Changes around us!

Hola,

It is spring, primavera, and we are witnessing a lot of changes around us! This term we are exploring how some animals change: how orugas (caterpillars) become mariposas (butterflies) and also how seasons change.

We began the term by listening to the story “La oruga muy hambrienta” (The Very Hungry Caterpillar) in Spanish, using our prior knowledge, listening carefully, looking at pictures and sounding out words to understand the story.

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Home Learning Week 2&3

Hello Parents and Students, Welcome to Term 4!!!

Here are some additional home learning tasks to support students learning this term.

  • Interview your parents/guardians about their prior knowledge of our big idea for term 4, Change. What do they think it is? What do they know about it? 
  • Go on a photography adventure. Can you find any patterns in your community?
  • Problem Solving – Can you follow the problem solving process to complete the task?

Problem Solving

We cannot wait to see and hear all about your home learning.

Year 2 Teachers.

Exploring Patterns in Numbers

We were very excited about numeracy this term! We began looking at multiplication by exploring patterns in skip counting. We started making a special connection and realised skip counting is related to both repeated addition and multiplication!

During numeracy, we always try to discover a pattern.

Today we looked at how we can use algorithms to learn about multiplication.

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By the end of the lesson, we were able to represent repeated addition using binary. This helped us to connect our understanding of repeated addition with multiplication.

At the start of the lesson, we were confronted with a challenging task. We had to fold our A4 sheet of paper into 16 rectangles with equal areas. We discussed the language equal and revised our learning about shapes from last term by exploring properties of a rectangle.

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We thought about different problem solving strategies on how we can make 16 equal rectangles. Some thought about using the ruler to measure, making sure that they had the same lengths. Some used trial and error and estimation strategies. Students investigated by folding the paper in different ways, dividing the paper into rectangles of equal size. They wondered how we could meet the challenge without the aid of a measuring tool.

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We were given the chance to work in teams to create a plan of action. Thinking through the problem together and planning how we will solve the problem helped us arrive at the solution easier.

Here is our discovery: When we folded the A4 paper in half, it created 2 rectangles. When we folded it the opposite way, it created 4. When we continued folding, we noticed that the number of equal rectangles was doubling.

2, 4, 8, 16!

After we reached 16 equal rectangles, we were challenged to create binary cards that contained 48 total numbers of dots in total. We had 16 rectangular templates to create binary cards. We had to think about how much equal number of dots had to be drawn in each rectangle so that all the binary cards add up to 48. Students used skip counting to figure out the solution. They trialed skip counting by twos and realised they only had 16 rectangles to fit the dots into. When they tried using 3s, it worked perfectly.

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The open-ended task was perfect for our term’s CBL big idea on CHANGE. We explored how numbers create patterns as they change. It linked really well with our challenge ‘informing society of change in gaming’, as we explored the binary game that we have made to help us develop multiplicative thinking.

Being a Positive Influence

Throughout Term 3 and during Term 4 students will be taking part in an program called Stop.Think.Do. It encourages students to think about their feelings and how their actions can make other people feel. Stop.Think.Do, is assisting students to change their thinking and become more mindful with what they say to others, whether they are outside playing or in a classroom environment.

First, we created a project on ScratchJR that focused on telling our classmates things that they won’t know about us. It was exciting because we were going to learn new things about each other. It was also making us a bit nervous because we almost didn’t want to share a lot about ourselves. This activity was fabulous since we all learnt more about each other and became a stronger classroom community.

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Secondly, we discovered how to become a bucket filler. Bucket filling is when you do something kind to someone else. This fills not only their bucket, but yours as well since when you make others happy you feel happy to. Bucket Dipping is when you are mean or rude or do something that isn’t good. When you bucket dip, you take magic out of someone else’s bucket and they will always remember. 2F is a classroom filled with Bucket Filled. We have changed our thinking to become more positive and have treated others with respect and showing the school values all the time.

Walt Disney Wednesday
Walt Disney Wednesday

Today we have looked at changing our attitudes and making sure each day is a positive one. Every morning we write a message on our whiteboard and students have a question to answer. Today is THINK ABOUT IT THURSDAY and our question was ‘ What can you do to make today the best?’. Here are some of our responses.

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We will be a positive influence on our friends and family.

Performing Arts – Music

In Performing Arts, we have been looking at the Power of Boomwhackers as part of our CBL Big Idea, ‘Power’. We learned about all the different ways you can use a Boomwhacker and all the different sounds they make according to their colour. We finished the term by composing our own Boomwhacker song in groups and performed them to the class.

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CBL Solutions

This term in CBL the Grade 2s have been looking at Power. Our challenge is to Use Power for Good!!!! We brainstormed all the problems we noticed in our community and then we discussed possible solutions that would help us complete our challenge. One problem in particular was that we noticed Homelessness is a big issue, not only in our community, but all over the world. We wanted to do something about it and the best solution we came up with was to donate items to homeless people.

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Throughout this week some Grade 2s will be encouraging our school community to donate items so we can send them to those in need.

In order to be powerful, we discovered that sharing is very important. So why don’t we share what don’t need anymore, with those that do not have a lot to begin with.

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Our aim is to collect old shoes and clothes, and any other items you do not need anymore, and share that with charities in our community.

Thank you for helping us and using your power for good !!! We cannot wait to share what we have collected with those in need.

challenge

Home Learning Week 9 & 10

Here are some additional home learning tasks to support students learning this term.

Shapes:

What if every object was named after the shape it was made from?

Create a list of object including the name of the shape.

Eg: Rectangular prism tissue box.

Addition:

Place the digits 1, 2, 3, 4, and 5 in these circles so that the sums horizontally and vertically are the same. Describe the strategy you used to find the solution.

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Subtraction:

Subtracting the corners. Students are to draw a square. They are to write a number in the middle of the square. On each of the corners students are to write numbers that once you subtract from the largest number they equal the number in the middle of the square. For a challenge students can draw other shapes with different numbers of corners. (Students completed this activity during Literacy & Numeracy Week, this can also be used with Addition)

Eg: Number in the middle 11.

Corner numbers could be 100, 50, 30, 9

2D Olympic Relay

Who watched the Rio Olympics closing ceremony? To celebrate the end of the Rio Olympics, 2D organised and participated in a relay on the school oval, exploring the concept of measurement.

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Firstly, we looked at how we can make sure that the relay was fair. Students used the idea of fair test to make sure we organised the relay to make it fair for everyone.

Students grouped themselves into teams and created a name for their country. Some chose to represent countries that already exist such as America and some borrowed names of cities and countries to make a new one such as Indaustralia and London.

We thought about how many people had to be in each team and the distance that each person in the team had to run. After asking many questions for the fair test, we all went outside on the oval and used the trundle wheels to measure its perimeter. We noticed that teams ended up with different measurements and discussed how this could have happened. We decided to round off all the measurements to the easiest metre that we can work with and decided that the oval was around 300 m in perimeter.

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Afterwards, we problem solved as a team to find out how many metres each person had to run. Some students decided that we needed to divide the 300m by four people in each team, while others used estimation and trial and error to add four of the same numbers to 300 using repeated addition.

2D Olympic Relay

When we watched the women’s relay, we noticed that the starting position for each runner was different. They didn’t start on the same line. We investigated why this was the case and realised it was because you would have a bigger advantage of winning if you ran closer to the inner circle. This is because the circles closer to the center had smaller perimeter compared to the outer circles and that’s why the runners veered towards the center during the relay.

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After we did the fair test, we finally went out side to do the relay. We had so much fun that we wanted to repeat the relay. Greer and Harjas recorded the times each team took to arrive at the finishing line.

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When we returned to class, we wanted compare the results of each team but our data was all over the place. Using our knowledge about data, we decided to use table and graph to organise our messy data so that we can compare our results easier. Bar graph was used to represent our data and it helped us compare the seconds each team took to complete the relay. We asked questions about our data using the languages ‘how many more’ and ‘difference between’, which we have on our maths wall as synonyms for subtraction. We created worded problems such as ‘what is the difference between fastest team and the slowest team’ to interpret and understand our data through problem solving.

This was a fun and authentic way that helped us develop our problem solving and number skills while teaching us about measurement. We would love to do this relay again!

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