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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