Transcript Number – Year 2 - Rush Green Primary School

Year 1 and 2
Numeracy Workshop
Aims of the session
o Year 1 and 2 curriculum
o Common misconceptions and
approaches to teaching in year 1 and
2.
o Homework
o End of year expectations
Year 1 and 2 Curriculum
The planning structure for year 1 and
2 is organised into 3 areas:Number which is broken into: number and place value, addition
and subtraction, multiplication and division, fractions
Geometry
and direction
which is broken into: properties of shape, position
Measurement which includes length, height, weight,
capacity, volume, temperature (yr 2), time and money
Statistics (Year 2 only)
Number – Year 1
o Work within numbers to 100 – recognising
numerals as well as counting.
o Use the vocabulary related to addition and
subtraction and symbols to describe and
record addition and subtraction number
sentences – use of practical apparatus/
number lines/ hundred squares
o Initial multiplication and division calculations
using practical apparatus.
o Know that ½ is 1 of 2 equal parts and that ¼
is 1 of 4 equal parts
Number – Year 2
o Work within numbers to 100 and beyond –
recognise and write these numbers in
numerals and words
o Be able to partition numbers into hundreds,
tens and units.
o Be able to count in steps of 2, 3, 5 and 10
from 0 and other starting points.
o Be able to compare and order numbers up to
100 using the greater than and less than
symbols
Number – Year 2
o Use the vocabulary related to addition and subtraction
and symbols to describe and record addition and
subtraction number sentences – use of practical
apparatus/ number lines/ hundred squares
o Know by heart the addition and subtraction facts to 20.
o Add and subtract a two digit and one digit numbers via
partitioning and column method
o Move on to adding and subtracting 3 digit numbers
o Use the inverse relationship between addition and
subtraction to solve missing number problems e.g.
20 + ___ = 26
26 – 20 = ___
6 + ___ = 26
26 – 6 = ___
Number – Year 2
o Know by heart 2,3,5 and 10 times tables via
the full calculation.
o undertake multiplication and division
calculations using practical apparatus.
o Know that multiplication can be done in any
order
o Solve word problems showing their workings
out
Number – Year 2
o Know that ½ is 1 of 2 equal parts, that 1/3 is 1 of 3
equal parts and that ¼ is 1 of 4 equal parts.
o To recognise, find, name and write fractions
for ½, 1/3, ¼, 2/4, ¾ of a length, shape, set of
objects or quantity e.g.
½ of 6 = 3
o To know equivalent fractions e.g. 2/4 = ½
Geometry – Year 1
• Recognise and name common 2-D
(squares, rectangles, triangles,
circle) and
3-D (cube, cylinder, pyramid, sphere)
shapes
• Be able to understand whole, half,
quarter and three-quarter turns.
Geometry – Year 2
• Recognise, name and describe the properties of
common 2-D and
3-D shapes
• Be able to understand whole, half, quarter and
three-quarter turns.
• To relate turns to right angles (90 degrees)
• To understand and recognise the terms
clockwise and anticlockwise.
• To know their left and right.
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Measurement -Year 1
Children should know the language of and be able to record:
Lengths and heights Eg: long/short, longer/shorter, tall/short,
double/half
Mass/weight Eg heavy/light, heavier than, lighter than
Capacity Eg full/empty, more than, less than, half, half full,
quarter
Time Eg quicker, slower, earlier, later, hours, minutes, seconds
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Children should know the value of different denominations of
coins and notes
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Children should be able to sequence events in chronological
order using language [for example, before and after, next,
first, today, yesterday, tomorrow, morning, afternoon and
evening]
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Children should be able to recognise and use language relating
to dates, including days of the week, weeks, months and years
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Children should be able to tell the time to the hour and half
past the hour and draw the hands on a clock face to show these
times
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Measurement -Year 2
Children should know the language of and be able to record:
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Lengths and heights Eg: long/short, longer/shorter, tall/short, double/half, centimetres,
metres
Mass/weight Eg heavy/light, heavier than, lighter than, grams, kilograms
Capacity and volume Eg full/empty, more than, less than, half, half full, quarter, litres,
millilitres
Time Eg quicker, slower, earlier, later, hours, minutes, seconds, days of the week,
months of the year
Temperature e.g. degrees, hotter, colder, freezing point, boiling point
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Children should be able to:
order and compare measurements
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know the value of different denominations of coins and notes and be able to combine
amounts to make a particular value.
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find different combinations of coins that equal the same amounts of money
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Solve simple problems
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Give change
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tell the time to the hour, half past, quarter past, quarter too and other intervals e.g. 20
past, 5 past
Draw intervals of time on a clock
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Common Misconceptions and
Approaches to Teaching
Partitioning
• When solving addition and
subtraction problems using tens and
units. So 22 is understood as 20 and
2 or 2 tens and 2 units.
Ways to help: Talk to your children
about number – look at house
numbers and say 173 is 100 plus 70
plus 3.
Common Misconceptions and
Approaches to Teaching
• Using Money- Money problems,
including giving change.
Ways to help: Talk to your children about
money – ask them to work out how much
change you are owed, ask them simple word
problems Eg 1 currant bun costs 5p. How
much will 2 currant buns cost? Let the
children hold coins indoors and add them up.
Common Misconceptions and Approaches to
Teaching
•Shape Properties
•2-D flat shapes- sides and corners
•3D- solid Shapes- faces, edges and corners
Ways to help – talk about shapes around them –
look at real life objects like post boxes and lamp
posts.. Can they find 5 cylinders? Etc…
Common Misconceptions and Approaches
to Teaching
• Measuring- Non standard units e.g. blocks, hands
progressing on to cm and metres.
• Ways to help – Give children rulers and let them
measure things indoors. Ask them to estimate how
long/tall they think something is. Allow them to
help measure out ingredients.
Common Misconceptions and
Approaches to Teaching
Time
• We look at analogue clock- o’clock and
half past and then may progress to
quarter to and quarter past.
• Time problems- yesterday, tomorrow,
one hour later/after
• Ways to help – talk to your children
about time – how many minutes are
there until bedtime? How many
minutes left on the timer? Etc.
Website
• There is a comprehensive Maths
section on the school website.
http://www.rushgreenprimary.org.uk/
• If you are having trouble with any of
the learning, check on the website for
help.
• There are videos showing children
doing calculations etc.
Homework
• Working together- The homework set
will follow concepts that the children
have covered in class - differentiated
• Reinforce the learning
• Alternates with Literacy learning
• Mathletics
http://www.mathletics.co.uk/
Thank you for your time
Please make sure you have signed in at
the back.
Sheets at the back with curriculum
statutory requirements.