Posted by year2

In Maths we are beginning to work on measurement with a specific focus on length. At the moment we are encouraging the students to use non-standard measurement (feet, handspans, strides etc) to develop their ability to make sensible estimates. Non-standard measure is also the perfect time to really develop the vocabulary of comparison (longer, shorter, taller, wider etc).

This learning is the perfect opportunity for some really fun ‘hands-on’ activities with your children. You could try some of these activities at home:

  • How many steps do you think it is from the front door to your bedroom? How could you check?
  • Can you find something at home that is smaller than you handspan but longer than you finger?

Along with length, we are looking at time by exploring months, weeks and days. We are learning about recording time using daily and weekly timetables, as well as simple calendars.

You might like to explore this at home with your child by talking about the activities they have coming up throughout the week. A daily or weekly timetable that is displayed at home is a great way to start teaching this concept at home.

Basic facts

We are also focussing on fast recall (within 3 seconds) of basic facts to 10, with the aim of being secure with basic facts to 20 by the end of Year 2.

These are the facts that we need to know quickly rather than using a strategy to work it out. For example, 4+3 could be worked out by saying “I know 3 + 3 = 6 so 1 more must be 7”, but it’s much more useful to just know that 4 + 3 = 7.

Once your child can automatically recognise and show finger patterns to 10, you can start asking “How many more to make …” At this stage your child will still be relying on looking at the fingers that are tucked down – this is perfect!

Below are some games and activities to reinforce these ideas at home. Prototec is particularly good for checking recall of a variety of facts.

Save the Whale

Addition within 10

Ladybird Doubles (memory game)

Hit the Button

Baseball Scores

Shark Numbers




Posted by year2

In Maths the students have continued to work on place value and counting along with problem solving. It is important for every child to continue to regularly practice counting forwards and backwards, crossing the decade (ten number) from a given number. Please use a 100s chart to practice this with your child at home. We have been working on this in our classes so ask your child to explain how it is done. Another practical example is to have your child to count out money (using $2, $5 or $10 coins), then practice counting back.

Below are some games and activities to reinforce these ideas at home.

Maths – Place Value

Posted by year2

Our current math focus is developing understanding of place value in numbers.

To begin with, students learn to recognise patterns to 5 on fingers and in 10s frames, and then they extend this knowledge to numbers to 10. The idea of having instant identification is that kids start to develop the understanding that while numbers can be formed in different ways, they are still the same number (e.g 4+3 = 7, so does 5+2 and 6+1).

The next step on from pattern recognition is to understand the value of the digits in numbers. We regularly use place value houses to show how the position of each digit affects it’s value. Our main focus is on the first place value house, often referred to as the ‘trend-setter house’ which includes the hundreds, tens and ones/units. Kids are also learning to expand out numbers to reinforce the idea of place value (e.g. 793 is not simply 7 and 9 and 3, it is 700 + 90 + 3).

Below are some games and activities to reinforce these ideas at home.

Pattern, Function and Skip Counting

Posted by jasonboon

Pattern and Function

During Term 1 students inquire into Pattern and Function. Students learn to identify, name, extend and show patterns in various ways. We explore patterns around us, make repeating patterns and determine features of patterns. Students translate patterns, creating them in different ways and using a 100 chart to find number patterns.

Our ‘Central Idea’ is:

Patterns have repetitive features that can be identified and described.

Our ‘Lines of Inquiry’ are:

– Characteristics of a pattern

– Different ways to make, describe and record patterns

– How patterns help us to predict

Skip Counting & Patterns

As part of their learning about pattern and number the students have been skip counting with numbers to 100.

  •      Practise skip counting (by 2′s, 5′s and 10′s) with or without a hundred chart. 
  •      Practise locating numbers on and navigating the 100 chart (10 more, 10 less, 1 more, 1 less, etc.) and finding patterns on the hundred chart using Splatt 100. You can also practise these skills by playing Starship Games.
  •     Pattern Mania
  •     Colour Patterns

(Please note you may need to install flash or JAVA on your computer for some of the online games to work)