Year 2 Maths Parents’ Workshop

Canford Heath First School

March 2013

Purpose of this evening• To help you understand the

progression in teaching maths in KS1• To show the ‘informal’ methods used

for + - x ÷• To share the vocabulary used• To share some of the games and

resources used, including those on the internet

• To suggest ways you can help your children

children’s recall of number facts has become more accurate and faster

children are more aware of the strategies they use to calculate

they use vocabulary correctly

they are more confident about maths

maths is more fun!

How has Maths changed ……….

The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track.

To do this children need to learn quick and efficient methods, including appropriate written methods.

So, mathematics is foremost an activity of the mind and written calculations are an aid to that activity.

Learning written methods is not the ultimate aim.

The aim for our children

Areas of Maths• NUMBER place value addition and subtraction

multiplication and division fractions

• GEOMETRY & MEASURESshapesposition, direction and motionmeasures

• DATApictograms, tables and graphs

Progression in Maths

Reception and Year 1• Very practical and mental• Lots of counting, songs and games• Based in play, especially in Reception• Reception teaching and learning is based on

numbers 1 – 20 and developing their understanding of the number system.

• Year 1 – working with numbers to 20 initially, moving on to 100

Resources: objects, number lines, number bean bags ,

fish cards (T/U), games, 100 squares, computers

Place valueYear 1 Read and write numerals from 0 to 20, then beyondUse knowledge of place value to position these numbers on a number track and number line 

Year2 Read and write two-digit and three-digit numbers Explain what each digit in a two-digit number represents, including numbers where 0 is a place holderpartition two-digit numbers in different ways, including into multiples of 10 and 1 

Year 3 Read, write and order whole numbers to at least 1000 and position them on a number linePartition 3 digit number into multiples of 100, 10 and 1 in different ways

Resources – ruler, arrow cards, hundred square, number fans, dienes apparatus

Tens Units

3 4

30 4

Partitioning

20 10

34 = 30 + 434 = 20 + 10 + 4

Addition

8 + 5 = 13

On a Number Line

•First counting on in tens and units.34 + 23 = 57

34 44 54 55 56 57

+10 +10+ 3

•Adding the tens and units in separate jumps

34 + 23 = 57

34 54 57

+20

+ 3

•Adding the tens and units in separate jumps and ‘bridging’ through.

34 + 27 = 61

34 54 60 61

+20

+ 6 + 1

vid

By partitioning:By partitioning:Addition

23 + 12

20 + 3 10 + 2

= 20 + 10 3 + 2= 30 + 5= 35

Add, addition, and, count on, plus, sum, more, altogether, increase

Addition is counting on and can be done in any order. ie. 5 + 12 = 12 + 5

It tends to easier to put the BIGGEST number first

Vocabulary

Subtraction

6 – 3 =

•Counting back in separate jumps of tens and ones.

47 – 23 = 24

4727 372524 26

-10-10

-1-1-1

•Subtracting in jumps of tens and units.

47 – 23 = 24

472724

- 20- 3

Counting onIf the numbers involved in the calculation are close together or near to multiples of 10, 100 etc, it can be more efficient to count on, e.g. 204 – 198 = 6.

43 – 35 =

204 – 198 =

198 204

+2 +4

Vocabulary

Take away, subtract, subtraction, count back, minus, less, decrease, difference between

Find the difference between numbers by counting up from the smaller number.

The biggest number comes first in the calculation. The order can’t be changed.

•Repeated addition

3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 5 x 3

Multiplication

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

5 5 5

Showing multiplication as an array.

5 x 3 = 155 columns of 3

3 x 5 = 153 rows of 5

Drawing a number line.

4 times 6 is 6 + 6 + 6 + 6 = 24

or 4 lots of 6 or 6 x 4

0 6 12 18 24

•Repeated addition

6 lots of 4vid

Partition the 2 digit number to be multiplied into TU

Partitioning

Children also need to be encouraged to use what they know to work out what they don’t know. E.g. 1 x6 = 6 so 100 x 6 = 600 etc

13 x 5 = 65

10 3

10 x 5 = 503 x 5 = 1550 + 15 = 65

Multiply, multiplication, times, lots of, groups of, multiple, double, array, repeated addition

Year 1 – recalling doubles to 10, counting on and back in 2’s, 5’s and 10’sYear 2 – 2x, 5x and 10x tables and division factsYear 3 – 2x, 3x, 4x, 5x, 6x and 10x tables and division facts

Vocabulary

DivisionIn EYFS and Y1, Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.

12 shared into 3 groups

Children will develop their understanding of division and use jottings to support calculation

12 ÷ 3 =

-3

12 ÷ 3 =Showing this on a number line.From the group of 12 stickers, you are sharing out to the 3 girls, by taking away 3 stickers at a time. Repeated subtraction.

129630

-3-3-3-3

x 5 = 20 3 x = 185 x = 20 x 3 = 1820 ÷ = 5 18 ÷ 3 =

Using Symbols to stand for unknown numbers to complete equations using inverse operations

Children need lots of opportunity to practise and develop their understanding of theserelationships whenever possible.

Multiplying by 10 or 100Knowing that the effect of multiplying by 10 is a shift in the digits one place to the left.Knowing that the effect of multiplying by 100 is a shift in the digits two places to the left.

7 6 7 6 0 7, 6 0 0

Th H T U

1.5 x 10

Dividing by 10 or 100

Knowing that the effect of dividing by 10 is a shift in the digits one place to the right.Knowing that the effect of dividing by 100 is a shift in the digits two places to the right. Th H T U

7, 6 0 0 7 6 0 7 6

7 ÷ 10

Group, divide, division, divided by, divisible, factor, share, half, halve, remainder

Vocabulary

Using and applying • Applying skills across all areas of

learning• Word problems• Real life experiences and problems• A range of contexts – measures,

money-eg. Giving change, finding different ways to make a total

• Explaining and describing thinking

Using and applying their knowledge and skills is so important

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!