Transcript Maths Workshop - St Martin de Porres Catholic Primary School

Welcome to the Year 2
Maths Workshop
20th October 2015
Aims:
•Provide you with support to help your
child with their maths skills.
•To discuss the importance of having a
good understanding key instant recall
facts.
•To show you how we teach the 4
operations at St. Martin’s.
Key instant recall facts
(KIRFs)?
 Instant recall is one of the most important parts of
learning mathematics. It gives children a bank of
knowledge from which they can draw to help them
when working with maths in a range of
situations.
 To help develop children’s fluency in mathematics, it’s
important that they learn a Key Instant Recall Fact
each half term. I would hope that the children
practise their KIRFs at least 3 times a week.
KIRF outline
the year
Keyfor
Instant
Recall Facts
Year 2
Autumn 1
I know the multiplication facts for the 2, 3, 5 and 10 times table.
By the end of this half term, children should know the following facts. The aim is for them to recall these facts instantly.
Autumn 2
I know the division facts for the 2 and 10 times table.
Spring 1
I know the division facts for the 3 and 5 times table.
Spring 2
I know number bonds to 20.
Summer 1
I know 10 more and 10 less from a given number to 100.
Summer 2
I know doubles and halves of numbers to 20.
Top tips for KIRFs
 The secret to success is practising little and
often. Use time wisely. Can you practise these
KIRF’s while walking to school or during a car
journey. You don’t need to practise them all at
once: perhaps you could have a fact of the day.
 Use what you already know e.g. use knowledge of
numbers bonds to 10 to help with number bonds to
20
 Play games: www.conkersmaths.com
http://www.conkermaths.org/cmweb.nsf/products/
timestablesballoons.html
 Songs and chants- you can buy times tables cd’s or
find multiplication songs and chants online. If your
child creates their own song this can be more
memorable.
 Test the parent
 Apply these facts to real life situations e.g. how
many toes are their in your house 10 x ?=
 Time- talk about the time. Make sure you have an
analogue clock in your house and that your child
actually wears a watch. Ask your child the time
regularly. E.g. the cakes need to come out of the
oven at half past 4 etc
Operators
Addition - Yr 1
Number lines
1.
2.
First number shows where to start.
Second number shows how many jumps to do.
8 + 4 =
Empty number lines – Yr2
1. Draw the line.
2. Biggest number at the beginning.
3. Second number is the amount of jumps.
4. Fill in the numbers
5. Find the answer.
8 + 4 = 12
+1
+1
8
9
+1
10
+1
11
12
Chunking - Yr 2
1. Draw the line.
2. Biggest number at the beginning.
3. Partition the second number.
4. Add on the tens.
5. Add on the units.
5. Find the answer.
13 + 12 = 25
10
+ 10
13
2
+2
23
25
Column addition
(not crossing the tens)
45 + 33
TU
45
+ 33
78
Column addition ( crossing the tens)
49 + 33
TU
49
+33
8 2
1
Multiplication
 Times tables
 Practise, Practise, Practise!!
Try:
 Visual posters
 Songs and rhymes
 Speed Tests
Repeated Addition
2x3=6
+3
+3
0
3
6
Partitioning
 1. Partition the biggest number.
 2. Multiply both partitioned numbers by the
smaller number.
 3. Add the 2 numbers together.
14 x
10
4
10 x 2 = 20
4x2=
8
20 + 8 = 28
2 = 28
Subtraction –Yr 1
Number lines
1.
First number shows where to start.
2. Second number shows how many jumps to do.
Jumps underneath the line.
8 – 3 = 5
Empty number lines- Yr 2
1. Draw the line.
2. First number at the end.
3. Second number is the amount of jumps.
4. Fill in the numbers
5. Find the answer.
12 – 4 = 8
8
9
-1
10
-1
11
-1
-1
12
Column subtraction (not
crossing the tens)
85 – 33= 52
TU
85
-33
52
Column subtraction (crossing the
tens)
43 - 29
TU
3
4 13
29
14
Division
Eggs in baskets
1. Draw 3 baskets (the second number
shows how many baskets to draw.
2. Share the first number into the
baskets.
3. Count all baskets to ensure you have
divided accurately.
12 ÷ 3 = 4
4
4
4
Division-numberline-Yr 2
1. Draw the line.
2. First number at the end.
3. Keep subtracting the second number until you reach
zero
4. Count the jumps
5. Find the answer.
12 ÷ 3 =
-3
0
-3
3
-3
-3
6
9
12
Application
Problem solving
T= Target
I= Information
N= Number sentence
A=Answer
Mina and Ben play a game. Mina scores 70
points. Ben scores 42 points. How many
points did they score in total?
T= How many points did they score in total?
I = 70 42 total
N= 70 + 42 =
A=
Your turn
Mina and Ben play a game. Mina scores 35 points.
Ben scores 63 points. How many points did they score
in total?
T=
I=
N=
A=
Problem Solving
Sita had 87p. She spent 35p.
How much money did she have left?
T= How much money did she have left?
I = 87p 35p
left
N= 87p – 35 p=
A=
There are 104 children at Delton School.
48 children are girls. How many are boys?
T= How many are boys?
I= 104 48 -
N=104- 48
A=
Finally...
•Practise is the key to retaining these KIRF’s
methods.
•Children should also practise these in real
situations (application).
•
Keep going with the methods for the 4 operators
alongside the application.
•Keep it short, snappy and fun!!
Thank you for coming!