Learning about Multiplication in Grade 1

Over the past couple of weeks the Grade 1 students have been learning about equal groups and Multiplication in their Maths sessions.

We have inquired into whether the groups must be equal and the various strategies they can use to solve number stories that involve multiplication.  We also spent time learning about the symbols and what they mean in a number sentence such as 5 x 3 = 15 ... 5 groups of 3 is 15.  Most recently we looked at arrays (columns and rows) as a way to represent a multiplication problem.


Students were given images of real life arrays and asked to think about a multiplication sentence to match it.  They were challenged to think - can this be written another way?

Juri and Sara K look at the delicious chocolate block array and think about how this could be written as a number sentence. 

We begin each lesson with clear Learning Intention (which the children love to read aloud).  For this lesson we also had a focus on skills too "How Can I present my work in a way that is easy to understand?" The Steps to Success are there for students to refer to for extra guidance when working independently or with their group. 

The children worked in groups to solve open-ended problems with equal groups.  They began the session with an investigation question and during our share time at the end thought about what their learning for the session was. 

During our investigations we worked together to think about what the symbols and numbers mean in a multiplication sentence. 




In this session instead of being given the array, the girls were given a number and had to try and think of as many different arrays they could make for the number. 


In the next few weeks we will revise over what we know about equal groups again but through the area of division. 

How are longer and shorter shadows made?

This week we finished our science unit: How the World Works. Our investigation questions was: How are longer and shorter shadows made? 

We took the students outside and measured the length of their shadows in the morning at 10am and at 13:30.

So that the test was fair, we used the same student in each group both times that we went outside. This way we could tell if the shadow had changed in size or not.

Here you can see the students drawing around their shadows.

When we came back later in the day, the girls were very surprised to find that not only was their shadow shorter but that it had changed direction! 

Can you identify the following shadows that belong to: Hannah, Miki, Ellen, Mirai, Julia, Jun Hee, Lana, Sadhika?

They noticed that the sun was higher in the sky, which made the shadows shorter. The strange thing was however that a few of the shadows didn't get shorter and were the same or even longer. Then we realised that the test had not been completely fair as some of them had not measured accurately or drawn around the head and feet carefully enough!!

Back in class, we used a torch and pencil to re-create the experiment. We could clearly see that when the sun (or torch) is low, that a long shadow is created and when the sun is higher in the sky a shorter shadow is created. 

Can you show your parents this at home?

Dr. Dallaire's Wind Extravanganza

On Tuesday Grade One students took a "field trip" to the Music Room at Seisen.  They were treated to a special lesson by Dr. Dallaire, one of our high school music teachers. 

Dr. Dallaire teaches the students about the trombone. 

 Students learned about the tuba, trombone, trumpet, clarinet, flute, and piccolo.  Dr. Dallaire showed students how air creates vibrations.  

In order to make a beautiful sound, instruments must produce vibrations.   He also showed students how to change the length of the air column to make a sound/pitch higher or lower.  

Dr. Dallaire shows students how the valves on the tuba make the air columns longer or shorter.  The tuba is the biggest wind instrument in the brass family.

The trumpet is the smallest brass instrument. It has the smallest mouthpiece too.  When Dr. Dallaire "buzzed" in the mouthpiece, he created a sound.

The clarinet is a woodwind instrument. Clarinets use a reed to create sound. The reed vibrates when the air passes by.

Students felt the air as it moves from the mouthpiece and end of the flute.

 The piccolo is the smallest wind instrument.  Students heard how its sound was the highest of all of the instruments.

Can you make a sound by blowing air into something?

Students will continue to explore how sounds are made and changed.  At the end of this unit, they will create their own, amazing instruments.  You might start brainstorming about interesting ways to create instruments.