Subtraction in two parts. We are going to start off subtracting using a number line. I have attached a 0-30 number line or you could use a ruler or draw a number line – the numbers don’t need to be evenly spaced just in order. I try to restrict printing as I am aware not everyone has a printer. We will move on to using our reliable chips and peas
Part 1 - using the number line - read the word problems and look for the calculation. Your child only needs to write the calculation not the whole word problem.
The children are encouraged to start on the biggest number and count back in jumps of one. There are 8 to complete. Once complete, move to Part 2.
Part 2 - using chips and peas – see my exemplar below. For these a number line is too small so they need to use another strategy. Please get your child to show their chips and peas calculations and try to get them to explain what they are doing. There are 5 to complete.
Active Maths Day
Hide the numbers (see attachment below marked active maths 22-4) around the garden and house, Your child must run and find two numbers and bring them back to add them using the chips and peas method or column method shown- keep on with the method shown - add the ones and then the tens and show both totals before adding them all together.
If you can't print them off, you can use scraps of paper with the numbers on instead.
Complete the starter activity.
Using the method shown in the images and yesterday's practice, complete some addition word problems. Your child should show their calculations and not just give an answer. They could either use chips and peas or the column method making sure they add the ones and then the tens and exchange any ones for tens.
Please let me know how they get on.
Complete the additions (see below) in the way shown above.
Friday 23rd April
This term, Y2s are going to be working on measures relating to mass (weight), capacity (volume of a liquid) and length. This will all build on work they did in Y1. For all these measures, we use the metric system (i.e. grams and kilograms not ounces, pounds, stones etc.).
To remind them of the different measures we use, they can watch this song to begin:
We are going to start with capacity, and will carry on with it next Friday too. This lesson is designed to help your child understand what different capacities ‘look like’.
First, ask your child to have a hunt for different things in the house which are measured in millilitres or litres. Try to find around 10 items. You could do this in one of 3 ways:
Ask your child to put them in order from smallest to biggest, referring to the labels. Do they know that 1l is the same as 1000ml? Explain it can be easier to use litres than to talk about very big numbers.
In their maths book, ask your child to complete this conversion table up to 9 litres
1 litre = 1000ml
2 litres = 2000ml
3 litres =
Now ask them if they can make any addition sums using the household items they have found. For example, a 200ml sun cream bottle and a 500ml fizzy drink bottle would be 200ml + 500ml = 700ml. (Y2 children are not expected to do 3 digit addition unless multiples of 100 so encourage them to stick to the items with round numbers).
Ask your child to have a go at 3-5 of these additions and discuss with them how totalled volumes compare to other items e.g. “two bottle of fizzy drink added to 1000ml, that’s the same as the carton of orange juice.”
Week 3 - week beginning 20-04-20
This week we will continue with column addition with exchanging 10 - please see my notes on how to do this. It is VERY important to do it correctly at this stage, you will have learned it differently but you would have also learned it at a later stage in your life. Please contact me via email firstname.lastname@example.org should you have any questions.