Presentation on theme: "Year 2 Maths Parents’ Workshop Canford Heath First School"— Presentation transcript:
1 Year 2 Maths Parents’ Workshop Canford Heath First School March 2013
2 Purpose of this evening To help you understand the progression in teaching maths in KS1To show the ‘informal’ methods used for x ÷To share the vocabulary usedTo share some of the games and resources used, including those on the internetTo suggest ways you can help your children
3 How has Maths changed ………. children’s recall of number facts has become more accurate and fasterchildren are more aware of the strategies they use to calculatethey use vocabulary correctlythey are more confident about mathsmaths is more fun!
4 The aim for our children The aim is for children to do mathematics in their heads, and if the numbers are too large, to use pencil and paper to avoid losing track.To do this children need to learn quick and efficient methods, including appropriate written methods.So, mathematics is foremost an activity of the mind and written calculations are an aid to that activity.Learning written methods is not the ultimate aim.
5 Areas of Maths NUMBER place value addition and subtraction multiplication and divisionfractionsGEOMETRY & MEASURESshapesposition, direction and motionmeasuresDATApictograms, tables and graphs
6 Progression in Maths Reception and Year 1 Very practical and mental Lots of counting, songs and gamesBased in play, especially in ReceptionReception teaching and learning is based on numbers 1 – 20 and developing their understanding of the number system.Year 1 – working with numbers to 20 initially, moving on to 100Resources: objects, number lines, number bean bags ,fish cards (T/U), games, 100 squares, computers
7 Place value Year 1 Read and write numerals from 0 to 20, then beyond Use knowledge of place value to position these numbers on a number track and number line Year2Read and write two-digit and three-digit numbersExplain what each digit in a two-digit number represents, including numbers where 0 is a place holderpartition two-digit numbers in different ways, including into multiples of 10 and 1 Year 3Read, write and order whole numbers to at least 1000 and position them on a number linePartition 3 digit number into multiples of 100, 10 and 1 in different waysResources – ruler, arrow cards, hundred square, number fans,dienes apparatus
16 Counting back in separate jumps of tens and ones. 47 – 23 = 24-10-10-1-1-1374724252627
17 Subtracting in jumps of tens and units. 47 – 23 = 24 - 20- 3472427
18 Counting onIf the numbers involved in the calculation are close together or near to multiples of 10, 100 etc, it can be more efficient to count on, e.g. 204 – 198 = 6.43 – 35 =204 – 198 =+2+4198204
19 VocabularyTake away, subtract, subtraction, count back, minus, less, decrease, difference betweenFind the difference between numbers by counting up from the smaller number.The biggest number comes first in the calculation. The order can’t be changed.
20 Multiplication Repeated addition 3 times 5 is = or 3 lots of 5 or 5 x 3555
21 Showing multiplication as an array. 3 x 5 = 153 rows of 55 x 3 = 155 columns of 3
22 Repeated addition 0 6 12 18 24 Drawing a number line. 4 times 6 is = 24or 4 lots of 6 or 6 x 46 lots of 4vid
23 13 x 5 = 65 10 3 Partitioning 10 x 5 = 50 3 x 5 = 15 50 + 15 = 65 Partition the 2 digit number to be multiplied into TU13 x 5 = 6510 x 5 = 503 x 5 = 15= 65103Children also need to be encouraged to use what they know to work out what they don’t know. E.g. 1 x6 = 6 so 100 x 6 = 600 etc
24 VocabularyMultiply, multiplication, times, lots of, groups of, multiple, double, array, repeated additionYear 1 – recalling doubles to 10, counting on and back in 2’s, 5’s and 10’sYear 2 – 2x, 5x and 10x tables and division factsYear 3 – 2x, 3x, 4x, 5x, 6x and 10x tables and division facts
25 DivisionIn EYFS and Y1, Children will understand equal groups and share items out in play and problem solving. They will count in 2s and 10s and later in 5s.12 shared into 3 groups
26 3 12 ÷ 3 = Children will develop their understanding of division and use jottings to support calculation3
27 12 ÷ 3 = 12 3 6 9 Showing this on a number line. From the group of 12 stickers, you are sharing out to the 3 girls, by taking away 3 stickers at a time. Repeated subtraction.-3-3-3-312369
28 Using Symbols to stand for unknown numbers to complete equations using inverse operations x 5 = x = 185 x = x 3 = 1820 ÷ = ÷ 3 = Children need lots of opportunity to practiseand develop their understanding of theserelationships whenever possible.
29 7 6 7 6 0 7, 6 0 0 Th H T U Multiplying by 10 or 100 Knowing that the effect of multiplying by 10 is a shift in the digits one place to the left.Knowing that the effect of multiplying by 100 is a shift in the digits two places to the left.Th H T U7 67 6 07, 6 0 01.5 x 10
30 Dividing by 10 or 100Knowing that the effect of dividing by 10 is a shift in the digits one place to the right.Knowing that the effect of dividing by 100 is a shift in the digits two places to the right.Th H T U7, 6 0 07 6 07 67 ÷ 10
32 Using and applying their knowledge and skills is so important Applying skills across all areas of learningWord problemsReal life experiences and problemsA range of contexts – measures, money-eg. Giving change, finding different ways to make a totalExplaining and describing thinkingUsing and applying their knowledge and skills is so important
33 How you can help…Mental maths practise especially number bonds, simple addition/subtraction facts, 10 more and less, doubles and halvesBoard games and games involving dice and numbers e.g. snakes and ladders, cards, dominoesShopping - prices, weights, shape hunting, comparing sizesCooking - involving weighing and measuringMoney - costs, coin recognition, giving changeAsk them to show you how to do calculations, get them to explain the method.CountingEducational internet gamesTelling the time/ months/ days of the weekMake it fun!