Inspire Maths

This half term the focus will be money and and numbers to 1000. Pupils will be able to...

• Recognise, read and write numbers up to 1000 and the corresponding number words and concrete representations.

• Represent numbers as hundreds, tens and ones in a place value chart.

• Use a ‘comparing hundreds, tens and then ones’ strategy to compare numbers to 1000.

• Add a 3-digit number and another 3 digit number with regrouping.

• Subtract a 3 digit number from another 3 digit number with regrouping.

• To recognise coins and notes.

• Make  different amounts of money using different coins.

• Add together amounts to find a total and subtract to find the change.

We will also be developing our wider Maths skills in our exploration of measure. Pupils will learn how to tell the time using o'clock, half past, quarter past and to. They will also explore measuring temperature.

We develop our understanding of numerical concepts using the Concrete, Pictorial and Abstract approach. We enjoy discussing our ideas with our Maths partners, talking about what we can see in our Inspire Maths textbooks then demonstrating our understanding using equipment before moving on to recording activities in our books. 

We apply our mathematical skills during our topic work involving real life contexts. We love exploring Mathematical ideas in our environment during outdoor learning and we are amazing at using our mathematical skills in Guided Play!

We Love Maths!

Talk for writing

This term our story is The papaya that spoke. Every day we practise learning parts of the story using a text map and physical actions developed by our class. Every day we build on our knowledge of the story by learning the next sentence and over the term each individual becomes more confident at retelling the story orally. 

"Children who are read to at home, or who come from an oral tradition of storytelling, embed such patterns without really knowing it, as if some form of linguistic osmosis was at work. At this early stage, it is significant that the child is ‘hearing’ the language. This matters because we learn language by hearing it and then by saying it. So, storytelling and rhyme chanting are powerful aspects of acquiring language patterns that might not be met in everyday talk." Pie Corbett 2008

RWI 

Cwl Cymraeg! 

We promote using Welsh at every opportunity in and around the school, see below for sentence structures we are working on so that you can practise at home.  

Beth sy’n bod?

Mae pen/ bola/ bys/cefn/ coes tost gyda fi. 

Sut wyt ti?

Dw i’n drist.

Pam?

Dw i’n drist achos mae coes dost gyda fi.

Mae frech goch arna i.

Sut mae Sam?

Mae Sam yn drist/ hapus/ bendigedig/da iawn/ ar ben y byd. 

Oes brawd/ chwaer gyda ti?

Oes, mae 1 brawd gyda fi

Nag oes, does dim brawd gyda fi.