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

How has Maths changed ………. 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!

The aim for our children 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.

Areas of Maths NUMBER place value addition and subtraction multiplication and division fractions GEOMETRY & MEASURES shapes position, direction and motion measures DATA pictograms, 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 value Year 1 Read and write numerals from 0 to 20, then beyond Use 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 holder partition 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 line Partition 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 Partitioning 30 4 20 10 34 = 30 + 4 34 = 20 + 10 + 4

Addition On a Number Line 8 + 5 = 13

First counting on in tens and units. 34 + 23 = 57 +10 +10 + 3 34 44 54 55 56 57

Adding the tens and units in separate jumps 34 + 23 = 57 +20 + 3 34 54 57

Adding the tens and units in separate jumps and ‘bridging’ through. 34 + 27 = 61 +20 + 6 + 1 34 54 60 61 vid

Addition By partitioning: 23 + 12 20 + 3 10 + 2 = 20 + 10 3 + 2 = 30 + 5 = 35

Vocabulary 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

Subtraction 6 – 3 =

Counting back in separate jumps of tens and ones. 47 – 23 = 24 -10 -10 -1 -1 -1 37 47 24 25 26 27

Subtracting in jumps of tens and units. 47 – 23 = 24 - 20 - 3 47 24 27

Counting on If 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 = +2 +4 198 204

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.

Multiplication Repeated addition 3 times 5 is 5 + 5 + 5 = 15 or 3 lots of 5 or 5 x 3 5 5 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Showing multiplication as an array. 3 x 5 = 15 3 rows of 5 5 x 3 = 15 5 columns of 3

Repeated addition 0 6 12 18 24 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 6 lots of 4 vid

13 x 5 = 65 10 3 Partitioning 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65 Partition the 2 digit number to be multiplied into TU 13 x 5 = 65 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65 10 3 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

Vocabulary 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’s Year 2 – 2x, 5x and 10x tables and division facts Year 3 – 2x, 3x, 4x, 5x, 6x and 10x tables and division facts

Division In 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

3 12 ÷ 3 = Children will develop their understanding of division and use jottings to support calculation 3

12 ÷ 3 = 12 3 6 9 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. -3 -3 -3 -3 12 3 6 9

Using Symbols to stand for unknown numbers to complete equations using inverse operations  x 5 = 20 3 x  = 18 5 x  = 20  x 3 = 18 20 ÷  = 5 18 ÷ 3 =  Children need lots of opportunity to practise and develop their understanding of these relationships whenever possible.

7 6 7 6 0 7, 6 0 0 Th H T U Multiplying by 10 or 100 Knowing 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. Th H T U 7 6 7 6 0 7, 6 0 0 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

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

Using and applying their knowledge and skills is so important 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!