I have investigated how whole numbers are constructed, can
understand the importance of zero within the system and can use
my knowledge to explain the link between a digit, its place and its value.
MNU 1-02a
LI: To investigate how whole numbers are constructed.
We used tens and unit blocks to create our names then added up the value of the blocks.
We have now been in Primary 3 for 2 weeks and have all settled in nicely. We have started reading Flat Stanley, and so far we found out he got flattened by a bulletin board. He’s enjoying being flat because he can slide under doors and because he was flat he fitted through a grating to fetch his mother’s ring that had fallen down the drain. He was also able to visit relatives in California as he got posted there in an envelope.
We made outfits for our own Flat Stanley to wear to California.
In maths, we have been learning to measure in metres and we are going to be measuring in centimetres too. We all measured our height and compared ourselves to the height of Flat Stanley who is 122cm tall.
These are some of the things we have enjoyed so far –
Melody – Learning about Flat Stanley.
Hamish – Not having homework.
Callen – Learning about Flat Stanley and painting our rocks.
Megan – I enjoyed reading.
Remi – Reading Flat Stanley and doing Brain Buzz.
In numeracy we have been revising and addition and subtraction. We have also been working really hard to use our mental math strategies to answer a range of questions. During play, we have been using lots of different materials to help us to subtract accurately.
‘We didn’t use number lines we worked on trying to figure it out in our heads. I put the big number in my head and counted down with my fingers.’ Samuel
‘We were working on number families. We could only use three numbers. If I was using six and four that would equal ten. You can make four calculations with a number family.’ Melody
‘We did calculations by building a lego tower and taking some away and then we wrote the answer. We used dabbers to make dots and then we crossed out the ones that we were taking away.’ Bella
For STEM week Primary 2.2 were set a challenge of designing and building a tower that birds could sit their nests on. We started off by thinking of lots of different designs and looking at some photographs of strong structures. Then we discussed which designs we thought would work the best and why. After that we worked in teams to have a go at building some of the models.
‘The top of our tower was perfect for a nest because it was a long rectangle. Our group used Megan’s idea which looked like a house. We tried to build the roof but it was too tricky because it kept collapsing. Next time I would add things on the side to help make it more secure.’ Hamish
‘Ours went quite well but some parts were hard. Everyone had good moments and bad moments. Our good moment was at the start when we built the base of the tower. Our bad moment was at the end when the top started falling but we managed to fix it.’ Leo
‘My group chose Callen’s idea but it didn’t really turn out anything like it. We added extra bits and we added on a base instead. Then we added on some flags. I liked it because it was very sturdy.’ Annabelle
‘We were trying to make the Eiffel tower. We couldn’t make the cuboid at the top because the straws weren’t the same length so we couldn’t adjust it and the top was too heavy for the rest of the structure. The base was the right size so it worked well.’ Isla
‘Our groups was a bit small so I think the giraffes would have been able to reach it. Next time I would make a cuboid shape to help make it a bit stronger and taller.’ Melody
Afterwards we discussed what other materials we could have used to build our towers. The next day we decided to try again using a new idea, marshmallows and spaghetti. This took cooperation and lots of patience. These models were a little bit messier but far tastier!
‘We started with big marshmallows but they kept falling down because they were too heavy. Then we got some wee marshmallows which were lighter. We put the big ones at the bottom to make it steady and we used the small ones at the top.’ Kobe
In Numeracy we have been learning to name different 3D objects as well as describing them using the appropriate vocabulary. We have constructed lots of different 3D objects and counted how many faces, edges and vertices they have.
‘We had balls and sticks to make different 3D objects. I made a square based pyramid.’ Logan
‘We had an area where you could build a cube out of playdough. I liked making the cube.’ Kobe
‘There was playdough and sticks and I made a pyramid, cube and cuboid. I helped other people to make some 3D objects too.’ Isla M
‘A square is flat and a cube is not.’ Isla M
‘I made a sphere with the playdough.’ Amy
This week we have been looking at volume and capacity. We have been using lots of different vocabulary while exploring volume in our water and rice areas. We managed to match the bottles to the correct measurement. We have also been trying to work out how much water everyday items can hold.
‘You don’t fill it to the very top you always fill it to the very top line or number because then it won’t spill.’ Rory
‘It is half a letre because we poured it into the jug and it went to the top (500ml jug)’ Remi
‘I just experimented, 4 half litres make 2 litres in the jug’ Callen
Primary 2.2 have been learning about measuring length through lots of practical activities. We have been measuring objects around our classroom using both non-standard and standard units. We had a search for things that are bigger or smaller than a metre. We have also constructed some fabulous designs and measured them to check that they were either longer or taller than one metre.
‘If you are estimating that means you are guessing. It has to be a good guess’ Zoe.
‘I made a tower that is taller than 30 centimetres’ Bradley
‘Mine is bigger than a metre, it is bigger than the stick’ Aaron
‘I know the wall is bigger than a metre because you can see the size difference, the stick is smaller than the wall and you can see this when it is touching it’ Indi
‘I made a tower with Isla and we made it nearly a metre. We checked with a metre stick’ Ailsa
Primary 2.2 have been learning about data handling. First, we looked at how we can use the information from a tally chart to make a bar graph. We discussed what information we could find out by reading the bar graph. Then we decided that we could make our own bar graph. We used our knowledge of measurement to work out how far each of us could throw a beanbag. After recording the results in our tally chart we labelled and coloured in our own bar graphs.
‘You have to have lines, the number of people, the names of what you have to ask at the bottom and a title’. Callen
‘You know the big one is the one the most people have went for because it is the biggest one’ Carrie
‘It’s like little bars and you can see what one has the most.’ Aaron L
‘You have to have boxes when you are making a bar graph. These show the amount of people.’ Annabelle
We had great fun learning all about time. We looked at making different times on the clock such as o’clock, half past and quarter past. Some of us even made our own clocks out of playdough or plastic hoops! We have also been learning how to display the time on both analogue and digital clocks. We are learning to use our classroom clock throughout the day to manage our time.
“When its quarter past the big hand always has to be at three.” Hamish
“I liked learning about quarter past and half past.” Rebecca
“I learned that there are two types of clocks, digital and analogue.” William
“When the little hand is at the six and the big hand is at the twelve we know it is six o’clock.” Aaron
Hello and welcome to the Primary 2.2 blog!
We have been very busy so far in Primary 2 and we are so excited to share some of the things that we have been doing. Let’s take a look at what we have been learning so far…
A while back we were learning all about how to make different amounts of money. We worked hard to think of lots of different ways to make the same amount of money. Then we started to look at calculating change. We imagined that we were in a shop, pricing different items and calculating the amount of change that we would need to give.
“I learned about making up money like if we have a 5p and a 5p then we have 10p. I got some money and I counted how much I had and then Callen gave me the change.” Melody
“Sometimes you don’t have the correct money so you have to make it. You would have to make 4p out of pennies.” Oliver
” I learned that change is when you get money back when you buy something at a shop.” Logan
“I was adding and subtracting using money.” Murray
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