1. Year 2 Maths Evening Miss Butcher Maths Leader

2. LO: To understand the way maths is taught at Lilliput
I know the Year 2 National Curriculum objectives for Maths
I know what a Mastery Curriculum is
I know what Greater Depth means
I know how Maths is taught at Lilliput

3. Recognise the place value of each 2-digit number (tens and ones)
Count in steps of 2, 3, 5 and 10.
Recognise the place value of each 2-digit number (tens and ones)
Compare and order numbers from 0-100
Use greater than, less than and = signs
Read and write numbers to 100 in digits and words.
Estimate, use number lines and solve problems.
Add and subtract 1 and 2-digit numbers using concrete objects, pictorial representations and mentally.
Recall multiplication and division facts for the 2, 5 and 10 times table.
Use the symbols + - ÷ x and =.
Recognise, find and name fractions ½, ¼, 1/3, 2/4 and ¾ of shapes and numbers.
Compare, order and measure length, mass, volume/capacity.
Recognise and use symbols for pounds (£) and pence (p); combine amounts to make a particular value.
Tell and write the time to five minutes, including quarter past/to the hour.
Identify and describe the properties of 2-D and 3-D shapes.
Describe position, direction and movement, including movement in quarter, half and three-quarter turns (clockwise and anti-clockwise).
Interpret and construct simple pictograms, tally charts, block diagrams and simple tables.
Objectives for children to achieve by the END of the year.

4. ‘The national curriculum for mathematics aims to ensure that all pupils become fluent, reason mathematically and can solve problems.’

6. Fluency
Knowing key mathematical facts and methods and recalling these efficiently.
Practice, drill and memorisation are essential if students are to become mathematically fluent.
E.g:
Recognising quantities
Number facts
Counting forwards and backwards
Times tables.

7. You could buy a chocolate bar and an apple
Reasoning
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
To explain ‘why’
How do you know?
Because I know that
4p + 6p=10p
You could buy a chocolate bar and an apple
Fluency of
number bonds.

8. Problem solving
Problem solving may include mathematical or systematic operations and can be a gauge of an individual's critical thinking skills.
Its all about the way a question is presented to a child.
To solve the problem, children must work out which 2 numbers could go together to make 4. Fluency of number facts would help support the solving of this problem.

10. Progression in calculations Concrete – Pictorial – Abstract
Addition:
Using objects, drawing pictures and eventually writing numbers. We expect all children to be at LEAST at the pictorial stage by the end of year 2 but hope that most will be using abstract methods. Children will not be moved onto another method until they fully understand how to answer questions using the concrete/pictorial method.
Calculation Policy – School website

11. Progression in calculations Concrete – Pictorial – Abstract
Subtraction:
Calculation Policy – School website

12. Progression in calculations Concrete – Pictorial – Abstract
Multiplication:
Calculation Policy – School website

13. Progression in calculations Concrete – Pictorial – Abstract
Division:
Calculation Policy – School website

14. How can you help your child at home?
Maths shop
Maths games
Weekly homeworks
Practising fluency of facts
Ideas on the school website

15. Opportunities to Learn

16. Most Importantly…
Count, count, count!

17. It’s about going deeper, not higher!