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In Maths this week we have been comparing and ordering unit fractions. We initially began by comparing unit fractions when the whole is the same, before extending our learning to begin to order a number of unit fractions where the whole is equal. The class grasped this concept quickly and were able to show confidence in this. We then looked at what happens when the whole changes and the fact that when the whole is not the same. We discussed what were fair and unfair representations before finishing the week by solving problems related to this.
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In Maths, Year 1 solved subtraction problems using our knowledge of ‘10 and a bit’, explored odd and even numbers within 20, doubled the numbers 6–9 and halved the results while explaining what doubling and halving mean, and used our knowledge of addition facts within 10 to add within 20.
Some of the activities in maths this week have been based on using rekenreks. Rainbows first had to orientate them correctly and understand how they work. They know there are ten beads on the top line and ten on the bottom and that there are 20 altogether. They know on each row there are five white beads and five red beads. When using the rekenreks the children need to subitise rather than count one bead at a time.
The Rainbows have been practising moving a set number of rekenreks at once to the other side of the line by subitising. They have begun to identify how many they have moved and how many are left at the other side. This is supporting their recall of number bonds to 10. We are so proud of our Year 4s and the progress they are making in preparation for their MTC. Look at all that green!  We have started work on measuring using different equipment to measure with and recording our work in our books.
This week in Year Two, we’ve been busy becoming measurement experts. Our focus has been on understanding length, using the correct vocabulary, and learning how to measure accurately using standard units. We began the week by comparing everyday classroom objects. The children used the vocabulary longer, shorter, and the same length to describe what they could see. They loved investigating which items stretched the furthest — from pencils and glue sticks to books and even their own arms. Next, we moved on to using centimetres. The children practised lining up a ruler carefully at zero and measuring objects with increasing accuracy. They discovered that centimetres are perfect for measuring small items and enjoyed recording their results in simple tables. Later in the week, we explored metres, using metre sticks and tape measures to find out which objects were too long for a ruler. The children were surprised to learn how many centimetres fit into one metre — a whole 100 cm. To finish the week, we compared centimetres and metres, discussing when each unit is most useful. The class worked brilliantly to decide whether an object should be measured in cm or m, and they explained their reasoning with growing confidence.
Team JF have begun their new maths unit on fractions and have shown fantastic curiosity as they explored this important concept. The children started by discussing what a fraction is and how it represents part of a whole. They then practised shading half of different shapes, thinking carefully about making the parts equal. Building on this, the class moved into finding fractions of an amount using concrete objects, which helped them visualise how quantities can be shared into equal groups. It has been wonderful to see their confidence grow as they develop a strong foundation in fractions.
We have been learning about doubles and halves of numbers to 10.
Our objectives this in maths have been to;
Recap that 10 can be composed of 5 and 5 Recap the numbers 6 to 9 in the ‘5 and a bit’ structure Identify when 10 is shown using structured arrangements of objects Match numerals to quantities shown as the 5 and a bit structure Explore ways in which 10 can be composed of 2 parts Represent the composition of 10 using dice frames and finger patterns Use structured arrangements to find missing parts of 10 Solve problems involving the composition of 10 Identify pairs of numbers that make 10 in unstructured arrangements Identify a missing part of 10 in structured arrangements. Rainbows have been using sausages in a pan to help them understand and learn their number bonds to 10 this week. There were 10 in the pan and some got burnt. They used the two colours to help them identify and then show two numbers that make 10. They then moved onto looking at a double dice pattern using two different coloured counters and were able to add the missing number onto the pattern to make 10 and identify the two numbers that made ten. For a focused activity this week, we have all had a go at butterfly printing. Firstly, we painted different patterns onto our butterfly wings and then we carefully folded it in half. When we opened it out, we were amazed it see that the pattern was now on the other wing. too. We learnt the word "symmetrical" and found out that this means the butterfly has the same pattern on both wings.
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Subject LeadMrs L Firth, Mrs D Bamforth and Mr C Holmes Archives
June 2026
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Wombwell Park Street Primary School, Park Street, Barnsley, S73 0HS Telephone: 01226 752029 Email: [email protected] General Enquiries: Our Admin Team will be happy to assist you with any enquiries and direct you to the relevant staff as necessary. Our Leadership team will always be happy to help, as will our Parent Support Advisor Mrs Carol Mason. If you require a paper copy of any of the information found on our website we will be happy to provide you with this free of charge upon request, Please contact a member of our office staff who will be more than willing to help. ECM Trust: http://www.ecmtrust.org/index.html |
