WC 21st February 2017
We have begun exploring the concept of halving shapes and amounts.
We know that when we half something we must have two equal parts.
Click on these links to explore halving!
http://www.topmarks.co.uk/maths-games/hit-the-button
11th January 2017
We have been problem solvers today using < and > and finding lots of different solutions. We are working hard on thinking about being logical so we find all the possible solutions. Well done Aspen!
We have begun exploring multiplication by using arrays.
Arrays are a way of representing a number in rows and columns.
This array shows 2 lots of 6 OR 6 lots of 2.
We have learnt to record this as 2 x 6 = 12 and 6 x 2 = 12
This array shows 3 lots of 4 OR 4 lots of 3.
We have learnt to record this as 3 x 4 = 12 and 4 x 3 = 12
What does this array show? Can you write the multiplication statements for this array?
Reflecting on estimates!
We've been talking about what we notice about our estimates. We've been using great words like...
"I think we should add a bit more (to the estimate)" Bahand
"I think I'm going to change my estimate." Geovanni
"It was too high." Jamaima
"I realised it was too low." Laila-Grace
and a lovely Collaborative Cara way of talking about estimates...
"Do you want to change the estimate?" Kurtis
What a super bunch of Reflective Ralph Estimaters we have in Aspen. Well done!
2. ADDITION - Part 1
This week, we have been exploring the concept of addition. We started by showing Mrs Smith that we can use the + and = symbol correctly and explored generating addition statements by rolling dice and then by using numicon to make a given number in different ways.
1. Challenge - how many DIFFERENT addition statements can you find using 2 dice?
We worked collaboratively to explore different addition statements we could make using 2 dice. We had to check each time that we only wrote down each combination once. We found out there are 36 possible combinations and the children worked competitively to find as many as possible.
2. Challenge - how can we make 10, 20, 30...?
We chose a target number from the tens number line and worked collaboratively to explore how we could make that number. We used numicon to prove our findings and recorded our addition statements.
We realised that the + symbol can be used more than once in an addition statement!
For example -
30 = 10+10+1+6+3
3. Finally, this week we have learnt how to use bar modelling for addition.
Bar modelling means we split the whole number into parts.
We have done this in a 'scaffolded' way by having the parts represented in ones and we will move on from this next week.
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13 7
20=13+7 20=7+13 7+13=20 13+7+20
1. Place Value.
We have spent the first few weeks in Year Two exploring place value. These are the objectives we have been looking at from the National Curriculum.
We have looked at 2 digit numbers and explored how many 'groups of tens' and how many 'ones' there are. This is called PARTITIONING!
For example...
52 has five groups of 10 and two 1s. 50 + 2 = 52.
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Here are some links to games and activities you could try at home
Shark game http://www.ictgames.com/sharkNumbers/sharkNumbers_v5.html
Lifeguards http://www.ictgames.com/LIFEGUARDS.html
Number Jumbler http://www.bbc.co.uk/schools/starship/maths/games/number_jumbler/big_sound/full.shtml
Dinosaur digits http://www.ictgames.com/dinoplacevalue.html
Partitioning numbers http://www.ictgames.com/partition.html