Making thousand towers

Using the place value blocks the team made a tower as high as they could. 

Look how many 1,000 blocks they could stack. 

Yes, 16! 

So 16,000

Now to count the 100s blocks.... 

Ali answering his own word problem

Ali wrote a word problem based on his class trip to the Millenium centre and then began answering it with his group. 

The problem was 22- 14 = __ 

He found this difficult so used the reversibility rule and made the equation

14 + _ = 22

First he used the "adding on" strategy with felts. 

He started with14 felts and added on felts until he got to 22.

His answer was 8.

As a group we discovered other strategies.. 

Using our knowledge of our groupings to 10 and 20. 

We then explored the empty number line

We know: 

4 + 6 = 10 that means 14 + 6 = 20

So we have 

6 

Then we add 2 more because 20 + 2 = 22. 

6+2= 8

Bodhi's and Keeley's strategy was using the empty number line to add on ten 

So 14+10 = 24

And 24 - 2= 22

10-2= 8.

Eight children missed out. 

Sharing snd exploring strategies as a group helps us to understand and explain our thinking. 

Thank you for creating And sharing group 13! 

Our game for the week - " I spy"

Changing and extending our game... 

All you need is a pack of cards. 

Some great questions to make you flexible with numbers. 

" I spy with my little eye 5 cards which add to make 15"

" I spy with my little eye three cards

which multiply and add to make 39"

How can we measure how heavy something is?

Inspired by the story 

'Three billy goats gruff' 

We have been estimating and weighing different objects around the school. 

We are learning about kilograms and correctly reading scales. 

Estimating is a top mathematics skill, as approximately 88% of all Mathematics involves estimation.

"What's my number" expert today!

Using the iPads to share our strategies

Practicing our explanations to a year 2 class

"How would you explain to a year 2 student, which fraction is larger 1/4 or 1/6?"