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Maths

Position and direction

Year 2 have been exploring mathematical language to describe position, direction and movement. We have enjoyed giving and following each others directions to move around the classroom and exploring clockwise and anti-clockwise turns. 

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Shape

 We have been exploring the properties of 2D shapes (their sides and lines of symmetry) and 3D shapes (their faces, edges and vertices).  We went on a shape hunt to find 3D shapes in our school - they were everywhere! We also done printing of 3D shapes to help recognise their faces and made 2D and 3D shapes held together by marshmallows - yummy!

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We have been exploring the properties of 3D shapes. We made prints of the 2D shapes we could find on the faces of our 3D shapes.
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We developed our understadning of the properties of 3D shapes and used mathematical language, such as face, vertice and edge, to describe our shapes.
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We used place value counters to create numbers to 100. We then hid this from our partner who had to ask questions about our number and find it on a number line.

Does it have a 2 in the tens column? Is the value of the ones more than 4? How many digits does your number have?

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Measurement

We have been busy estimating and measuring using rulers, scales and measuring jugs. It was great comparing our long jump distances and trying to jump a greater distance to set a personal best. We also had to be extremely careful to measure accurately when preparing our potions, so they didn't explode!  

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Money

We have been exploring the value of coins and combining coins to create totals. We have also worked on giving correct change when buying items from our spare parts shop.

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We used Cuisenaire rods to explore the value of each digit in a two digit number.
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We have also used our Cuisenaire rods to compare the value of two different two digit numbers. We used language of more, less and equal to compare the values.
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After Miss McDowell gave us pots of pasta to sort we decided to estimate amounts before counting. It would have taken a long time to count one at a time so we used our knowledge of counting in 2's, 5's and 10's to help us.

 

 

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We have been learning about counting in steps of 10. We learned that if we start at 0 and count on in 10's we can find the multiples of 10. With a partner we worked to find missing numbers in a sequence.
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Cuisenaire rods
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