Year 2 Maths workshop powerpoint presentation, for those people who could not attend.

1. Maths Workshop Y2
How to support your child in
mathematics

2. Work shop objectives
 To inform parents of what we teach
 To share the methods we teach
 To equip parents with a range of
strategies that will enable them to support
their child

3. ASSESSING PUPIL PROGRESS
(APP)
 Children enter year 2 with a level that was awarded by teacher
assessment at the end of Y1
 Half termly assessments are then carried out and the results of
these are entered into a pupil tracker – this will flag up if children are
not progressing at the expected rate and will also identify children
who are making accelerated progress
 There is a national bench mark used to ensure that our
assessments are in line with other schools throughout the country.
 In the summer term the standardised assessments tests are still
being administered (SATS). However it is teacher assessment that
has more weighting and due to our rigorous assessments and
tracking we always have sufficient evidence to back up our
judgments

4. Key Skills
Every aspect of mathematics are important, but there are
some key skills which children need to support their
learning
 Knowledge of number pairs up to 10
 Secure one to one counting
 A growing understanding of Place Value
 An understanding that addition is the inverse of
subtraction and vice-versa
 An understanding that multiplication is the inverse of
division and vice-versa

5. Number pairs to 10
 Secure knowledge of the number pairs up
to 10 is crucial for quick calculations-by
number pairs we mean any two numbers
that total up to a given number
 These help with calculation but also speed
up calculations of 2 and even 3 & 4 digit
numbers e.g.
6 + 4 = 10 16 + 4 = 20 26 + 24 = 50

6. Secure one to one counting
 Why?
In year 2 children continue to use number
lines and hundred squares – accurate
counting on and counting back is crucial
for accurate answers.

7. Common errors
 Children often count the numbers on the number line and not the
number of jumps they do – this leads to calculations being out by
one
 To correct this error we teach the children to cover the number they
start at and then count the jumps to the next number.

8. Getting to know the 100 square
 When children begin to use a hundred square to
support calculations involving higher numbers
they may still try counting on in steps of 1. This
is open to errors as they reach the end of one
row and have to transfer their finger on to the
row below.
 A regular 100 square has many patterns which
can support children in their counting-speeding
up their calculations and ensuring more accurate
calculations

9. Equivalence
 The best way to explain equivalence is to
use a balance :-
16 + 4 = 20

10. Place value
 Place value is a crucial step as children move
towards working with 2, 3 or even 4 digit
numbers
 We teach the children that every number has its
own place and its own value-in child speak every
digit tells a different story
 Base ten equipment and place value cards are
used to teach this very important step

11. Ways to practise place value
 Look at 2 digit numbers and ask –how many
tens, how many units. Get to know which digit
represents tens which is the units
 Make some place value cards and practise
sums like this: -
26 = + 6 100 + 30 + = 132
 Make the number with the cards then let your
child segment them.

12. Where to start!
Addition-
 begins by addition of single digit numbers using concrete apparatus
 Moving on to number lines (horizontal or vertical)
 Adding single digits to 2 digit numbers-place value is needed here -
base 10, place value cards
 Putting highest number in your head and counting on or back
 Teaching the children that you can actually count on to find a small
difference between 2 numbers (subtraction)
 We do not teach column addition – children need to be secure in
their understanding of place value before this is introduced

13. Inverse operations
 Addition and subtraction are taught along side each other and
children are taught through simple language that these two
operations are opposite e.g- if you add 2 sets of objects the number
gets bigger, if you take a number of objects away from a set the
number will get smaller. If children have a clear understanding of
this they will be able to manipulate numbers e.g
16 + 4 = 20 20 -16 = 4
4 + 16 =20 20 – 4 = 16
 This is the same with multiplication and division
4 x 5 =20 20 5 =4
5 x 4 =20 20 4=5
A simple task would be to give 3 numbers and ask how many sums
they can generate.

14. Understanding addition as the
inverse of addition
When it useful?
Children need to be able to apply this knowledge
to solve the following problems.
I think of a number and double it my answer is 14.
What is my number? (one step)
I think of a number and subtract 3, then I halve it.
My answer is 9.What is my number. (two step)
This also applies to problems involving
multiplication and division

15. Multiplication & Division
Muliplication is initially taught as repeated
addition e.g.
3 x 2 would be taught as 2 + 2 + 2
Division is taught as sharing e.g
6 2 = 3

16. Multiplication - Arrays
2 x 3
3 x 2 3 x 4
4 x 3
5 x 3
3 x 5

17. Problem Solving
Opportunities are built in weekly to allow children to apply
their developing range of skills in a variety of problem
solving situations.
These begin with simple one step operations
Followed by more complex 2 and 3 step operations where
children are required to select the appropriate operation
to solve the given problems.
Children sometimes work independently to solve problems
as well as working reciprocally in pairs or groups to solve
group problems.

18. Examples of problem solving
Everyday problems
 I have 18 marbles, Tom has 5 more than me.
How many does he have? (one step)
 I have 20 marbles and I found 5 more. I gave my
friend 10. How many do I have left? (two step)
Not all problem solving is based around word
sentences. Children often work in groups on a
practical problem where they use the TASC
wheel to guide their investigations.

19. Shape, space, measures & data
handling
 We cover a variety of topics in shape space and
measures. These include telling and recording the time
 Measuring using standard and non -standard units
 Properties of 2D & 3D shapes including symmetry and
rotation
 Data handling – tally charts, block graphs, venn & carroll
diagrams
 Positional language – e.g. clockwise and anti clockwise
and angle of turn e.g. ¼ turn ½ turn

20. Question time!
 If you have any questions we will try to
answer them!
 If we can’t then we will find out the
answers and let you know!

21. Thank you for your time.
We hope this information has
been helpful in providing you
with ideas to support your child
at home.