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**The new maths curriculum Years 1 and 2**

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**Focussing on what ‘equals’ means**

Addition in Year 1 Focussing on what ‘equals’ means 2 = 2 = 3 =

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**Represent and use number bonds to 20**

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**Add one digit and two digit numbers – use objects, number lines, counting on**

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**Solve problems using concrete objects and representations **

Identify ‘one more’ How many different ways can you make 5? My plant measures 16cm. Tomorrow it will be 5cm taller. How tall will it be tomorrow? Show me how you know your answer is correct.

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Addition in Year 2 Add numbers using objects, pictorial representations and mentally 2 digit number and ones 2 digit number and tens 2 two digit numbers

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=

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**24 + 13 = 20 + 10 = 30 4 + 3 = 7 30 + 7 = Partitioning**

Introduction to columns Re-partitioning numbers

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I know that = 10. So makes 30. To check this, I can partition 27 into 20 and 7 . = 20+10= 30 Recall and use addition and subtraction facts to 20 and derive and use related facts to 100 Demonstrate the commutative law of addition Commutative = ? + 25 = + = +

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**Subtraction Year 1 Subtract one digit and two digit numbers to 20**

Represent and use number bonds to 20 Solve problems using objects and pictorial representations

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**What is the difference between 4 and 6? 6 - 4 = 4 + 2 = **

6 - 4 = = 6 – 2 = = 6 - ? = ? + 4 = 6 6 – ? = ? + 2 = 6 In my head I have two odd numbers with a difference of 2. What could they be? Convince me.

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Subtraction Year 2 Add and subtract numbers using concrete objects, pictorial representations and mentally Use jottings to support informal methods Written recordings

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Number lines Is it quicker to go backwards or forwards?

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**Informal methods to support written calculations**

35-22

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Hundred Square 54—32 = 22

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**Moving to more formal written methods**

37 – 12 = 37 – 10 = – 2 = 25

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Multiplication Y1 Solve one‐step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

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**Concrete and pictorial representations**

Four groups of 2p 2p + 2p + 2p + 2p

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**Make links between different times tables**

Count in multiples of twos, fives and tens with equipment, songs & rhythms, and including by rote. Make links between different times tables I know that the multiples of 2/5/10 are always/never ….

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**Multiplication Year 2 Mental calculations**

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, • Recognise odd and even numbers • Show that multiplication of two numbers can be done in any order (commutative) • Apply doubling of numbers up to ten to doubling larger numbers

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Written calculations Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

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**What arrays can you make with 20 counters?**

Concrete and pictorial representations What arrays can you make with 20 counters?

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Division Year 1 Solve one‐step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. (Pupils) make connections between arrays, number patterns, and counting in twos, fives and tens.

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**Sharing and grouping How can we share 6 cakes between three people?**

Relating multiplication to division How many twos are there in 8?

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**Division Year 2 Mental calculation**

Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers • Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

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Written Calculation Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot • Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

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“If 40 ÷ 10 = 4 and 30 ÷ 10 = 3, what do you think 70 ÷ 10 would be? Why?” “How many groups of 5 minutes have passed when the minute hand reaches twenty past?” 2 x 7 = 14 14 ÷ 7 = 2 7 x 2 = 14 14 ÷ 2 = 7

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