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**Calculations in Mathematics**

Parent Workshop Calculations in Mathematics Years 1 and 2 13/3/15

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**The new National Curriculum**

In September 2014, The new curriculum changes were brought in for most year groups. However, Year 2 still need to work from the old curriculum until September 2015. We will no longer use levels to assess children. Schools, and clusters of schools, are developing their own ways of ‘assessing without levels’ so that we can still report to parents on their children’s progress and attainment. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content.

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The main changes: higher expectation overall - benchmarked against age-related expectations in other nations progression shown year-by-year rather than the ‘levels’ in the previous curriculum conceptual development of number addressed in detail all pupils expected to build firm foundations and not be accelerated to cover the content planned for later years

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In Year One Children should learn to: Count, read and write numbers up to 100 and beyond, including 1-20 in words Count forward and back from any number within 100. Count out loud in steps of 2, 5, and 10. Say the number 1 more or 1 less than any number (and understand this is the same as +1 or -1) Add and take away single digits mentally e.g = – 4 = 2 Add a single digit to a two digit number e.g = = 38 Take away a single digit from a two digit number e.g. 18 – 4 = – 5 = 20 Solve missing number problems e.g. 7 = □ □ = 8 Mentally recall pairs of numbers to 10 and doubles to 10. Count in 2s, 5s and 10s Solve simple multiplication and division problems using concrete objects or pictures, with adult support Children use these skills to help them solve problems, including problems involving money.

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**How can I support my child at home?**

Look for larger numbers around you Explore using money Have a set of number cards at home Use maths vocabulary with your child Play shopkeepers and practise counting money, adding totals, giving change. Encourage your child to count coins in your purse, or wallet. Give them a money box. If you give them pocket money, give them a variety of coins, not just a £1 coin. Look at door numbers on a street. Look at the numbers on the front of buses. Can you read the number? What is 1 more / 1 less? Match the pairs that make 10. Pick a number – can you double it? Add two numbers together. Subtract one number from another. Put two number cards together – can you read the number you have made?

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**In Year Two Children should learn to:**

Add and subtract with 2 digit numbers up to 100 and show their working out. Understand multiplication as repeated addition Recall their 2x, 5x and 10x tables (and begin to work out others). Say the number 10 more or 10 less than any number. Understand division as sharing or grouping. Relate doubles to halves. Find half or quarter of a number. Use the relationship between addition and subtraction e.g. = = = 20 – 8 = – = 8

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**How can I support my child at home?**

Find fun ways to practise number facts Using maths in games Have a set of number cards at home Encourage children to work out their own strategies Play games where children need to use their maths skills: Junior monopoly Yahtzee Card games, dominoes Connect four, noughts and crosses (strategy games) Count in 2s 5s and 10s – take turns, e.g. you say 2, child says 4, you say 6, child says 8… Apply times tables to real life situations. I have five 10p coins, 5 x 10 is 50. Share out sweets, toys e.g. half of 10 is or 10 ÷ 2 = 5 What is the highest number you can make with 3 cards? Choose 4 cards, what number can you make? Choose 3 cards and add them together. what is the total? How will I solve this problem? Do I add / subtract / multiply / divide? Could I do this in my head? Can I use drawings to help me? Do I need to use a written method? Can I estimate and then check my answer?

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**Numicon We use Numicon throughout the school.**

Its colours and patterns gives children a real sense of number. In the Nursery and Reception, children become familiar with the shapes of each number. In Years 1 and 2 we use it to help children visualise addition, subtraction, odd and even numbers, halves, doubles and multiplication.

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Pairs that make 10

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Making teen numbers

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Odd and even numbers

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Multiplication

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Basic Addition 4 + 5 = 9 Children should progress from COUNTING ALL to COUNTING ON (from the larger number)

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Adding on a number line = 19

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**Adding on a number square**

= 38 Start on 34 and count forward 4.

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**Adding 2 digits on a number square**

= 58 ( ) Start on 37 Add 20 Add 1

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**Adding 2 digits by partitioning**

= 40+2 30+5 70+7 77 Split the numbers into tens and ones. Add the multiples of ten. Add the single digits. Re-combine to find the answer. Or = 70 = 7

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**Showing working out on a blank number line**

= ( ) Draw a number line. Write 47 at the start. Add 30 (3 jumps of ten) Then add a jump of 5. Count forward in tens ( ) and write the numbers underneath to match each jump of 10 on the number line. Add the five to find the final answer.

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**Subtract by taking away**

Count back in ones on a numbered number line to take away, with numbers up to 20:

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**Find the ‘difference between’ **

This will be introduced practically with the language ‘find the difference between’ and ‘how many more?’ in a range of familiar contexts. Seven is 3 more than four’ ‘I am 2 years older than my sister’

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**Subtract on a number line by counting back, aiming to develop mental subtraction skills**

= 24 Partition the second number and subtract it in tens and units, as below: Move towards more efficient jumps block, as below:

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**Introducing multiplication as repeated addition**

How many legs will 3 teddies have? here are 3 sweets in one bag. How many sweets are in 5 bags altogether?

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Arrays 2x6= x6=24 6x2= x4=24

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**Division as grouping and sharing**

How many groups of 4 can be made with 12 stars? = 3 Sharing: 12 shared between 3 is 4

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**Groups of, repeated addition**

Arrays 3x4=12 12÷3=4 I I I Multiplication: Groups of, repeated addition Division: Sharing into groups of

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