Reception News: 12th March 2020

12th March 2020

Star of the Week: Ruby
Writer of the Week: Amber
Rocking Reader: Eloise
Mathematician of the Week: Martha
Values Champion: Molly

Science: We have been talking about floating and sinking this week. We looked at the story "Who Sank the Boat?" and invited the children to suggest and comment on the events of the story. Using plastic eggs we decided to investigate if we could make something which starts off floating end up sinking just like the boat in the story did. We discussed the words heavy/light, float/sink and then challenged the children to predict how many marbles would make the eggs sink before adding one marble each time and seeing how many it took. In case you want to experiment at home, it took us 20 marbles to sink our plastic eggs!

Forest School: We had a lovely session today at forest school in the sun. The children were engaged in lots of different activities, some of which were making dens, mud cakes and clay models. Some of the children dragged a fallen tree, as a team, and used it in their den as a pirate ship. They also were able to make bird feeders, which was lovely. They were tired by the end of the session!

The fire circle has had more benches added to it, which means it makes it harder for the children to walk through the fire pit by accident, so we are hoping to have our first fire next week - weather and adult ratio dependent.

Maths: 

Addition to 10

Tell your partner about the counters.
How many are red? How many are yellow? How many counters altogether?
We provided pictures of small world scenes which provide opportunities for combining 2 groups.
What can you see in the picture?
How many big fish can you see? How many small fish? How many fish altogether?
How many yellow shells? How many pink shells? How many shells altogether?
I spy a group of 3 and a group of 2. What am I looking at? Can you give me a challenge?

The children are getting really confident at recognising the numbers on the tens frame without counting them. We have been encouraging them when adding together to count on from the biggest number not from one each time. This is in preparation for adding bigger numbers together such as 23+4 find the biggest number and count on the 4 to find the total.

Digging deeper...

We provided the children with dot plates and number cards from 0-5.
We challenged the children to arrange the cards onto the part whole model so that they have: totals of 4,5 and 6. Is there only one way to solve the problem?
Key questions:
How many altogether?
Can you find 2 cards that have a total of (5,5,6)?
Is there more than one way to arrange the cards on the part- whole model?

Exploring possibilities...
Jack rolled 2 dice and scored 10.
Amir scored less than Jack.
One of Amir's dice showed 5.
What other numbers could Amir have rolled?
Is there more than one answer?
Are there any numbers Amir could not have rolled?

Heartsmart / PHSE: 

Boris says: Working together means talking and listening to one another.
Outside we asked the children if they could pretend to be mechanics telling their robots instructions, listening carefully and following the instructions which included jumping ten times forward/ hop five times backwards. This was great fun and so we decided to pair up and see if we were able to give clear instructions.

Boris says: There are lots of ways we can be kind to one another.
Through passing a dice around the circle containing actions like smile, high five, wave, say something kind, thumbs up and sit next to someone; we encouraged the children to be kind friends.

Boris says: It's ok to feel sad or mad sometimes, it's what we do then that matters.
We used emojis to help the children recognise and identify different emotions they may have and encouraged them to come and identify a situation where they have felt their chosen emotion. Our favourite response to this session was "I do my thinking when I am doing my bestest writing".

Making bread and writing instructions:  This week the children made bread. With 'The Little Red Hen' being our current text, we wanted to see how the Little Red Hen made her bread. We worked together to mix the ingredients and knead the dough to make our bread. Just like the Little Red Hen, we were all very helpful when we made our bread and even washed up. We then went on to writing a set of instructions we introduced the time connectives: First, next, then, after that and finally.