Stockbridge Counts – Combining & partitioning & place value

OUR CURRENT FOCUS ACROSS THE SCHOOL IS COMBINING & PARTITIONING AND PLACE VALUE

From Monday 20th February to Friday 31st March

What will this look like for my child?

Combining & partitioning and place value within Early Level (Nursery and P1, but earlier or later for some)

Make finger patterns:

  • To show numbers 1 to 5 using one hand
  • To show double patterns for 1 to 5 (two hands)
  • To show doubles plus one patterns (two hands e.g. double 3 plus 1)
  • To partition numbers (e.g. “Make 6 on your fingers. Can you make it another way?”)
  • To partition 10 (e.g. 9 fingers up and 1 down shows 9 + 1 = 10

Recognise flashed patterns (domino and random)

  • Explore partitions of numbers through dot patterns

Combining & partitioning and place value within First Level (P2, P3 & P4, but earlier or later for some)

Combining and partitioning

  • Partition numbers up to ten into number bonds (e.g. know that 5 = 1 + 4 and so on)
  • Use number bond knowledge to say what number gets us to/from a decade (e.g. 34 + ? = 40, 54 – ? = 50)

Place value

Split a number containing tens and units

  • In a standard way e.g. (36 is 3 tens and 6 units)
  • In a non-standard way (e.g. 36 is 2 tens and 16 units)

Demonstrate how the value of a digit depends on where it is placed e.g. the 3 in 236 means 3 tens or 30

Split a number into its place value parts e.g. 364 = 300 + 60 + 4 (numbers up to 1000)

Combining & partitioning and place value within Second Level (P5, P6 & P7, but earlier or later for some)

Combining and partitioning

  • Partition 100 (e.g. 23 + ? = 100) to help with percentage calculations
  • Partition 1000

Place value

  • Demonstrate how the value of a digit depends on where it is placed (numbers up to 1 million)
  • Split a number into its place value parts
    • In the range 1 to 1000000
    • For decimals up to 2 decimal places (e.g. 2.5 is 2 and 5 tenths)
  • Split a decimal up in a non-standard way (e.g. 3.2 can be 2 and 12 tenths)

Food 4 Food February 2017

In assembly today we launched our Food 4 Food February campaign for 2017. All proceeds will go to our partner school, Mpeni Primary in Malawi. What treat can you give up to help feed our friends in Malawi?

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f4f2017

School Update – January 2017

School News Update January 2017

 

Dear Parent/Carer

 

Burns Celebration

On Friday we will be celebrating Scottish culture with our Burns Assembly.  We will start our day with a whole school ceilidh in the playground.  Parents are welcome to congregate in the biggies playground to watch this event.

 

Visual Support Project

On our January In-Service day all staff attended training on using visuals to support learners in school.  As we progress through the term you will see a much more uniform approach to the using of visuals around the school.  Please find attached some information on the purpose of this project and how visuals can support all learners.

Visual Support – Letter to Parents

Victorian School Day

On Friday the 10th February we will be celebrating our 140th anniversary as a school with a Victorian School Day.  The children will be encouraged to bring a penny to school to pay for their school day and wear a Victorian costume if possible.  Please do not buy an outfit for this occasion.  I have cut and paste some ideas which incorporate items commonly found in the house below.  Please don’t worry if you don’t have these items.  A long skirt and blouse for girls and trousers and a shirt for a boy will look great.  However, you are welcome to be as creative as you have time to be and inspired to be!

Chimney sweep costume

Ruggedly cut the bottoms off some brown or grey trousers, which they can wear with plimsolls. Add a scruffy white shirt; you could dye one in tea to make look more authentic! (To do this add a tea bag to a bucket of warm water and soak the shirt in it.) Put some dirt or brown/black face paint on their face and hands to make it look like they’ve been up a chimney. Accessorise with a flat cap and, of course, with a ‘sweeping brush’.

Victorian girl costume

A long, dark-coloured dress or skirt with a long sleeved blouse. Add a shawl around the shoulders and a head scarf around the head to accessorise, all of which you should be able to find in a charity shop no problem! If you can’t get a long dark dress/skirt for a child, get a knee-length adult one and tighten the waist with a belt. Plimsolls or ballet pumps on the feet would be ideal

Victorian boy costume

If you have taken your child to a wedding and gone for the whole suited and booted attire you’ll probably have most of what you need for this to hand. Go for dark trousers, a dark coloured waistcoat and a white or cream shirt. Fasten on a bow tie or tie an adult tie into a bow around the neck. Possibly make a paper top hat? School shoes on the feet are fine.

Yours sincerely,

Faye Calder-Kelly

Head Teacherl

Rights Knights Community Group 20th January 2017

Today the Rights Knights had their first community group of the new year.

Our key focus today was about conflict and war.

Article 38 -Governments must do everything they can to protect and care for children affected by war. Governments must not allow children under the age of 15 to take part in war or join the armed forces.
The first activity was ‘To be safe I need…’

Think about all aspects of your daily life. What do you need during their days in order to feel safe and protected?

Our top suggestions were…shelter, family, enough food and clean water, police and emergency services.

Do you think our list would be the same as people who are affected by conflict?

What might be the same?

What might be different?

We then played the pencil game!

  • The aim of the game is to get a good education for children.
  • This is shown by making pencils out of paper, using a stencil.
  • The pencil must be cut out.
  • The tips must be coloured in with a coloured pencil.
  • Rewrite the future must be written on the pencil.
  • The more pencils the group makes, the greater level of education you have accessed.

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After conflict broke out we found out how that affected the education that people recieved, for example transport was disrupted so supplied were no longer able to get to school.

For the second part of the session we took part in 1 million stars to end world violence project.

We weaved stars and stars from across the world will come together in a large installation during the Commonwealth Games in 2018.

To find out more please see: http://www.onemillionstars.net/

Learning Journals

As you were informed at the start of the year we are using online learning journals to report on the progress of all children this year (Nursery-P7).  Your child’s class teacher has now assessed their targets from September and this can be found on your child’s learning journal alongside a range of observations about their progress and learning.

You can log in to your child’s learning journal through the link on our school website. https://stockbridgeprimaryschool.wordpress.com/   (scroll towards the bottom of the sidebar on the right hand side of the page). If you have forgotten your login details, please check your junk mail prior to contacting the school office for this to be reset.

I am aware that some parents already look at the learning journals regularly but I would encourage all parents to spend some time looking at the learning journal with your child and we would welcome parental comments and feedback on the learning.  Please remember this is not a method to communicate with the class teacher and should you wish to discuss any specific points further you should contact the school office for an appointment.

We would also encourage parents to use this method to share any learning which takes place outwith school (for example-  swimming certificates, learning to ride a bike, caring for a relative …).  You can do this through either writing a parental comment and/or sharing a picture of your child at a club or completing an activity.  Learning is for life – not just at school!

Best wishes,

Faye Calder-Kelly

Stockbridge Counts – Sequencing & ordering

OUR CURRENT FOCUS ACROSS THE SCHOOL IS SEQUENCING, ORDERING, NUMBER LINES AND EQUIVALANCES

From Monday 16th January to Friday 10th February

What will this look like for my child?

Sequencing & ordering within Early Level (Nursery and P1, but earlier or later for some)

Sequencing numbers

  • In the range 1 to 10 (e.g. 3, 4, 5, 6)
  • In the range 1 to 20 (e.g. 9, 10, 11)

Place a number on a number line

  • In the range 0 to 10
  • then 0 to 20
  • then 0 to 30

Estimate where a number goes on an empty number line

  • in the range 0 to 10
  • then 0 to 20

Sequencing & ordering within First Level (P2, P3 & P4, but earlier or later for some)

Sequencing numbers

  • In the range 1 to 100 (e.g. 47, 48, 49, 50, 51, 52)
  • On the decade within and beyond 100 (e.g. 370, 380, 390, 400, 410)
  • Off the decade (e.g. 23, 33, 43, 53, 63) to 100 and then to 1000
  • Going up in hundreds (e.g. 600, 700, 800)
  • In multiples of 2, 3, 5 and 10

Ordering numbers

  • In the range 1 to 100 (e.g. 7, 13, 70, 88)
  • In the range 1 to 1000

Place a number on a number line

  • In the range 1 to 100
  • Then 0 to 1000

 

Estimate where a number goes on an empty number line

  • In the range 1 to 100
  • Then 0 to 1000

Sequencing & ordering within Second Level (P5, P6 & P7, but earlier or later for some)

Sequencing numbers

  • In the range 1 to 1,000,000
  • Including integers

Ordering numbers

  • In the range 1 to 100000
  • With a decimal part (e.g. 2.4, 2.71, 2.9)
  • Including simple fractions (using pictorial representations to help if necessary)
  • Including integers (within a real-life range)

Place a number on a number line

  • in the range1 to 1000 and beyond
  • with decimal parts (e.g. place 7.62 on a number line from 7.6 to 7.8)
  • with positive and negative numbers (within a real-life range)

Estimate where a number goes on an empty number line

  • in the range1 to 1000 and beyond
  • with decimals (e.g. estimate where 2.65 goes on an empty number line starting at 2 and ending at 3)
  • with simple fractions (e.g. estimate where ⅓ goes on an empty number line starting at 0 and ending at 1)
  • with integers (within a real-life range)