Year 2 maths parents meeting 9th February 2017

House keeping We are not expecting fire drills so if fire alarm goes off please exit through the class door to the playground. Remember to sign in. Feel free to help yourself to pencils, papers etc if you need to. Toilets are by the reception office .

Number We teach the children to count in 2, 3, 5 and 10 forwards and backwards We do this through rote counting Counting on from any given number using a number square. Identifying patterns and imagine the position of numbers in the square to help count on and back. http://www.abcya.com/interactive_100_number_chart.htm Clapping and jumping We also learn to identify common multiples Early counting methods also help the children move on to learning times tables (covered later on)

Addition and Subtraction Place value is key so learning the value of each digit for example 56 + 6 This is known as partitioning. 56 is made up of 5 lots of ten and then 6 ones (these used to be called units!) Learning the value of each digit helps the children to add larger numbers. Learning to count on in 10’s from any number is important to support their understanding of partitioning to add/subtract

Your turn Have a try at partitioning these numbers into 10’s and 1’s! 41, 99, 60, 12

Addition If I wanted to add 35 and 21, we would teach it like this using the expanded method: 35 + 21 = 35 + 20 + 1= 35 + 20 = 55 55 + 1 = 56 I keep the first number whole and then partition the second and add both parts (recombine) Try adding these two numbers using the expanded method: 32 + 27

Subtraction 35 - 21 = 35 - 20 - 1= 35 - 20 = 15 15 - 1 = 14 If I wanted to subtract 21 from 35, we would teach it like this using the expanded method: 35 - 21 = 35 - 20 - 1= 35 - 20 = 15 15 - 1 = 14 I keep the first number whole and then partition the second and subtract both parts (recombine) Try subtracting these two numbers using the expanded method: 51 – 17 =

Vocabulary check! Just to confuse things, we introduce the children to lots of different words which mean the same as add and subtract! This supports them when using their reasoning skills to solve problems. Have a think about these words and see if you know whether they mean add or take away!

Word problems These are designed to ascertain whether children can use their number skills and apply them to real life situations and can be one or two steps. One step problem Jack has 35 pencil crayons. He looses 15. How many are left over? We teach them to underline the key information. In this case it is the numbers and what the problem is asking them to do.

Word problems Two step problem Jack has 35 pencil crayons. He looses 15 but then finds 6 in his bag. How many crayons does Jack have now? We teach them to underline the key information. In this case it is the numbers and what the problem is asking them to do. Step one: 35 – 15 = 20 Step two: 20 + 6 = 26

Multiplication and division We teach the children times tables including 2, 3, 5 and 10. Inverse This is the process of checking our answers and using known facts to help us 2 x 5 = 10 10 ÷ 5 = 2

Multiplication and division Division is done through sharing or grouping. We can draw pictures (arrays), number line or use times tables. Sometimes there are remainders!

Fractions All children find fractions difficult. In year 2 we teach ½, ¼. 2/4, ¾. Sometimes we colour fractions of shapes. Similarly to division we use pictures or counting to help us find fractions of amounts.

Measures In school we teach the children to use millimetres (mm), centimetres (cm), metres (m) for length. Millilitres (ml) and litres (l) to measure capacity. Grams (g) and Kilograms (KG) for weight. Degrees Celsius for temperature. For this the children need to be able to read a scale and work out a problem. They also estimate amounts ( http://www.ictgames.com/weight.html

Measures We teach the children to tell the time to the nearest quarter hour but some will move onto the nearest 5 minutes. We do counting in 5’s and teach vocabulary relating to time. We will also compare times/lengths of time and put them in order. Teachers will also refer to the ‘real time’ frequently throughout the day. Analogue time and digital time are taught and matched. (Gordon's)

Time http://www.sheppardsoftware.com/mathgames/earlymath/on_time_ game1.swf The children become more familiar with an analogue and digital clock They will learn to tell the time to the nearest quarter of an hour with some children moving on to 5 minute intervals. We will also sequence events. The teachers refer to the ‘real time’ throughout the school day.

Money The children will learn to recognise all British coins and notes. We will use them to make amounts (linked back to addition and multiplication) We will find change (linked back to subtraction) Count up mixed coins in a purse to find a total.

Statistics Mainly we teach the children to construct and read: Pictograms http://www.topmarks.co.uk/Flash.aspx?f=pictograms Tally charts http://www.topmarks.co.uk/Flash.aspx?b=maths/interpretingdata Block charts http://www.topmarks.co.uk/Flash.aspx?f=barchartv2 Carol diagrams http://www.topmarks.co.uk/Flash.aspx?f=carrollv7 Venn diagrams http://resources.hwb.wales.gov.uk/VTC/ngfl/maths/dinas_powys_sian_mansfield/venn_ 2.htm The children will collect their own data (transport survey) The children will learn extract information from the graphs they create and read other peoples graphs.

Geometry (shape and position) We teach the names of 2D and 3D shapes and relate them to real life as well as vocabulary relating to them. Side – 2D Edges – 3D Faces – 3D Vertices (vertex) – 3D Prism – 3D Symmetry/symmetrical – 2D

Useful websites We recommend these sites ( They are free) Top marks http://www.topmarks.co.uk/ BBC Bite size http://www.bbc.co.uk/education Purple Marsh ICT games http://www.ictgames.com/