Our subtraction unit has come to an end and the students in 2MS have made some great discoveries about strategies we can use to solve subtraction equations.  At home it is important that we keep practicing our automatic recall of basic number facts (addition and subtraction).  For our ten facts, and facts under 20, we really need to develop automatic responses (no fingers needed) and the only way to do this is practice, practice and more practice.

Over the next few weeks we will be exploring features of 2D and 3D shapes.

I wonder if any students in 2MS know what the D stands for? What shapes can you find around your home?



showposterOur next writing focus is to writing FABLES.  Fables are a great way to begin to explore the genre of narrative.  We have already started to explore the features and structures of FABLES by reading them in class.  As we read we are identifying 5 main elements: exposition (setting & characters), rising action, conflict, falling action and the moral (lesson).  You may like to read some fables at home together.  You can find some at this website: Fables for children

After reading you could complete an organiser: CommonCoreFablesGraphicOrganiser

Dojo Reward Matrix

In our class, students receive Dojos throughout the week to acknowledge their learning & behaviour choices.  At the end of the week, the student/s with the most Dojos has been able to select something from a lucky dip bag. Starting this week we have a new system.  The Dojo winner of the week can select something from the Dojo reward matrix!!  On Friday we had 3 winners. Ava is going to swap her chair for the wobble chair & Alessia has chosen a day in the classroom without her shoes on. Luca selected a reward that everyone can share in…. On Monday all students in 2MS can bring a stuffed toy to school. Fun!

Here are some snaps:

IMG_5427  IMG_5429 

Same, same but DIFFERENT festival: a grand success!

The Year Two level have had a very big day!

This morning we set up our stalls and waited for our invited VIPs to arrive.  All experts manned their stations ready to hand out brochures & gifts.  Everyone was ready to answer questions about the heritage topic they had researched… Here are a few examples: the CWA table, Belly dancing and Holi.

IMG_5370IMG_5386IMG_5389We then had a Bollywood lesson to celebrate Indian heritage.  The lesson was taken by dance teacher Babushka from Jalwa Dance Company.  She was fantastic.  The girls got to wear coin belts and the boys wore arm scarves. Everyone did a great job learning the Bollywood moves.

IMG_5426This was followed by a shared pizza lunch celebrating many people’s Italian heritage.

IMG_6268The day ended with a family concert.  We discovered that some of our Year Two classmates have some very talented dads.  They shared with us their talents using musical instruments from different cultural backgrounds including the Scottish bagpipes and the Slovenian piano accordion.  We were also very lucky to have a special guest visitor who shared some indigenous stories and dances with us.IMG_6281This day was made possible through great team work by the students and lots of planning.  We would like to thank any of the parent helpers who have assisted over the last couple of weeks and on the day. A big thanks to all our special performers and the Year Two teaching team 🙂

Our festival day was truly a celebration of the cultural differences and similarities in our community.

What was your favourite part of the day?  Can you share one new thing you learned about a classmate or a cultural tradition?

Stay tuned for some more pictures… my computer is being a bit slow 🙂

Same, same but different Festival Day

The Year Two level is working really well at the moment preparing for our Cultural Festival day, which will be held on Tuesday the 10th of June.  Every student has selected an aspect of cultural heritage that was shared by a classmate to research. They selected a topic that wanted to learn more about and celebrate.

We have experts learning about Chinese New Year, Belly Dancing, NAIDOC Week, Holi, Greek Easter and the list goes on.  The students are developing so many skills: research, interpersonal, literacy, art, time management, and I could go on.  It is a very busy and exciting in our open learning spaces.

An invitation will be coming home this week and we hope that many family members will be able to come and share in out learning on the day.



We have spent the last two weeks working in Subtraction Groups.  Each group has been focusing on building speed with subtraction facts under 20 and different strategies for solving subtraction equations.  In Year Two it is expected that students can use a number of different strategies to solve equations.

We have explored using concrete materials, such as number charts and bundles of craft sticks.  We have used number lines, vertical recording and decomposing.  These were the same strategies we used when working with addition.  To ensure that we don’t confuse the two operations we have also been exploring number stories to help us visualise what we are doing.

In subtraction there are three types of stories we can explore:

  • take away (what we are most familiar with)
  • missing part
  • comparison

The reason we have used craft sticks is to help us understand the need for re-grouping (or what parents might remember as trading).


Take the number 32.  If the equation was 32 – 18, we know that 32 is a bigger number but there are only 2 single sticks. When we look at the ones and see 2-8 we can get a bit confused.  Many students want to reverse the numbers in the ones, calculating 8 – 2 instead of 2 -8. This is where the bundles help…

In order for us to be able to subtract 8 we need to unbundle, changing 32 (3 tens and 2 ones) into 20 & 12 (2 tens and 12 ones).  Now we can take 8 ones away and one ten to get the final answer.

Once we understand the need to unbundle or re-group, we then better understand the vertical recording of such equations.

I wonder if you can show mum and dad some of the strategies you have been practicing? Which is your favourite and why?