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Transcript
ADDITION Children…. Add using concrete objects, pictorial representations and mentally, including: a twodigit number and ones, a two-digit number and tens, two two-digit numbers and three one- digit numbers. Recognise that addition can be done in any order. Partition numbers into tens and ones to add and then recombine: 12 + 23 = 10 + 2 + 20 + 3 = 30 + 5 = 35. Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and number patterns. The Number Line Children use a blank number line to count on in tens and ones. They use this in conjunction with practical resources if necessary (hundred squares, bead strings) and teachers model how to use the number line. 23 + 12 = 23 + 10 + 2 = 33 + 2 =35 +10 10 Children…. Children…. Subtract using concrete objects, pictorial representations, and mentally, including: a twodigit number and ones, a two-digit number and tens, two two-digit numbers and three one- digit numbers. Recognise that subtraction cannot be done in any order (negative numbers are not introduced in Yr 2). Recall subtraction facts to 20 fluently and derive and use related facts up to 100. Recognise missing numbers need to be placed in all possible places in the number sentence: 7-?=4 7-3=? ?–3=4 7- ? = 4 The Number Line Children use a numbered line to count back. They use this in conjunction with practical resources (unifix, bead strings, counters) and teachers model how to use the number line. 20 - 9 = 11 Count and chant in different multiples. Year 2 children are expected to know their 2s, 3s, 5s and 10 times tables by the end of the year, in and out of sequence. They recite: “1 x 3 = 3” “2 x 3 = 6” “3 x 3 = 9,” etc, in order to understand multiplication as ‘grouping’/’lots of’, up to “12 x….” Solve 1 and 2 step problems involving multiplication. Recognise that multiplication can be done in any order (commutative), ie, 3 x 10 gives the same answer as 10 x 3. Understand that multiplication and division are the inverse of each other and use this to check the answers to their calculations: eg: 3 x 10 = 30 and 10 x 3 = 30 “So therefore I know…” 30 ÷ 3 = 10 and 30 ÷ 10 = 3. Calculate the answer by using concrete objects, pictorial representations and arrays, with support of the teacher and writing these calculations as number sentences, using the correct symbols: +2 2 23 33 35 Bridging through ten: The steps in addition often bridge through a multiple of ten. For example: 8 + 7 = 15 Children should be able to partition 7 to relate adding the 2 and then the 5: 10 Children then move onto using empty number lines to count back. They partition numbers to subtract: 35 – 12 = 35 - 10 - 2 = 25 – 2 = 23 -2 23 +5 +2 8 Calculation Policy for Year 2 MULTIPLICATION SUBTRACTION 15 Progression: Add numbers with up to three digits, using formal written methods of columnar addition. -10 2 25 35 Children also count on from the smaller to the bigger number and ‘find the difference’ between given numbers. Progression: Subtract numbers with up to three digits, using formal written methods of columnar subtraction. … … … … 3 + 3 + 3 + 3 = 12 4 x 3 = 12 Use the language of ‘groups of’, ‘lots of’, ‘multiples of’ and ‘multiplied by’ when calculating sets of numbers. Progression: Children use partitioning to help them calculate multiplications: 16 x 3 = 10 x 3 + 6 x 3 = 30 + 18 = 48 DIVISION Children…. Share objects into equal groups and use related vocabulary: ‘shared between’ ‘halve’, ‘divided between’. Use repeated subtractions on a number line to divide: 12 ÷ 3 = 4 Children should also move onto calculations involving remainders: 13 ÷ 3 = 4 r 1. Relate divisions and grouping to real-life contexts and learn how to calculate fractions as divisions: ‘Peggy had 12 apples. She gave ½ to her friend. How many did her friend receive?’ ‘Paul had 20p. He gave ¼ to Mary. How much did Mary receive? Children understand that divisions cannot be done in any order, ie: 12 ÷ 4 does not give the same answer as: 4 ÷ 12. They solve problems involving division, using material arrays, repeated addition, mental methods and division facts, including problems in contexts. Progression: Children solve problems including missing numbers involving division.