Transcript Slide 1

Parent Workshop
Calculations in Mathematics
Years 1 and 2
13/3/15
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.
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
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. 3 + 5 = 8
6–4=2
• Add a single digit to a two digit number
e.g. 12 + 5 = 17
32 + 6 = 38
• Take away a single digit from a two digit number
e.g. 18 – 4 = 14
25 – 5 = 20
•Solve missing number problems
e.g. 7 = □ - 9
Children use these
skills to help them
solve problems,
including problems
involving money.
5+□=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
How can I support my child at home?
Look for larger numbers
around you
•Look at door numbers on a street.
•Look at the numbers on the front of
buses.
•Can you read the
number?
Explore using money
• 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.
•What is 1 more / 1 less?
Have a set of number cards Use maths vocabulary with
at home
your child
• 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?
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.
12 + 8 = 20
– 8 = 12
8 + 12 =
20 –
8+
=8
= 20
How can I support my child at home?
Find fun ways to practise
number facts
• Count in 2s 5s and 10s – take turns, e.g. you
say 2, child says 4, you say 6, child says 8…
Using maths in games
• Play games where children need to use their
maths skills:
• Junior monopoly
• Apply times tables to real life situations. I have
five 10p coins, 5 x 10 is 50.
• Yahtzee
• Share out sweets, toys e.g. half of 10 is 5
or 10 ÷ 2 = 5
• Connect four, noughts and crosses
(strategy games)
• Card games, dominoes
Have a set of number cards Encourage children to work
at home
out their own strategies
• 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?
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.
Pairs that make 10
Making teen numbers
Odd and even numbers
Multiplication
Basic Addition
4+5=9
Children should progress from COUNTING
ALL to COUNTING ON (from the larger
number)
Adding on a number line
14 + 5 = 19
Adding on a number square
34 + 4 = 38
Start on 34 and
count forward 4.
Adding 2 digits on a number square
37 + 21 = 58
(37 + 20 + 1)
Start on 37
Add 20
Add 1
Adding 2 digits by partitioning
42 + 35 = 77
40+2
30+5
70+7
Or
40 + 30 = 70
2+ 5= 7
Split the numbers into
tens and ones.
Add the multiples of ten.
Add the single digits.
Re-combine to find the
answer.
Showing working out on a blank
number line
47 + 35 =
(47 + 30 + 5)
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 (47-57-67-77) and write the numbers
underneath to match each jump of 10 on the number line.
Add the five to find the final answer.
Subtract by taking away
Count back in ones on a numbered number line to take away, with numbers up to 20:
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’
Subtract on a number line by counting back,
aiming to develop mental subtraction skills
47 - 23 = 24 Partition the second number and subtract it in tens and
units, as below:
Move towards more efficient jumps block, as below:
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?
Arrays
2x6=12
4x6=24
6x2=12
6x4=24
Division as grouping and sharing
Grouping:
Sharing:
How many groups of 4 can be made with 12 stars? = 3
12 shared between 3 is 4
Arrays
12÷3=4
3x4=12
Multiplication:
Groups of, repeated addition
Division:
Sharing into groups of
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