How to Support Your

Child in Mathematics

October 2013

Success WILF is …• To inform you of what we teach

• To share our methods • To equip you with strategies so

that you can support your child

Assessing Pupil Progress

• Assessment for Learning: formative and summative

• National / Dobcroft averages / rates of

progress

• End of KS1

Key Skills• Knowledge and speedy recall of

number pairs up to 10, 20, 100

• Understanding Place Value: the value of each digit in a number

• Understanding and applying the 4 operations of number+ -

X

Number Pairs • Secure knowledge and recall of the number

pairs up to 10 and 20 is crucial for quick

calculations 2 + 8 = 10 2 + 18 = 20 12 + 8 = 20

8 + 2 = 10 8 + 12 = 20 18 + 2 = 20

• These help with calculation and also speed up calculations of two and three digit numbers e.g.

6 + 4 = 10 16 + 4 = 20 26 + 24 = 50 136 + 24 = 160

Secure Accurate Counting

• In Year 2, children continue to use number lines and hundred squares – accurate counting on and counting back is crucial for accurate answers.

• Understanding number lines helps children to use scales

Navigating the 100 Square• Key vocabulary: column, row, tens,

ones, digit, add, subtract …• Spotting and using patterns in a 100

square• Navigating efficiently to support

calculations involving higher numbers

to solve real life mathematical

problems

Sam has 6 marbles. Her sister has twice as many and her friend has 4. How many marbles do they have altogether?

RUCSACReadUnderline

Calculation?SolveAnswer

Check

Shape, Space, Measures Data Handling

Time: Read the time on digital and analogue clocks, identify time intervals, Use seconds, minutes, hours, days and weeks and know the relationships between them, know the months of the year

Measuring using standard and non -standard units: Estimate, measure and compare capacities, length and weight

Understanding Shapes: Recognise whole, half and quarter turns, recognise that a right angle is a quarter turn, Know the properties of 3D and 2D shapes,Identify reflective symmetry in patterns and 2-d shapes and draw lines of symmetry

Organising and using data: Answer a question by collecting and recording data, and representing results as block graphs and pictograms Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including ‘not’

Language of MathsSubtraction Take away More than

Value Digit Less than

Multiples Place value Array

Addition Between Share

Divide Inverse Operation

Total Double Difference

Your Turn!3 activity stations

+ and - using number lines: Class 7 Owl parents

Multiplication arrays: Class 8 Bear parents

Place value: Class 9 Fox parents

To finish: Look at the Level 2 and level 3 SATs questions in the Foxes class.