Hare Krishna Dear Parents

# Teaching Character Values – Animal Stories

We have been learning about animals and their characteristics and habitats. We have also been reading lots of animal tales that teach wonderful character values…here is a good one that teaches children the value of being friends and the uselessness of quarelling!

## Lion and Boar

One very hot day the lion walked down to the pool to drink because he was very thirsty. As he came near the pool he saw a big wild boar standing on the other side. “Get out of my way,” growled the lion. “I will drink first.”

“No, you won’t,” said the boar. ”I was here first so I will drink first.”

“No, no you won’t,” said the lion. “I am more important than you are, so I will drink first.”

“I have bigger teeth than you,” said the boar, “and I know how to use them!”

Just then they heard the swoop of wings and looking up they saw several enormous vultures landing in the trees nearby. The vultures looked frightening with their huge outspread wings, humped backs and staring eyes. They had wrinkled bare necks and hooked beaks like great fishing hooks. Why were they there?

The lion looked at the boar and the boar looked at the lion. They both knew that the vultures gather when an animal dies. Dead animals are their food.

The lion said, “If we fight and I kill you, or you kill me, the vultures will be happy. They saw us quarreling and that is why they are here.”

“Yes,” said the boar. “We must stop quarreling, have a drink and go on our way. It is better to stop quarreling than to be food for the vultures.”

### Moral:- It is better to be friends than to quarrel.

## Krishna Kid of the Week…

### Amrita De Graaf

for having a great learning attitude!

**Learning Focus – Math**

*Strategy* describes the mental processes students use to estimate answers and solve operational problems with numbers in the operational domains of addition and subtraction, multiplication and division, and proportions and ratios

*Strategy*

**Knowledge**

**Knowledge** describes the key items of knowledge that students need to learn. Examples are number recognition and ordering (eg. before and after numbers)

It’s important that students make progress in ** both **sections of the framework.

*Strong knowledge is essential for students to broaden their strategies across a full range of numbers, and knowledge is often an essential prerequisite for the development of more advanced strategies.*

## National Standard – After one year at school.

### If your child is meeting the Mathematics Standard after one year at school they will be working at early curriculum level 1 *(see below …stages 1 to 3)* solving realistic problems using their growing understanding of number, algebra, geometry, measurement and statistics.

*(see below …stages 1 to 3)*

At first they are likely to be counting from 1 using their fingers or objects to solve problems. They may be starting to count in their heads and beginning to recognise number patterns like 3 + 2 = 5

**Math Indicators – Knowledge**

**Emergent (Just Starting)**

- Read 0-5….then 0-10
- Count 0-5 then 0-10
- Countdown 5-0….then 10 – 0
- Say after numbers to 10
- Say before numbers to 10
- Order numbers from 0-5 then 0-10

**Stage 1 – One to one counting**

- Read numbers to 10
- Count forwards to 10
- Count backwards from 10
- Say after numbers to 10
- Say before numbers to 10
- Order numbers 0-10
- Know patterns to 5 (eg dice /hands/ten frames)

**Stage 2 – Counting from 1 using materials**

- Read numbers to 20
- Count forwards to 20
- Count backwards from 20
- Say number after 0-20
- Say number before 0-20
- Order numbers between 0-20 (smallest to biggest) and reverse
- Know patterns to 10 (eg. dice/hands/ten frames)
- Read Fractions ½ and ¼
- Know groups with and within 5 eg 2 + 3 2 + 1 adding within 5

**Stage 3 – Counting From 1 by Imaging (in head)**

- Read numbers to 50
- Count forward from any number to 50
- Count backwards from any number from 50
- Say number before/after between 0-50
- Order numbers 0-50
- Know patterns to 10 (eg dice/hands/ten frames)
- Read the fractions ½ and ¼
- Know groups within 10 (eg. 6 + 4)
- Know doubles to 10
- Skip count in 2s 5s 10s

**Stage 4 – Advanced Counting**

- Read any number up to 100
- Count forwards from any number to 100
- Count backwards from any number between 1-100
- Say before/after number 1-100
- Order numbers 1-100 (eg smallest to biggest and reverse)
- Skip count forwards and backwards in 2s 5s 10
- Read fractions for ½, ¼, 1/3, 1/5 1/10
- Know teen numbers (eg. 10 + 5 = 15)
- Know how many tens in a number (eg. how many 10s in 50)
- Know doubles and halves to 20

**Math Indicators – Strategy**

**Emergent**

- Count a set of objects 0-5
- Get a set of up to 7 objects

### Stage 1 – One to One Counting

- Count a set of objects up to 10
- Form a set of objects up to 10
- Join groups of objects together
- Split a number of objects into groups

### Stage 2 – Counting from 1 on Materials

- Solve addition problems to 10 by counting all the objects up to 20
- Solve subtraction problems to 10 by counting all the objects up to 20

### Stage 3 – Count from 1 by Imaging (in head)

- Solve addition problems to 10 by counting all the objects in head
- Solve subtraction problems to 10 by counting back the objects in head

### Stage 4 – Advanced Counting

- Solve addition and subtraction problems by counting on or back from largest number in head (imaging)
- Solve multiplication problems by skip counting in 2s, 5s, 10s
- Find ½ and ¼ of a set

## Mathematics – Helping at home

## Talk together and have fun with numbers and patterns

**Help your child to:**

- find numbers around your home and neighbourhood – clocks, letterboxes, speed signs
- count forwards and backwards (microwave, clocks, fingers and toes, letterboxes, action rhymes, signs)
- make patterns when counting “clap 1, stamp 2, clap 3, stamp 4, clap 5…”
- do sums using objects or in their head (eg 2 + 3, 4 +1, 5 + 4, 6 + 2)
- make up number stories – “you have 2 brothers and 2 sisters. There are 4 of them”.

## TIP: Mathematics is an important part of everyday life and there are lots of ways you can make it fun for your child.

## Use easy, everyday activities

Involve your child in:

- preparing and sharing out food – “one for me and one for you”. Ask, “How many for each of us?”
- talking about time – “lunchtime”, “storytime”, “bedtime”
- using words in everyday play like “under”, “over”, “between”, “around”, “behind”, “up”, “down”, “heavy”, “light”, “round”, “circle”, “yesterday”, “tomorrow”. You can get library books with these words and ideas in them too
- asking questions like “How many apples do we need for lunches? What do you think the weather is going to be like today/tomorrow? What are we going to do next?”

TIP: Use lots of mathematics words as your child is playing to develop their understanding of early mathematics (“over”, “under”, “first, second, third”, “round”, “through”, “before”, “after”). Use the language that works best for you and your child.

## For wet afternoons/school holidays/weekends

Get together with your child and:

- play with water using different shaped containers and measuring cups in the sink or bath
- bake – talk to your child about the recipe/ingredients using words like “how many?” “how much?” “more”. Count how many teaspoons of baking soda are needed, how many cups of flour, how many muffin cases
- play dress-ups and getting dressed, use words like “short”, “long”, and ask questions like “what goes on first?”, “what goes on next?”, “does it fit?”
- create a ‘sorting box’ with all sorts of ‘treasure’ – bottle tops, shells, stones, poi, toys, acorns, pounamu (greenstone), cardboard shapes, leaves. Ask questions like “how many?”, “which is the biggest group?”, “which is the smallest?”, “how many for each of us?”
- do jigsaw puzzles, play card and board games and build with blocks.

TIP: Being positive about mathematics is really important for your child’s learning – even if you didn’t enjoy it or do well at it yourself at school.

## Whole School Math Competition!

Monday 19th June, we had a whole school math competition where the children worked together in houses to solve a variety of math problems. Well done Jagannath class you contributed and did your very best!

## Happy 6th Birthday

## Jessica!

Jessica turned 6 today. On her special day she shared a vegan cake with the class and gave us all wonderful water bottles and myself a cool lunch box! We all sang happy birthday, offered appreciations and wished her all the best!

Now that Jessica is 6 she will be moving up to Krishna Balaram Class next term!

## Kids in Full Uniform!

Well done Dipshika and Samba who look very neat and smart in their full uniforms!

## Clean up! Clean Up!

At the end of the day all the children do their services enthusiastically and take responsibility for keeping their classroom neat and clean!