1. Helping with your Child’s Development in Mathematics Year 2 Sunday 22nd January 2017

2. End of Year Targets (see handout)
Your child should achieve most of these targets by the end of Year 2.
A target may be harder than it seems, e.g. a child who can count up to 100 may still have trouble saying which number comes after 47 or which number comes before 50.
Work your way through these targets with your child at home, by:
Putting a tick beside the areas that they are comfortable with.
Explaining the areas that they find difficult.

3. Addition
The children initially find the answer to addition sums by counting on (with the use of a number line), e.g. =
They put their finger on the number 22 and count on 16 on the number line.
The children also learn to put the large number in their head (for example 15) and count on the amount that is needed to complete the sum (for example 12):
“Put 15 in your head and count 12 more fingers. 15… , etc.”
Children should be able to use empty and marked number lines to record calculation strategies in addition by the end of Year 2.
They begin to record mental calculations using partitioning and recombining skills, for example:
= = 27
+ 2 15 25 27

4. Subtraction 22 – 12 22 – 10 (Tens) = 12 12 – 2 (Units) = 10 15 – 8 22
Children initially use a number line to count backwards to solve a problem, for example:
15 – 8
They then use their partitioning skills (of Tens and Units) to subtract, e.g.
22 – 12
22 – 10 (Tens) = 12
12 – 2 (Units) = 10
-10 22 12 -2 12 10

5. Use of the 100 Square Used to count in 10s Less Than Less Than
More Than
More Than
Used to count in 1s
Example:
Count down 10, 20. Add the 7 single units.

6. Multiplication 5 x 3 = Example: 5 x 3 OR 5 multiplied by 3 OR
Children begin to understand the concept of multiplication by using arrays, for example:
5 x 3 =
They then begin to present their calculations of repeated addition to an unmarked number line.
Example:
5 x OR
5 multiplied by 3 OR
5 times OR
3 times 5.

7. Division How many jumps of 2 did you take to get to 8? 8 ÷ 2 =
Children in Year 2 understand the operation of sharing equally and the grouping of objects.
They can also use the grouping practically (in P.E):
“12 children get into teams of 4 to play a game. How many teams are there?”
They will use grouping as a strategy for solving division problems and begin to record on a marked number line, e.g.
8 ÷ 2 =
How many jumps of 2 did you take to get to 8?

8. Shape
2D Shapes
Have a quick look at the poster to see how many Faces and Corners each 2D Shape has.
3D Shapes
Have a quick look at the poster to see how many Vertices, Faces and Edges each 3D Shape has.

9. Time
In Year 2 children learn how to read and write ‘Half-past’ times on analogue and digital clocks.
They begin to learn about quarter past/ to the hour times.
They also draw the hands on a clock to show quarter hours.
The children in Year 2 begin to answer questions related to time, e.g.
I get the bus to school at 6.00am. It takes me 30 minutes to drive to school. What time do I arrive?

10. Using Mathematics in your Child’s Daily Life (see booklet)
Have a quick look at the booklet now.
Read in detail at home and try to make use of the games and question asking as much as you can.
Math is All Around Us!

11. Resources
Maths Mat
Number Line
Number String Beads
Counting Blocks

12. Resources
Clocks
2D & 3D Shape Bag

13. Interactive Games - Websites

14. Feedback Form
Any questions?