Maths Problem Solving Year 2

By Catherine Yemm

Maths Problem Solving - Year 2 is the second of six books in the Maths Problem Solving series. The books have been written for teachers to use during the numeracy lesson. They cover the 'solving problem' objectives from the numeracy framework. This first book contains four chapters; Making decisions, Reasoning about numbers or shapes, Problems involving 'real life', money or measures and Organizing and using data. The books are designed in such a way that each section has six stages of questions to be worked through. Every stage is split into three levels, for example 1a, 1b or 1c, based on achievement. Each corresponding question from these levels follow the same line of questioning, so that when the teacher talks about a certain question, the solution process is the same for each level but the complexity of the sum varies.

• Language: English
• Publisher: Brilliant Publications
• Release date: May 10, 2012
• ISBN: 9780857475169

Book preview

Maths Problem Solving

Year 2

Catherine Yemm

Published by Brilliant Publications

Unit 10, Sparrow Hall Farm, Edlesborough,

Dunstable, Bedfordshire LU6 2ES

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website: www.brilliantpublications.co.uk

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The name Brilliant Publications and its logo are registered trade marks.

Written by Catherine Yemm

Cover and illustrations by Frank Endersby

© Catherine Yemm 2005

First published in 2005. Reprinted in 2010.

Digital version converted and published in 2012 by

Andrews UK Limited

www.andrewsuk.com

The right of Catherine Yemm to be identified as the author of this work has been asserted by her in accordance with the Copyright, Design and Patents Act 1988.

Certain indicated sections may be printed/photocopied by individual teachers for class use only, without prior permission from the publisher and without declaration to the Publishers Licensing Society. The materials may not be reproduced in any other form or for any other purpose without the prior permission of the publisher.

Introduction

Maths Problem Solving – Year 2 is the second book in a series of six resource books for teachers to use during the Numeracy lesson. It specifically covers the objectives from the Numeracy framework that are collated under the heading ‘Solving problems’. Each book is specific for a particular year group and contains clear photocopiable resources which can be photocopied onto acetate to be viewed by the whole class or photocopied onto paper to be used by individuals.

Problem solving plays a very important part in the Numeracy curriculum and one of the reasons Numeracy is such an important subject is because the skills the children learn enable them to solve problems in other aspects of their lives. It is not enough to be able to count, recognize numbers and calculate; children need to be able to use problem solving skills alongside mathematical knowledge to help them succeed in a variety of ‘real life’ situations. Many of the problem solving skills and strategies that are needed do not come naturally so they have to be taught.

Problem solving is not an area which should be taught exclusively on its own but one which should be taught alongside other mathematical areas such as numbers and shape, space and measures. Children will benefit from being given opportunities to solve problems in other areas of the curriculum and away from the classroom as well as in their Numeracy lessons.

When teaching children how to solve problems, the Numeracy strategy refers to a number of points that need to be considered:

The length of the problems should be varied depending on the age group. Children will benefit from being given short, medium-length and more extended problems.

The problems on one page or in one lesson should be mixed so that the children do not just assume they are all ‘multiplication’ problems, for example, and simply multiply the numbers they see to find each answer.

The problems need to be varied in their complexity: there should be some one-step and some two-step problems, and the vocabulary used in each problem should differ.

Depending on the age of the children the problems can be given orally or in writing. When given written problems to solve, some children may need help to read the words, although this does not necessarily mean that they will need help to find the answer to the question.

The context of the problem should be meaningful and relevant to the children. It should attempt to motivate them into finding the answer and be significant to the time. For example, euros should be included as well as pounds.

This resource book is organized into four chapters: ‘Making decisions’, ‘Reasoning about numbers or shapes’, ‘Problems involving real life, money or measures’ and ‘Organizing and using data’. Each chapter contains six lessons, one to be used each half term.

Making decisions

The objective outlined under the ‘Making decisions’ heading of the Primary Numeracy Strategy for Year 2 children is: Choose and use appropriate operations and efficient calculation strategies to solve problems.

In this chapter the emphasis is on choosing and then using the correct operation to solve a given problem. In Year 2 the children are taught to add, subtract, multiply and divide and they should understand that different problems will need different methods to solve them. The children should be provided with an opportunity to tackle mixed problems so that they learn to think openly and make a decision depending on the vocabulary used and the question itself. If children are not taught these decisive skills then it is common for them to assume that, to find the answer to a question with two numbers, you just add the numbers. The questions set out in this chapter are arranged according to the skills the children will be practising each half term. In lessons 1, 3 and 5 the children will need to use their addition and subtraction skills to solve the problems. In lessons 2, 4 and 6 the children will need to use their multiplication and division skills. The questions the children will answer are designed to enable them to practise solving problems in a variety of relevant contexts.

When the children are completing the questions encourage them to think of the calculation they need to do and to write it down. They should also be encouraged to record what they use to work out the answer. For example:

The problem solving objectives are closely linked to the group of