Look what I spotted…

Jaslyn has been very keen to share with all of us about the very interesting work her Dad does.

On Friday we all got to make a really cool money box using a design from the company where her dad works.  We all had a great time making the boxes from the net template.  Thanks Jaslyn for bringing them into school and a big thank you to your dad for organising them for us…

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What’s the time?

Our next Maths focus is telling time and exploring calendars.

Do you have a watch?  It would be a good idea to wear it to school this week.

How many clocks (or places to find time) are there in your house?

Do you know how to spell all the days of the week?  Can you name and spell the months in order? What is your favourite season and why?

Don’t forget to keep practicing your addition and subtraction facts, skip counting and multiplication stories 🙂  Multiplication Stories

For some of us telling the time on an analogue clock is tricky.  Especially quarter past and even more so QUARTER TO.  I wonder if our mums and dads can help us out with this at home?

I found this great website that has got LOTS of interesting interactive ways to practice telling the time.  You might like to check some of the links out.  Which one would you recommend for your classmates to try?

Tick Tock Time

Building knowledge towards ACTION (part 2)

A lot of people had the idea that our action for this inquiry could be to design and create some garden spaces in our school.  Before we see if we can do this, we needed to find out about the needs of plants.  So once again we put on our SCIENCE thinking caps and have set up some seed experiments.

On the day we were setting up our experiments we spotted an expert right outside our classroom.  His name was Mark and he was the owner of MRM Constructions.  He was very helpful and answered all our questions:

Plant Expert Notes


In our classroom we have seeds in cups which we are observing, we are trying to sprout lentils and have some other seeds to watch.  These experiments are helping us to consolidate our knowledge about what plants need to grow.

We are also building our scientific language about plants.  What is germination?  I wonder if anyone can find out about photosynthesis?


Building knowledge towards ACTION

We are in the finding out and sorting out phase of our Inquiry.  We have been exploring our skills in design and creating; finding out about plants; and sorting out the important take home messages from the designers that we will be able to apply to our learning.

As part of our finding out we had a skills workshop rotation.  Miss C helped us think about sketching what we can see and clearly labelling our pictures. Ms W helped us improve our painting technique.  With Miss M we watched a clip of Mr Squiggle and practiced using our imagination to think of ideas.

Thinking of ideas and then making them a  reality is a challenge in design.  Mrs Mc set us a challenge to create an artwork using craft materials.  This was another chance for us to work through a design process.  Mrs Mc was watching to see what steps of the design process we used, everyone’s fine motor skills and the skills that some people are still finding tricky.

This is what we created:

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Our Designer Expo – a grand success!

On Friday afternoon we held our very own designer expo in the Discovery Centre.  It was wonderful.  We had 11 guest designers who talked to us about how they use the four main steps in the design process (investigate, design, create, evaluate) in their job or hobby.  We were really amazed at how clever these designers are and were so grateful for the time they gave us and how well prepared they were!  This will really help us as we get closer to getting ready to use the design process ourselves to produce and create things that will value add to our school environment.

In 2M we were also very lucky to have Alexandra’s mum, Narelle, came and show us her talents in scrap booking the day before so we were switched on about how to listen, make notes and ask questions.

Meet our guest designers:

Design Expo

See what fun we had:

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Who is my neighbour?

As part of our Action Based Inquiry (to design ways to value add to our school environment), we have been exploring what Jesus taught us about being just.  Jesus stood up for people who were not being treated with respect.  Through the stories we read about Jesus we are challenged to think about who we look out for and who we offer friendship to when we are playing and learning together at school.

We have read the parable of the Good Samaritan.  In this scripture Jesus tells a story about some people who are too scared to risk helping someone and a stranger who is not.

Can you retell this story:

Good Samaritan Story

(You might like to add some slides)

How can we be like the good Samaritan at school?

If we all thought more like the Samaritan, how would this make our time at school even better?

Multiplication – ARRAYS

We have been modelling multiplication equations using ARRAYS.  This is an important step to understand before focusing on times table facts. We have also been able to use our skip counting skills to help work our the total.

Students can more readily understand multiplication if they can see visual representations of the equation. For example, they can picture students in a marching band arranged in equal rows or chairs set up in rows in an auditorium. These arrangements all have something in common; they are all in rows and columns. An arrangement of objects, pictures, or numbers in columns and rows is called an array. Arrays are useful representations of multiplication concepts.

This array has 4 rows and 3 columns. It can also be described as a 4 by 3 array or 4 x 3 or the repeated addition 3 + 3 + 3 + 3.

four by three array
What number sentences match these arrays:
We went to the new lab in the Discovery Centre on Friday and practiced making arrays on the new touch screen computers.  This was a lot of fun.
The students had to try and make arrays to show multiplication “turn around” facts.  When we explored arrays using tiles, we realised that some facts share an answer but the array looks different.  Jonah called this turn around facts.  Can you give some examples of multiplication turn around facts? How do we make sure that our array matches an equation (and don’t make the turn around array)?
You can practise colouring some arrays on grid paper for different multiplication equations…