## TERM 1

**Recent foci in class**

* Using number lines - to assist with counting, estimation and understanding gaps between numbers.

Number lines are also a good model to show addition and subtraction (we have just begun to experiment with their use in understanding the calculation strategy Friendly Chunks. In the first place we are looking at friendly jumps. How many jumps on the number line from 6 would you need to reach the next friendly number 10 (work with higher numbers fro more able)?

*There are still some Yr 2 children who need ongoing practise with forwards and backwards counting starting at any number and beyond 100. This shows they are yet to fully understand the repeating patterns of numbers into the hundreds. Please practise with Guess and Press with a calculator.

e.g. enter 76 +3 Then write what you think the next number will be. Press = and check and so on.

Can be done with 3 digit, 4 digit and even numbers with more digits.

* TEN MORE/TEN LESS for 2 and 3 digit numbers

* Adding to friendly number is easy

10 + 4 is 14 10 + 5 is 15

20+8 is 28 360 + 2 is 362

* Using number lines - to assist with counting, estimation and understanding gaps between numbers.

Number lines are also a good model to show addition and subtraction (we have just begun to experiment with their use in understanding the calculation strategy Friendly Chunks. In the first place we are looking at friendly jumps. How many jumps on the number line from 6 would you need to reach the next friendly number 10 (work with higher numbers fro more able)?

*There are still some Yr 2 children who need ongoing practise with forwards and backwards counting starting at any number and beyond 100. This shows they are yet to fully understand the repeating patterns of numbers into the hundreds. Please practise with Guess and Press with a calculator.

e.g. enter 76 +3 Then write what you think the next number will be. Press = and check and so on.

Can be done with 3 digit, 4 digit and even numbers with more digits.

* TEN MORE/TEN LESS for 2 and 3 digit numbers

* Adding to friendly number is easy

10 + 4 is 14 10 + 5 is 15

20+8 is 28 360 + 2 is 362

*** FRIENDLY PAIRS**- Does your child know all the pairs of number that add up to ten? Given a number, can they tell you the friendly pair? Practice with games under Useful Websites 2018.

6 + 3 + 4 Add the friendly pair 6 and 4...then add 3 to 10

*** FRIENDLY AND FIX -**Does your child know how useful knowing add ten is?

It helps with calculation 9+7

If 10+7 is 17 then 9+7 is 16

* Using a calculator to count forwards and backwards +1======= -1=======

If easy start with higher number 995+1====== 553-1======

And skip count 23+2========= 177-2=====

PLACE VALUE

PLACE VALUE

**Place value understandings develop over time, in a range of contexts and with**

**ongoing practice**

**. In the first place the experiences should be with concrete materials, followed by diagrams, followed by mentally visualising.**

**While some children have developed these early key concepts, others may benefit from further practice to:**

**understand numbers are represented by digits 0-9****understand the place the digit is standing, in the number, affects the value.**

**e.g. the 5 in 53 represent 50 but in 75 it represents 5**

**the 2 in 243 represents 200 etc.**

**use a range of different ways to show numbers…bundles of ten straws, popsticks,****Base Ten blocks, buttons and sorting rings, arrow cards****write the number the long way (Yr 2) 342 = 300 + 40 + 2****count from any number by tens****add ones, tens (hundreds) or ones, tens (hundreds) from a number (Yr 2)****understand that in 125, there are 12 tens and 5 ones or 1 hundred, 2 tens and 5 ones**

**N.B. Minimum requirement by end of Yr 1 - numbers to 120**

**Minimum requirement by end of Yr 2 - numbers to 1000**

**COUNTING**

**Fluent counting forwards and backwards and later fluent skip counting forwards and backwards**

**SEEING NUMBERS AT A GLANCE**

**The ability to see numbers without counting all is an important pre-requisite for fluency with**

See games under Websites 2018

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

*mental computation skills*(which some Yr 1’s are ready for and which is a requirement for Yr 2).See games under Websites 2018

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

**The purpose if this information under the**

*Maths What Are We Learning*tab is to provide 'at year level' information and it is especially useful if your child is having difficulty with increased expectations. If your child is performing well, extension is provided but will not be outlined here.

Don't forget to encourage your children to try some of the Websites 2018

Don't forget to encourage your children to try some of the Websites 2018

**We are learning:**

PROBLEM SOLVING STRATEGIES

PROBLEM SOLVING STRATEGIES

In Term 1 Mrs Gartner will be introducing the ten problem solving strategies. These strategies are the same for both Yr 1 and Yr 2. These strategies will be introduced to the group and then children will apply them to contexts that are appropriate to their abilities. A key part of the learning is to develop appropriate language so conversations around how to solve problems can be understood by all. See below for the strategies.

- MENTAL COMPUTATION STRATEGIES (ongoing all year)

All year we will work towards developing an awareness of various computation strategies and being able to verbalise a range of ways computations can be made. We also identify when some strategies are more effective than others. The language used in these conversations needs to be common so children can understand each others' explanations.

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Mental computation strategies to learn this year if not already known.

** Count on*not count all

*

*Think Big Count Small*(ie start with largest number and then count on, not efficient if counting on more

than 3)

*

*Friendly Pairs*- finding numbers that add to ten first

* Adding friendly numbers like 10, 20, 200 using the

*Place Value*strategy

*

*Friendly and Fix*

*

*Friendly Chunks*- Build to or count back to a friendly number first

* Doubles and Near Doubles

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COUNTING (all year)

* Activities to ensure children count and write numbers correctly to 100 (Yr1) and to 1000 (Yr 2 -currently revising understandings to 100).

(Common errors at this age - writing 704 for 74 or for Yr 2's 4006 for 406) You might like to check if your child is doing this.

* Using one hundred grids - can you work out where the number would be on a blank grid, ordering numbers according to size etc.

* We are also working on building place value understandings

* Representing numbers with a range of different materials (Year 1 two digit and Year 2 three digit) ...MAB blocks, straws, arrow cards, tens frames, money...

To practice at home Yr 1's and some Yr 2's (if place value not well established.) play games where numbers are bundled into tens e.g. roll dice... collect straws and make a bundle of ten whenever you have enough straws. Once you have ten bundles of 10 or ten 10's we know we have one hundred.
Important vocabulary * DIGIT - so kids can respond appropriately if asked to think of a two or three digit number * ones / tens / hundreds * friendly numbers - numbers that end in 0... they are easy to work with * value - eg What is the value of this digit when it's in the tens place? value = worth = means 'is the same as' |