1. How we teach Number and Calculations
From F2 to Year 2

2. Aims
To introduce the cluster Calculation Policy revised for the new curriculum (parents-policies-Calculation Policy).
New class groups instead of ability setting for new curriculum (teaching is dependant on the children's needs).
To see the methods that children use to learn Number and Calculations at Shinfield Infants from F2 to Year 2.
How to use your child’s planner to support their learning at home.

3. Maths Evening Maths in KS1 from Year 1 to Year 2; Number/Place Value
Maths in F2
Maths in KS1 from Year 1 to Year 2;
Number/Place Value
Addition
Multiplication
Subtraction
Division
Questions

4. What we expect by the end of F2
Mathematics – EYFS Development Matters Curriculum
Number - Early Learning Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Shape, Space and Measure - Early Learning Goal
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

5. What we expect by the end of F2
play
Mathematics – EYFS Curriculum
Early Learning Goal
Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.
Early Learning Goal
Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.

6. What the children think they are doing…
Obviously PLAYING with the magnetic numbers
What the children are really doing…
Counting and practising to form numbers
Ordering numbers & finding the next number 1-10
Finding numbers of personal significance & making connections
As well as many other areas of our Foundation Curriculum

7. What could you do to help your child…
Number spotting (houses, car registration plates, phone numbers)
Counting steps around the house/walking to school
Number games on IPad/computers
Practise number formation (pg. 114 in diary)
Singing number songs
Measuring objects using hands and other simple measurements
Letting your child give the coins to pay for things in shops (when it is not busy!)
Using time language (first, then, later, morning, night and etc.)
Shape hunting
Cooking – Measuring and capacity

8. What the children think they are doing…
Building the biggest tower possible
What the children are really doing…
Beginning to understand the concept of measure, counting blocks to see how tall a structure is
Counting
Using measurement language (tallest, bigger, medium, middle-sized, smaller, shortest)

9. Addition Year 2
Start by using a 100 square and then move on to an empty number-line:
P122 of planners
Fluency of addition and subtraction facts to 20 (e.g.11+3=14, 14-3=11)
Add 2 digit number and ones (e.g. 27+6)
Add 2 digit number and tens (e.g )
Add pairs of 2 digit numbers (e.g )
End of Year 2 children are introduced to
the partitioned column method.

10. Multiplication Year 2
Use apparatus alongside to help support written methods.
P125 of planners
Know 2, 5 and 10 times tables and use to solve problems.
Show multiplication as repeated addition.
Use arrays to show commutative (can be done in any order) law of multiplication e.g. 2x3=6 and 3x2=6.

11. Subtraction Year 2
Start by using a 100 square and then move on to an empty number-line:
P122 of planners
Subtract 2 digit number and ones (e.g. 27-6)
Subtract 2 digit number and tens (e.g )
Subtract pairs of 2 digit numbers (e.g.47-35)

12. Division Year 2
Use apparatus alongside to help support written methods.
Know 2, 5 and 10 times tables and related division facts (e.g.3x5=15, 15 divided by 5 = 3).
Use counters/objects to share then group.
Record with drawings.
Grouping using an empty number-line.

13. Questions