Information session for parents - Numeracy in Year 2

1. NUMERACY
A
SESSION
FOR
PARENTS

2. HOW DO WE TEACH MATHS NOWADAYS?
• Up to 80% of mathematics teaching
time in Year Two is focused on
number and algebraic learning.
• The rest of the teaching time is
spent exploring geometry,
measurement and statistics.
• Students are encouraged to
discuss and explain their
thinking at maths time.
• The aim of an effective numeracy
proramme is to provide your child
with a range of tools and skills

3. NUMBER KNOWLEDGE & NUMBER STRATEGY
Students need to have the opportunity to
enhance their knowledge while their strategies
are being developed.
Knowledge 4x9=
Strategy is using what we
know to work out what we
don’t know.
I know 4x10 so 4x9 must be 4
less than that.
Strategy Knowledg
e

4. • Emergent
• One to One Counting
• Count from one on
Materials
• Count from one by Imaging
• Advanced Counting
• Early Additive Part-Whole
• Advanced Additive Part-
Whole
• Advanced Multiplicative
• Advanced Proportional
Counting
Strategi
es
Non
Counting
Strategies
NUMERACY STAGES

5. By the end of Year 2, students will have the
knowledge to be able to:
• Identify numbers up to 100
• Be able to order and sequence numbers,
i.e. say the number that comes after /
before a given number, skip count in 2s,
5s, and 10s.
• Know groups of numbers with 5, within 10
and with 10. Recognise patterns and
values of numbers.
• Learn basic facts - instantly recall
addition and subtraction facts within 3
seconds, and single-digit doubles facts.

6. By the end of year 2, students
should be at the advanced
counting strategy stage.
• This means they will be able to
count-on and count-back from the
largest number to solve problems.
E.g. 16 + 5 = ? - 16, 17, 18, 19,
20, 21
• Students will use skip counting and
simple grouping strategies
• Students will use equal sharing to
find fractions of sets.

7. NOW, TIME TO SEE WHAT YOU CAN DO
!!
On the next slide there is a word
problem we might ask the students.
Your job is to solve the problem and
then explain to your neighbour how
you arrived at your answer.
Being able to explain the
strategy you used is what we
want our students to
articulate.

8. There are 53 people on
the bus.
29 people get off.
How many people are now
on the bus?

9. I use place value
“53 – 20 = 33. Minus another
9. Split the 9 into 3 and 6.
33- 3 = 30 – 6 = 24
I use tidy
numbers:
53 – 30 = 23 plus
1 = 24
“I use an open number line!” Algorithm
I think of
53
-29
3 – 9 I can’t do so
I borrow a ten. 13
– 9 = 4.
4 tens – 2 tens = 2.
It’s 24
I use balancing.
53 – 29 =
54 – 30 = 24
5350
+3+20+1
29 30
53 – 29
=
+1 +1

10. We provide students with a range of equipment
to help them solve problems. Students move
on from using these materials to imaging the
numbers in their head.
The equipment could be things like the
abacus, counters, number fans, 100s boards,
number lines, play dough, white boards and
pens, bottle tops to name a few.

11. RICH TASKS
We also set our students Rich Tasks at maths
time.
The students work in small, mixed ability
groups, discussing and recording ways to
solve the task at hand.
Rich tasks “open up” the maths and allow the
learner to “get inside” the problem.
These sessions promote meaningful
mathematical discussions between the
students.
They also develop students’ key competency
skills, providing them with the opportunity
to take on different roles in the group, i.e.
recorder, presenter (participating and
contributing), and listening to / explaining
their ideas (relating to others) as well as,

12. RICH TASKS
Working with a partner record how you might
work out the answer to this Rich Task.
Dinosaur Hunt
You are a scientist in the Jurassic
era and find a total of 20 dinosaur
eggs in some nests. Each nest has the
same number of eggs in it. How many
nests might you see and how many eggs
are in each nest?

13. Using multiplicative thinking,
factors of 20 are 5, 4, 10, 2,
20, 1.
Trial and error, drawing nests
and eggs, and counting what’s
thereSkip counting to 20 in 2s, 5s,
or 10s
KEY IDEAS: Solve a story problem using problem solving
strategies.
Different strategies students may use:
Using basic facts knowledge,
such as double 10 is 20.
Which stage are you
working at?

14. WHAT YOU CAN DO TO HELP …
• Talk to your child and ask them to explain
how they solve the problems
• Get them to show you how to
solve/explain/justify their answer with
materials or diagrams
• Ask questions. How did you do that?
• Use the Ministry pamphlet
• Be enthusiastic about mathematics
• Play games-cards, dice, board
• Counting challenges in the car
• Make up fun skip counting songs – 2s, 5s,
10s
• Use hobbies/interests to practise maths
• Go to www.nzmaths.co.nz for ideas (family
section)
• Help with their basic facts – check with
their teacher which ones
• Refrain from teaching our old algorithmic
methods – they will be taught, but not

15. Thank you for
coming -
Question time

W e h o p e t h i s h a s b e e n a
u s e f u l s e s s i o n . T h e r e a r e
a v a r i e t y o f r e s o u r c e s a t
t h e f r o n t o f t h e r o o m –
f e e l f r e e t o h a v e a l o o k a t
t h e s e .
Y o u a r e w e l c o m e t o t a l k t o
y o u r c h i l d ’ s t e a c h e r i f y o u
h a v e s p e c i f i c q u e s t i o n s