Maths Workshop Y2

How to support your child in mathematics

Work shop objectives

To inform parents of what we teach To share the methods we teach To equip parents with a range of strategies

that will enable them to support their child

ASSESSING PUPIL PROGRESS(APP) Children enter year 2 with a level that was awarded by teacher

assessment at the end of Y1 Half termly assessments are then carried out and the results of

these are entered into a pupil tracker – this will flag up if children are not progressing at the expected rate and will also identify children who are making accelerated progress

There is a national bench mark used to ensure that our assessments are in line with other schools throughout the country.

In the summer term the standardised assessments tests are still being administered (SATS). However it is teacher assessment that has more weighting and due to our rigorous assessments and tracking we always have sufficient evidence to back up our judgments

Key Skills

Every aspect of mathematics are important, but there are some key skills which children need to support their learning

Knowledge of number pairs up to 10 Secure one to one counting A growing understanding of Place Value An understanding that addition is the inverse of

subtraction and vice-versa An understanding that multiplication is the inverse of

division and vice-versa

Number pairs to 10

Secure knowledge of the number pairs up to 10 is crucial for quick calculations-by number pairs we mean any two numbers that total up to a given number

These help with calculation but also speed up calculations of 2 and even 3 & 4 digit numbers e.g.

6 + 4 = 10 16 + 4 = 20 26 + 24 = 50

Secure one to one counting

Why?

In year 2 children continue to use number lines and hundred squares – accurate counting on and counting back is crucial for accurate answers.

Common errors

Children often count the numbers on the number line and not the number of jumps they do – this leads to calculations being out by one

To correct this error we teach the children to cover the number they start at and then count the jumps to the next number.

Getting to know the 100 square

When children begin to use a hundred square to support calculations involving higher numbers they may still try counting on in steps of 1. This is open to errors as they reach the end of one row and have to transfer their finger on to the row below.

A regular 100 square has many patterns which can support children in their counting-speeding up their calculations and ensuring more accurate calculations

Equivalence

The best way to explain equivalence is to use a balance :-

16 + 4 = 20

Place value

Place value is a crucial step as children move towards working with 2, 3 or even 4 digit numbers

We teach the children that every number has its own place and its own value-in child speak every digit tells a different story

Base ten equipment and place value cards are used to teach this very important step

Ways to practise place value

Look at 2 digit numbers and ask –how many tens, how many units. Get to know which digit represents tens which is the units

Make some place value cards and practise sums like this: -

26 = + 6 100 + 30 + = 132 Make the number with the cards then let your

child segment them.

Where to start!

Addition- begins by addition of single digit numbers using concrete apparatus

Moving on to number lines (horizontal or vertical) Adding single digits to 2 digit numbers-place value is needed here -

base 10, place value cards Putting highest number in your head and counting on or back Teaching the children that you can actually count on to find a small

difference between 2 numbers (subtraction) We do not teach column addition – children need to be secure in

their understanding of place value before this is introduced

Inverse operations

Addition and subtraction are taught along side each other and children are taught through simple language that these two operations are opposite e.g- if you add 2 sets of objects the number gets bigger, if you take a number of objects away from a set the number will get smaller. If children have a clear understanding of this they will be able to manipulate numbers e.g

16 + 4 = 20 20 -16 = 4 4 + 16 =20 20 – 4 = 16 This is the same with multiplication and division 4 x 5 =20 20 5 =4 5 x 4 =20 20 4=5A simple task would be to give 3 numbers and ask how many sums

they can generate.

Understanding addition as the inverse of additionWhen it useful?Children need to be able to apply this knowledge to solve the

following problems.

I think of a number and double it my answer is 14. What is my number? (one step)

I think of a number and subtract 3, then I halve it. My answer is 9.What is my number. (two step)

This also applies to problems involving multiplication and division

Multiplication & Division

Muliplication is initially taught as repeated addition e.g.

3 x 2 would be taught as 2 + 2 + 2

Division is taught as sharing e.g

6 2 = 3

Multiplication - Arrays2 x 3

3 x 2 3 x 4

4 x 3

5 x 3

3 x 5

Problem Solving

Opportunities are built in weekly to allow children to apply their developing range of skills in a variety of problem solving situations.

These begin with simple one step operationsFollowed by more complex 2 and 3 step operations where

children are required to select the appropriate operation to solve the given problems.

Children sometimes work independently to solve problems as well as working reciprocally in pairs or groups to solve group problems.

Examples of problem solving

Everyday problems I have 18 marbles, Tom has 5 more than me.

How many does he have? (one step) I have 20 marbles and I found 5 more. I gave my

friend 10. How many do I have left? (two step)Not all problem solving is based around word

sentences. Children often work in groups on a practical problem where they use the TASC wheel to guide their investigations.

Shape, space, measures & data handling We cover a variety of topics in shape space and

measures. These include telling and recording the time Measuring using standard and non -standard units Properties of 2D & 3D shapes including symmetry and

rotation Data handling – tally charts, block graphs, venn & carroll

diagrams Positional language – e.g. clockwise and anti clockwise

and angle of turn e.g. ¼ turn ½ turn

Question time!

If you have any questions we will try to answer them!

If we can’t then we will find out the answers and let you know!

Thank you for your time.

We hope this information has been helpful in providing you

with ideas to support your child at home.