Year 2 & 3 Maths Parents Workshop

Canford Heath First School

April 2012

I think of a number and add 6. My answer is 45, what number did I start with?

Aims:• To help you understand how we teach maths • To suggest ways you can help your child• To show how children progress• To share some of the games and resources

used, including those on the internet (website)• To share the vocabulary used• To highlight the importance of mental maths

skills

- Practical, mental maths, more written work but using informal jottings .

- Continuation of addition and subtraction, introduction of more formal multiplication and division methods

Resources: 100 squares, place value (arrow) cards, number lines, blank number lines, objects, computers, number fans

Years 2 and 3

Areas of Maths

• Shape and space• Measures• Data Handling• Numbers and calculating• Using and applying including investigations

Shape and space• Naming and describing 2d shapes (flat)• Corners – sides – curved – straight

• Naming and describing 3d shapes (solid)• Vertices – edges – faces – curved – straight • Models , patterns and pictures

• Sorting shapes according to their properties• Children deciding how to sort shapes

•Estimate, measure and compare – capacity, length and weight

•Suggest the appropriate units and equipment to measure capacity, length and weight

•Read a simple scale

•Telling time – hour/half past/quarter past/quarter to

•Progressing to reading the time at 5 minute intervals and recognising the same time on an analogue and digital clock

•Months/seasons/days of the week

Measures

Data Handling and measures

• Pictograms• Block graphs• Tally charts• Tables• Venn and Carroll diagrams• Interpreting data

Team name Frequency

Manchester Utd  

Arsenal  

Liverpool 

 

Chelsea  

Tottenham Hotspur

 

Which team is the most popular?

Which team was the least popular?

How many people supported Liverpool?

How many people are in the class altogether?

How many more people supported Arsenal than Chelsea?

How many people supported both Liverpool and Arsenal?

Pictogram

= 2 people

Venn Diagram

Carroll Diagram

Number facts• Counting on and back in 1’s, 2’s, 5’s, 10’s and 100’s – starting on

different numbers• Progressing onto 4’s, 3’s and 6’s• Know timetables - 2’s, 5’s, and 10’s moving onto 4’s, 3’s and 6’s.• Number bonds to 10, 20, 100 and 1000• 1 more and less – from any number • 10 more and less – from single, two, three and four digit numbers

(crossing the 100’s barrier)• Know by heart all the addition and subtraction facts for each

number to at least 10 (20 in YR 3)• Know doubles of number to 10 and halves of even numbers to 20.

Use this knowledge to double and halve larger numbers• Recognise odd and even numbers and multiples of 2, 5 and 10.

Addition• Count on from a number e.g. largest number “in head”

and count on• Number line• Hundred square • Using number facts – doubles and bonds• Partitioning 2 digit numbers – 1s and 10s• Understanding place value – 53 is 50 and 3• Understand plus, altogether, add, more than, count on,

total, sum.

3 + 3

24 + 23 = 47To add – start on the largest number and count on

+3+ 20

76 + 47 =

76

Addition

11676

+ 40

123

+ 7

86

+10

96

+10

106

+10

116

+10

123

+7

Vertical 4 digit

Subtraction• Counting backwards• Using objects• Counting back in 1’s-number line/mentally• Counting back in 10’s using 100 squares/ mentally• Knowing subtraction facts for numbers to 10 (20)• Partitioning – 1s and 10s• Understanding difference between numbers ‘number difference’ • Understand – count back, minus, subtract, take away, less

than, difference between

Inverse operationSubtraction

Year 3

Multiplication/ repeated addition

• Arrays – rows of 2, 5, 10• Repeated addition on a numberline• Using vocabulary - ‘groups of’ ‘multiplied by’• Leading to learning times tables – 2s, 5s and 10s

progressing to 4s, 3s and 6s.• Knowing doubles is the same as x2• Hops on a number line in groups• Use of apparatus

5 x 2 = 10

2 + 2 + 2 + 2 + 2 = 10

0 0 0 0 0

0 0 0 0 0

5

2

0 2 4 6 8 10

+2 +2 +2 +2 +2

0 0

0 0

0 0

0 0

0 0

5

2

Partitioning

Division/ sharing • Knowing simple halves of even numbers to 20 (dividing by 2)• Sharing• Grouping• Jumps on a numberline• Understand - ‘divide by’ ‘share equally’ ‘how many 5s in 20’

Division partitioning

Using and applying• Applying skills across all areas of learning• Real life experiences• Real life problems• Puzzles• A range of contexts – measures, money,

number • Explaining and describing thinking

Using and applying their knowledge and skills is so important

Peter went to the shop and bought a banana for 25p. How much change would he get from £1

+ What are the important words and numbers+ What is the operation (+, -, x, ÷)+ What is the calculation+ What strategy will you use to calculate the answer

How you can help…

• Mental maths practise especially number bonds, simple addition/subtraction facts, 10 more and less, doubles and halves

• Board games and games involving dice and numbers e.g. snakes and ladders, cards, dominoes

• Shopping - prices, weights, shape hunting, comparing sizes • Cooking - involving weighing and measuring• Money - costs, coin recognition, giving change• Ask them to show you how to do calculations, get them to explain the

method.• Counting• Educational internet games• Telling the time/ months/ days of the week

Make it fun!