Transcript Year 2 / 3 Slideshow - Canford Heath Infant School

Year 2 & 3 Maths Parents
Workshop
Canford Heath First School
I think of a number and add 6.
My answer is 45, what number did I start with?
April 2012
Aims:
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To help you understand how we teach maths
To suggest ways you can help your child
To show how children progress
To share some of the games and resources
used, including those on the internet
(website)
• To share the vocabulary used
• To highlight the importance of mental maths
skills
Years 2 and 3
- Practical, mental maths, more written work but using
informal jottings .
- Continuation of addition and subtraction,
introduction of more formal multiplication and
division methods
Resources: 100 squares, place value (arrow) cards,
number lines, blank number lines, objects,
computers, number fans
Areas of Maths
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Shape and space
Measures
Data Handling
Numbers and calculating
Using and applying including investigations
Shape and space
• Naming and describing 2d shapes (flat)
• Corners – sides – curved – straight
• Naming and describing 3d shapes (solid)
• Vertices – edges – faces – curved – straight
• Models , patterns and pictures
• Sorting shapes according to their properties
• Children deciding how to sort shapes
Measures
•Estimate, measure and compare – capacity, length
and weight
•Suggest the appropriate units and equipment to
measure capacity, length and weight
•Read a simple scale
•Telling time – hour/half past/quarter past/quarter to
•Progressing to reading the time at 5 minute intervals
and recognising the same time on an analogue and
digital clock
•Months/seasons/days of the week
Data Handling and measures
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Pictograms
Block graphs
Tally charts
Tables
Venn and Carroll diagrams
Interpreting data
Pictogram
Team name
Frequency
Manchester Utd
Arsenal
Liverpool
Chelsea
Tottenham Hotspur
Which team is the most popular?
= 2 people
Which team was the least popular?
How many people supported Liverpool?
How many people are in the class altogether?
How many more people supported Arsenal than Chelsea?
How many people supported both Liverpool and Arsenal?
Venn Diagram
Carroll Diagram
Number facts
• Counting on and back in 1’s, 2’s, 5’s, 10’s and 100’s – starting on
different numbers
• Progressing onto 4’s, 3’s and 6’s
• Know timetables - 2’s, 5’s, and 10’s moving onto 4’s, 3’s and 6’s.
• Number bonds to 10, 20, 100 and 1000
• 1 more and less – from any number
• 10 more and less – from single, two, three and four digit numbers
(crossing the 100’s barrier)
• Know by heart all the addition and subtraction facts for each
number to at least 10 (20 in YR 3)
• Know doubles of number to 10 and halves of even numbers to 20.
Use this knowledge to double and halve larger numbers
• Recognise odd and even numbers and multiples of 2, 5 and 10.
Addition
• Count on from a number e.g. largest number “in
head” and count on
• Number line
• Hundred square
• Using number facts – doubles and bonds
• Partitioning 2 digit numbers – 1s and 10s
• Understanding place value – 53 is 50 and 3
• Understand plus, altogether, add, more than,
count on, total, sum.
3+3
24 + 23 = 47
To add – start on the largest
number and count on
+ 20
+3
Vertical
4 digit
Addition
76 + 47 =
+10
76
+10
86
+10
96
+10
106
+7
116
+ 40
76
123
+7
116
123
Subtraction
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Subtraction
Inverse operation
Counting backwards
Using objects
Counting back in 1’s-number line/mentally
Counting back in 10’s using 100 squares/ mentally
Knowing subtraction facts for numbers to 10 (20)
Partitioning – 1s and 10s
Understanding difference between numbers
‘number difference’
• Understand – count back, minus, subtract, take away, less
than, difference between
Year 3
Multiplication/ repeated addition
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Arrays – rows of 2, 5, 10
Repeated addition on a numberline
Using vocabulary - ‘groups of’ ‘multiplied by’
Leading to learning times tables – 2s, 5s and 10s
progressing to 4s, 3s and 6s.
• Knowing doubles is the same as x2
• Hops on a number line in groups
• Use of apparatus
5 x 2 = 10
2 + 2 + 2 + 2 + 2 = 10
2
5
2
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+2
+2
+2
+2
5
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+2
Partitioning
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4
6
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10
Division
partitioning
Division/ sharing
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Knowing simple halves of even numbers to 20 (dividing by 2)
Sharing
Grouping
Jumps on a numberline
Understand - ‘divide by’ ‘share equally’ ‘how many 5s in 20’
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Using and applying
Applying skills across all areas of learning
Real life experiences
Real life problems
Puzzles
A range of contexts – measures, money,
number
• Explaining and describing thinking
Using and applying their knowledge and skills is
so important
Peter went to the shop and bought a banana for 25p. How much
change would he get from £1
+ What are the important words and numbers
+ What is the operation (+, -, x, ÷)
+ What is the calculation
+ What strategy will you use to calculate the answer
How you can help…
• Mental maths practise especially number bonds, simple
addition/subtraction facts, 10 more and less, doubles and halves
• Board games and games involving dice and numbers e.g. snakes and
ladders, cards, dominoes
• Shopping - prices, weights, shape hunting, comparing sizes
• Cooking - involving weighing and measuring
• Money - costs, coin recognition, giving change
• Ask them to show you how to do calculations, get them to explain the
method.
• Counting
• Educational internet games
• Telling the time/ months/ days of the week
Make it fun!