# Spring 2

We have begun this term by thinking about the importance of accurate measurement and using the correct unit of measurement.  An inventor has asked us to help him plan how big objects in a classroom should be. He is designing some objects for a brand new classroom. We decided we could measure in hands! We estimated the length and height of various objects and then measured accurately before recording on white boards.
After measuring using non-standard units, we began thinking about the units of measurement we use in everyday life. We decided we could begin using rulers and measure in centimetres. We practised measuring using rulers at the table and on the interactive board.

Another inventor heard that we had been learning about measuring and asked if we could help him too. He is inventing a brand new chocolate bar but he didn’t know how to split his chocolate bar into different pieces while keeping the chocolate the right size. He told us the chocolate bar is the size of a black Cuisenaire rod. We investigated which other rods would be equal to or the equivalent of the black rod.

When we were working on the problem, the inventor got in touch with an urgent message. He had decided that it would not be fair if the chocolate bar was split into unequal parts. He wondered if we could help him split his chocolate bar into equal parts. The parts still needed to be equivalent to the black rod. We knew this would be a difficult problem to solve but we knew if we worked hard we would manage to help!
We found out there were two ways to use the rods to make an equivalent length. We can use the small cubes or another black rod. There were no other ways to make equal parts and make sure it was equal to the black rod. Mrs Jones was extremely proud of how resilient we were in our learning!

We have been learning about 3D shapes. We went on a shape hunt around school and our classroom to find shapes.

We found cylinders, cubes, pyramids, spheres and cuboids.

We have been learning how to tell the time to o’clock and half past. We know the minute hand is the longer hand because the word minute is longer than the word hour. We made our own clocks, filling in the missing numbers and labelling the hands. We then used them to tell the time.  We then went outside to play ‘What’s the time, Mr Wolf?’ on the playground.

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