1. Mathematics Workshop Year 2 Parents

2. Aims
New curriculum for mathematics at KS1, which is now in line with EYFS
Calculating Strategies
Mental calculation strategies in KS1
How you can help your child

3. New Primary Mathematics Curriculum
Higher expectations overall – benchmarked against other nations
Conceptual development of number addressed in more detail
Fewer things in more depth
All pupils expected to build firm foundations to help become secondary ready

5. What do we need to teach in KS1?
Number bonds from 10 and 20 ( ie 7+3=10, 18+2= 20)
Basic multiplication ( x2,3,5,10)
Basic division ( ÷2,5,10)
Odds and Evens
Fractions ( ½ , ¼, 1/3 , 3/4)
Addition and subtraction to 100
Place value ( ones, tens and hundreds)
Time ( o’clock, half past, quarter to, quarter past)
Measurement ( mass, length, capacity, temperature)
Money ( everyday money- calculating change)
Problem solving
Handling data ( graphing, tables, sorting data)
Shape and space-symmetry

6. End of KS1 Testing- Summer Term
The children will have complete 2 mathematics papers:
Arithmetic
Mathematical Reasoning

9. Addition and Subtraction at Year 2

16. Multiplication and Division in KS1
Number facts and multiplication tables should be learnt ‘by heart’.
Resorting to a basic counting strategy can distract learners from thinking about the calculation strategy they are trying to use.
Division and multiplication are inverse operations. They should also be able to recall quickly the corresponding division facts. (more on this later)

17. Multiplication in Year 2
First recognize that multiplication is repeated addition
No of lots how many per group total
x =
Is the same as 2 lots of 5 or = 15
Use pictorial cues to represent a x sum.
Encourage children to write the sum:
= 15

19. Next Step

22. Division in KS1
Initially children are introduced the idea of sharing: “There are 3 people and 6 apples, how many apples will each person get?” We would expect children to complete this using jottings or drawings.

23. Division in KS1
Inverse operations
If you know: 2x6=12
6x2=12
12÷2=6
12÷6=2

24. Multiplication and Division in KS1
Use known facts to find answers to multiplication and division problems
4 x 8 = 2 x 16 = 32
(doubling and halving)
9 x 6 is (10 x 6) – 6 = 54
(rounding and compensating)
63÷7= 9 because 9 x 7=63
(inverse)

30. Consolidation
Skip counting 5 x 4 = as 5, 10, 15, 20 Repeated addition. Uses a combination of known multiplication facts and repeated addition 4 x 6 as (6 + 6) + (6 + 6) = = 24. Show me all the way you can make….. Use known multiplication facts and repeated addition facts to calculate division 20 ÷ 4 = 5 because = 10 and = 20

31. Schools Calculation Policy
The school mathematics policy which you can obtain from the website outlines the procedures for introducing and teaching the many mathematical concepts on the curriculum. These are the methods that are currently to be taught and they are statutory.

32. Why is mental calculation important?
2000
-102
How would approach this problem?

33. Making Links
25 x 8 = Children relying on written procedures forget how much they can do mentally 25 x 8 is double 25 x 4, 25x2

34. How can you help your child with Mathematics?

36. Number and Place Value Number lines: jumping forwards and backwards
0-99 grid: 1 more/less & 10 more/less
Using number facts: doubles & near doubles/ number bonds to 10 etc.
(discussing this with child in every day life)
Encourage the most efficient strategy
Place value: How do you know 65 is larger that 56?

37. Number Facts and Times Table
Use songs and actions
Count in multiples before using the times table facts 0, 3, 6, 9, 12
Learn tables out of sequence and related division facts
Practical activities to encourage use and application of times tables i.e. setting the table, pairs of socks, shoes, packets of biscuits etc.
Number cards – learn inverse, use unknown number
i.e. 3 + ? =4

38. Money Saving and having a coin collection
Shopping and having own purse.
Coin rubbings activity- cutting & coin recognition
How many different ways could we make…10p, 20p etc.
Counting the coin drops into a cup or jar to encourage skip counting 10p, 20p 30p

39. Measurement
Using a ruler - drawing a picture with it, measuring the sections, using the ends & scale correctly
Capacity in the bath!
Comparing mass when baking or cooking
Telling the time - having their own watch
Estimate & compare – longer/shorter/taller than, heavier/lighter than vocabulary
Don’t be afraid to use mathematical vocabulary!
How many three years olds can say Tyrannosaurs Rex?

40. Books/Websites
See the Handout

41. Thank you! Talk number! Any Questions?