A couple of goals…
Along with the various other bits i’ve been looking back at the “Yr 1 maths appraisal” i did back in September – i’d like to work on these points over the next couple of months if it suits us… this is just a record to see whats happened lately.
# count up and down from any number less than ten, and count up and down to at least 50 in 10s, (10, 20, 30 etc.)
Sept 2003 Getting there… I find it interesting that Pud counts to 100 easily from 31 onwards but finds 20-31 hard. i have this feeling that is cos playgroup counts the children (ie up to 30) every day, so she learnt this by rote, whereas we have done a number square very logically… its the rote bit which is still in a mess. When the number square is laid out she can pick out the 10’s column okay.
Jan 2004 I’d be surprised if this actually IS an issue she can’t do, its just i can’t recall hearing her do it – so i might make it a car game over the next couple of weeks – we like car games.
# read and write numbers up to at least 20 in order and understand which numbers are bigger/smaller.
Sept 2003 Well writing is coming very slowly for Pud but she has a good idea of the concept of all these, can order them correctly and knows that 13 is made of 1 in the tens column and 3 in the units. Occasionally, and i imagine its common, her instinct would be to say it starts with a 3.
These concepts are DEFINITELY concrete now. The teens and tens have become completely separate in her head and even when occasionally the wrong word comes out, she obviously knows what she meant.
# for any number between 1 and 30, say the number that is 1 or 10 more or less. e.g. Starting with 23; 1 more is 24, 1 less is 22, ten more is 33, ten less is 13.
Sept 2003 She can do this for 1 more, one less with minute help and probably the tens if it were written or using our number cards. i doubt she could do the tens in her head yet.
Jan 2004 I don’t think we have changed much in this one recently, but now we are using some Montessori maths materials again, i think its ready to click into place.
# understand the terms ‘addition’, ‘subtraction’, ‘take away’ and ‘difference’ and be able to use them.
Sept 2003 I don’t think i have particularly used “difference” but all the others are familiar. She can also use those buttons on a calculator. Jan 2004 Definitely consolidated this one recently
# Know by heart all pairs of numbers that add up to 10 (1+9, 2+8, 3+7 etc.)
Sept 2003 Not by number but could demonstrate it (under protest!) with maths rods. Jan 2004 Can probably make this part of a game over the next few weeks, its something i feel it might be useful to get a grip over
# use mental arithmetic to solve simple ‘real life’ problems relating to counting, addition, subtraction, doubling and halving, explaining how the answer was reached. e.g how could you pay 10p using 1p,2p and 5p coins?
Sept 2003 Grin.. money has become oh so easy recently – i have to pay her to do her room now – but also she likes to collect Henry postcards and she can get the right coins from my hands for those. She can also share out and divide food or sweets between all of us. In fact she quite impressed me the other day – we had eight sweets and she decided they could have 3 between them now and then save the 5 for all of us to have one later! Practical maths! (and dietary concern for mummy!) Jan 2004 Might be interesting to look for ways to up our usage of maths in day to day life – i guess Visa cards, money is a bit isolated from kids these days.
# compare two lengths, masses or capacities (volume) e.g 4cms and 2cms, 2 litres and 3 litres
Sept 2003 Easy… not necessarily on the actual units but no problem on the concept at all.
Jan 2004 I don’t feel that inclined to worry about this – i know i was MUCH older when we did all this in school and they do lots of water and measuring play. I guess it might come inot our sciency work this year a bit.
# suggest what kind of equipment and units of measurement could be used to estimate and then measure length, mass and volume. e.g for length; a ruler and centimetres.
Sept 2003She knows about tape measures and that they have numbers and all about cooking etc Estimation – no – not really. Jan 2004 As above
# use everyday language to describe features of familiar 3-dimensional and 2-dimensional shapes. e.g A standard cardboard box has four corners, and six rectangular faces.
Easy.. in fact we did spheres only today! Jan 2004 Definitely not an issue, might be fun to look at some more complex shapes with geomags or something.