Download Maths in Year 2 - Heddington Church Of England Primary School

Year 2
Heddington C.E Primary School
M. Dobbin 2013
1
Introduction
This booklet is intended to clarify and explain some of the ways in
which your child is taught to write down calculations. You may be
surprised to find your child’s Mathematics book contains writing,
pictures, diagrams, jottings or blank number lines and not many
‘formal calculations’.
Certainly, many of the methods your child uses may be very different
from those that you learned at school and this can cause confusion
when you are trying to support your child at home.
From the very early years at school the emphasis on mathematics
learning is upon children understanding and applying the skills they
have learnt rather than just learning by wrote a formal written method
that they may not fully understand.
Here in this booklet we have tried as simply as possible to aid you in
understanding some of the strategies your children may use, in their
current year group, to help you, to help your children. You’ll be
amazed at how many different ways there are to attempt the same
idea!. The booklet contains the approaches your children may use to
support their thinking when solving addition, subtraction,
multiplication and division calculations. We have also included typical
mathematical vocabulary your child may be acquiring and using at
this stage.
This is a guide only; children will always progress at different speeds,
however support from you will undoubtedly be of great benefit to
them at all times.
We have tried to make the strategies as clear as possible however if
you are unsure of any ideas in the booklet please do not hesitate to
ask your child’s class teacher
Mrs. Dobbin
(Numeracy leader)
2
Key Vocabulary: add, addition, more , less, sum, total ,
altogether, how many more, partition, hundreds, tens,
units, ones, one more, ten more, how much more is..
Addition
In year 2 children will add combinations of single digit and 2
digit numbers. They will be encouraged to put the larger
number first and count on by the smaller number. This will
often be modeled using informal jottings on a number line to
give children a visual representation of what they are doing
 Informal jottings Using a marked number line to add
This can begin with the use of a marked number line to solve
simple addition problems within 20 ie: 7 + 6= 13
4
5
6
7
8
9
10
11
12 13
14 15
Then this progresses to using an empty number line to support
mental calculations with 2 digit numbers. Using an empty
number line supports children until they are ready to do it ‘in
their heads’
 Informal jottings using an empty number line
Some children may initially make individual jumps of tens and
units
Eg: 23+25
+10
23
+10
33
+1
43
+1
44
+1
45
3
+1
46
+1
47
48
However as their confidence increases mentally, they will be
able to make bigger jumps including adding multiples of ten .
Eg: 23+ 25
+ 20
23
+5
43
48
Answer= 48
Children will also continue to use the 100 square, as in year 1 to
support their addition skills.
 Using a number square to add by counting on
This will initially be to aid children when counting on in units.
Eg: 8 + 7=15
4
48 + 36=84
 Partitioning : Mental Methods with Jottings
Many children will progress in year 2 to the method of
partitioning numbers into their value of tens and ones,
adding the parts and then recombining them to find to find the
total.
Eg: 13 + 26 =
Partition the numbers into tens and units (or ones):
10 + 3 + 20 + 6
Add the tens together and add the units together:
10 + 20 = 30 3 + 6 = 9
Recombine the numbers to give the total:
30 + 9 = 39
5
Key Vocabulary: Subtract, minus, left, less, fewer,
difference between, decrease by, partition. recombine
Subtraction
Children will be encouraged to think of subtraction in two ways,
finding the difference and taking away. Within school
children are taught both methods and will choose whichever is
most appropriate or easiest for them to use according to the
problem they are solving.
 Informal jottings, using a number line to subtract
Children will again begin by using a marked number line to find
answers to simple subtractions
Eg: 15 –8=7
4
5
6
7
8
9
10
11
12
13
14 15
This will then progress to using a number line which may be
used to count back in groups (take away)
For example 23 – 8
(23 –3 –5)
-5
10
11
12
13
14 15
16
17
6
-3
18
19
20
21
22
23
 Informal jottings using an empty number line
These methods can then be developed for use with larger
numbers on an empty number line . (Some children may initially
make 2 jumps of ten before being able to make a jump of 20)
 Informal jottings using an empty number line (by
counting forwards eg; finding the difference)
Children will also be taught a method of counting up from the
smallest number to the largest, by finding the difference, also
using the number line. Children usually find it easiest to make
the first jump to the next multiple of 10. The number of jumps
will vary. For some children, they will find it comfortable to
initially make lots of jumps of ten .
Eg: 74 – 27=47
+3
27
+10
30
+10
40
+10
50
60
+10
70
Then total the jumps 10+10+10+10+ 3+4= 47
7
+4
74
Others will need less jumps, especially as they become
confident and proficient in using this method.
Eg: 74-27=3+40+4=47
 Using a number square to count backwards
As with addition children are also encouraged to use a hundred
square to aid in counting back initially in units,
15-7=8
8
Then in tens and units
74-27=47
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Key Vocabulary: times, multiply, lots of, multiple
repeated addition, array, double, groups of
Multiplication
Children in year 2 need to focus on learning their
2x,5x,10x tables and their related division facts.
Children will be encouraged to use arrays and number lines to
aid them in their understanding of what multiplication means,
as well as counting on in equal steps in order to lead them into
learning their multiplication tables.
 Multiplication using and array
Eg: 2 x 5 = 2lots of 5 = 10
 Using a number line to understand multiplication as
repeated addition.
Again the number line will be used in order to help children
support mental strategies ie; 5x2 = 2+2+2+2+2 = 10
0
1
2
3
4
5
6
7
8
9 10
This may progress to jottings using repeated addition without
the number line.
Eg; 5 x3= 3+3+3+3+3 =15
10
Key Vocabulary: share. group, divide, remainder, half,
array, repeated subtraction, divided by
Division
In year 2 children will investigate division as both grouping and
sharing, including examples with remainders. Experiences will
still include lots of practical activities and then will progress to
children using pictures to aid them with their mental
calculations.
Division as grouping
Eg; How many groups of 5 can I get from 10? (10 ÷ 5 = 2)

 Division as sharing
Eg: 9 shared between 2 people
4 each with 1 left over
9÷2 = 4 r 1
 Using a number line to divide by repeated subtraction
(which could include remainders) Some children will
progress to using the number line to show division as
taking away groups.
eg : 12 ÷ 2 =6 using the number line
-2
-2
-2
-2
6jumps
0
1
2
3
4
5
6
7
11
-2
8
9
-2
10
11
12
It is also very important that children begin to see the link
between multiplication and division and how they can use their
knowledge of multiplication facts to help them solve division
problems.
Eg: 16 ÷ 4 = ?
How many 4’s make 16 ? 4x4=16 so 16 ÷ 4 = 4
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Web sites
Many parents have asked about web sites they could use with
their children to help them with their maths. Here are a few
suggestions but this list is not exhaustive and remember all
children in school have a Mathletics (mathletics.co.uk)
account and this is probably the best website to use as it is
particularly geared to your year group. If you cannot remember
your sign in and password, ask your class teacher.
www.mathszone.co.uk
www.mathsisfun.com
www.funschool.com
www.ictgames.com
www.woodlands-junior.kent.sch.uk/maths
www.maths-games.org
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Top tips
Here are some other top tips that may help
 Talk to your child about maths
 Be positive about Maths!! Let your child know that
everyone can learn math. Be positive about your own math
abilities. Try to avoid saying "I was never good at maths"
or "I never liked maths".
 Let your child know that you think math is important and
fun.
 Praise your child when he or she makes an effort, and
share in the excitement when he or she solves a problem
or understands something for the first time.
 When your child is trying to solve a problem, ask what he
or she is thinking. If your child seems puzzled, ask him or
her to tell you what doesn't make sense. (Talking about
their ideas and how they reach solutions helps children
learn to reason mathematically.)
 Treat errors as opportunities to help your child learn
something new. We all learn from mistakes.
 Make maths part of your child’s day: Include your child in
everyday activities that involve math – making purchases,
measuring ingredients, counting out plates and utensils
for dinner.
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