# Maths!

## Thirty Days

Give yourself a challenge and learn how many days in each month. This rhyme will help you to remember.

## WC 27th February 2017 We have continued our exploration of halving. We had to find half of ten and show it in as many different ways as possible.

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

https://nrich.maths.org/217

## 1st February - We have been working hard on working out 'How many more than...?' questions. We have used pictograms, cubes and money to show 3 or 2 more than in lots of different ways.

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!

## Multiplying!

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?

## Subtraction by taking away!

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!

## Bog Baby Estimating and Learning about litres!

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.

20

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.

• count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
• count, read and write numbers to 100 in numerals; count in multiples of 2s, 5s and 10s
• given a number, identify 1 more and 1 less
• identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
• read and write numbers from 1 to 20 in numerals and words

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

Lifeguards http://www.ictgames.com/LIFEGUARDS.html

Dinosaur digits http://www.ictgames.com/dinoplacevalue.html

Partitioning numbers http://www.ictgames.com/partition.html

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