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Rainbows have been creating a deeper understanding of early numbers and counting this week in maths, with the help of the Number Blocks.
Their objects have been; To know that 2 is made of 1 and 'another 1' To make their own collections of 2 objects and identify the '1 and another 1' within them. To identify when a collection is composed of 3 objects To produce their own collection of 3. To identify when a collection is composed of 3 or NOT 3 To see that 4 can be made with four 1s. They have been explaining how they know there are three objects in a group because they can see three is made of two and one more. They know that they can count larger objects, and objects that are not the same and that they can still be counted together to find a total.
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In Maths this week we have explored finding complements to 100. Initially we began by having a 2 digit number in the 90s and adding a single digit to make 100. As a class we talked about how we could use our number bonds to 10 to support with finding the answer. We then moved on the next day to finding 2 digit numbers to 100 where we had to use the one digits to make number bonds to 10 and the tens had to add to 9 tens. We used a scaffold mat to support with this initially before moving towards more mental methods by the end of the week.
In maths we have continued to develop our addition and subtraction skills - establishing the most efficient way to solve a problem. We have developed our maths vocabulary and used models to present problems. We have also revised and consolidated addition and subtraction of of numbers with different digits and decimals. We are very close the the end of our tables race challenge and all the children have made incredible progress. We have consolidated and refined our written methods for short and longer multiplication.
In Maths this week we have looked at different ways to compose 100. We began by recognising that there were 10 tens in 100 and then made the connection that there must be 100 ones. We also looked at other denominations and established 50 x 2, 25 x 4 and 20 x 5 all composed to make 100 also. We used braining camp and 100s grids to demonstrate this effectively. Our week concluded by recognising that we could also use multiples of 10 to construct 100. For example, we used counters on the 10s frame to represent how 2 tens add 8 tens would equal 10 tens or 20 + 80 = 100. Next week we will move on to looking more in depth at complements to 100 and how we mentally calculate these.
In Maths, we have started our unit on counting within 100 – this week our focus has been on counting forwards and backwards within 10. We have looked at the 1:1 correspondence and the cardinal principle. In Mastering Number sessions, we have been looking at the composition of numbers 6-10. In Science, we have been distinguishing objects from the materials in which they are made from.
In our maths, we have contiuned to look at adding three addends in different ways. At the beginning of the week we spent time looking at adding addends by first spotting pairs to 10 and then adding the remainder. The children were excellent at recalling their number bonds. We then looked at which strategies were most effective based on the calculation presented and had to determine whether we would find a double, pair to ten or use the biggest number first. Later, we explored bridging through 10 in both addition and subtraction, using 10s frame and number lines to help us. Next week we will move on to place value for the remainder of the Autumn term.
Today in Team CH, the Year 2 children spent time matching the number of tens to the number name and rehearsing the stem sentence:
“Sixty is made of six tens and zero ones. Six tens and zero ones is equal to sixty.” We then played a dice game where children landed on a number name and represented that number using base ten equipment and our tens and ones grid. This provided another opportunity to rehearse the stem sentence used throughout our learning. Finally, we played a memory snap game, where children matched the number name to the numeral and its representation as a multiple of ten. Last week, we started exploring counting. The children worked really hard to count forwards and backwards within 100. We also focused on our number formation.
In maths we have been using Cuisenaire to explore addends, additives, multiplicatives and comparisons. We are also revising and building on our arithmetic skills with a focus on mental and written calculations.
In maths we have been using Cuisenaire to explore addends, additives, multiplicatives and comparisons. We are also revising and building on our arithmetic skills with a focus on mental and written calculations.
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Subject LeadMrs L Firth, Mrs D Bamforth and Mr C Holmes Archives
October 2025
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Wombwell Park Street Primary School, Park Street, Barnsley, S73 0HS Telephone: 01226 752029 Email: [email protected] General Enquiries: Our Admin Team will be happy to assist you with any enquiries and direct you to the relevant staff as necessary. Our Leadership team will always be happy to help, as will our Parent Support Advisor Mrs Carol Mason. If you require a paper copy of any of the information found on our website we will be happy to provide you with this free of charge upon request, Please contact a member of our office staff who will be more than willing to help. ECM Trust: http://www.ecmtrust.org/index.html |
