Welcome!

Dear Parents/Carers,
You have found our new year two blog space. In this space we will be posting important information, relevant news updates and curriculum guidance. The purpose of this blog is to provide you with an interactive way of communicating with our year group team. If this blog is to be successful, it requires consistent participation and involvement from you. Its your blog, your opportunity to communicate and comment on events happening throughout your child's time in year two.This blog will be updated every Wednesday evening. But please feel free to add posts yourself, at any time. We look forward to developing this interaction throughout the year, however, if you do have a personal matter regarding your child please do not hesitate to contact your class teacher in person. It is not the intention of this blog to replace the all important home school relationship, but to add an extra dimension to this.We look forward to reading your comments.

The Year Two Team.

Wednesday, 24 September 2008

Numeracy overview updates. 24/09/08

Here is an updated numeracy overview.


Children know addition and subtraction facts for each number up to 10 and are learning which pairs of numbers make 20.

Children can consolidate and use these number facts to add or subtract quickly, for example using the fact that 7 – 3 = 4 to find 57 – 3.

Children understand that addition and subtraction are inverses, and apply this knowledge in a number of ways. For example, they recognise that if you add 5 to a number and then subtract 5 you end up where you started; they state the addition fact linked to any subtraction fact and vice versa; they use addition to check the answer to subtraction calculations and subtraction to check addition.

Children know that addition can be done in any order. They begin to use efficient methods for addition and subtraction; for example, to work out 5 + 47 they start at 47 and count on 5. They count from zero in steps of 2, 5 or 10, describing patterns in the count. They identify even and odd numbers. They identify multiples of 5 and 10, appreciating that multiples of 5 end in 0 or 5 and multiples of 10 end in 0.

Children recall doubles of all numbers to 10. They recognise that if you double a number then halve the answer you get back to where you started, and use this to find halves of numbers to 20.

Children use the appropriate operation to model and solve a word problem, such as:
A mango costs 48p. A pineapple costs 36p more than a mango. How much is a pineapple?
For example, they use practical equipment, a 100-square or empty number line to help them to make decisions. They record calculations using the plus (+), minus (–) and equals (=) signs. They explain their answers and describe their methods, for example using an empty number line.





Children use patterns, relationships and properties to solve number puzzles, such as:
How many dominoes have a total number of spots that is odd?On a 100-square, what is the biggest number with a digit sum of 9?

Children explore properties of shapes. For example, they sort a set of 3-D solids according to whether or not each solid possesses a given property, such as whether or not it has a rectangular face. They use their knowledge of shape names and properties, for example to predict which 3-D shapes will roll and which will slide when placed on a slope. They recognise and name shapes in different positions and orientations, including in pictures.

Children extend their understanding of properties of a range of 2-D shapes including pentagons, hexagons and octagons, both regular and irregular. They use mathematical vocabulary to name, classify and describe some features of shapes, such as the number of sides and whether the shape has a right angle. They draw and make shapes, for example using pinboards to make shapes with five straight sides (pentagons) and then identifying those with a right angle.

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