Year 1 Maths:
Children will count in groups of tens for the first time. Previously they have counted in 2s and 5s. Following this they will go on to using stories which link to pictures and concrete manipulatives to explore making equal groups and write statements such as ‘there are ___ groups of ___.’ They will recognise and explain how they know when they are equal or not. Children see equal groups that are arranged differently so they understand that the groups look different but can still be equal in number. At this stage children do not explore multiplication formally.
After some work on adding equal groups they will begin to make arrays by making equal groups and building them up in columns or rows.
They use a range of concrete and pictorial representations alongside sentence stems to support their understanding.
Children also explore arrays built incorrectly and recognise the importance of columns and rows.
How do I know that the groups are equal? What does equal mean?
How many pencils are there in each pot? How can I complete the sentence to describe the groups?
What’s the same and what’s different?
Are Josh’s groups equal or unequal? How can we make them equal?
How many equal groups do I have? How many in each group? Can I represent my apples with counters?
What is the difference between columns and rows? How many counters in each row? How many counters in each column?
How can I record my array with a number sentence?
Year 2 Maths - fraction unit
Children in year 2 need to be able to recognise , find, name and write including one third, one quarter, two quarters, one half and three quarters. They need find fractions of length, shape, set of objects or quantity.
We have started this unit by building on children's knowledge of sharing and grouping in division, asking children to divide a whole into equal parts. We have learnt about one half of number and shape. We are beginning to learn about quarters. Children can find a fraction of an amount using the previous strategy of sharing objects into equal groups but can now start to name these parts, such as by saying one half of 6 is 3 or one quarter of 8 is 2.
I have uploaded a couple of work sheets but it may be possible of you to find fractions of objects through everyday experiences such as when you are cooking or through every day objects around the home.
KEY LANGUAGE There is some key language that children will need to know as part of the learning in this unit: