Year 2 Maths Mental-Oral Starters
Get your maths lesson going with a bang!
Each term, we provide 48 starters – enough for 4 per week for 12 weeks – plus 3 sets of 12 ‘Fun-Fair Friday’ tests.
Starters are categorised under key mathematical skills – see headings below.
ALL starters in Counting, Exploring place value and Addition & Subtraction are FREE to download. Others are only available to Friends of Hamilton and School subscribers.
In each download, expect starters further down the list to get slightly harder. Most starters include a couple of quite challenging questions!
Starters with an E at the end of the download filename are easier, as they revisit skills from Year 1 or from previous terms.
In Autumn, children count on or back in 1s, being able to say the next number (one more) or the number before (one less) than any given number. They also rehearse counting in steps of 2, 5, 10 and 3. Counting in twos can be from an odd or even number. In Spring and Summer, counts of 3, 5 or 10 may not start on a multiple.
Autumn: Count on and back in 1s (7) | Count in 2s, 5s, 10s and 3s (4)
Spring: Count on and back in 1s (4) | Count in 2s, 5s, 10s and 3s (4)
Summer: Count on and back in 1s (4) | Count in 2s, 5s, 10s and 3s (4)
Children partition numbers into tens and ones. They read numbers, recombining the parts. They compare numbers and place them in order. Finally, they place and identify numbers on a line or on the 1-100 grid. In Summer, they write inequalities to compare numbers, using < or >.
Autumn: 2-digit Place Value (3) | Compare and order 2-digit numbers (8) | Place 2-digit numbers on a line or grid (5)
Spring: 2-digit place value (4) | Compare & order 2-digit numbers (4) | Place numbers on a line or grid (6)
Summer: 2-digit place value (4) | Compare & order numbers (4) | Place numbers on a track, line or grid (3)
Children rehearse number bonds to 10, applying this to add to the next multiple of 10. They recall pairs of numbers adding to 7, 8 and 9, along with subtraction facts for numbers to 20. They recognise and identify unit patterns, using these to develop fluency in mental addition and subtraction. In Spring, children begin to rehearse unit patterns that cross – ‘bridge’ – a 10 when adding and subtracting, and practise counting on in 10s and 1s to add. In Summer, they count back in 1s or 10s to subtract.
Autumn: Addition and subtraction number bonds and pairs (6) | Unit patterns in addition and subtraction (5)
Spring: Count on in 10s & 1s to add (2) | Number bonds & pairs (6) | Unit patterns, including bridging 10 (5)
Summer: Count on in 10s & 1s to add (2) | Count back in 10s or 1s to subtract (2) | Number bonds & pairs (6) | Unit patterns, including bridging 10 (5)
In Autumn, each starter takes one or more times tables as a focus, practising multiplication facts for the 2x, 5x, 10x and 3x tables. In the easier tables (2x and 10x) we add some tricky questions intended to pose a challenge outside simple recall of facts. Some children will love this. Encourage all children to have a go! In Spring, division facts are introduced, separate from multiplication facts; in Summer, the two are rehearsed side by side.
Autumn: Times tables (4)
Spring: Multiplication facts (3) | Division facts (2)
Summer: Tables and division (5)
Children rehearse known facts, e.g. double 6 is 12 and half of 18 is 9. They need to ensure fluency, recognising the simple doubles such as double 3, and identifying numbers that are easy to halve, such as 6.
In Spring, children calculate or recall simple unit fractions of amounts, supported by whole-part images. In Summer, they also calculate 2/3 and 3/4 of amounts.
Autumn: Doubling and halving numbers (2)
Spring: Double and halve (2) | Fractions of amounts (2)
Summer: Double and halve (2) | Fractions of amounts (2)
In Autumn, children look at coins and practise swift and confident identification. By Spring, they are using place value to count/ combine totals as well as counting up to find change from 10p, 20p and 50p. In Summer, they begin to find change from £1.
In Autumn, children rehearse telling the time to the hour and half hour on analogue clocks. Telling time to the quarter hour is introduced in Spring and secured in Summer.
Autumn: Coin recognition (2) | Tell the time (2)
Spring: Money — totals and change (2) | Telling the time (2)
Summer: Money — totals and change (2) | Telling the time (2)
The tests each have ten questions and are fun to do as children compete not against each other, but against their PB (personal best). Each week, they see where they have got to on the Fun-Fair Height Chart – which rides will they be able to do?
Choose a test to fit the Starters you have done this week. Download the Tests Overview to make your choice.
Autumn: Tests overview | Fun-Fair Friday Tests
Spring: Tests overview | Fun-Fair Friday Tests
Summer: Tests overview | Fun-Fair Friday Tests A-D (4) | Fun-Fair Friday Tests E-H (4) | Fun-Fair Friday Tests I-L (4)
FREE Everything You Need To Teach Year 2 Mental Maths Worksheets
In Year 2 mental maths, children are really starting to hone their mental maths skills, building on prior learning from EYFS and Year 1. As well as working towards the Key Stage 1 SATs, children are gaining confidence in the four main operations – addition, subtraction, multiplication and division (although they may only know these last two as doubling and halving to start with).
Maths in Year 2
In Year 2, maths lessons likely include a 10 minute mental maths practice session. This may incorporate elements of rote learning (of times tables for example), mental maths games or quick quizzes to test rapid recall of known facts. These would be based on prior learning and this daily check supports the practice of retrieving that information regularly. Although rote learning plays a part, this will build on conceptual understanding – taught with manipulatives (physical resources such as cubes or beads) in the main part of a lesson.
What the national curriculum says about Year 2 mental maths
The National Curriculum for England states that, “The principal focus of mathematics teaching in key stage 1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools]”.
Specifically, Year 2 pupils are expected to “recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables” and “recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100”. Although, mental maths is not simply about recalling facts, but is focused on the understanding of the workings out required, and being able to apply known facts appropriately.
Year 2 SATs tests do not have a separate mental maths paper but by the end of Year 2 they will use their mental maths to help them with answering maths questions.
Fluent in Five Years 1-6 (Weeks 1-6)
This popular pack of daily maths questions will help your students to build fluency in maths and develop their mental maths skills.
Recommended mental maths skills to teach in Year 2
Year 2 mental maths: number bonds
In Year 2 children will need to know their number bonds to 20 and know doubles up to 20. They will need to add on in steps of 2, 3 and 5 from 0, as well as in steps of 10 from any number. Adding one-digit numbers to two-digit numbers is usually first taught in ways such as using physical counters. Strategies such as ‘keeping the big number in your head and counting on to add the small number’ are introduced as part of the mental maths strategies in Key Stage 1.
Addition and subtraction facts to 20 are also important in children’s mental maths capability. They would also need to know how to add near doubles i.e. 5 + 4.
The following table includes some other key number facts to work on before Year 3. Although you would not expect children in Key Stage 1 to undertake a lot of formal mental maths tests, rapid recall is important so these will be practised regularly.
Number facts children should know by the end of Year 2
Year 2 mental maths: place value
During Key Stage 2, pupils need to learn the place value for numbers up to 100, and should recognise the place value of any digit in a two-digit number. They should also be able to use place value to solve a range of simple maths problems. This knowledge will continue to be built on in Year 3 and as they learn more about place value in KS2.
Mental maths worksheets have a place within mental maths strategies too and form the building blocks which help children to have a concrete understanding of the mental maths strategies they are using. We have ten KS1 and KS2 place value games available as printables for teaching place value which include lesson ideas and manipulative recommendation to support mathematical understanding.
Year 2 mental maths: addition and subtraction
Children are expected to learn partitioning of numbers to help them with addition and subtraction. This will support adding 1 digit numbers added to 2 digit numbers, for example 26 + 3. Pupils are required to fluently use addition facts and subtraction facts up to 20 and work with related facts up to 100.
Addition and subtraction understanding builds firmly on children’s secure knowledge of number bonds and place value. A multitude of written methods are introduced when teaching addition and subtraction at Key Stage 2. Written methods help to apply mathematical knowledge to bigger numbers, and pupils’ mental maths confidence grows alongside this developing understanding of the concepts behind the operations.
Example of a Third Space Learning Year 2 maths intervention slide focussing on the concept of addition and subtraction as inverse operations
Year 2 mental maths: multiplication and division
An understanding of multiplication and division usually starts with doubling and halving in Year 1 and this continues into Year 2 where times tables are also practiced for the 2, 5 and 10 times tables. Rapid recall of times tables facts helps to reduce the cognitive load when pupils are applying number facts to solve worded problems.
It is important for Year 2 to understand that multiplication is a form of repeated addition – adding together equal groups – as this is often the first building block for learning about times tables, following on from doubling. Early understanding of this concept in Key Stage 1 will save Key Stage 2 teachers from later trying to fix misconceptions.
Read more: How to Teach Times Tables So Pupils Learn Instant Recall From KS1 To KS2
Year 2 mental maths: fractions, percentages and decimals
Fractions in Year 2 will often be taught in terms of physical ‘sharing’ of items such as cake or pizza. Teaching resources can include paper plates cut into fractions. Manipulatives will also be used to look at ‘sharing’ out a number of items.
Although mental maths is assumed to mean simply “working out in your head” i. e. not using any paper or pen or physical objects, there is a lot of ‘concrete’ practice required to ensure that mathematical understanding goes past simple rote learning and regurgitation. A maths assessment should include checking that pupils fully understand the concept behind the pure numbers.
Understanding fractions in Year 2 ensures that later in their primary school years pupils can apply this solid understanding to decimals and percentages.
The importance of mental maths skills in Year 2 problem solving
We know that children typically find reasoning questions the hardest to answer in Year 6 SATs and this is often due to not enough practice from an early point. Reasoning questions, even at the simplest level, help to assess the true understanding of maths concepts. It is the application of the knowledge which really ‘tests’ that children know that which cannot be learnt simply by memorising the answer sheet.
Multi-step word problems come in even in early mental maths and even in the home i. e. “How much does this cost and will I be able to afford that other toy as well as this one?” In a real life setting children are used to thinking about more than one step, although the practice of doing this in the more ‘abstract’ classroom practice relies on a solid understanding of number, alongside appropriate examples which relate to the experiences of the pupil.
Read more: 2-Step Word Problems and Multi-Step Word Problems in KS2 Maths
Year 2 mental maths challenges
As with all maths challenges all the way to Key Stage 2, any tasks should stretch a child and move past their comfort zone, without removing confidence by expecting a level of number skill they have not reached. It should be an opportunity to apply known number facts but in ways which extend their use of those facts, use rapid recall, and think beyond the tasks which have been modelled by the teacher already in a lesson.
Mental maths challenges might involve applying known number facts to a new area such as time, or measurement. It may involve also looking at number sentences with missing numbers to encourage them to apply what they know in order to solve the problem.
An example of a money challenge could be asking children to work out how many 2p coins they would need to pay for something costing 10p in a shop. Then what coins would you need if you wanted to buy 2 of those same things – costing 10p each? You may need to support this with pictures. Through assessment of the answers given, you can incrementally make the challenge harder or try it with multiple options such as some 5ps and 2ps. Hopefully children are already spotting patterns and will be able to suggest multiple solutions to finding 20p.
Year 2 mental maths resources – moving past worksheets
Worksheets can be useful in helping pupils to practise maths skills, and many in Year 2 will include pictorials to replicate the manipulatives used in class. They may also use images to help pupils to align the maths they are learning with real life problems such as shopping for toys.
Our Third Space Learning maths hub offers a wide range of interactive resources, games and maths activities for every year group. Membership to our maths hub has already assisted hundreds of maths teachers, providing them with resource packs, workbooks and powerpoints of maths questions to deploy in class.
In addition to the maths hub, Third Space Learning’s one-to-one online tuition is a great resource to help those students who need a little extra support in maths. Catered to each individual child’s needs we aim to build pupils’ confidence and fluency in maths.
Take a look at some of the other great resources that Third Space Learning provides to help your class excel in mental maths:
- 150 Mental Maths Questions And Answers For Year 3 to Year 6
- 10 Minute Maths Number Facts
- Mental Maths Year 3
- Mental Maths Year 4
- Mental Maths Year 5
- Mental Maths Year 6
Do you have pupils who need extra support in maths?
Every week Third Space Learning’s maths specialist tutors support thousands of pupils across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to plug gaps and boost progress.
Since 2013 we’ve helped over 125,000 primary and secondary school pupils become more confident, able mathematicians. Learn more or request a personalised quote for your school to speak to us about your school’s needs and how we can help.
|Primary school tuition targeted to the needs of each child and closely following the National Curriculum.|
Mental Starters | Teaching Ideas
Addition and Subtraction
Assemblies linked to events
Colours in Languages
Comparing and Ordering
Conjunctions and Connectives
Cutting and Scissor Skills
Daily Time Fillers
Draw a Cartoon
Experiments and Investigations
Line in Art
Rocks and Soils
Social Media Skills
Symmetry and Reflection
The Stone Age
Warm Up Ideas
Writing Discussion Texts
Animals and Habitats
Draw a Photo
End of year assemblies
English Time Fillers
Full Stops and Capital Letters
Looking after Money
Multiplication and Division
Nouns Adjectives Verbs and Adverbs
Numbers in Languages
Pattern and Symmetry in Art
The Iron Age
Area and Perimeter
Assemblies linked to subjects
Britain since 1948
Circuits and Electricity
Estimation Time Fillers
Football and Soccer
Hundred Square Activities
Reading Persuasive Writing
Space in Art
Spanish Holidays and Special Occasions
Spelling Tips and Ideas
The Bronze Age
Drawing and Sketching
Early Human History
Earth and Beyond
Maths Time Fillers
Playing an Active Role
Reading Non Fiction
Story Writing Ideas
Suffixes and Prefixes
Synonyms and Antonyms
Writing Non Fiction
Writing Persuasive Writing
Cool Down Ideas
Display Tips and Resources
Elements of Art
Maps and Atlases
Memory Time Fillers
Odd and Even
Spanish Food and Drink
Speaking and Listening
Words linked to Speech
Finish the Picture
Puzzle Time Fillers
Reflecting on Reading
All Four Operations
Learning from and about Artists
Mass and Weight
Ratio and Proportion
School Club Resources
World War 1
World War 2
Working with Parents
How To Make Mental Math Fun
Last week I talked about why mental math matters and how to teach 5 key mental math skills. Now I want to share a few games that my students love that keep mental math practice fun—even for kids who say they don’t like math.
You’ll find a game for each of the 5 key mental math concepts: counting on, near doubles, compatible numbers, partitioning, and estimating. Some are perfect for students to play in pairs in class or sent home to play with a parent, guardian, sibling or babysitter as homework. Others are great for individual practice, small groups, or the whole class.
Count On Cards
2-person card game
Deck of cards with jacks, queens, kings, and jokers removed
To have the most cards at the end of play
How to Play
- Separate the cards into two piles. Pile one has the aces, 2s, 3s and 4s. Pile 2 has the 5s, 6s, 7s, 8s, 9s, and 10s.
- Shuffle each pile and place them face down on the playing surface. Explain that aces act as 1 in this game.
- Have the first student turn over the top card in each pile, and add the two numbers using the counting on strategy. If necessary, remind them to count on from the larger number, and count on the smaller number. For example, if they turned over a 4 and an 8, they would start with 8 and count on 4: 9, 10, 11, 12.
- If the player has the correct answer, they get to keep both cards. If the answer is incorrect, the other player can try to find the correct number to keep both the cards.
- Then the second player turns over a card from each pile and counts on to add them.
- The game continues with players taking turns flipping and counting on until one of the piles run out of cards.
- The winner is the player with the most cards at the end of the game.
Compatible Number Match Up
Small group or whole class game
Cards or stickers with numbers on them
To find a compatible number among your classmates.
How to Play
- Create stickers (name tag size stickers work well) or note cards students can carry with numbers on them. Students will be searching for compatible numbers, so you can level this game by the numbers you use.
- Give each student a number sticker or card and explain that it needs to be visible to other people.
- Have students get up from their seats and have them begin looking for numbers that are compatible with their own number. For example, a student who had 46 could find a compatible number with a student who had 4 (total 50) or 54 (total 100) among others.
- If students find a compatible number, both students can sit down.
- Students still seeking compatible numbers can look at the numbers of seated students if they have trouble finding one among other students who are still looking
- Continue playing until all students have found a compatible number.
You can adapt this mental math game by asking students to find trios of numbers (two numbers plus theirs) that make a tidy sum.
Near Doubles Triangles Race
Pairs or small group
(Or done not as a race by individuals)
Paper and pencil (or whiteboards and markers)
Be the first to find the correct answer when adding three consecutive numbers.
How to Play
You may want to do a sample triangle to show students how near doubles triangles work before you get them started. Draw a triangle on the board and write a number in one corner, say 7. Ask students what the next two numbers are. Write those numbers (8 and 9) in the other corners. Ask for suggestions of different ways to add these numbers. Write the total in the center. Highlight the near doubles strategy.
Students can complete near doubles triangles on their own. Just give them the number to start each triangle with. To use this mental math activity as a race in pairs or small groups, follow these steps.
- Have students draw a triangle on their paper or whiteboard.
- Tell them that as soon as you give them the first number, they should write it on their triangle, add the next two numbers and add them.
- Give students a starting number.
- Have them raise their hand when they have the answer.
- Check the math. If they added correctly, they win the round. If not the next person to raise their hand can steal the round.
2 transparent counters
Add two numbers using the mental math skill of partitioning
How to Play
- Give each pair a 100 grid.
- Each student selects a number from the 100 grid and places a transparent counter on the number. (The counter helps students remember the two numbers selected in each round. If you don’t have counters, students can use a whiteboard or scrap paper to write down the numbers. Remind them that they are practicing mental math, so they shouldn’t use the whiteboard/paper to work on the solution.)
- Students should use the partitioning strategy to add the two numbers.
- Have them check their answer with their partner. Then see if they partitioned the numbers in the same way.
- Together see if they can come up with other ways to partition to solve the problem.
Estimation & Calculation Station
2 10-sided dice
A playing board (see image—adapt numbers included to suit the level of your students)
Be the first player to get 5 points by estimating correctly
How to Play
- The first player rolls the dice and identifies two numbers by looking at the playing board. For example, if they rolled a 4 and a 7, the two numbers using the sample board shown would be 752 and 267. )
- That player estimates the sum of those two numbers.
- The same player then selects the range that the estimate falls in.
- The other player uses the calculator to work out the exact answer. If the exact answer falls within the range selected, the first player scores a point.
- Player 2 now rolls the dice and does the same, and player 1 works the calculator.
- Play continues until one student gets 5 points.
- Remember the player that is estimating is practicing mental math, so they shouldn’t use paper and pencil to work out the estimates.
If you try out these mental math games in your classroom, I’d love to hear how it went—or how you adapted them to fit your students’ needs.
Looking for more mental math games and activities for grades 1–3? Check out Mental Math Activities and Posters. You get:
- An explanation of each strategy with examples.
- Posters to assist in explaining each strategy.
- Activity ideas to help your students practice the strategy.
- Games to provide further consolidation of the strategy.
Print posters, task cards, activity sheets for homework, game boards … and you’re good to go with mental math.
Get your activity and poster pack here >>https://topnotchteaching.com/downloads/mental-math-activities-posters/
FREE Math Games & Activities
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5 Math Games Every Classroom Needs to Play
Guest post by Leigh Langton
Hey guys! It’s Leigh from The Applicious Teacher! I am super excited to be blogging at Corkboard Connections today. I’m sharing a practice that I use to help increase my students’ engagement and number sense during my math block.
Do you play games in your classroom? Wait… what?! No time? Well… you should make time! Especially during your math time. To me, math and games go together like Nutella and pretzels. Delicious separate, but amazing together.
As a third grade teacher, I know how limited our time can be, so I am here to share with you 5 math games you should take the time to play this year! All of these games are fun, easy, and require little to no prep. They are math games that I’ve played for years with my second graders. When I moved up to third, I was able to easily modify these games for my new “big kids”.
First up… 100’s Game
This game can be played in a k-5 classroom. It is perfect for building number sense and it’s only prerequisite is that students can count. There’s no supplies needed to play and my kids loved playing this as a “brain-break” before math.
Here’s how to play…
Have your class stand in a circle. Moving in a clockwise direction, have the students count out loud until they get to a hundred. The person who says, “100” sits down. The last person standing, WINS!
The idea is simple, but can be modified for your students. In second grade we’d count by 5’s,10’s, and 25’s (to help with money later on in the year). For third, we count the multiples of numbers. For numbers that don’t have a multiple of 100, I choose the last number in the sequence of 12 as the “end number.”
Students sit down on a certain multiples (like the multiples of 7) Students don’t say the multiple. Students can count by ones to a hundred, but all the multiples of say, 4, are “off limits.” If a student says them, they sit down. You could also change it to student don’t say the divisors (perfect for those 4th/5th graders who need more practice with their facts!)
101 and Out…
This paper and pencil game works well in second to fifth grade classrooms and can be played by teams of students (like boys against girls) or in pairs. To play you will need a sheet of paper, a pencil, and one dice. The object of the game is to score as close to 101 without going over or “out.”
To play, students take turns rolling the dice. As they roll, they can either take the number as a one or a ten. For example, if a student rolls a 5, they could take it as a 5 or a 50. Students keep a running record of their total as they play.
I love how the kids start to form a strategy for what numbers they want to roll next. It’s a great way to build mental math strategies. To introduce this game, I usually play it as, “The Teacher vs. The Class”. This allows time for modeling while keeping the kids in on the action. What class doesn’t love beating the teacher? They always want to play again if I win the round.
This game works best in longer stretches, so multiple rounds can be played. I usually like to use it at the beginning of the year as a class game before math centers. It then becomes an easy and fun game for the kiddos to play during math centers.
Back 2 Back
Seriously, hands down, my class’ favorite game to play! This game is perfect for inside recess as the whole class can play at once and everyone is excited for the game.
This game requires some “brain sweat”, so it works well for grades 2-5. There are two different versions of this game. Supplies needed are minimal: a writing surface, writing utensils, and someone who is quick with their math facts for a “caller.”
The object of the game is to guess the other player’s number before they guess yours. To play, two students come up to the board and stand back to back (hence the name). This allows for the students to write on the board, but blocks their view of the other person’s number.
The “Caller” states, “Numbers Up”. This signals the two students write a number of their choice on the board. I usually play with numbers 2-9 to keep kiddos from dwelling in the 0’s and 1’s easy train, but you can play with numbers as high or as low as needed for your group of kids.
The caller then states the sum (for younger students) or product (3rd-5th) of the two numbers. The students use their understanding of math facts to figure out what they other person’s number is when added or multiplied by their number. The first player to say the other person’s number wins the round. The “loser” gets to choose the next person to come to the board.
Please be warned… this game can get a little rowdy as students win and lose rounds and somehow the teacher always gets pulled up to “clear out” a player who’s been up a little too long… But it’s a lot of fun and well worth the 10-20 minutes! Beats the repetitious practice drills of flashcards!
Guess My Number
This next game is very versatile and can be modified in so many ways! It can be played in kindergarten all the way through 5th grade classrooms. To play, you need a number chart and a dry erase marker. This game can be played whole group, in pairs or in small groups of 3-4.
To begin, one student chooses a number. The other players try to guess the number by asking a series of questions. The student crosses off numbers it can’t be and circles numbers it could. The person who guesses the right number, wins and gets to choose the next number.
The best part of this game is that it can be played with laminated personal hundreds charts in small groups.
It can also be played as a whole group game using a large chart.
For third grade, I encourage the use of question clues like “Is it a multiple of 5? Or greater than 70?” To introduce the game, I usually model crossing out numbers as students ask questions about the numbers and help link the clues to finding the right number.
For a kindergarten or first grade classroom, you may want to play with a number line with numbers 1-20. Then, students could ask if the number is bigger or smaller than numbers within that range. A 4th or 5th grade classroom can beef up the game with question clues like, “Is it divisible by 3?” or “Is it a multiple of 5?” The possibilities are endless! Time range to play can be from 5 minutes to 20 minutes and can be used as an inside recess game or a quick brain break before or after a lesson.
Math Fact Top It!
This last game works well in 1st through 5th grade classrooms and is best played in groups of 2-4 students. All that is needed to play are math fact flash cards. You can use addition, subtraction, multiplication or division cards. It just depends on where your students are in their math skills. I like to think of this game as “War for the classroom,” as the rules for the traditional card game apply to this math fact version.
To play, students divide the flash cards evenly among all players. Then, on the count of three, all students throw down a card. The card with the highest sum or product wins all the cards in play. This can be modified to lowest difference or quotient. If students have the same answer, then they play each other again, with the winner capturing all the cards in play. Students play until all the cards are won. The student depending on the flashcards you are using. with the most cards at the end wins. I find this game works best in math centers and is an easy way for students to practice their math facts in a new and unique way!
Download Freebie with Game Directions
So go forth and play! Get your students engaged and learning in the new year! If you’re not sure you’ll remember all these games I shared today, I’ve compiled all the directions in one file for you. It’s available here at my TpT store!
Leigh is a wife, mother, and a second-grade- turned-third-grade teacher. She currently resides in Central Florida where she has been teaching for 7 years. When Leigh isn’t teaching or writing for her teacher blog, The Applicious Teacher, she enjoys snuggling up with a good book, running a few miles, or spending time with her family.
Year 2: Numeracy Printable Resources & Free Worksheets for Kids
Year 2: Numeracy Printable Resources & Free Worksheets for Kids | PrimaryLeap.co.uk
Mental maths 3
Year 2 maths — Mental maths worksheet. This activity includes 12 arithmetic questions that children must answer without the use of a calculator.
Mental maths 3
Year 2 maths — Mental maths worksheet. This activity includes 12 arithmetic questions that children must answer without the use of a calculator.
Mental maths 3
Year 2 maths — Mental maths worksheet. This activity includes 12 arithmetic questions that children must answer without the use of a calculator.
Mental maths 2
Mental maths 2
Mental maths 2
Mental maths 1
Mental maths 1
Mental maths 1
Mental maths 8
Mental maths 7
Mental maths 6
Mental maths 5
Mental maths 3
Mental maths 2
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Trial (introductory) lesson on the course Mental arithmetic | Methodical development in mathematics (grades 1, 2, 3, 4):
on the course of Mental arithmetic
Teacher: Vikulova A.A.
Age: the group is formed according to age characteristics, for example, 6-7,7-8,8-9, etc.
Quantity: 6-8 people
Time: 45 min.
Possibility of carrying out: both during extracurricular activities, and application in a mathematics lesson
Purpose: to introduce the concept of mental arithmetic for the further use of mental account techniques
-Define the purpose of the lesson
-Trie the algorithm
-develop spatial, logical, abstract thinking -abstract the quantity and compensate number
— develop the speed of thinking and the speed of information processing
— introduce the history of the emergence of mental counting, abacus (soroban)
— comparison of Russian, Chinese, Japanese accounts
— know the structure of the soroban, the meaning of the bones
— the ability to work with two hands
— show the numbers on the accounts, counting within 10
— develop observation, independence, etc.
— enrich the spatial representation of schoolchildren on the accounts: addition and subtraction
— learn to work in a group, in pairs
— create situations for discussion
— answer questions
— ability to accept defeat
- Acquaintance with the group. The game «Snowball»
- The history of the emergence of arithmetic
- The structure of the soroban (abacus)
Decipher according to the alphabet:
The name «arithmetic» comes from the Greek word (arithmos) — number. Arithmetic originated in the countries of the Ancient East: Babylon, China, India, Egypt.
The emergence of arithmetic is connected with the labor activity of people and with the development of society.
Ancient people got their food mainly by hunting. The whole tribe had to hunt for a large animal — a bison or an elk: you cannot cope with it alone. In order for the prey not to leave, it had to be surrounded, well, at least like this: five people on the right, seven behind, four on the left. Here you can’t do without an account! And the leader of the primitive tribe coped with this task. Even in those days when a person did not know such words as «five» or «seven», he could show the numbers on his fingers.
Since ancient times, people have been trying to make things easier for themselves with the help of various means and devices. The first, most ancient «calculating machine» were the fingers and toes. This simple device was quite enough — for example, to count the mammoths killed by the entire tribe.
Then trade appeared, and there were not enough fingers on the hands. They began to find objects that replaced fingers, and with which you can count. For example, stones. Ancient merchants (Babylonian and other cities) made calculations using grains, pebbles and shells, which they began to lay out on a special board called an abacus.
The analogue of the abacus in ancient China was the counting device «suan-pan», in ancient China — the Japanese abacus, called «soroban».
Russian abacus first appeared in Russia in the 16th century. They were a board with parallel lines drawn on it. Later, instead of the board, they began to use a frame with wires and bones.
Let’s look and compare:
3. Structure of the Abacus (Soroban)
Why did you come here? Let’s take a closer look at the tool with which we will count. So, the abacus is a counting board. It consists of a frame, a calculated ruler, an upper row of bones (heavenly), a lower row of earthly ones. Each vertical wire-discharges: ed, des, hundred, etc. We start counting from left to right.
Look at your abacus. Show the frame, the calculated ruler, the top row of beads, the bottom row. Remind me what the top row is called? (Heavenly). The bones have the highest value -5. And the lower ones? (earthly). Value-1
A tale about brothers: once upon a time there were two brothers, the younger and the older. The younger one scattered his toys all the time (thumb up), and the older one had to clean everything up so that his parents would not scold him (index down). But he also liked to play, first scattered, then collected (on the top bar)
Practicing exercises: pitting: 1,1,1,5,5,
5. Acquaintance with numbers 1-9. Playing with flash cards (within 10) 6. Acquaintance with the actions +, — on the lower bones
+ understand the bones up
— lower the bones down
7. Show a few examples (printout). Independent solution-5min
8. Mental map
9. Final part: puzzles
Arrange from 0-10, try not to focus on figure
While the children are doing the task of talking with parents about the course Mental arithmetic
Talking with parents:
After watching the videos, you have an idea that children learn fast mental counting in their minds. But that is the small tip of the big iceberg of a child’s mental abilities. Imagine that you sent the child to the pool. The goal is to learn how to swim, but not everyone becomes champions, but everyone gets a comprehensive and harmonious recovery of the body. So it is in M.A. before getting the result, the child develops his mindfulness, memory, speed of thinking, fine motor skills. But the most important thing is that in this way, you unwittingly develop two hemispheres. (for right-handers, leading-left-abstract, figurative, verbal, logical thinking; for left-handers, leading-right hemisphere-visual-figurative)
Remember your cell phone, imagine it in every detail. What icon is in the lower right corner? Check. Who guessed? Raise a hand?
Okay, let’s clean up the phone. Now tell me what time your phone showed?
What skill did you use now? -mindfulness.
MA is one of the young and promising methods. She is able to develop the mental abilities of the child so much that any arithmetic tasks will become simple for him. Just two hours a week and after a few months of classes you will notice amazing results: improved memory in children, development of creative thinking, attentiveness and concentration. Children feel more confident in general classes, they are more willing and faster to prepare homework. The level of their performance is significantly increased. Thus, mental arithmetic has become not just a specific subject for mastering computational skills, but also one of the steps towards the formation of a comprehensively developed personality.
The maximum potential of the brain, which “turns on” during classes, allows you to raise a healthy and successful child, a little genius who, having received such a reliable foothold, in the future is able to turn the world upside down
The mental arithmetic training program conditionally consists of three stages. At the first stage, children master the technique of counting on bones, using two hands at once for these operations. The inclusion of both hemispheres of the brain in the counting process ensures quick execution and memorization of actions. Thanks to the abacus, children can freely add, subtract, divide and multiply, as well as calculate the square and cube roots.
In the second stage of the program, students move on to counting in the mind, or on a mental level. Each lesson here involves a gradual loosening of the binding to the accounts and the stimulation of children’s imagination. The left hemisphere perceives numbers, the right — a picture of the bones of the bills. So, the child learns to make the proposed calculations in the mind.
At the third tapa, they present the accounts in front of them and mentally perform the necessary operations. That is, there is work with an imaginary abacus. Now the numbers are perceived as pictures, and the process of calculation is associated with the corresponding movement of the bones of the scores.
Open lesson «Mental arithmetic» | Material in Mathematics (Grade 2):
MBOU “Kovylkinskaya secondary school No. 4”
in elementary school”
Open lesson for extracurricular activities
Prepared by: teacher
of primary grades
Popova Yu. P.
The goal is the harmonious development of the two hemispheres of the brain.
Tasks: increasing the volume of long-term and visual memory; development of figurative thinking; development of logical thinking formation of computational skills; development of imagination, creative thinking; development of self-esteem in a child as he masters the technique of mental counting; Learning the techniques of oral counting.
Relevance: Mental arithmetic is now gaining great popularity. Thanks to new teaching methods, children quickly absorb new information, develop their creative potential, learn to solve complex mathematical problems in their minds, without using a calculator.
Personal results: to form the ability to self-assessment based on the criteria for the success of educational activities.
Metasubject results UUD:
Cognitive: process the received information; be aware of the cognitive task; improve numeracy, addition and subtraction skills.
Regulatory: to show cognitive initiative in educational cooperation.
Communicative: to form the ability to work in a group, find a common solution, the ability to argue one’s proposal; develop the ability to maintain a friendly attitude towards each other, mutual control and mutual assistance in the course of the task.
Direction of extracurricular activities: general intellectual.
Type of extracurricular activity: cognitive activity.
Equipment: demonstration abacus, desktop abacus, task cards, the song «From a smile», «It’s fun to walk together.»
The course of the lesson
- Organizational moment
Friends, attention —
After all, the bell rang,
— The guys gathered in a circle,
A friend on the left and a friend on the right.
Let’s hold hands together
Let’s smile at each other.
— I pass the smile on to Vanya, Vanya passes on…..
— And now let’s pass on the smile to our guests.
— I am glad to welcome you to our lesson, take a seat.
- Knowledge update.
- Statement of the problem.
-Let’s start our lesson with a fairy tale.
In one mysterious country there lived numbers. There were very, very many of them, and no one could ever count them and put them in order, the numbers often swore, quarreled among themselves, there was no friendship between them. And then one day our numbers saw the palace. It was framed with a beautiful frame, beautiful bones lived inside the palace, only bones lived on the first floor, they always wanted to sleep and therefore lay, and other bones lived on the second floor. They liked to jump high, and therefore were often at the top. In the palace, each family of bones lived in its own room.
In room 1 — a family of units lived.
There are tens in room 2.
There are 3 hundred in the room.
There are thousands in room 4.
These rooms were called rods…
— What kind of palace was in this country?
— What was the name of the country where the numbers lived?
— So what kind of mathematics will we have today?
2) Statement of the topic and tasks.
— Could you please tell me the topic of our lesson?
— What tasks should we set for ourselves?
III. Main stage.
-You have a difficult path ahead, at each stage you need to correctly complete the task and get the coveted card.
1. Neuro-gymnastics «Fist — rib — palm»
2. «Counting» station (sitting)
— There are cards with tasks on your tables.
— Count on your abacus.
| 9000 -1
— To make a word, you need to count examples-hints.
-Which word was hidden? (Abacus)
3. Solnechnaya station
— And now the inhabitants of the country have hidden their tasks behind the rays of the sun. Shooting one ray of the sun, you will find a task that must be completed on imaginary abacus.
4. Station «Poeticheskaya»
— Residents of a fairy-tale country have prepared an interesting task for you.
— At this stage, in order to get the coveted card, you need to complete a task of particular difficulty. Calculate a riddle example, while telling a poem.
— Guys, you have collected all the treasured cards.
— There are magic letters on the cards you collected. After collecting them, you will learn the word that was encrypted by the inhabitants of the magical land.
— What did we get? (Well done!)
Continue the sentence:
The most interesting task for me was …
I liked …
I did it because …
— I want you to remember what you are feeling right now and take it with you as you leave this class. May warm feelings and good mood always be with you. Thank you for your work!
Lesson notes on mental arithmetic on the topic “Level 2 “Brothers”.
Methodological materials for conducting classes in mental arithmetic
Samsonova I. B.
Explanatory note to the block of extracurricular activities of the course «Mental arithmetic» on the topic «Level 2 «Brothers».
The purpose of this block: familiarization of students with the formulas of addition and subtraction «Help of a brother», the development of photographic memory, logic and imagination, hearing and observation, concentration of attention.
to introduce children to the fundamental exercises of addition and subtraction formulas «Brother’s Help»;
train attentiveness, visual memory, speed using flash cards;
increase self-confidence, thus helping personal development;
teach you to quickly and reflexively perform the necessary actions;
The block contains 6 lessons:
Addition formulas «Brother’s help» — 2 lessons
Subtraction formulas «Brother’s help» — 2 lessons lessons.
Forms of organization of the educational process: group (10-12 people in a group).
Forms of organizing a training session: conversations, practical exercises, competition in solving examples for a while.
Pedagogical technologies : student-centered, individualized learning technology, multi-level learning technology, distance learning technology.
Neuro-gymnastics exercises, Schulte tables, drawings for drawing with two hands (exercises for coordination of actions between the hemispheres of the brain), oral dictations, work on offline simulators, outdoor games with the ball are used in the classes.
At the beginning of the year, children are given sets of exercises for neurogymnastics (kinesiology exercises), Schulte tables (for training peripheral vision), wedge-shaped tables and collections of examples for homework to do their homework at the beginning of the year.
Necessary equipment for classes:
Laptops with offline trainers installed;
Abacus for display and students;
Cards with basic exercises.
Addition 5: «Help of a brother». Formulas for adding numbers 1-4.
Recall the highlights of the previous topic, ask what were the difficulties.
II . Warm up.
Solution of simple addition examples. The teacher reads aloud chains of examples for adding two-digit and three-digit numbers.
Children solve on the abacus and write down the answers on the answer sheets.
Among the examples, there are those that children do not yet know how to do. After completing the task, the answers are checked. Children identify the problem: there are examples for which there is not enough knowledge to solve.
III . Setting the goal of the lesson.
The children together with the teacher formulate the purpose of the lesson:
— to get acquainted with the new addition rules and learn how to solve problematic examples.
IV . Neurogymnastics .
Children are shown three positions of the hand on the plane of the table, successively replacing each other. Palm on the plane, palm clenched into a fist, palm edge on the plane of the table, straightened palm on the plane of the table. The child performs together with the teacher, then from memory for 8-10 repetitions. The exercise is performed first with the right hand, then with the left, then with both hands together. Repeat 10 times.
V Learning a new topic.
The teacher offers to remember the composition of the number 5. This is necessary to study a new topic. The teacher tells that the «Brothers» are 5 fingers on the hand, and shows how you can use the «Brothers» when counting on the abacus and introduces new formulas.
Set aside 4 bones on the account. To them you need to add 4 more bones. But we don’t have enough earthly bones on this needle. Then we will use formula «Brother 4».
+4 = +5 — 1
that is added 4 means add 5 and subtract 1.
Together with the teacher to complete the task on Abakus: