Year 2 differentiated problem solving
Children in group 3 were given the opportunity to solve the problem using concrete materials. They were encouraged to talk about their learning. Staff in group 3 modelled the correct vocabulary used in explanations.
Group 2 worked in groups to solve the problem. They used concrete objects and they were encouraged to show their learning, through drawings and jottings. Staff in group 2 asked open ended questions so that the children could explain their ideas and use reasoning to find solutions. This is modelled in all maths groups.
In group 1 the children choose objects from the "maths help boxes". These boxes have a variety of maths equipment that will support the children in their learning. It is important to allow children the time to investigate the contents of the boxes and find out what will help at different times in their learning.
The teachers in group 1 encourage the children to use concrete objects in their learning but, when the children become more confident, they will begin using drawings and pictures to help them. The children build up resilience in their learning and don't ask the teachers for help if they can use the tool box to help them.
Eventually the children will be writing number sentences to show their learning but teachers get very excited when a child can explain what they are doing, using the correct mathematical language.
Outdoor learning can be such fun!
Our outdoor classroom is a perfect place to investigate shapes and their properties.
We use Base 10 to help the children visualise the value of numbers. Ask your child about the value of the tens and ones digits in a number.
We are trying to make maths more visible in our classrooms. Have a look in your child's classroom to see the opportunities available for them to try out their maths skills.
We encourage the children to represent their learning in a variety of ways.
How many different ways can you represent a number?
Year 2 have been learning about direction. They have used maps of London to locate buildings and landmarks. Ask your child what The Monument in London is. Hopefully they will tell you how it is a reminder of The Great Fire of London.
There are patterns all around us. Children enjoy finding and describing patterns. Our children have been making patterns and describing them using the correct mathematical vocabulary.
Fractions are taught in both year 1 and year 2. It is important for your child to see halves and quarters, so don't forget to use opportunities like having toast and apples for them to see what a half or a quarter looks like.
It is important for children to have real experiences in Maths so we found fractions of bread and then M&Ms. The children were encouraged to show what they had learnt, using jottings.
Finding three quarters (3/4).
We are encouraging the children to use mathematical vocabulary correctly, when they are talking about their learning. This week we have been looking at multiplication.
Arrays are very useful when we are solving multiplication or division problems.
We have been adding to find totals of money. We have also learnt how to "pay" using the least amount of coins.
We have been looking at 2D and 3D shapes. We have been investigating nets of shapes, finding out which shapes roll and which slide and we have been describing the properties of shapes, using the correct mathematical vocabulary.
Here are some examples of our learning in Key Stage 1. We spent a week looking at place value, in the context of measurement.
Having fun but learning at the same time!
Ask your child's teacher to give you some good ideas for simple maths games you can play at home.
A snapshot of maths in year 2.
Finding the mass of objects, using heavier and lighter than.
Problem solving with 2 and 3 D shape.
Finding fractions. Would you rather eat one half or one third?
At Whitefield, we strongly believe in making Maths purposeful and visual. The use of practical resources, real-life connections and models and images for children to 'hook' their understanding of concepts onto is vital for embedding a good basis for further mathematical learning and is a big feature of the new curriculum. A mathematically rich environment is also key for supporting learning.
Each class has a dedicated Numeracy lesson every day. In Key Stage One, pupils are grouped and set for Numeracy lessons across the year group. This enables us to differentiate learning across the year group and facilitates the teaching of the higher level content to more able pupils as well as enriching and extending pupils of all abilities.
Numeracy will be taught across other areas of the curriculum as much as possible too. This enables us to highlight the importance of the application of skills to the children. For example, within the Year Two topic of 'The Great Fire of London', children learnt about chronology and were able to order dates, applying their knowledge of number.
Below is a copy of our 'Parents' Guide to Calculations'. It sets out the methods which we use to teach children formal written calculations. We believe it is important that children consolidate their understanding of number and calculation using a variety of models and images such as number lines, before moving onto compact written methods. This ensures children are more likely to grasp these concepts and methods later on due to their sound understanding of how each process 'works'.
Click on the link below to download the Year Group expectations for Years 1 and 2 in Maths:
Click below for the progression of calculations taught in school:
We work hard to create a 'number-rich' learning environment for our children
Click below to see a summary of the steps of how calculations are taught in school:
Download this document for a maths glossary guide