1. Year 1 and 2 Numeracy Workshop

2. Aims of the session oYoYear 1 and 2 curriculum oCoCommon misconceptions and approaches to teaching in year 1 and 2. oHoHomework oEoEnd of year expectations

3. Year 1 and 2 Curriculum The planning structure for year 1 and 2 is organised into 3 areas:- Number which is broken into: number and place value, addition and subtraction, multiplication and division, fractions Geometry which is broken into: properties of shape, position and direction Measurement which includes length, height, weight, capacity, volume, temperature (yr 2), time and money Statistics (Year 2 only)

4. Number – Year 1 oWork within numbers to 100 – recognising numerals as well as counting. oUse the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences – use of practical apparatus/ number lines/ hundred squares oInitial multiplication and division calculations using practical apparatus. oKnow that ½ is 1 of 2 equal parts and that ¼ is 1 of 4 equal parts

5. Number – Year 2 oWork within numbers to 100 and beyond – recognise and write these numbers in numerals and words oBe able to partition numbers into hundreds, tens and units. oBe able to count in steps of 2, 3, 5 and 10 from 0 and other starting points. oBe able to compare and order numbers up to 100 using the greater than and less than symbols

6. Number – Year 2 oUse the vocabulary related to addition and subtraction and symbols to describe and record addition and subtraction number sentences – use of practical apparatus/ number lines/ hundred squares oKnow by heart the addition and subtraction facts to 20. oAdd and subtract a two digit and one digit numbers via partitioning and column method oMove on to adding and subtracting 3 digit numbers oUse the inverse relationship between addition and subtraction to solve missing number problems e.g. 20 + ___ = 26 26 – 20 = ___ 6 + ___ = 26 26 – 6 = ___

7. Number – Year 2 oKnow by heart 2,3,5 and 10 times tables via the full calculation. oundertake multiplication and division calculations using practical apparatus. oKnow that multiplication can be done in any order oSolve word problems showing their workings out

8. Number – Year 2 oKnow that ½ is 1 of 2 equal parts, that 1/3 is 1 of 3 equal parts and that ¼ is 1 of 4 equal parts. oTo recognise, find, name and write fractions for ½, 1/3, ¼, 2/4, ¾ of a length, shape, set of objects or quantity e.g. ½ of 6 = 3 oTo know equivalent fractions e.g. 2/4 = ½

9. Geometry – Year 1 Recognise and name common 2-D (squares, rectangles, triangles, circle) and 3-D (cube, cylinder, pyramid, sphere) shapes Be able to understand whole, half, quarter and three-quarter turns.

10. Geometry – Year 2 Recognise, name and describe the properties of common 2-D and 3-D shapes Be able to understand whole, half, quarter and three-quarter turns. To relate turns to right angles (90 degrees) To understand and recognise the terms clockwise and anticlockwise. To know their left and right.

11. Measurement -Year 1 Children should know the language of and be able to record: Lengths and heights Eg: long/short, longer/shorter, tall/short, double/half Mass/weight Eg heavy/light, heavier than, lighter than Capacity Eg full/empty, more than, less than, half, half full, quarter Time Eg quicker, slower, earlier, later, hours, minutes, seconds Children should know the value of different denominations of coins and notes Children should be able to sequence events in chronological order using language [for example, before and after, next, first, today, yesterday, tomorrow, morning, afternoon and evening] Children should be able to recognise and use language relating to dates, including days of the week, weeks, months and years Children should be able to tell the time to the hour and half past the hour and draw the hands on a clock face to show these times

12. Measurement -Year 2 Children should know the language of and be able to record: Lengths and heights Eg: long/short, longer/shorter, tall/short, double/half, centimetres, metres Mass/weight Eg heavy/light, heavier than, lighter than, grams, kilograms Capacity and volume Eg full/empty, more than, less than, half, half full, quarter, litres, millilitres Time Eg quicker, slower, earlier, later, hours, minutes, seconds, days of the week, months of the year Temperature e.g. degrees, hotter, colder, freezing point, boiling point Children should be able to: order and compare measurements know the value of different denominations of coins and notes and be able to combine amounts to make a particular value. find different combinations of coins that equal the same amounts of money Solve simple problems Give change tell the time to the hour, half past, quarter past, quarter too and other intervals e.g. 20 past, 5 past Draw intervals of time on a clock

13. Common Misconceptions and Approaches to Teaching Partitioning When solving addition and subtraction problems using tens and units. So 22 is understood as 20 and 2 or 2 tens and 2 units. Ways to help: Talk to your children about number – look at house numbers and say 173 is 100 plus 70 plus 3.

14. Common Misconceptions and Approaches to Teaching Using Money- Money problems, including giving change. Ways to help: Talk to your children about money – ask them to work out how much change you are owed, ask them simple word problems Eg 1 currant bun costs 5p. How much will 2 currant buns cost? Let the children hold coins indoors and add them up.

15. Shape Properties 2-D flat shapes- sides and corners 3D- solid Shapes- faces, edges and corners Ways to help – talk about shapes around them – look at real life objects like post boxes and lamp posts.. Can they find 5 cylinders? Etc… Common Misconceptions and Approaches to Teaching

16. Measuring- Non standard units e.g. blocks, hands progressing on to cm and metres. Ways to help – Give children rulers and let them measure things indoors. Ask them to estimate how long/tall they think something is. Allow them to help measure out ingredients. Common Misconceptions and Approaches to Teaching

17. Time We look at analogue clock- o’clock and half past and then may progress to quarter to and quarter past. Time problems- yesterday, tomorrow, one hour later/after Ways to help – talk to your children about time – how many minutes are there until bedtime? How many minutes left on the timer? Etc.

18. Website There is a comprehensive Maths section on the school website. http://www.rushgreenprimary.org.uk/ If you are having trouble with any of the learning, check on the website for help. There are videos showing children doing calculations etc.

19. Homework Working together- The homework set will follow concepts that the children have covered in class - differentiated Reinforce the learning Alternates with Literacy learning Mathletics http://www.mathletics.co.uk/

20. Thank you for your time Please make sure you have signed in at the back. Sheets at the back with curriculum statutory requirements.