Roll a dice twice or pick two playing cards at random. Which 2 2-digit numbers can be made. Which numbers need to be added to make 100? Use a 100 square (like the one at the end). Pick a number. How many tens and ones need to be to get to 100. (It helps the children to understand that moving down a square adds 10 and moving a square to the right adds 1) “Century challenge”. In pairs. One person says a 2-digit number aloud, the other has an agreed number of seconds to work out the paired number that will total 100. Who can get 5 right first? How quickly can your child do it? Multiplication and division for the 2, 5 and 10 times tables. Listen to and sing to online songs Write out the multiples of 2, 5 and 10 as repeated addition on numberlines Practice chanting the tables together “I know…so…” Given a fact (e.g. 2 x 4 = 8) what 3 other facts can be made with the same numbers? ( 4 x 2 = 8 8 ÷ 4 = 2 8 ÷ 2 = 4) Given a multiplication or division number sentence, can your child draw an array (see below) to prove it (e.g. 15 ÷ 5 = 3) To know doubles and halves of all numbers to 20. Take it in turns picking a number at random (1-20). Can you double and halve this number? Discuss and count when sharing practically (e.g. food items…) and when doubling (e.g. sorting shoes, socks, gloves…) To know all subtraction and addition facts for each number up to 20. “Target number”. Select a number between 1-20 at random. How many different ways can you find and record of making that number using pairs of numbers between 1-20 to add and subtract. This could be played as a game in a pair or group, who will be the first person who cannot think of another pair to create the Target Number? Recall”. How quickly can your child answer 5 or 10 mixed addition and subtraction questions (with answers between 0-20)? Speed is not essential, particularly when starting the challenge, but most children are motivated more if they can see they are becoming quicker over time)
Roll a dice twice or pick two playing cards at random. Which 2 2-digit numbers can be made. Which numbers need to be added to make 100? Use a 100 square (like the one at the end). Pick a number. How many tens and ones need to be to get to 100. (It helps the children to understand that moving down a square adds 10 and moving a square to the right adds 1) “Century challenge”. In pairs. One person says a 2-digit number aloud, the other has an agreed number of seconds to work out the paired number that will total 100. Who can get 5 right first? How quickly can your child do it? Multiplication and division for the 2, 5 and 10 times tables. Listen to and sing to online songs Write out the multiples of 2, 5 and 10 as repeated addition on numberlines Practice chanting the tables together “I know…so…” Given a fact (e.g. 2 x 4 = 8) what 3 other facts can be made with the same numbers? ( 4 x 2 = 8 8 ÷ 4 = 2 8 ÷ 2 = 4) Given a multiplication or division number sentence, can your child draw an array (see below) to prove it (e.g. 15 ÷ 5 = 3) To know doubles and halves of all numbers to 20. Take it in turns picking a number at random (1-20). Can you double and halve this number? Discuss and count when sharing practically (e.g. food items…) and when doubling (e.g. sorting shoes, socks, gloves…) To know all subtraction and addition facts for each number up to 20. “Target number”. Select a number between 1-20 at random. How many different ways can you find and record of making that number using pairs of numbers between 1-20 to add and subtract. This could be played as a game in a pair or group, who will be the first person who cannot think of another pair to create the Target Number? Recall”. How quickly can your child answer 5 or 10 mixed addition and subtraction questions (with answers between 0-20)? Speed is not essential, particularly when starting the challenge, but most children are motivated more if they can see they are becoming quicker over time)
y2_spring_learn_its.docx