Transcript Yr2 - Fronter

Maths Workshop Year 2
th
Tuesday 9 February 2016
The New Mathematics Curriculum
The New curriculum started in September 2014. Certain
things have changed:
• There is a much greater emphasis on children being able
to calculate using formal methods (without the use of
calculators).
• There is a much greater focus on reasoning and
applying: recognising different representations/different
situations.
• Children are expected to deepen their understanding
through using and applying the formal methods they are
learning (eg investigations) and begin to explain their
reasoning.
The New Mathematics Curriculum
This has implications :
• To know multiplication tables to 12x12 by the end of
Year 4.
• Apparatus will be used with children before using visual
and abstract recording. This supports them being able
to understand concepts and enables them to recognise
variation (different ways of seeing the same idea).
• Children will continue to be encouraged to explore using
and applying (eg through investigations).
Focusing on Number
(Expected outcomes)
• Compare and order numbers up to 100 and use < > =.
• Read and write all numbers to 100 in digits & words.
• Say 10 more/less than any number to 100.
• Count in steps of 2, 3 & 5 from zero and in 10s from any number
(forwards and backwards).
• Recall and use multiplication & division facts for 2, 5 & 10 tables.
• Recall and use +/- facts to 20.
• Derive and use related facts to 100.
• Recognise place value of any 2-digit number.
• Add & subtract: 2-digit nos & ones, 2-digit nos & tens, Two 2-digit
nos, Three 1-digit nos
• Recognise and use inverse (+/- and x/÷)
• Calculate and write multiplication & division calculations using their
knowledge of multiplication tables.
• Understand commutative law for addition and multiplication but not
for subtraction and division
• Recognise, find, name and write 1/3; 1/4; 2/4; 3/4.
• Write and recognise equivalence of simple fractions.
New maths scheme
Maths No Problem
•Introduced in Autumn in Years 1 and 2
•Based on the Singapore model of teaching
maths which focuses on concrete and visual
representations before introducing the abstract.
•A great emphasis on using equipment and
pictorial representations.
•Textbooks and exercises from a workbook are
used, but lessons are adapted to meet the needs
of the children in our maths sets. This scheme is
designed to work progressively through the
curriculum in small steps to support children’s
deeper understanding.
Resources
Different resources are used to support understanding and
the deepening of understanding: presenting key ideas in a
variety of ways. Have a look at these.
•Diennes (or base 10) Partitioning
•Numicon (colours and shapes and tactile quality to visualise
numbers)
•Counters (two sided tens and units)
•Link cubes
•Digit cards
•Loop cards
•Arrow cards
•100 squares and number lines
•Maths games
Assessment
•The new curriculum has removed levels and instead
focuses on children reaching The National Standard at the
end of each year.
•At the end of Year 6 this is known as being ‘Secondary
ready.’
•Day to day assessment is done to decide on next steps
and inform future planning. This is judged by daily marking
and feedback.
•Use of assessment booklets to record what the children
can do (scanned next slide)
•Ongoing end of chapter assessments
•End of key stage 1 tests
Types of activity to develop multiplication.
(Maths No problem chapter 3)
OMS
• Counting in steps of 2, 5, 10 up to 100 in a circle, starting from different
numbers including odd numbers and understanding that there are repeating
patterns in these. Missing number sequences 2,4, 6 ….. 10
• Card games (2, 5, 10 x tables cards and division cards)
• Multiplication and division timed practice sheets
Types of activity to develop multiplication.
Main activity (Maths No problem chapter 3)
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Making equal groups of …….. (using plates and cubes, repeated addition with
numicon, whiteboard representation). This has to be secure.
Equal grouping (Workbooks)
Drawing own arrays and pictorial representations.
Grid method (multiplying by a 2 digit number)
Types of activity to develop multiplication.
(Maths No problem chapter 3)
Investigations to deepen understanding
• On your white board draw 2 groups of 3 and make a number sentence. Now
draw 3 groups of 2. What do you notice? (investigating commutative law)
• How many different multiplication sentences can you make if you have 20
cubes? Children found own ways to record both repeated addition and using x
symbol
• Multiplication hexagon
(Pictures next slide)
How you can help at home
• Support with learning multiplication tables (2,5
and 10) and its relationship to division
• Practise number bonds to all numbers up to 20 .
(addition and subtraction facts)
• Using money to pay.
• (Bring children’s attention to the clock and
times/time intervals).
• Practical weights and measures.
• Little and often – Try to keep it fun!