2. 1. To provide brief information about maths taught in the school. 2. To give you an idea of how children learn calculation in school. 3. Ideas for how you can help your child at home.

3.  Practical activities  Through play  Through rhymes, stories and songs  In the outdoor area  Seeing numbers in simple games  Through stories  Through cooking  Through walks looking at patterns and shapes

4.  Practically doing a calculation  Being able to say what they are doing  Being able to write or draw what they are doing

5.  Children need to learn maths in a real life context.  Children need first to develop a sense of number.  Children need to be able to explain how they have calculated something.

6.  Mental calculation skills are vital.  Children need the ability to estimate  E.g. if I have 18 sweets in one bag and 17 in another bag. How many do I have altogether?  Children can estimate the answer by adding 20 and 20 and know that the answer will roughly be around 40

8.  27 add 10  Add 60 to 30  4 plus 18  What is the sum/total of 18 and 4?  How many are 9 and 14 altogether?  Which two/three numbers could have a sum of 15?  What must I add to 14 to make 30?  I think of a number. I add 10. The answer is 30. What is my number?  What is 10 more than 346?  24 take away 11  Take 20 from 70  37 subtract 3  Subtract 28 from 40  8 less than 90  What number must I take from 14 to leave 10?  What is the difference between 14 and 12  How many more than 38 is 49?  How many less than 46 is 37?  6 taken from a number leaves 3. What is the number?  Find pairs of numbers with a difference of 7  I think of a number. I take away 3. My answer is 17.  What is my number? Addition in Y2

9.  Use of a structured number line  Use of an unstructured number line  Partitioning to add  Finding the difference  Counting back starting with the largest digit first.

10. Methods of recording

12. Four kinds of track or line: Number tracks Numbered lines Partly numbered line O 5 10 10987654321 56 9 8 7 12 13 14 15 16 11

13. Empty number line  “There’s one at the end of every pencil!”

14. +, -, x, ÷ = Practical counting Combining groups and taking groups away Talking about what we are doing Counting on and back Counting up and down in equal groups Showing calculation on a number line

15.  You now have the opportunity to visit your child’s year group. Teachers are putting on a short demonstration lessons for you. Go into each class for a few minutes and look at the maths taking place (not just your child!) and see if you can see some of the things that I have been discussing.  Please come back into the hall for 9.45 when you can have a drink and ask any questions about what you have seen/heard.

16.  Talk about maths  Hold back from showing children methods we were taught at school  Engage with methods they are being taught even if you think there is a quicker way  Encourage your child to draw number lines and explain their thinking and reasoning  Encourage your child to give you practical examples around the house or from every day life  Ask them questions if you don’t understand to give them opportunities to clarify their thinking  Do some examples together until you have understood – so your child is in the role of the teacher  If it gets heated leave it.  Remember as adults we may do things differently, it is OK for us not to understand

17. Enjoy it!