1. Year Two’s Maths Inspire Workshop
Welcome To
Year Two’s Maths Inspire Workshop

3. Work Shop Aims To share with parents how we teach maths at St Alban’s.
To share expectations and strategies.
To enable parents to support children at home with greater confidence.

4. Government Expectations for Year 2 Pupils

5. Government Expectations for Year 2 Pupils

6. Key principles Fewer topics in greater depth Mastery for all pupils
Number sense and place value come first
Problem solving is central

7. Core belief
Mathematics Mastery schools want to ensure that their aspirations for every child’s mathematics success become reality
Success in mathematics for every child is possible
Mathematical ability is not innate, and is increased through effort

8. Maths Mastery = + x ÷
subtract
equation
add
total
divide
multiply
Here is a receipt for some shopping. How much did I spend? How much change did I get from £20?

9. Number Sense!
Children need to understand our number system, starting with counting numbers, building an understanding of how our numbers work and fit together. This includes exploring place value and comparing and ordering numbers then applying this understanding in different contexts.

10. The beginning Knowing everything there is to know about a number.
What do you know about 7?
It is an odd number.
It is a quarter of 28.
It is made up of a 3 and a 4.
It is two more than 5.
It is made up of a 3 twos and a one.
It is half of 14.
It is three fewer than 10.
It is a single digit number.
Presenter notes:
Encourage parents to think about a best friend. You don’t always see them everyday but you know everything there is to know about them - so when you do meet up with them, you can pick up where you left off. It is exactly the same with number.
Reassure parents that although children aren’t put into sets or ability groups in a mastery curriculum, they are expected to think more deeply. For example in Year 1 children work for a long time mastering everything they need to know about a number. They concentrate on numbers to 10 for a while then extend to 20. However, they need to know everything there is to know about ten.
This slide shows just a Numicon 7 shape. Ask parents what they know about 7. Take feedback, then progress the PowerPoint to show some of the many different ways they can describe 7. Explain that if they want to help their children, exploring and talking about numbers is an excellent way to help them. Older children may be looking at larger numbers, or numbers with one, two or three decimal places.
Write = ___ - 1 on the board. Ask, what makes this a challenging question? Give a few moments for the parents to look at it and take feedback. Be prepared to discuss equivalence, for example = 7 + 3, or that 10 = Select your own numbers, and if you use Numicon at school you could have a pan balance nearby to demonstrate.
It is double three and a half.
It is a prime number.
It comes after 6 and before 8.
It is fewer than 10.

11. Place Value Introducing Dienes Your turn Place Value Cards
Make the number 46 with Dienes and Place Value Cards.

12. The part-whole model
Here is the part-whole model used in Maths Mastery.
It works on the principle that if you know two values out of three in a calculation, you can calculate the missing value using addition or subtraction.

13. 6 ? 4 Your turn The Part-Whole Model 6 and 4 more makes ?
The two parts (6 and 4) combine to make the whole (10).
The part-whole model can be orientated differently, and is used for addition and subtraction problems
Your turn

14. ? 12 5 The part-whole model An unknown number and 5 makes 12.
This leads to a missing box calculation:
+ 5 = 12
In other words, algebra. 5 ? 12

15. Bar Models ? Tom bakes 10 biscuits. Ruby bakes 12 biscuits.
How many biscuits do they bake altogether? 10 12 ?

16. Addition Draw a picture, Dienes, tally, dots
Number lines to count in 1’s and bridging through 10.
Empty Number lines.
Counting on in 10’s and 1’s.
Counting on in multiples of 10 and 1’s.
Counting in 10’s and bridging through the next 10.
Compensating (e.g ; add 20, subtract 1)

17. Addition = +
The children are encouraged to use concrete objects initially.
They then progress to drawing the Dienes to solve the equation.

18. Subtraction Draw a picture, Dienes, tally, dots
Number lines to count back in 1’s and bridging through 10.
Counting back in 10’s and 1’s.
Counting back in multiples of 10 and 1’s.
Counting back in 10’s and bridging through 10.
Counting on (finding the difference).
Subtraction - exchanging tens for ones using and drawing Dienes.

19. Subtraction 51 – 28 = First we subtract the two tens.
Then we subtract the ones. ( We can not take away 8 ones from 1 so we have to take a ten and exchange it for ten ones.) Then we are able to take away the ones.

20. Multiplication Draw a picture Repeated addition
Arrays eg. 4 x 6 = 6 x 4
Number lines, counting on in equal steps.
(Knowing the times tables , x2, x5, x10)

21. Multiplication
6 X 2
We can use counters or draw
6 lots of 2.

22. Division
Secure knowledge of multiplication facts.
Sharing Grouping Arrays
Grouping on a number line.

23. Your turn Division 16 ÷ 4 = (Get 16 counters/cubes)
Draw 4 smiley faces on your wipe board.
Share the counters/cubes between the four smiley faces.
Your
turn

24. Number Families Activities
The National Curriculum requires that children know their number families for all the operations, for example:
6 + 4 = × 7 = 21
4 + 6 = × 3 = 21
10 – 6 = ÷ 7 = 3
10 – 4 = ÷ 3 = 7
Children should be aware of inverse
operations and that addition and multiplication are commutative.

25. Liam has 19 books. He gives Maisie 7. How many books are left?
Problem Solving
Liam has 19 books. He gives Maisie 7. How many books are left?
 Read the problem carefully.
Underline the important parts of the problem.
Decide what operation do you need?
 - x or ÷
Write a number sentence.
 E.G. 15 ÷ 3 =
 Draw diagrams to solve the
problem.

26. Reasoning
Reasoning is fundamental to knowing and doing mathematics. Reasoning enables children to make use of all their other mathematical skills and so reasoning could be thought of as the 'glue' which helps mathematics makes sense.

27. Remember… Relate maths to real life situations. Give maths a purpose!
Make it fun!!!

28. How can I help my child?
You can help your child by finding and talking about maths in everyday situations. For example, a shopping trip is rich in mathematical opportunities, such as:
spending money, calculating change and working out which offers give the best value for money.
empty packaging can provide your child will immediate access to 3D shapes and nets.
using packets and tins as a source of mathematical information to discuss, such as mass and volume.
using items often sold in pairs, fours and sixes (such as drinks or yogurts) to talk about multiples or times tables.

29. How can I help my child?
You can also help your child in a number of other ways:
Encourage a secure knowledge of number, by asking questions which help them explain what comes before or after a given number, or how the number is made, for example tens and ones.
Encourage them to draw pictures and models such as part-whole and bar models to answer questions.
Support them with home activities, and encourage them to answer questions in full sentences.
If you are unsure about any concepts, please come and ask me to explain how it is taught and how you can support your child.

30. Assessment Style Questions

31. Please take your maths pack home with you!
We hope you have found this workshop helpful.
Please take 2 minutes to complete the evaluation form.
Thank you for coming!