MathsA guide for parents and

carers on supporting their children in mathematics.

Miss Morris – Year 2

My VisionMy number one aim for mathematics this year is that all children reach their potential.

They will leave with confidence in their own mathematics abilities as well as with a solid basis for understanding various mathematical concepts which will leave them ready to face the challenges that their future school years provide them with.

Year 2 SATs – May 2016

Although children will be sitting their SATs at the end of this academic year, we aim to make this process as easy as possible by not drawing unnecessary attention to them or making them seem like a huge deal.

Please approach me with any queries or concerns you have about the SATs your child will be sitting but do not put any further pressure on them – they will be fully prepared!

The National CurriculumYear 2 will be focusing on the following areas of

mathematics:

Number: Number and place value Addition and subtraction Multiplication and division Fractions

Measurement

Geometry: Properties of shapes Position and direction

Statistics

The aim of mathematics in KS1 is to develop children’s confidence and mental fluency with whole numbers, counting and place value. To achieve this aim, we will be working with numerals and the four operations (addition, subtraction, multiplication and division) and using practical resources, including number squares and measuring equipment, to further aid our understanding. Your child will also be developing their ability to recognise, describe, draw, compare and sort different shapes and use the corresponding vocabulary appropriately.

The National Curriculum (NC) expectations of your child is that they will know the number bonds to 20 and be precise in using and understanding place value by the end of the academic year.

To provide all children with the opportunity for success, we will be placing a strong emphasis on using practical apparatus and practice! This will improve their fluency in all aspects of mathematics.

Although the changes to the National Curriculum mean that children are now expected to learn more, in terms of methods and content, at an earlier age, your child already has a firm understanding of a wide range of areas for us to build and improve on over this year.

Statistics is a new area of mathematics which we will be covering. We will be looking at interpreting and constructing pictograms, tally charts, block diagrams and simple tables and asking and answering simple questions based on the data we are looking at.

Addition The following methods for addition will be used based on your child’s ability and level of understanding:

Partitioning the smaller number into tens and ones

23 + 12 = 23 + 10 + 2 = 33 + 2 = 35

Adding 2 two digit numbers on an empty number line

48 + 36 = 84

33 + 25 = 58

Adding two digit numbers by partitioning

23 + 41 = 20 + 3 + 40 + 1 = 40 + 20 + 3 + 1 = 60 + 4 = 64

57 + 32 = 50 + 7 + 30 + 2 = 50 + 30 + 7 + 2 = 80 + 9 = 89

Rounding one number, adding the tens and taking away the extra ones

22 + 17

Key vocabulary for addition:

add, addition, total, plus, more than, and, altogether, increase, equals, make, sum

Useful resources:

Multilink cubes – for representing numbers or groups of numbers

Dienes blocks – for representing place value

Number lines – for counting on

https://nrich.maths.org/8937

http://www.topmarks.co.uk/Interactive.aspx?cat=12

Real-life applications:

Money – cost of sweets, amount of pocket money, amount of change…

Cooking – number of spoonfuls, number of minutes, amount of ingredients…

Games – using die, moving a specific numbers of steps, keeping track of goals…

22 + 20 = 4242 – 3 = 39

SubtractionThe following methods for subtraction will be used based on your child’s ability and level of understanding:

Using a number line to record the steps in subtraction

15 – 7 = 8

74 – 27 = 47

Finding the answer by counting on

42 – 39 = 3

74 – 27 = 47

Subtracting two digit numbers by partitioning (can be done in more or less steps, as needed)

46 – 23 = 46 – 20 – 3 87 – 35 = 87 – 30 - 5 = 46 – 10 – 10 – 3 = 87 – 10 – 10 – 10 – 5 = 36 – 10 – 3 = 77 – 10 – 10 – 5 = 26 – 3 = 67 – 10 – 5 = 23 = 57 – 5 = 52

Rounding the number that is being subtracted, subtracting the tens and adding the extra ones

53 – 17 53 – 20 = 33 33 + 3 = 36

29 – 16

Key vocabulary for subtraction:

subtract, subtraction, take away, minus, less than, difference, decrease

Useful resources:

Number lines – for counting on or backwards on

Any groups of concrete objects (pencils, counters, teddies, etc.) – to show the taking away of a number from the group

Number squares – to count backwards on

http://www.bbc.co.uk/education/topics/zj3bkqt/resources/1

http://www.primaryresources.co.uk/maths/mathsC1.htm

Real-life applications:

Money – amount spent, amount of change…

Games – using die, working out the difference in steps…

29 – 20 = 9 9 + 4 = 13

MultiplicationThe following methods for multiplication will be used based on your child’s ability and level of understanding:

Arrays and repeated addition

4 x 2 OR 4 + 4

3 x 4 OR 3 + 3 + 3 + 3

Skip counting

How many groups of 2 are in 12? 2, 4, 6, 8, 10, 12… 6!

How many groups of 5 are in 40? 5, 10, 15, 20, 25, 30, 35, 40… 8!

How many groups of 10 are in 90? 10, 20, 30, 40, 50, 60, 70, 80, 90… 9!

Finding groups of numbers

5 x ? = 15

? x 2 = 6

3 x ? = 12

Key vocabulary for multiplication:

multiply, times, lots of , groups of

Useful resources:

Multiplication grid – to become familiar with the sequence of multiplications

Any groups of concrete objects – to group into multiplications, form arrays and show how many ‘lots of’ a number are in the group

https://nrich.maths.org/8938

http://www.bbc.co.uk/bitesize/ks1/maths/multiplication/play/

Real-life applications:

Parties – to work out the number of people invited, the amount of food to buy, the amount of toys and prizes for party bags needed…

Money – amount of pocket money saved, cost of a group of items…

Group sizes – people, cars, bikes, sweets…

DivisionThe following methods for division will be used based on your child’s ability and level of understanding:

Understanding division as sharing

If there are 6 sweets, how many people can have 2 each? I.e. how many groups of 2 are in 6 OR how many 2’s make 6?

6 ÷ 2 = 3

If two children are sharing 10 sweets, how many sweets can they each have? I.e. how many groups of 2 are in 10 OR how many 2’s make 10?

10 ÷ 2 = 5

Understanding division as grouping

If we have 10 children and we group them in 2’s, how many groups will we have?

10 ÷ 2 = 5

Key vocabulary for division:

divide, division, divided by, share, sharing, equal, equally, how many, remainder

Useful resources:

Any groups of concrete objects – to group into different amounts, share equally between different numbers

http://www.bbc.co.uk/bitesize/ks1/maths/division/play/

Real-life applications:

Money – sharing a certain amount between a group of people, splitting an amount of money in half (to share between two), sharing 20p/50p into 10p/5p/2p coins…

PE/sports – working out how many teams of four you could have in the class, working how many children would be on each football team if a group was split equally, working out the remainder of children if a game of 5-a-side was played…

Sharing – sweets, toys, turns on a video game/computer…

Problem SolvingProblem solving is a core aspect of the National Curriculum (NC). The aims of mathematics in the NC (2014) include that pupils should be taught to apply arithmetic fluently to problems and to break down more complex problems into a series of simpler steps. This means that problem solving appears throughout the different areas of maths taught.

Problem solving situations allow children to decide what maths skills are needed and apply these skills to solve the problem presented.

An example of problem solving might be:

These types of problems can, and should, be adapted to suit your child’s interests wherever possible.

There may be more than one way to solve a problem correctly – don’t worry if you have a different method to your child!

Problems should be context embedded and interest your child.

It would be beneficial to your child’s problem solving ability if you could create mathematical problems based on what you are doing with your child, for example when shopping, at the park, on the way to school, telling the time – there are opportunities everywhere!

Children should be applying their range of maths skills to solve these problems. Talking through their method with them may help to deepen their understanding and correct any errors that may occur.

Letting your child know that you need practice too will also make them feel more confident in their own ability and the learning process they’re engaging with – stick together!

Look through the National Curriculum in your own time and practice any of the topics you feel you may not be fluent in.

Properties of ShapeYour child will be taught to recognise and name common 2D and 3D shapes, including rectangles (including squares), circles and triangles, and cuboids (including cubes), pyramids and spheres.

In order to achieve this aim of the National Curriculum, your child will have opportunities to handle these common 2D and 3D shapes and compare and name related everyday objects.

Your Mathematical ConfidenceAlthough you may not be extremely confident in your own subject knowledge, it is important that you are able to support your child in their learning to the best of your ability.

Don’t worry - there are lots of resources available to help you with this and remind you of the concepts and processes you may have forgotten long ago! Have a look through the following websites to brush up on your skills and you’ll soon be prepared for the year ahead.

http://www.mad4maths.com/parents/

http://www.bbc.co.uk/education/subjects/zjxhfg8

http://www.maths4mumsanddads.co.uk/maths.php

By the end of this academic year your child will be able to recognise these shapes in different orientations and sizes! They will also know that rectangles, triangles, cuboids and pyramids do not always look the same as one another.

Useful resources:

3D shape word-mat – useful to help in the identification and naming of different 3D shapes

Everyday objects of different shapes and sizes

https://nrich.maths.org/9020

http://www.bbc.co.uk/bitesize/ks1/maths/shapes/play/

https://www.tes.com/article.aspx?storyCode=6067481

Real-life applications:

Shapes are all around us, both 3D and 2D. Encourage your child to look out for a range of shapes in their home and in the outdoors – can they identify and name them correctly? Traffic cones, footballs, cereal boxes, road signs…

CommunicationIf at any point you have any concerns about your child’s education or if you are struggling with any of the concepts or methods covered in this booklet please come and see me.

Further information about the maths we are covering will be posted on the school website so you can keep up-to-date with the latest challenges your child is facing in their mathematics development.

I will also be holding scheduled maths drop in sessions once a half term to coincide with the topic we are covering – I would love to see you all there and engaging in practical maths activities alongside your child!

I look forward to seeing you soon,

Miss Morris