Download Year 2 Calculations Guide

Parents’ Guide to
Calculations at
MAPS
Year 2
Addition
Adding two 2-digit numbers
using the column method
without regrouping.
Adding a 2-digit number
to 2-digit using a number
line.
When introducing the column method at year 2 we use
pictorial representations and numerals as you can see in the
images below.
1.
Start on the largest
number.
2. Partition the number you
are adding.
3. Count on jumps of 10.
4. Count on the ones.
1.
2.
3.
Partition the numbers
into tens and ones.
Add together the ones.
Add together the tens.
24 + 15 = 39
Pictorial
Tens
Ones
Numerals
Adding two 2-digit numbers
using the column method with
regrouping.
24
+15
39
4+5=9
2 tens+ 1 ten = 3 tens
When introducing regrouping to the children we focus on
‘exhanging’ 10 ones for 1 ten. We teach this pictorially and
with numerals.
1.
2.
3.
Partition the numbers
into tens and ones.
Add together the ones.
If there are more than
10, swap for 1 ten.
Add together the tens
not forgetting the 1 ten
you’ve just added.
25 + 36 = 61
Pictorial
Numerals
20 + 5
+30 + 6
50 + 11 = 61
3 tens
9
Subtraction
Subtracting two 2-digit
numbers using the column
method without regrouping.
Subtracting two numbers
using a number line to
count back.
Start on the largest
number.
2. Partition the number you
are subtracting.
3. Count back jumps of 10.
4. Count back the ones.
When introducing the column method at year 2 we use
pictorial representations and numerals as you can see in the
images below.
1.
Subtracting 2 numbers using
a number line to count on
when finding the DIFFERENCE.
1.
2.
3.
4.
Start on the smallest number.
Count on tens.
Count on ones.
You need to reach the largest
number in the calculation.
1.
2.
3.
36 - 14 = 22
Partition the numbers to
subtract. Make the
Pictorial
largest number first.
Tens
Subtract the ones.
Then subtract the
tens.
Numerals
36
+14
22
6-4=2
3 tens - 1 ten = 2 tens
Ones
The red represents the
crossing out (taking
away).
Multiplication
Multiplying 2-digit by 1-digit
using partitioning.
Multiplying in the times
tables using arrays.
1.
2.
3.
Draw columns and rows.
The amount needed in each
column is based on the
multiplication.
Count how many there are
altogether.
We encourage children to
rotate arrays so they can
see multiplication is
commutative (it doesn’t on
the order of the numbers
in the calculation).
2 x 5 = 10
5 x 2 = 10
When introducing this strategy the children would still be
encouraged to show arrays for working out where needed.
1.
Partition the 2-digit to
multiply into tens and
ones.
2. Multiply the tens by the
single digit.
3. Multiply the ones by the
single digit.
4. Add them together.
To support multiplication fluency
regular practice of times tables 2x,
3x, 5x and 10x is important.
Once children have mastered this 4x,
6x, 7x and 8x.
Division
Dividing by grouping.
Dividing by sharing.
1.
2.
3.
Draw the starting amount –
this is the largest number in
the division.
Make the groups – this is the
number you are dividing by.
Share the starting amount
with the groups
equally, placing
one at a time in
each group.
Count how many
are in each group.
8÷2=4
4.
This strategy links to arrays for multiplication as it allows
children to begin to make connections between multiplication
and division.
1.
2.
3.
Take the number you are
dividing by and make
this many in the row.
Continue adding rows of
the 2nd number until
you reach the amount
you are dividing from.
The amount of rows
(groups) you have
created is the answer.
To support division it is important that
children are fluent with their times tables,
so regular practice is key!
From division, children can work out and
write multiplication sentences.
e.g. 12÷3=4 12÷4=3 3x4=12
4x3=12
12 ÷ 3 = 4