1. Maths Moss Park Infant School Year 2 Maths Strategies Julie Plant

2. Concrete! How many times do we hear ourselves saying “I know you know this”. (we can relate this to reading too) If they can’t recall it – it is not embedded. So what can we do? Everyone get 7 counters/cubes. Split it into 2 groups. What is the calculation? Now try again… What is it now?

3. Number pairs to 10 Really can’t emphasise this enough. If I said to you 39 + 43 = How would you work it out? – knowing what makes 10 is vital to the way most of us would work this out

4. How can you help this…

5. What else can we do? https://www.youtube.com/watch?v=pWp0kfRWkRc

6. So what would 2 crabs be? What about 2 crabs and a snail? What about 3 insects and a person? What about 2 spiders and a dog?

8. Encourage your child to draw it. Count on fingers. Draw a number line Draw it Count back Draw a number line

9. If they know the inverse this will help them. Again draw it 9 – 5 = OR 5 + ___ = 9 Draw it Count on Number line

10. Again draw it Or count on Draw it Number line Partition

11. Or count back in 10’s Number line Draw it Know the inverse Draw it So 20 + ___ = 50 OR 50 – 20 =

13. Again draw it Or count on in 10’s What do we know about multiplying by 0?

14. Again draw it Or count on in 3’s What does it mean? Do we know our halves and doubles? We have 12 and we need to share it between 2

15. Draw it This time we have 35 and we need to share it between 5 Do we know the inverse? How many 5’s are in 35? Draw it If it is ¼ we are sharing between 4. Do we know what goes into 20, 4 times?

16. Draw it This time we have 30 and we need to share it between 2 Do we know our haves and doubles? Draw it Number line Partition

17. Do we know the inverse? 93 – 65 = OR 65 + __ = 93 Can you remember how to work it out on a number line OR using partition method? Draw it Can you remember how we would show the children how to draw it?

18. Slightly different Can you remember the way we would show children how to work this out. Remember the visual is SO important.

20. The first 5 questions are mental questions, For the first one we would ask chidlren how many tens there are in 56 The biggest error here is children writing 50… Which unit of measure would tell me how much is in this bottle? In the homework log we encouraged children to look in their cupboards at home to see how much tins and bottles hold. The children seeing it regularly is what will help them to remember.

21. Learning the properties of 2D and £d shape will help here. We do this in class by talking about their favourite shape. We make representations to help them remember – for example my favourite shape is a hexagon because I love the number 6 (it has 6 sides) Or hexagon - six

22. Draw it Count in 2’s They do not have to spell this exactly. They do however need to get the digit the correct way round (so not write 49 instead of 94.

23. Count in 3’s Draw it

24. We have used rulers lots. The biggest mistake is looking at the wrong number on the ruler. OR counting the first part of the ruler. Odd and even numbers. We talk to the children about using the units digit to help decide if it is odd or even. Make this fun by giving them huge numbers and they have to look at the units. What makes it odd – visually using the numicon.

25. Counting Drawing base ten to help them. Biggest error here is continuing to count in 10’s and saying 90.

26. Knowing our shapes and their properties Using the picture to help them. We can read this to them.

27. Draw it How much is in each bag, which bag must it be?

28. Again the visual representation is so important here. Draw round the part that she eats. A two part question. We first need to add 50 and 30. 80 Then 100 – 80 = 20 Show me how you think the children might work this out.

29. We can’t emphasise how much difficult the children find this. Draw it.

31. First we need to draw 4 rows of three carrots. Then we need to take 2 away (because the rabbit has eaten them) Then count how many are left.

32. Inverse If they know their inverse they will not even draw this. This one is much harder than it looks. There is only one box on the other side so it has to be a 1 digit number. If they work systematically, they can work this out.

33. Most of the chidlrne can count in 5’s. On parents evening I explained when learning to tell the time some children find it a real challenge. They need to know that the minute hand must be longer. If they are struggling with the time, hide the hour hand to begin with just concentrate on how many minutes past.

34. We use the word share or divide regularly. They should see straight away that Amy is sharing, therefore there is only one question that it can be.

35. Now we have looked at lots of strategies, how do you think we would ask the children to work this one out? Numberline partition

36. We know that when we add or multiply the biggest number goes at the end. When we subtract or divide the biggest number comes first. We also know that when we add or multiply we can swap the numbers around when we divide or subtract we can not.

37. Again visually representing this one will help the children. If they draw it they can see which two are the same. Patterns How do you think we would teach the children how to work this out?

38. Website to show you what the objectives look like… https://www.gov.uk/government/uploads/syst em/uploads/attachment_data/file/497029/ST A-Exemp2016-KS1-Maths.pdf https://www.gov.uk/government/uploads/syst em/uploads/attachment_data/file/497029/ST A-Exemp2016-KS1-Maths.pdf