Locks Heath Infant School - Parent / School Closure Communication

Year Group Bulletin – Learning opportunities

Year Group: Year 2 Summer 1 – Monday 18th May 2020

Project: Sowing and Growing Learning Value: Never Giving Up

Academic - Maths Ideas:

Daily Activities

Archery Arithmetic – Multiplication (select Year 2 objectives) https://mathsframe.co.uk/en/resources/resource/399/Archery-Arithmetic-Multiplication ‘Hit the Button’ Times Tables (2, 5 and 10) https://www.topmarks.co.uk/maths-games/hit-the-button Karate Cats (covers all topic areas) https://www.bbc.co.uk/games/embed/karate-cats-2?exitGameUrl=http%3A%2F%2Fbbc.com%2Fbitesize%2Farticles%2Fzf4sscw

Division as ‘equal groups’

Investigate division as ‘equal groups’ with your child. Start with a set number of objects, less than 20. Make a

prediction – can I put this set into groups of 2? What about groups of 5? Encourage reasoning as to why, or why not

and then get them to prove it, by making equal groups with the starting set. Are there any other ways you might

group this set?

Our School Calculation Policy

As an additional means of support, we would like to draw your

attention to our school calculation policy which can be found here.

With this document, we hope to make it clear the progression in

calculation from Early Years through to Year 2, and should be useful

to help you ‘track back’ to earlier stages in the learning if necessary.

In this image, 18 apples have been split into 3

equal groups of 6.

Are there any other ways of grouping 18? Prove

it using the counting objects.

Which number less than 20 can be grouped in

the most ways?

Try to make clear links between multiplication facts that your child would have been learning and applying last

week. For example, if I know 6 x 2 = 12, then I know I can make 6 equal groups of 2 using 12 counters.

You can now begin to represent this grouping as a calculation. This example might support your child in confidently

understanding the symbol and its relationship with the everyday language they might use to describe what they

have done.

What if you made groups of 3 using the 15 biscuits? Discuss and show how the calculation would change to

represent the new grouping. Your child might use informal jottings to represent the problem as shown in the video

below:

https://www.youtube.com/watch?v=qM23wFvlX00

Making ‘fact families’ using known facts Play the ‘Fact Families game on Top Marks, using the 2 to 5 times tables (be aware that multiples of 4 are not on

the year 2 curriculum, but provides some simple inference to help them answer these questions!)

https://www.topmarks.co.uk/number-facts/number-fact-families

Roll 2 dice and make an array using the result. In the

array here, Mr Harris rolled a 3 and a 4 on his dice. Now

use your array to help you write a fact family:

3 x 4 = 12

4 x 3 = 12

12 ÷ 3 = 4

12 ÷ 4 = 3

Division on a number line

We can start to look a division on a blank number line as a means of solving problems, such as those presented

below:

You child might benefit from using counters to represent the objects in the problems, putting them into groups as

they also represent on the number line alongside.

Continue to make links with their fact families as a means of making predictions before asking them to ‘prove it’.

You can see there are some very close links with strategies used for division, and this should be recognised and

encouraged! You can find some additional word problems in the file ‘Grouping Problems’ on the Year group page.

The interactive teaching programme found here is a brilliant tool for representing equal groups on

a number line. Be sure to click the total (as shown by the red arrow in the image below) to make

the counting objects appear on screen.

Using reasoning to explore ‘left overs’

Now we are ready to look at some examples of grouping which might have remainders or ‘left overs’. A good place

to start with this is by exploring multiples and non-multiples of a number. Is 16 a multiple of 5? How do you know?

Count out 16 counters. Put them into groups of 5. How many will you have left?

What if you had 17 counters? You would have 2 left (as 17 is 2 more than the nearest multiple of 5).

If I had 13, can I make groups of 2? How do you know? How many groups of 2 can I make and how many

will be left over?

Word problems are an excellent opportunity to discuss remainders and what to do with them. See the example

below – would you leave 1 person behind or will you need an extra car?!

Challenge: can you write some division calculations which will have 1 left over? How about 2 left over? How do you

know they work? Explain your reasoning.

Academic - English Ideas:

Words of the Week

wild climb most only

Please practise these words from the Year 2 spelling curriculum. There are lots of exciting ways to practise your

spellings – how about trying some of the ideas found here? As well as practising the words above, please recap

rules for adding suffixes when making plurals. A Powerpoint can be found on the website under the current

learning for this week.

Writing – Who was wrong … Jack or the Giant?

Continuing with our learning of fractured traditional tales, with a focus on the story of Jack and Beanstalk, this

week we are going to debate whether the Giant or Jack was wrong in the story. We will write to either Jack or

the Giant persuading them they were wrong in what they did. When writing the letter the children should try to

use as much detail as possible to persuade the Giant or Jack is wrong and that they must be sorry for what they

have done.

Discussion

First, read the Jack and the Beanstalk story again with your child or use the video link below to access the story we

use in school:

Click here to hear the story

Talk to your child about who they think is right and who is wrong.

Scribe for them some of the ideas they come up with under two

columns on a large piece of paper. Ask them to think about what Milo

the millipede on our SMSC tree would have thought. As you scribe the

ideas, if there are words that can be ‘sounded out’, get them to sound

them out with you and encourage them to tell you which graphemes

you need to use as you write them. Also model looking up words on

the Year 1 and Year 2 spelling lists to ensure they are spelt correctly

and use of capital letters and full stops.

Some ideas they may come up with could be:

Jack should not have gone into the castle without the Giant’s permission.

The Giant should not have frightened Jack and chase him down the beanstalk shouting a nasty rhyme.

Once they have some ideas of their own, watch the following Judge Jenny BBC video to help them with any

further ideas to support their opinions.

https://www.bbc.co.uk/bitesize/clips/z29b4wx- Judge Jenny BBC Video.

Activity

Children to write a letter to the Giant or Jack telling them what they did was wrong. What words (emotive

language) could persuade the Giant or Jack to ‘mend their ways’? Share with your child the WAGOLL below (what

a good one looks like) to support the structure of their letter and identification of emotive language to persuade.

Read the example letter and get them to look for ‘what has made the letter good’ e.g. adjectives, emotive

language such as terrify, nasty, grand, beautiful, trembling with fear and repeated language e.g. only because he

had grown a beautiful beanstalk, only being nosy and only looking at the hen.

Dear Giant,

I am writing to you because you have really frightened my friend Jack. When he ended up at your house, it

was only because he had grown a beautiful beanstalk that stretched up into the clouds and he couldn’t resist

climbing it to see what was at the top. He was only being nosy when he had a peek inside your grand castle and

he was only looking at the hen, as he couldn’t believe his eyes when he saw it laid a golden egg. I think you

were being very mean to terrify Jack and chase him roaring a nasty rhyme. When I saw him today, he was

trembling with fear. I hope your head does not hurt too much after falling down the beanstalk, but you

shouldn’t have chased him like that as it was very unkind.

From …

Reading

In addition to continuing to read regularly at home, you might want to complete a simple written comprehension

based around Sunflowers, which you can find alongside the other home learning on the website.

Design & Technology

Create a Pop-Up Book

We would like the children to use the stories they wrote last week

to make a pop-up book using different mechanisms. If you have

any pop-up books at home, have a look at them with your child –

how do the objects move (e.g. spin, pop out, open/close)?

Get your child to think about the story they have written and which pictures they might like to include. Which

parts of those pictures will move? Which mechanism will you need to make it move in the way you would like?

We have included step-by-step instructions for how to make 4 types of mechanism: a slider (allows an object to

move up/down, left/right), a spring (allows an object to ‘pop out’ of the page), a flap (lifts up and down to allow

an object to open and close) and a spinner (allows an object to rotate). In our examples, we have used scenes

from ‘Jack and the Beanstalk’, however, your child might wish to use a different story – we suggest a different

traditional tale. You can find these files alongside the other Year 2 Home Learning.

Art

In Art this half term we will be using various collage materials to create a picture or piece of artwork. Linking to

our topic of ‘Sowing and Growing’ you could create a picture of a flower, tree or plant. Eileen Downes is an artist

‘who ‘paints with bits of torn up paper instead of paint for a palette’. Have a look on her website here to see some

ideas of how you could have a go at creating a piece of artwork like hers.

Begin by finding materials such as fabric, paper, magazines or real leaves/petals to create your picture. Collate

different colours from a range of sources and put them together into similar shades and hues in preparation for

creating your collage.

When putting together your collage, you could practise the skills of ripping, cutting and overlaying, thinking

carefully about how to arrange the materials to create different effects. Think about folding, crumpling and

tearing to create a more three dimensional effect for your piece of art.

Physical Education Ideas: (PE / Exercise)

Use Cosmic Yoga online.

Daily walk with family – have a go at completing the Daily Walk Challenge found here.

Create your own ‘Fidget Spinner’ challenge or print out the example below. If you do not have a fidget spinner,

you could use dice, with each number representing a different exercise.

Other notices and ideas:

The Year 2 team would love to hear through Gmail anything the children did to celebrate VE Day and anything

they have found out about what VE Day stands for.

The 12th of May marked 200 years since Florence Nightingale was born. Hampshire Music Service has put together

this commemorative video to mark the occasion, using music to highlight an historical event, which we think the

children would love to listen to and watch. You can find the video here:

https://www.youtube.com/watch?v=vHZdt9I4HGQ