Our subtraction unit has come to an end and the students in 2MS have made lots of great discoveries about strategies we can use to solve subtraction equations. At home it is important that students keep practicing the automatic recall of basic number facts (addition and subtraction). For our ten facts, doubles, near doubles and facts under 20, we really want to have 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?
Someone had a wondering about how shapes are connected to science (& engineering). I think this building might help us answer that wondering…
I wonder if anyone knows what this building is? What shape do you notice in this structure? Are there any other famous buildings made from the same shape? I wonder why?
At the moment we are exploring using directional language. We will be continuing this work and also look at bird’s eye view maps. We will then be moving onto SUBTRACTION. You might like to get ahead start on this maths unit…
Year Two students are expected to be able to recall basic subtraction facts (5 -3, 10 -4, 6-2, etc). They also need to be able to see the connection between addition facts and subtraction facts. This can sometimes be referred to as fact families:
This week we explored some new strategies to solve addition equations: using a hundreds chart, the jump strategy and the split strategy. These strategies involve us using lots of different thinking.
The jump strategy uses the thinking of visualising a number line. We need to break one of the addends into tens and ones to add it on.
The Split Strategy also requires us to think about place value. It can look like these examples…
Being able to add tens onto a number is a really important skill for both of these strategies to work. You might like to practise adding tens to a number. For example: 23 + 10, 56 + 30, 67 + 20.
Some students also explored how using a number chart can be very handy. In order to use this strategy you have to understand how to move by tens down the chart and then across to the right by the ones:
Here is a number chart you could print at home to practice this strategy with: My120Chart
Can you show mum and dad how you can use these strategies? Which one do you like most? Which one do you think you need more practice with?
I just came across a category of Maths App you may like to consider: Math Slide
I have checked out “Math Slide: hundreds, tens, ones” It’s free (there are In-App Purchases so be careful with your settings) and it provides good practice of the place value concepts we have explored!
We have just completed a Place Value unit. There has been a lot of great learning that has happened. Students have been able to model 3-digit numbers using MAB. They have developed an understanding of standard form and expanded form (234 = 200 + 30 + 4). They have used arrow cards to demonstrate that each digit holds a value – especially the internal zero (307 = 3 hundreds, 0 tens and 7 ones).
There is one thing that has been tricky for many of the students in 2MS – counting & writing the next numbers in a sequence, when the numbers are three digits and have to bridge over ten or into the next hundred. For example, when writing the numbers that come next in a sequence such as 126, 127, 128… many students recorded 129, 200, 300, 400 as the next 4 numbers in the sequence.
Bridging through ten is an important skill. It would be beneficial for Year Two students to practice counting to 1000 over the holidays. Here are some resources that could be used to assist your child develop this understanding:
Our PLACE VALUE investigation continues. We have started to match our arrow cards to MAB materials.
We had a great session “playing” with MAB. The challenge was to use only ten of the blocks to make something and then work out what digit value it had. It was a lot of fun but even better there was so much learning & thinking going on. Well Done 2MS mathematicians.
As you watch the clip, press pause and work out what each design is worth...
In case MAB materials are not something mums & dads are familiar with, here is a little explanation from a very handy website call School A to Z :
We have begun our Maths unit focused on PLACE VALUE. Our understanding of how numbers are made up of digits that hold a place will be the foundation for all our Number learning this year. We have made a set of arrow cards to help develop and consolidate the concept that each digit in a number holds a place. Using arrow cards is great at helping students to understand expanded notation. This video explains this concept:
I miss calculated my photocopying of the template. If you would like to have a set at home, just ask 🙂
I will be on the watch for learners who are able to explain how to use the cards to make a demonstration video using the “ShowMe” app. I wonder if anyone has used this app before? Stay tuned for more PLACE VALUE ideas but for now…
Some quick practice ideas:
pick a number and count backwards and forwards from it
pick a number – what would be ten more, ten less, 100 more, 100 less, etc.