 1000.
We began this exploration with what is 100. Our students were asked to estimate how many unifix blocks in a line would it take to make 100? We had a few estimations and then it was given over to the kids to explore and find out for themselves.
It was interesting to see the kids counting out the hundred in different ways. Some began by counting by 1s whilst others began to bring what they know about 100 to the task. Making groups of 10 blocks quickly made the task easier and by allowing the kids to explore independently, the math conversations and learning was far more powerful. It was wonderful to see eyes light up when the kids began to ‘know’ what makes 100 and to hear the calls like, ‘I wonder how long 200 would be’ or ‘I know that 200 would be twice as long’!
Over the next two days we estimated and explored 500 and then 1000.
One really interesting moment was when the kids, working in small groups ran out of blocks! This dilema was quickly solved when the students came up with the idea of joining groups and blocks to make the 1000!
A powerful week of mathematical thinking and connection making was enjoyed by not only the kids but also the teachers! It is an exciting place to be at YPCC each morning as we investigate math concepts and build our mathematical knowledge.
Be sure to come back and keep an eye on our great learning. We’d love to read your comments as well.
This week our Maths300 task was ‘Cars in the Garage’. The children were challenged to park 3 different coloured cars into the 3 parking spaces and see if they could come up with different combinations. We were looking to develop some mathematical strategies including ‘trial and error’, ‘does this problem remind you of a similar problem?’, ‘can you see a pattern?’ that might help you solve the problem.
This task was highly engaging with the kids getting their ‘hands on’ in maths. We have worked with similar problems before and it was great to see some of the kids transferring what they had previously learned to this task.
Some of the kids even went to the next step of having 4 cars and 4 garages. One of our young mathematicians began to work of a pattern and had found 14 solutions in about 30 minutes! What an awesome achievement. His next challenge was to find the remaining 10 solutions. When asked if he was up to the challenge he smiled and walked back to his workstation with a skip in his step.
The kids and staff have really embraced working with the Maths300 open ended tasks so be sure to check back here to see what we are learning in maths.
This morning we celebrated the end of our Potato Olympics. This three week long event was so much fun and a great way to learn not only about the Olympics, but more about measurement and mathematics.
The kids in POD 1 represented three countries, Masheton, Roastville and French Fries.
Over the last three weeks the students competed in a series of events including target roll, cotton ball shot put, straw javelin, block grab and ramp roll. The participation and excitement each day was a joy for all the kids and staff. The games were played in the true spirit of the games with students always doing their best and encouraging others.
One of the highlights was seeing how the children connected with their ‘Spud athletes’ and encouraged them to always try their best. The pep talks were inspiring.
Check out the images of the closing ceremony in which each competitor received a genuine YPCC Potato Olympics medal.
A big thanks to Marc D. for his passion and organisation skills throughout the carnival.
Being a mathematician is great fun. Mathematicians do lots of thinking, exploring, trialling, finding solutions, imagining and more.
This term we have been working to become:
quick and accurate counters
great team workers
Check out below how we investigated patterns. We searched for patterns in our school, created patterns using materials, found and created sound patterns, made patterns with people and much more. Ask us about patterns… I think you’ll be surprised with how much we know!
Today in maths we were learning about what makes numbers ODD and EVEN. To begin with we set the challenge of working out which numbers are ODD or EVEN by setting up the class into dance partners! This was fun and was a great way to see which numbers ‘left someone out!’
After this we used the interactive counting chart to identify the ODD and EVEN numbers from 0 – 9 and see if we could make a ‘good guess’ as to which other numbers on the chart were ODD or EVEN. The students quickly identified the pattern and were willing to take up the challenge of writing as many odd and even numbers as they could.
I think the pictures below show just what a great job they did! Well done Gang.
Odd and Even Exploration on PhotoPeach
Fuse is a resource that students and teachers can use to find online tools to support learning.
There are thousands of tools ready and waiting to be used.
This week we are going to begin exploring FUSE and see if it can help us.
Type in the code and then explore. Have fun!
This week’s code is TJ5R4H
What do you think about FUSE? Please leave a comment.