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 5 + □ = 8 •Mentally recall pairs of numbers to 10 and doubles to 10. Children use these skills to help them solve problems, including problems involving money. •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?

•What is 1 more / 1 less? Have a set of number cards at home • 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? 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.

Use maths vocabulary with your child

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 + = 20 – 8 = 12 20 – = 8

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… • Apply times tables to real life situations. I have five 10p coins, 5 x 10 is 50. • Share out sweets, toys e.g. half of 10 is 5 or 10 ÷ 2 = 5 Using maths in games • Play games where children need to use their maths skills: • Junior monopoly • Yahtzee • Card games, dominoes • Connect four, noughts and crosses (strategy games) Have a set of number cards at home • 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?

Encourage children to work out their own strategies 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

4 + 5 = 9

Basic Addition

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: How many groups of 4 can be made with 12 stars? = 3 Sharing:

12 shared between 3 is 4

3x4=12

Arrays

12 ÷3=4

I I I I I I I I I I I I

Multiplication: Groups of, repeated addition Division: Sharing into groups of