Year 2. Striving to involve parents in their child s Mathematics education and create two-way communication between home and school

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1 Year 2 Striving to involve parents in their child s Mathematics education and create two-way communication between home and school

2 Introduction Mathematics is a wonderful subject which is highly valued in the curriculum at our school. Pupils will gain an understanding of the subject and see how it is applied in the real world. They will study a wide range of topics to become confident individuals who are able to think for themselves in preparation for the bright opportunities ahead of them. Aims They didn t do it like that when I was at school! Communication between parents and teachers is key to maximizing your child s potential. We would love to share the wonderful learning that takes place in our classrooms and this booklet is just one way of doing so! By reading through the information carefully you will gain a better understanding of Mathematics at this point in your child s learning and how to offer them support at home. Our aims for Mathematics this year are to engage and inspire pupils through practical tasks and develop their confidence with whole numbers, counting and place value.

3 The Teaching of Mathematics Our school supports the principle of the concrete-pictorial-abstract approach whereby pupils spend significant time working with resources and constructing pictorial representations. This enables children to progress onto abstract learning with a thorough understanding of mathematical concepts. The National Curriculum what does it say? There are seven areas of mathematics to be taught in Year 2: Number and place value Addition and subtraction Multiplication and division Fractions Measurement Geometry Statistics Please use the following pages to support your child in each area. Each page will include the methods that we use in school and other hints and tips to successful learning.

4 Curriculum links Number and place value Count in steps of 2, 3 and 5 from 0, and in tens from any number, forward and backward Recognise the place value of each digit in a two-digit number (tens, ones) Identify, represent and estimate numbers using different representations, including the number line Compare and order numbers from 0 up to 100, use <, > and = signs Read and write numbers to at least 100 in numerals and in words Use place value and number facts to solve problems Key vocabulary Here is a list of key vocabulary that you should emphasise when supporting your child: ü Equal to ü More than ü Less than/fewer ü Most/least Reasoning and fluency Can your child tell you why? Make sure they can prove their answers to you! Set multiple challenges to ensure they are confident at this stage in their learning. Mathematics at home Helping your child to relate Mathematics to the world outside the classroom is so important. You could try: comparing bus numbers, ordering raffle tickers, counting pasta or sweets in groups of 2, 3 or 5, etc.

5 Method Counting in the Classroom Our basic principle is that we try and incorporate counting wherever possible. 1) We use a counting stick on a regular basis in our classroom. The children are given a number and are required to count in steps of 2, 3 and 5 from 0. We also count in tens from any number. 3) Here is an example of the use of more than and less than signs: You could ask your child to create a number line using Lego and carry out the same activity at home. 2) Place value games can be used to help your child recognise the value of each digit in a two-digit number. Write a two-digit number on a post-itnote and place it on your child s forehead. Can they work out the number by asking questions about the tens and units? Charlie the crocodile is going to eat 75 because it s bigger than 36! Can you think of some more examples to work out at home? 4) Encourage your child to estimate the value of different quantities. It doesn t matter if they are wrong! Can they spot any patterns using their times tables and use this to help them?

6 Curriculum Links Addition and Subtraction Solve problems with addition and subtraction, using concrete objects and pictorial representations, including those involving numbers, quantities and measures Recall and use addition and subtraction facts up to 20 fluently, and derive and use related facts up to 100 Add and subtract numbers using concrete objects, pictorial representations and mentally Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems Key vocabulary Here is a list of key vocabulary that you should emphasise when supporting your child: ü Add/subtract ü Altogether/total ü More than/less than ü Partition Reasoning and fluency Can your child tell you why? Make sure they can prove their answers to you! Set multiple challenges to ensure they are confident at this stage in their learning. Mathematics at home Helping your child to relate Mathematics to the world outside the classroom is so important. You could try: comparing or adding TV channels, measuring two objects with a ruler and adding together, etc.

7 Method Addition Pupils continue to add numbers on a number line by partitioning the tens and units. Pupils should remember from Year 1 that the highest number goes first. This also helps them to answer missing number problems. For example: = 32 Pupils progress by recording addition in columns. This also supports place value and prepares for formal written methods. Please note that pupils should not move on before they are ready. Method Subtraction In a similar way, pupils use a number line to assist with subtraction calculations. To do this, the calculation begins at the opposite end of the number line. For example: = 12 Children often start at the wrong end of the number line for subtraction which can be really confusing for them please watch out for this! Pupils also look at number bonds up to and including 20 with practical equipment. Higher numbers provide CHALLENGE!

8 Multiplication and Division Curriculum Links Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers Calculate mathematical statements for multiplication and division with the multiplication tables and write them using the x, and = signs Show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot Solve problems involving multiplication and division, using materials, arrays, repeated addition mental methods, and multiplication and division facts, including problems in contexts Key vocabulary Here is a list of key vocabulary that you should emphasise when supporting your child: ü Altogether ü Multiply ü How many lots of ü Sharing ü Equal Reasoning and fluency Can your child tell you why? Make sure they can prove their answers to you! Set multiple challenges to ensure they are confident at this stage in their learning. Mathematics at home Helping your child to relate Mathematics to the world outside the classroom is so important. You could try: sharing out sweets equally, grouping Lego pieces into equal groups, creating arrays with objects and work out the question, etc.

9 Method - Multiplication Year 2 carry out lots of counting in 2 s, 5 s and 10 s supported by concrete objects. Method - Division Children complete practical sharing activities. They split equipment into different groups. They use numicon to compare different groups, e.g. 4 x 5 = 20 Children are also introduced to the concept of simple remainders referring to them as left over. For example: 14 3 = Children see everyday versions of arrays, such as baking trays and ice cube trays. They begin to see 4 x 2 = 8 and 2 x 4 = 8 Division is also talk about groupings. If there are 12 socks, how many pairs are there?

10 Fractions Curriculum Links Recognise, find, name and write fractions 1/3, ¼, 2/4, and ¾ of a length, shape, set of objects or quantity Write simple fractions for example, ½ of 6 = 3 and recognise the equivalence of two quarters and ½. Key vocabulary Here is a list of key vocabulary that you should emphasise when supporting your child: ü Half ü Quarter ü Third ü Two quarters ü Equivalent Reasoning and fluency Can your child tell you why? Make sure they can prove their answers to you! Set multiple challenges to ensure they are confident at this stage in their learning. Mathematics at home Helping your child to relate Mathematics to the world outside the classroom is so important. Please see the examples below for ideas on how to support your child.

11 Fractions There are lots of practical ways to help your child develop their confidence with fractions. Please emphasize the key vocabulary from the previous page to consolidate classroom learning. Here are some activities of activities that can be carried out at home: Use pancakes to show your child different fractions. Can you cut the pancake into half? Can you now cut your two halves into quarters? What do you notice? Show your child fractions of different shapes, not just circles. For example a chocolate bar. If we were sharing this between two people, why would we have to cut it exactly in the middle? What does this tell us about halves? (They must be equal!) Draw basic shapes on a piece of paper. Use play dough to show different fractions of the shapes. Can your child fill half a glass with water? Can they fill? (Estimate!) Can your child recognise fractions on a clock face? Draw a clock and see if they can divide the picture into one half, four quarters etc. Whilst having pizza for tea, can your child help you to cut the pizza in half? Quarters? Do all slices need to be the same size if we are all hungry? (Technically no but to make sure we are being fair!) Can your child split a tube of Smarties into half? Please note that this is encouraging your child to find a fraction of a set rather than a fraction of a whole. CHALLENGE! Would it matter if you received ¼ of a cake, rather than a ½? Please explain your working out. Would it be fair if you received 2/4 and your friend received ½?

12 Measurement Curriculum Links Use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Compare and order lengths, mass, volume/capacity and record the results using >, < and = Recognise and use symbols for pounds ( ) and pence (p) Find different combinations of coins that equal the same amounts of money Compare and sequence intervals of time Tell and write the time to five minutes, including quarter past/to the hour and draw hands on a clock face to show these times Key vocabulary Here is a list of key vocabulary that you should emphasise when supporting your child: ü Long/short/tall ü Smaller/bigger ü Double/half/heavy/light ü Fast/slow ü Full/empty Reasoning and fluency Can your child tell you why? Make sure they can prove their answers to you! Set multiple challenges to ensure they are confident at this stage in their learning. Mathematics at home Helping your child to relate Mathematics to the world outside the classroom is so important. Please see the examples below!

13 Measurement Pay special attention to the scale and help your child to read it! Pupils engage with a wide range of practical activities that develop their understanding of measure. They also learn how to use measuring equipment correctly to collect accurate answers. You could try: Baking a cake and helping your child to measure out the ingredients Comparing the length of objects using a ruler or tape measure. Creating an investigation to see who has the longest arms and legs out of a group of friends. Carefully measuring the height of plants in the garden and drawing a picture of them (smallest to tallest). Seeing how much water you can fit into a large container. Don't forget to make an estimation and use a measuring jug to see how close your guess is! Using a thermometer to measure the outdoor temperature for a week. Record the results and see which day was the coldest! Asking your child to identify the prices of items in the supermarket. Challenging your child to make 2 in as many ways as they can. Increase the amount as their confidence increases! CHALLENGE! - Can you round your measurement to the nearest cm?

14 Curriculum Links Properties of Shapes Geometry Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line Identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces Identify 2-D shapes on the surface of 3-D shapes, [for example, a circle on a cylinder and a triangle on a pyramid] Compare and sort common 2-D and 3-D shapes and everyday objects Describe position, direction and movement, including whole, half, quarter and three-quarter turns. Position and Direction Order and arrange combinations of mathematical objects in patterns and sequences Use mathematical vocabulary to describe position, direction and movement Key vocabulary Here is a list of key vocabulary that you should emphasise when supporting your child: ü Edges ü Vertices ü Faces ü Clockwise ü Anticlockwise Reasoning and fluency Can your child tell you why? Make sure they can prove their answers to you! Set multiple challenges to ensure they are confident at this stage in their learning. Mathematics at home Helping your child to relate Mathematics to the world outside the classroom is so important. You could try: making 2D shapes with elastic bands; creating 3D shapes with play dough; creating a tally of shapes in your home playing guess the shape by asking yes/no questions, etc.

15 Geometry There are lots of activities that we carry out at school which you could also carry out at home. Here are some examples: Use play dough to stamp 3-D shapes to see which 2-D shapes are on the flat faces Simply draw a straight line and use cubes to create reflections on either side Create 2-D shapes with elastic bands (can you create an isosceles triangle or a parallelogram?) Describe a shape using its properties and see if your child can draw it Create 3-D shapes with spaghetti and play dough. Could you include labels with information about the properties of the shape? Prepare a box of shapes (2-D and 3-D). Ask children to look at the tray and then close their eyes. Remove one shape; which one have you hidden? Make shapes out of lolly pop sticks Use YouTube to search for videos that help your child to remember the properties of shapes (2-D and 3-D) Provide your child with a real-life image. This could anything from a picture of the park to an illustration taken from literature. How many shapes can they see? Hints and tips! 1. Children must be able to recognise shapes regardless of their orientation or size 2. Encouraging pupils to search for shapes outside of school will assist with their understanding of mathematics in the world around them 3. During guessing activities ask children to explain WHY they have chosen a particular shape as their answer. This encourages mathematics reasoning!

16 Statistics Curriculum Links Interpret and construct simple pictograms, tally charts, block diagrams and simple tables Ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity Ask and answer questions about totaling and comparing categorical data Key vocabulary Here is a list of key vocabulary that you should emphasise when supporting your child: ü Categories ü Data ü Axis ü Quantity ü Total Reasoning and fluency Can your child tell you why? Make sure they can prove their answers to you! Set multiple challenges to ensure they are confident at this stage in their learning. Mathematics at home Helping your child to relate Mathematics to the world outside the classroom is so important. Please see the examples below!

17 Statistics There are lots of different ways that you can encourage your child to collect and analyse data at home! Could you: Create a tally chart showing how many times the Madagascar characters say: 1. He likes to move it 2. She likes to move it 3. They like to move it 4. We like to move it Create a pictogram with a tube of Smarties. How many red ones are there? How many blue? Which colour is the most popular? Ask your family/friends to identify their favourite sport. Put the results in a table. Which sport is the most popular? What is the difference between the most popular sport and the least popular sport? If you have any further questions, please see your child s class teacher. Thank you for your collaboration!