Mathematics. Steps to Success. and. Top Tips. Year 2

Transcription

1 Pownall Green Primary School Mathematics and Year 2 1

2 Contents 1. Count, read, write and order whole numbers to at least Know what each digit represents (including 0 as a place holder) 3 3. Describe and carry on number sequences (including odd/even numbers, counting on or back in ones or tens from any two digit number, and so on) 3 4. Understand that subtraction is the inverse of addition 3 5. Say the subtraction calculation to a given addition and vice versa 4 6. Know all addition and subtraction facts for each number to Know that addition can be done in any order and use this to help with mental calculation 4 8. Know that multiplication is repeated addition 4 9. To half numbers because I know halving is the inverse of doubling Know by heart facts for the 2 multiplication table Know by heart the facts for the 10 multiplication table Know which operations to use when solving problems Estimate, measure and compare lengths using standard units Estimate, measure and compare masses using standard units Estimate, measure and compare capacities using standard units Read a simple scale and use a ruler to draw and measure lines to the nearest centimetre Use the mathematical names for common 2-D and to sort shapes and describe some of their features Use the mathematical names for common 3-D and to sort shapes and describe some of their features Use mathematical vocabulary to describe position, direction and movement 8 Page 2

3 and Year 2 Key Learning Objectives 1.To count, read, write and order whole numbers to at least Sort the numbers according to how many tens they have. 2. Within each set of ten order the units. Read the numbers carefully (reading from left to right, identifying which are the tens and which are the ones.) How many digits does it have? What is each digit worth? Remember when writing a number we write it left to right demonstrate what happens to the value of numbers when we write right to left. 2.To know what each digit represents (including 0 as a place holder). Write the place value column headings to help. Use arrow cards to demonstrate 0 as a place holder. Use 10p s and 1p s 3.To describe and carry on number sequences (including odd/even numbers, counting on or back in ones or tens from any two-digit number, and so on). 1. Look carefully at the number sequence. 2. Can you see a pattern? What is happening each time? 3. Test your idea on the sequence to check that you are correct. 4.To understand that subtraction is the inverse of addition Demonstrate the corresponding addition to the subtraction using objects. Make the relationship between + and explicit. Use a number balance. 3

4 5.To say the subtraction calculation to a given addition and vice versa Start with the answer to the addition calculation. Use Number Trios or number balance or child held numbers 6.To know all addition and subtraction facts for each number to Begin using ten fingers. 2. Use 10 pegs on a coat hanger, hide a set and ask how many hidden? 3. Mental recall. 4. Recite from memory. 7.To know that addition can be done in any order and use this to help with mental calculations 1. Put the biggest number in your head 2. Count on from the biggest number Remember that addition can be done in any order, but beginning with the biggest number is easier. Put up the number of fingers you want to add to the biggest number FIRST and then put each finger down as you count on. Addition of three numbers look for number bonds to 10, near bonds, doubles and near doubles. 8.To know that multiplication is repeated addition 1. Demonstrate using cubes/sets of toys, children, money etc 2. 4 x 5 = Explain that multiplication is a quick way of adding the same number again and again. 4. Draw arrays (groups of dots) to represent a multiplication. 4

5 9. To half numbers because I know halving is the inverse of doubling Use cubes demonstrate doubling and halving. Use real life examples e.g. pizza 10.To know by heart facts for the 2 multiplication table 1. Using fingers to mark number of sets. 2. Read the multiplication facts whilst reciting. Make explicit that the multiples of 2 are EVEN numbers. Look at the repeated pattern of units 0, 2, 4, 6, 8 etc. 11.To know by heart the facts for the 10 multiplication table 1. Using fingers to mark number of sets. 2. Read the multiplication facts whilst reciting. Tops Tips Make explicit that the multiples of 10 end in 0 Look for patterns on the 100 square 12.To know which operations to use when solving problems Read and understand the problem. Underline key information. Decide what you need to work out. Estimate Calculate Answer in a sentence Take time to check your answer Identification of language used 5

6 and Shape, Space and Measures Year 2 Key Learning Objectives 13. To estimate, measure and compare lengths using standard units Discuss the importance of standard units Use a metre stick: make comparison- longer than/shorter than. Make links with familiar classroom objects e.g. length of the desk is about 1m/a child Make clear that the metre is the base unit of length. Understanding the size of the base unit will help understand the size of all other units. There are smaller units such as centimetres which are 100 times smaller than the metre (centi = 1/100) 1 cm is approximately the width of a child s finger. Discuss which unit you would use to measure different objects e.g. a door, a pencil etc. 14. To estimate, measure and compare masses using standard units Introduce 1kg and g as standard units for mass. Sort objects into more or less than 1kg. Make links with familiar objects e.g. food packaging Make clear that the gram is the base unit of mass. Understanding the size of the base unit will help understand the size of all other units. There are larger units such as kilogram which are 1000 times larger than a gram (kilo=1000). Link to children s own weight. 15. To estimate, measure and compare capacities using standard units Make links with familiar objects e.g. volume of a water bottle/ soft drink bottle. Make clear that the litre is the base unit of volume/capacity. Understanding the size of the base unit will help understand the size of all other units. There are smaller units such as millilitres which are 1000 times smaller than the metre (milli = 1/1000) Discuss when reading a scale in measuring and baking. 6

7 16. To read a simple scale and to use a ruler to draw and measure lines to the nearest centimetre 1. Ensure that you have the cm side and not the mm side of the ruler. 2. Place the Zero end of your rule at the end of your object, usually on the left side. 3. Make sure the end of the ruler is flush with your object, and use your left hand to hold it in place. 4. Move to the opposite side of the object you are measuring, 5. Read the last number on your rule that is alongside the object. This will indicate the "whole unit" length of the object. 17. To use the mathematical names for common 2-D and to sort shapes and describe some of their features Use the vocabulary: shape, flat, straight, curved, round, corner, side, edge, sort, circle, triangle, rectangle, square, pentagon, hexagon, octagon, circular, triangular, rectangular. Feel a shape in a bag and name it. Talk about the shapes and patterns in their environment and take digital photos Choose a shape to match the properties described by the adult and name it: Refer to the properties of shapes such as the number of corners and sides Programme the robot to draw squares and rectangles Refer to properties such as: reflective symmetry Fold 2D shapes along lines of symmetry. Draw lines of symmetry on 2-D shapes. Use mirrors to identify lines of symmetry. Practice making symmetrical shapes by cutting and folding. 7

8 18. To use the mathematical names for common 3-D and to sort shapes and describe some of their features Use the terms: shape, solid, hollow, edge, face, straight, curved, point, corner Focus on following shapes: Cube, Cuboid, Sphere, Cylinder, Cone, Pyramid Describe the shape of the faces, the number of faces, edges and corners. Sort 3-D shapes in different ways according to their properties of their faces Make and describe shape patterns using solid shapes. Relate solid shapes to pictures of them. Identify solid shapes in the environment. Discuss why some solid shapes are used as packages and why others are rarely used. Open 3D shapes to explore the nets. Make 3D shapes. For high ability children Read and use the terms vertex and vertices Know that a prism has the same cross section along its length and that the two end faces are identical Collect examples of prisms and cylinders and match them to name labels. Name and describe solids e.g. a triangular prism. 19. To use mathematical vocabulary to describe position, direction and movement Revise language: between across through backwards forwards sideways opposite underneath centre journey turn whole turn half turn Introduce vocabulary: clockwise anticlockwise quarter turn right angle straight line Play robots child to read direction cards- other children to confirm the movement. 8