It doesn’t work! Real world maths, bread for the sleepover.

The children’s tally charts for the amount of bread we need for the sleepover was very accurate. They added up the slices of bread needed for sandwiches and breakfast (13 and 19). There were multiple methods for adding these numbers, many children made use of number bonds to 1o and their knowledge of working in 10’s.

The next issue was working out how many loaves of bread were needed. Each package has 8 slices and we need 34 slices…

As you can see from the video the children came up with many ways of solving the problem. It proved relatively easy to split the bread into groups of 8. The real issue came with solving the problem of the 2 extra slices. This is real world problem solving.

Listen out for the solutions. (I didn’t capture Lime saying ask people to change their minds.)

Sleepover shopping trip

The children formed groups and started crossing things off on their shopping list. The had calculated how much bread they needed and how much juice to buy. The children found all the items themselves, paid for them and packed their bags. They walked all the way up the steep steps back to school. We are ready for the sleepover. The children have everything they need to make their own food.

1P Shopped At HOMES For Sleepover Day! on PhotoPeach by Ms Connie

Gr1 Sleepover. Building Capacity To Lead from Grade One To Middle School.

Screen Shot 2016-05-29 at 2.58.09 PMThis reflects all the work that has gone into building leadership within our school from MS leadership training courses to Grade 1 service learning. We are starting to feel student strength and reaping the benefits as teachers and students. We find ourselves wondering how we ever did a sleepover without the MS support. We are excited to build on this next year.


The background

We were approached by some middle school (MS) students at the beginning of the year. They wanted to develop IMG_7511connections throughout the school and build our ‘one school spirit’. The MS students wanted to be involved in the sleepover. Whilst we are always open to working with all students we were slightly reluctant to have more students to monitor and support.

As sleepover arrived we connected with Rebekah Madrid, the middle school teacher who had facilitated this link. We were soon contacted by a group of middle school students. We were instantly impressed by their timely and effective communication. We agreed that the students would meet us in the park at 4pm and stay with us until 6pm. We gave the guideline of fostering the Gr1’s  independence.

Sleepover day

On the day of the sleepover the group of 7 students arrived promptly and within 10 minutes Donna and I wondered how we had ever done a sleepover without them. They respectfully observed the children and joined in their play, offering alternate games after a period of time. These were paced to perfection and included: a range of fast tag games, circle games, small group games and individual time with children. The students were highly empathetic, spotted quiet children who were alone, sought them out and spent time engaging them in conversation or play. There was a profound atmosphere of respect between Gr1 and the MS students. Donna and I noted that we had worked with adults and trained professionals who were not as capable as the MS students!



Sleepover, the Event.

The sleepover was a huge success. The general consensus was that the children want to do it again. Thank you to Ms Connie for staying with us until 6pm and to Mark Redlich for being our extra chaperon. These are the videos we took. Below is the documentation which Alex Thomas, our expedition coordinator, asked us to document for him. It was easy to do because the sleepover is packed with academic and social learning opportunities. We wanted to share it with parents and wonder what else you would add from your perspective.

Park time with the MS students

Torch Tag

Pajamas in the playground

Key Concepts

Form: What is a sleepover?

Function: How will we (the children) organize the event?

Connection: How can we use our maths skills to prepare for the sleepover?

Perspective: How can we consider the needs of individuals and the group?

Responsibility: How can we take care of our possessions. How can we look after ourselves and others?

Reflection: Is our planning working? What are people feeling? Why is this?



Thinking Skills

Application I can apply my taught maths skills to make decisions about what we will eat.

Evaluation I can make a clear judgement about what we need based on people’s feedback.

Dialectical thought I can think of what I need and what others need to have a successful experience.

Social skills (all the approaches to learning) I can accept responsibility for the planning of the sleepover and respect others point of view. I can cooperate within a group to solve any conflicts. I understand I might have different roles to play.

Communication Skills I can share my ideas and actively listen to all group members.

Self Management Skills I can organize my own belongings and make safe decisions. I can make an informed choice. I know how I should act and self-monitor myself.

Research Skills I will use my data handling skills to form appropriate questions, collect and organize and act on the data.



Maths Data handling to work out food lists. Question, tally and graphs. Division, how many packets of bread and pizza to buy.

Language Formulate questions which generate accurate data. Use of social language.

Self and Emotional Self-help skills developed throughout the year, especially PHSE UoI 2 about physical and mental well being and the interconnections between them.

Learning Experience

  • Being away from home overnight and understanding the feelings this gives you.
  • Organizing their own possessions
  • Creating their own sleeping space
  • Repacking their possessions
  • Making their own snacks (onigiri and sandwiches)
  • Working out supplies needed
  • Making their own breakfast


Sleep over, making it count.

The children took all their food for the sleepover data and brought it together. We discussed the importance of getting the amounts right. This is real food for a real event. The children agreed, they didn’t want to be hungry. The tally charts the children made were very accurate.

A new issue arose…

We know how many slices of pizza we need, but how many pizza is it in total. Everyone turned their number of pizza slices into cubes. The children sat in a circle, the first person said their number of slices and passed it on to the next person. “I want 3 slices.” “3 and 2 is 5” “5 and 4 is 9” . When  they got the 12 they knew they had a whole pizza. The next issue which arose was what to do then you have 6 slices left. The children worked out it was 1/2 a pizza. Real world maths… you can’t buy 1/2 a pizza.

Thank you to Ms Connie for her photostory about collecting the data.

1P Planning for the Sleepover Day! By Ms Connie

Food lists for the sleepover.

The children made their first list of food for the sleepover, it included steak, pancakes, curry and chocolate fountains. Reia asked who would cook the food for us. We informed the children they had to make all the food themselves. Isa sunk her head into her hands and laughed, “It’s going to be a disaster!” The lists were modified. The general consensus was a “Sunset Snack” would be needed. We suggested a cold watermelon, everyone agreed this sounded delicious.

The list is long and includes sandwiches and onigiri snacks for the park. It was interesting that the children make a connection back to their service learning food, onigiri.  The food for dinner is pizza and breakfast is fruit, cereal and nutella sandwiches (Owen said his brother got to eat this at his sleepover in kindergarten).

These lists have already provided many authentic links to our taught curriculum, from writing lists, organizing data and explaining their thinking to others.

The next stage will be calculating how much food we need. Lots of mathematical commutation here.

How much milk is used per serving of cereal?

How many slices of bread will people eat for park snack?

Are you ready for the Grade One Sleepover?

The children are very excited about the sleepover and have waited very patiently to start the planning process. Today we started the planning process, and there was a surprise! The children are very excited to be sleeping in the ICJC building (next to the gym). We used this last year and being in our own “house” was very exciting to the children.

Your child will need to pack

  • 1 teddy bear or night-time toy
  • I book (optional)
  • pyjamas
  • sleeping bag
  • small pillow
  • toothpaste
  • toothbrush
  • hair brush or comb
  • face cloth
  • wash bag to put wash things in
  • full set of extra clothes
  • Clean underwear
  • flashlight

The children are excited about managing their own belongings and routines, “just like grown-ups!”. It will be easier for the children to look after their belongings if they are clearly labeled. The children should practice packing and unpacking their bags by themselves, several times, so that they know exactly what they have in their bags, where to find everything and how to fit it all in. (Sleeping bags can be particularly tricky.) This will help the children feel a sense of control and independence and will ease anxiety. We talked about how everything has to fit in one overnight bag and the importance of “packing light”. While we have discouraged the children from bringing big suitcases (for space and storage reasons), it is important that the bag is big enough for children to fit  ALL their belongings inside easily.

Sleepover unplugged

We proposed that the sleepover be ‘unplugged’, with no electronic devices, after much debate the children have agreed. As someone said, “Anyway how would I connect to the wifi?”

The children made their first lists in pairs. We came back together and one group read their list. The other groups ticked off  if they had the same item. This was a great tool for working together.