sharing problem solving year 2

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How to Solve Problems Using Sharing (Year 2)

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Introduce children to division with this PowerPoint. They must help various characters to share out their items equally amongst friends. After practising with a few examples, children will then learn about the division symbol and how to use it to write division number sentences.

• Key Stage: Key Stage 1
• Subject: Maths
• Topic: Multiplication & Division
• Topic Group: Calculations
• Year(s): Year 2
• Media Type: PowerPoint
• Resource Type: PowerPoint
• Last Updated: 31/10/2023
• Resource Code: M1PAT55
• Curriculum Point(s): Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

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Problem-solving maths investigations for year 2.

Hamilton provide an extensive suite of problem-solving maths investigations for Year 2 to facilitate mathematical confidence, investigative inquiry and the development of maths meta skills in 'low floor – high ceiling' activities for all.

Explore all our in-depth problem solving investigations for Year 2 .

Use problem-solving investigations within every unit to encourage children to develop and exercise their ability to reason mathematically and think creatively.

Investigations provide challenges that offer opportunities for the development of the key mathematical skills while deepening conceptual understanding. They are designed to be accessible in different ways to all children. An added bonus is the substantial amount of extra calculation practice they often incorporate! The problems are designed to help children identify patterns, to explore lines of thinking and to reason and communicate about properties of numbers, shapes and measures.

Hamilton provide a mix of our own specially commissioned investigations, that include guidance for teachers together with a child-friendly sheet to guide your pupils through the investigation, as well as links to investigations on other highly regarded websites.

I am very grateful for Hamilton Trust resources, particularly the maths investigations. Julia, teacher in Wiltshire

You can find Hamilton's investigations for Year 2:

• Individually, they are incorporated into every unit in our Year 2 flexible maths blocks .
• Collectively, they appear on our resources page where you can explore all our in-depth problem solving investigations for Year 2 .

Do read our extensive range of advice for more information about the investigations and for tips on how to use them effectively.

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Use sharing to solve division problems

The ArithmeKit 223 from Buzzard Publishing is a comprehensive resource designed to help students understand division through the concept of sharing. It presents a variety of problems where students are asked to divide a number of items, like apples, equally between a specified number of groups or bags. For example, one problem sets out 10 apples to be shared between 2 bags, while another has 20 apples to be distributed equally among 4 bags. The exercises encourage students to match these problems to corresponding pictorial representations, reinforcing the visual aspect of division as sharing.

The resource further challenges students with division problems that require sharing different quantities of items among groups, such as 12 items between 4 groups, or 18 items between 4 groups, and so on. It prompts students to notice patterns, particularly when dealing with even numbers and their divisibility by 2 or 4. The kit includes tasks where students must place digits in boxes to complete division equations, and it encourages them to create their own problems. This interactive approach not only aids in grasping the division concept but also enhances problem-solving skills and the understanding of even and odd numbers in relation to division.

45 year 2 maths questions

Learn how to master year 2 maths word problems with these 45 maths questions! Answers included.

Author Michelle Griczika

Published February 2024

• Key takeaways
• Addition & Subtraction : Adding and subtracting numbers is like solving puzzles and helps us with real-life situations.
• Word Problems : Solving word problems makes maths fun and helps us become better readers and problem solvers.
• Place Value : Understanding place value helps us read and write numbers correctly and compare their values.
• Measurement & Time : Measuring objects and telling time help us understand the world around us and manage our daily routines.
• Geometry (Shapes) : Recognizing shapes and their properties helps us see the world in a new way and understand how things are put together.

Table of contents

• Addition and Subtraction
• Word Problems
• Place Value
• Geometry (Shapes)

Did you know that ladybugs have spots on their backs?

If a ladybug has 2 spots on its back and it gets 1 more spot, how many spots will the ladybug have in total?

The lady bug will have 3 spots!

Year 2 maths word problems are like fun puzzles that help us use our maths skills to solve real-life situations. They are essential to year 2 maths, and practising them can help us become maths superstars!

• We can use addition and subtraction to determine how many cookies are left in a jar, how many friends are on the playground, or even how many apples are in a basket.
• Understanding place value is like being a number detective. It helps us read big numbers and know the value of each digit, so we can count things like how many toys we have or how many days until our birthday.
• Measuring things and telling time is like being an explorer in the real world. We can measure how tall we are, how long a pencil is, or even how much water is in a glass. And knowing how to read a clock helps us know when it’s time for fun activities or when it’s time to go to bed.
• Shapes are like building blocks of the world around us. We can learn about squares, triangles, and circles by looking at objects we see every day. It’s like being a shape detective, finding out how many sides and corners they have, and how they fit together like puzzle pieces in year 2 maths questions.

All of these skills are necessary for year 2 maths practice! Use these 45 maths questions to go over important maths skills needed to strengthen your student’s understanding and knowledge.

Today, we are going to practise different year 2 maths skills that cover measurement, addition and subtraction, and more! Once you are done, check your work with our answer sheet!

Section 1: Addition & subtraction

Section 2: word problems, section 3: place value, section 4: geometry (shapes), section 5: time.

What time is the clock below telling?

Time answer sheet

Parents, sign up for a DoodleMaths subscription and see your child become a maths wizard!

Lesson credits

Michelle Griczika

Michelle Griczika is a seasoned educator and experienced freelance writer. Her years teaching first and fifth grades coupled with her double certification in elementary and early childhood education lend depth to her understanding of diverse learning stages. Michelle enjoys running in her free time and undertaking home projects.

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• August 11, 2017

Helping Young Children With Sharing

Learning to share with grace is a long process. Here’s how to turn moments of struggle into rich opportunities to help children learn critical skills.

Imagine the scene: a 3-year-old and a 2-year-old happen upon a pile of toy trains. The younger child picks up two of the trains. Instead of picking up any of the remaining trains, the older child reaches over to grab the trains the younger child is holding. The 2-year-old grabs them back—knocking the other child off balance—and both children start crying.

Why is learning to share so hard?

For one, children this age haven’t developed the ability to put themselves in another’s shoes yet. This doesn’t mean your child is a bad person, or that you’ve failed as a parent. Children this age are focused on their own feelings and thoughts, and they’re thinking,  “I want those trains, and I want them now!”

This behavior may embarrass and frustrate parents, but an unwillingness to share is perfectly normal at this age! In  Tuning In,  ZERO TO THREE’s national parent survey, 43% of parents surveyed thought that children should be able to master sharing by age 2. In fact, these skills develop between 3.5 to 4 years old.  Knowing what to expect  can help parents manage their expectations  and  their frustration when they see children having difficulty with turn-taking.

What You Can Do

There are  many ways to support young children  in learning to share. Here are a few suggestions to try. Some approaches may work better than others, depending on the situation and your child:

Ensure safety.  When young children feel threatened (like when a friend tries to snatch their toy!), they often respond in an aggressive way. That means grabbing, hitting, and throwing things. When this behavior occurs, move in close and stop the aggression. A simple statement in a low voice such as,  “I can’t let you hit,”  or  “No grabbing,”  shows your calm authority.

Narrate or “sportscast” the situation.   “Two children who both want the same trains! Sam, you picked them up and then Jade grabbed them. Sam, you tried to get them back and now you’re both crying.”  Sometimes slowing things down and creating a space for calm problem-solving is a great beginning.

Offer a “long turn.”  In some instances, a child can be given a long turn with a toy.  “Take as long as you like with those trains, Sam, and Jade will wait for you to be done. Jade, would you like to play with these trains over here until Sam is done?”  Sometimes it can feel to children that as soon as they start to play, a peer demands to “take a turn.” It is okay to let children have a “long turn”—a chance to play with the toy—before they share. Help the other child wait by offering a different activity.

Use a timer or clock.  In some cases, letting a child decide when their turn will be over just isn’t practical. At those times, a timer or clock can be a helpful rule-keeper and visual aid. The great thing about the timer is that it’s not the adult telling the children when to share, it’s the “bell.”

Reflect the feelings.  When struggles happen, it’s important to acknowledge how both children feel. “You took that train because it looked like so much fun to play with.” Then, help the other child with his feelings by showing empathy:  “He picked those trains up first so he gets to play with them for now. You can have a turn later. It’s OK to be upset when you have to wait. Waiting is hard!”

Provide “emotion-coaching.”  It’s usually the child who is waiting for a turn who is having big feelings. Sometimes this means listening to a child’s temporary emotional meltdown. Her disappointment, though out-of-proportion to an adult’s eyes, feels very real! When a child’s emotions are understood and validated, it helps her learn to put herself in others’ shoes and move on to the next step—finding solutions.

Guide children to come up with solutions.  Help them brainstorm ways to work it out—but also ask their opinions. Don’t underestimate children’s ability to come up with great ideas and strategies. For example, you can ask:  “We need to stir the batter for our cookies, but I only have one spoon. What should we do?”  The more we empower children to be kind, compassionate, problem-solvers, the more likely they will be just that.

Offer social information and a vote of confidence.  In the heat of the moment, children under 3 won’t be able to hear corrective feedback about their behavior. Once everyone is calm, a short statement about expectations will help children learn new behaviors. You could say,  “Next time you want something, you can say, ‘Can I have a turn?’ Grabbing and pushing aren’t safe. Next time, you can ask first. Keep practicing.”

Learning to share with grace is a long process. Even some adults are still working on it! Rather than dreading moments of struggle between children, consider them to be rich opportunities to help children learn critical skills—in this case, self-regulation, empathy, and conflict resolution—all of which will help them become better at sharing.

Browse our full suite of resources on early childhood development.

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Year 2 Maths Worksheets UK Hub Page

Welcome to Math Salamanders Year 2 Maths Worksheets hub page.

In our Year 2 area, you will find a wide range of printable math worksheets and Maths activities for your child to enjoy.

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Year 2 Maths Learning

Here are some of the key learning objectives for the end of Year 2:

• know and use Place value up to 100
• Compare and order numbers up to 100
• Counting on and back in 1s and 10s
• count in 2s, 5s and 10s
• Position numbers on a number line up to 1000
• use addition and subtraction facts to 20
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• count on in halves, thirds and quarters up to 10
• count in pence: 1p, 2p ,5p, 10p and 20p
• count in pounds: £1, £2, £5, £10 and £20
• find a simple total or difference between two money amounts
• find the change from simple amounts
• tell the time: o'clock, half-past, quarter-past and to
• understand and compare durations of time
• compare and measure length, mass, volume, capacity and temperature
• read a variety of scales going up in 1s, 2s, 5s and 10s
• recognise 2D and 3D shapes
• count sides and vertices on 2D shapes
• count faces, edges and vertices on 3D shapes
• sort and make patterns with 2D and 3D shapes
• describe movement and turns
• make tally charts
• draw and interpret pictograms
• understand and use block diagrams

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Our site is mainly based around the US Elementary school math standards.

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Year 2 is generally equivalent to 1st Grade in the US.

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Place Value & Number Sense Zone

Year 2 Place Value Charts

Here you will find a range of Free Printable Place Value Charts for Year 2.

These printable charts will help your child learn to read and write numbers.

Some of the charts are partially filled to help your child learn their place value.

Using these sheets will help your child to:

• learn to count in tens and ones;
• learn to read and write numbers.
• Printable Number Charts 0-99
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Place Value and Counting Worksheets

Here you will find a range of Year 2 Place Value Worksheets.

These Year 2 maths worksheets will help your child learn their place value, reading, writing and ordering numbers up to 100.

There are also some money worksheets involving counting in dimes and pennies to support place value learning.

• learn to order numbers to 100;
• learn to count in dimes and pennies;
• learn to read and write numbers to 100.

Year 2 Place Value Worksheets

• Place Value to 20 Worksheets
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Number Line Worksheets

Here is our selection of free printable number line worksheets for Year 2 pupils.

These first grade math worksheets will give your child a good grasp of place value and number sequences up to 100.

• count on and back by ones;
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• Number lines to 20
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Year 2 Mental Maths Zone

Here you will find a range of printable mental math sheets designed especially for Year 2 children.

Each quiz tests the children on a range of math topics from number facts and mental arithmetic to geometry, solving word problems and measures questions.

A great way to revise topics, or use as a weekly math quiz!

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Year 2 Addition Worksheets

Here you will find a range of Free Printable Addition Worksheets to support Year 2.

The following first grade math worksheets involve adding different amounts.

• learn their addition facts to 12+12;
• learn to solve an addition fact where one of the addends is missing;
• learn to add numbers in columns up to 100.
• Number Bonds to 10 and 12
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Year 2 Subtraction Worksheets

Here you will find a range of Year 2 Subtraction Worksheets.

The following worksheets involve using the Math skills of subtracting.

Using these Year 2 maths worksheets will help your child to:

• learn their addition and subtraction facts to 12;
• learn to subtract 2 digit numbers.
• Subtraction Facts to 12
• Subtracting tens
• Subtraction Word Problems
• Two Digit Subtraction Worksheets Without Regrouping
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If you need to mix and match addition and subtraction fact questions within the same sheet, then use this section here.

The addition and subtraction worksheets involve counting on and back with numbers to 12.

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Year 2 Maths Word Problems

Here you will find a range of math word problems aimed at Year 2 level. Each problem sheet is based on an interesting theme such as parties or the seaside.

• Add and subtract with numbers to 12;
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Longer Math Problems

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Year 2 measurement worksheets.

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Year 2 Maths Games

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• develop perseverance.
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I See Problem-Solving - Y2

The eBook I See Problem-Solving - Y2 gives coherent sequences of mathematical problem-solving tasks to build understanding and deepen learning. The initial tasks in each 'task family', with visual representations, allow children to build confidence and practice key skills. Then the challenges are opened up and extended! The ultimate resource for building children as problem-solvers.

Download I See Problem-Solving - Y2, Task Build-Up (PowerPoint)

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The purchase price is £30  (which includes VAT) for the PDF digital download. I See Problem-Solving - Y2 Sample provides 3 free sample task families for you to try out.

For each 'task family', the Task Build-Up examples introduce children to the format of the activities and help to build the key skills step-by-step. Children are able to practice these skills using the introductory tasks in each task family. Visual representations are used and misconceptions are addressed. Then, the tasks become progressively more open and extended. This will ensure that all children are both supported and challenged. It will give all children the excitement of engaging in rich problem-solving!

The 28 Task Families of I See Problem-Solving - Y2 , written by Gareth Metcalfe, cover all areas of the English mathematics curriculum. This corresponds to US Grade 1. To purchase, click on the link below. If you need any assistance with ordering, please email [email protected].

Online Training: Inspiring Mathematical Thinking Using I See Problem-Solving - Y2

You can access the recording of this 60-minute online training session by emailing [email protected] stating the name of your school and the number of people who will view the recording. The cost is £15+VAT per person. This video gives an overview of the session:

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Make Equal Groups – Sharing Year 2 Multiplication and Division Free Resource Pack

Step 1: Make Equal Groups - Sharing Year 2 Spring Block 1 Resources

Make Equal Groups - Sharing Year 2 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for Spring Block 1.

What's included in the pack?

This pack includes:

• Make Equal Groups - Sharing Year 2 Teaching PowerPoint.
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• Make Equal Groups - Sharing Year 2 Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 2: (2C6)  Recall and use multiplication and division facts for the 2, 5 and 10 multiplication tables, including recognising odd and even numbers

Mathematics Year 2: (2C7)  Calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication (×), division (÷) and equals (=) signs

Mathematics Year 2: (2C8)  Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts

Differentiation:

Varied Fluency Developing Questions to support dividing amounts by sharing into equal groups. Pictorial support is aligned to reflect group sizes and all images are the same size; one to one correspondence used; numerals only. Expected Questions to support dividing amounts by sharing into equal groups. Pictorial support is not aligned and mixed sizes are used; one to one correspondence used; numerals only. Greater Depth Questions to support dividing amounts by sharing into equal groups. Includes either children creating their own pictorial support or no pictorial support; numerals and words.

Reasoning and Problem Solving Questions 1, 4 and 7 (Problem Solving) Developing Find 3 ways of sharing an amount. Pictorial support is aligned to reflect group sizes and all images are the same size; one to one correspondence used; numerals only. Expected Find 3 ways of sharing an amount. Pictorial support is not aligned and uses a mix of sizes; one to one correspondence used; numerals only. Greater Depth Calculate possible values when shared equally between groups. Includes no pictorial support; numerals only.

Questions 2, 5 and 8 (Problem Solving) Developing Solve a two-step word problem when sharing between groups. Pictorial support given. Images are the same size; one to one correspondence used. Expected Solve a two-step word problem when sharing between groups. Pictorial support is not aligned and uses a mix of sizes; one to one correspondence used. Greater Depth Solve a two-step word problem when sharing between groups. Includes no pictorial support; numerals only.

Questions 3, 6 and 9 (Reasoning) Developing Identify and explain which numbers which can be shared equally into 2 groups. Pictorial support given. Images are the same size; one to one correspondence used. E xpected Identify and explain which numbers can be shared equally in up to 6 groups. Pictorial support is not aligned and uses a mix of sizes; one to one correspondence used. Greater Depth Identify and explain which numbers can be shared equally into 2 different sized groups. Includes no pictorial support; numerals and words.

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County Supervisors punt on cannabis odor control: Board votes 3-2 for another study on how to solve a six-year-old problem

CARPINTERIA, Calif – A long-awaited county Board of Supervisors hearing on cannabis odor control ended in a split vote this week, as three board members voted for more study, and two said they were frustrated by the delay.

Dutch-made carbon filters, called “scrubbers,” have been shown to dramatically reduce the smell of cannabis in Carpinteria Valley greenhouses before it can escape into the outside air; but at $22,000 each and a recommended density of 10 per acre, they’re expensive. In addition, electrical upgrades for the scrubbers could cost tens of thousands of dollars more, a “potentially prohibitive expense,” county planners told the board on Tuesday.

Board Chair Steve Lavagnino of Santa Maria and Supervisor Das Williams of Carpinteria, co-architects of the county’s permissive 2018 cannabis ordinance, said it would not be advisable or fair to mandate a single clean-air technology such as scrubbers to get rid of the “skunky” smell of pot that persists in hot spots around the Carpinteria Valley, from the foothills to the beach.

Together with Supervisor Joan Hartmann, who represents the Santa Ynez Valley, they voted to commission a six-month study of the power upgrades that may be necessary in advance of scrubber installations. To date, only five of 20 active greenhouse operations in the valley are fully equipped with scrubbers, county records show.

Hartmann said she supported requiring state-of-the-art clean-air technology in cannabis greenhouses, but she wanted her colleagues to address the smell from outdoor “grows” in the North County as well. The stench of cannabis along Highway 246 and Santa Rosa Road blows eastward into Buellton and as far as Solvang on the prevailing winds and “must be dealt with,” Hartmann said.

“It’s really a disservice to our public not to regulate cannabis odor for the most sensitive people,” she said. “We need to find out where we’re measuring odor, what tool we’re measuring it with and what’s the limit.”

Supervisors Laura Capps and Bob Nelson objected to any further study of cannabis odor control, saying they favored mandating scrubbers in valley greenhouses across the board.

“My frustration level is coming to a place where I feel we just need to push forward with something,” said Supervisor Bob Nelson, who represents Orcutt, Los Alamos and a portion of the Sta. Rita Hills west of Buellton. “… Sometimes, we do too much planning.”

With reference to the cost of power upgrades, Capps, who represents portions of Santa Barbara and the Goleta Valley, asked, “Is it our role to be deciding what a business can afford to do?” Capps said she did not support doing more studies “as people continue to suffer.” Many Carpinterians claim that the smell of pot has caused them to suffer headaches, runny noses, sore throats and respiratory problems.

“I don’t think we’re doing our job if we kick the can down the road longer,” Capps said.

“ … Who are we trying to serve? I don’t know what more studies are going to get us, other than more frustration from the neighbors.”

Lavagnino said: “There’s a lot of people who are also our constituents who work at these places. That’s why when we talk about the cost of these facilities, it matters. People could lose their jobs.”

“Wildly unsuccessful”

As part of Tuesday’s vote, the board majority asked county planners to return to the board with recommendations on how to control the smell of outdoor cannabis and how and where to set a maximum threshold for the smell.

In the Carpinteria Valley, planners said, that might be at the property lines of cannabis operations, or around clusters of greenhouses where the smell of pot consistently pervades surrounding neighborhoods. Under current ordinances, growers are required to “prevent odors from being experienced in residential zones,” a standard that’s been difficult to enforce.

The staff report for the board, six months in the making, identified three hot spots in the valley, based on inspections by county planners armed with Nasal Rangers, an odor detection technology: They were the 3500 block and 4400-4500 blocks of Foothill Road, and the 5600-5700 blocks of Casitas Pass Road.

Nelson noted that not a single one of 3,700 odor complaints filed by Carpinteria Valley residents with the county since mid-2018 has ever been “verified” or enforced by county staff. That’s because it’s impossible to pinpoint which operation within the clusters of valley greenhouses is to blame for the smell. And without verification, the county cannot require any one operation to install better odor control technology.

“This isn’t working,” Nelson said. “… It’s wildly unsuccessful … Zero verified complaints is really alarming. Additional planning or studies is not the solution.”

Echoing an idea that has the support of the City of Carpinteria, Nelson said the county should start requiring scrubbers when the growers’ business licenses come up for annual renewal. As things stand now, licenses are renewed even for operations that have long been a focus of odor complaints.

“We could solve this problem and it would no longer exist, and we could stop having these hearings and these issues,” Nelson said.

About 116 acres of cannabis are currently under cultivation in the Carpinteria Valley, out of 170 acres approved for permits there. Maps in the staff report showed that inspectors hired by the county detected the smell of cannabis around the perimeter of 19 greenhouse operations in the Carpinteria Valley — and along a section of Highway 246 west of Buellton in the North County.

In six years, though, the county has issued only one notice of odor violation to a cannabis operator (at Valley Crest Farms, 5980 Casitas Pass Road). Quarterly inspections during the past

15 months have found that the growers’ “misting” systems, the odor control technology most widely in use in the Carpinteria Valley, are largely working, the report showed. These systems set up a curtain of plant oils that is supposed to “mask” the smell of pot. The problem is, the technology doesn’t fully neutralize it; and residents complain about the “laundromat” smell of the mist itself.

Growers weigh in

At Tuesday’s hearing, a number of Carpinteria Valley growers, in writing and in person, urged the board not to mandate a “one-size-fits-all” solution for all greenhouse operations.

Tadd McKenzie, co-president of the Pacific Dutch Group, said his company had switched to “non-odorous” nursery plants overall at International, five acres of cannabis at 4532 Foothill, and was nearly finished installing Dutch scrubbers there. At Rincon Point Farms, a 2.5-acre “grow” at 5775 Casitas Pass, 30 percent of the cannabis cultivation area is being eliminated, McKenzie said.

Improvements to odor control “have already been made and will continue to be made by operators,” he said. “… Using valuable county resources on costly regulatory updates instead of improving ongoing compliance will only make market conditions more favorable to non-tax-paying black market competitors.”

Autumn Shelton, a co-owner of Autumn Brands, six acres of cannabis at 3615 Foothill, said she recently learned that a power upgrade for her greenhouse operation would require running utility lines under Highway 192 and likely cost more than $1 million, “rendering it financially infeasible.” Noting that the price of cannabis has plummeted in recent years, Shelton urged the board to provide tax rebates or some other financial incentive for growers to improve their odor control systems.

“While scrubbers is a really great idea, when the market crashes only two years ago, it’s really hard to come back from that and continue to spend and spend and spend,” she said.

Nonetheless, as the hearing ended, Nelson and Williams both urged growers to start investing in better odor control technologies now.

“The longer anybody delays, the more burdensome the final result will be,” Williams said. “I hope there’s a clear warning sign that progress needs to be made …”

Nelson put it more bluntly: “This is an issue I see coming. I want to say again to this industry: Get ahead of it. At some point, if you’re not ahead of it, you’re going to get run over by it.”

Melinda Burns is an investigative journalist with 40 years of experience covering immigration, water, science and the environment. As a community service, she offers her reports to multiple publications in Santa Barbara County, at the same time, for free.

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Melinda Burns

Melinda Burns is a freelance reporter based in Santa Barbara, California.

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74-year-old Ohio woman charged in armed robbery of credit union was scam victim, family says

This image made from Fairfield Township, Ohio, Police Department body camera video shows Ann Mayers waiting outside of her home with police on Friday, April 19, 2024, in Hamilton, Ohio. The 74-year-old woman charged in the armed robbery of an Ohio credit union last week is a victim of an online scam who may have been trying to solve her financial problems, according to her relatives. Mayers, who had no previous run-ins with the law, faces counts of aggravated robbery with a firearm and tampering with evidence in Friday’s robbery in Fairfield Township. (Fairfield Township Police Department via AP)

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FAIRFIELD TOWNSHIP, Ohio (AP) — A 74-year-old woman charged in the armed robbery of an Ohio credit union last week is a victim of an online scam who may have been trying to solve her financial problems, according to her relatives.

Ann Mayers, who had no previous run-ins with the law, faces counts of aggravated robbery with a firearm and tampering with evidence in Friday’s robbery in Fairfield Township, north of Cincinnati. She remained jailed Wednesday on $100,000 bond pending an initial court appearance, and court records don’t list an attorney for her.

Officers arrested Mayers at her Hamilton home shortly after the robbery, Fairfield police said in a Facebook post . A handgun was found in her car, which police allege she used in the robbery.

Authorities later learned that Mayers might have been a scam victim and are looking into the claims. Her relatives told detectives that she had been sending money to an unidentified individual, The Columbus Dispatch reported Wednesday.

“In that aspect, some may see her as a ‘victim,’” Sgt. Brandon McCroskey told the newspaper. “Unfortunately, Ann chose to victimize several other people in the bank by robbing it with a firearm as a remedy for her situation.”

If what her relatives say is true, McCroskey called Mayers’ situation “very sad and unfortunate.” He said she reportedly spoke with family members about robbing banks in the days leading up to the holdup, but they didn’t take her comments seriously.

Scams against seniors have become increasingly common over the last 10 to 15 years, according to experts. Among them are so-called grandparent scams in which callers claim to be anyone from a victim’s grandchild to a police officer and tells the victim something terrible happened and that their younger relative needs money.

The scammers seek to exploit older people’s love for their family and, experts note, they can succeed in part because they tap into the abundance of personal information available about people online and use it make seniors believe the calls are legitimate.

An 81-year-old Ohio man was charged with murder this month after he fatally shot an Uber driver because he wrongly assumed she was part of a scheme to extract $12,000 in supposed bond money for a relative, authorities have said.

The driver was a victim of the same con, summoned by the grifters to the man’s house to retrieve a purported package for delivery. The man later told investigators he believed Hall had arrived to get the money the scammers wanted.

One year with the Light Phone 2

This ‘dumb phone’ didn’t (completely) replace my smartphone, but it did change my life..

By Joanna Nelius , laptop reviewer. She has covered consumer technology, with an emphasis on PC gaming, since 2018. Previous bylines: USA Today, Gizmodo, PC Gamer, Maximum PC, among others.

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The first time I used the Light Phone 2 ’s GPS, I drove to Los Angeles for a date. I ended up parked in a red zone, hyperventilating to the rhythm of my hazard lights. All I did was get lost, and yet, I was seconds away from puking all over myself. (I didn’t, thank goodness.) I should have picked a lower-stakes event to test-drive the navigation feature, but I assumed it would work as well as Google Maps. I was wrong.

The Light Phone’s GPS was awful a year ago. It often thought I was on a surface street instead of the adjacent freeway, or vice versa, so it would incorrectly tell me to keep going or take an exit that didn’t exist and not register my actual location until a few minutes later — if it registered that at all. It also took several minutes to find my location when I started it up, and it wasn’t great at finding an address if I typed in the name of a business. I was furious that I had spent $339 for the phone, case, and screen protector so I didn’t have to rely on my smartphone, and all it had done for me so far was trigger my anxiety and nearly ruin a date.

But I decided to make it work, and the Light Phone 2 is still my primary phone a year later. To be fair to the Light Phone, the situation wasn’t entirely its fault. Yes, the GPS was awful, and it did get me lost, but driving around Los Angeles makes me nervous on the best of days, and I should have tested the navigation around town like a good little tech reviewer before driving 30 miles across county lines to go on a date. 

This 2020s-era mashup of a phone — with its chunky plastic body, E Ink touchscreen, and deliberate absence of apps — isn’t for everyone. Reviewers and tech enthusiasts alike have come away from using the Light Phone 2 with little more than a shrug. Others genuinely enjoyed it but couldn’t find a way to integrate it into their lives. Even The Verge wrote , “We might say we want to kick our tech addictions, but who among us is ready to shell out $350 for a gadget that does so little?” back in 2019. But the “dumb phone” boom is real , and people are looking for ways to peel their eyes from their smartphones like a layer of Elmer’s glue from their hand — to remove a part of themselves that really isn’t a part of themselves.

The Light Phone works for me because I was ready to commit to living a smartphone-free life as much as possible. Muting notifications and deleting the apps off my smartphone had done nothing to curb the compulsion to check my accounts. If I felt anxious or bored, reaching for my smartphone was an automatic reaction, to the point where I sometimes didn’t realize my phone was in my hand until I was 10 cat videos deep on Instagram. I’m the kind of person who likes to retain control over my faculties, so that terrified me. By making the Light Phone my primary phone, I hoped to separate myself from easy access to social media and change my relationship with how and when I accessed the internet. The Light Phone 2 had the right lack of features: no email, no social media, no internet browser or any other apps, so it made the first step in my process easy to achieve.

My smartphone became the equivalent of the Gateway desktop PC I had as a teenager: a device kept in another room that I had to physically go to if I wanted to get online. Within a week of using the Light Phone, my total smartphone usage dropped from four hours a day to under an hour a week — and it stayed there. By not using a single device for everything, I reintroduced some of the same technological friction that we had at the turn of the 21st century. 

The Light Phone took some getting used to. The GPS has improved tremendously in the last year. (I’m no longer afraid of getting lost and puking in my car.) Texting is still frustrating because of the slow E Ink screen, so now I call my friends more often — on the Light Phone or on video from my computer if they’re abroad. It was also awkward at first explaining to family and friends why I couldn’t immediately check my Instagram when they sent me a funny meme or why I couldn’t see a picture they texted. The Light Phone doesn’t support MMS or hyperlinks in texts. Instead, it forwards those messages to my email. 

I used to consider this an inconvenience, but reading Cal Newport’s Digital Minimalism: Choosing a Focused Life in a Noisy World helped me understand what my quest to disconnect was about: reconnecting with the physical world. It doesn’t mean becoming a luddite, but to limit all the ways our phones distract us from the things that truly matter. This one sentence in his introduction brought everything full circle: “They agreed with my arguments about office distractions, but as they then explained, they were arguably even more distressed by the way new technologies seem to be draining meaning and satisfaction from their time spent out of work.” Someone finally put into words the deep pit of despair my smartphone dragged me into.

I haven’t been able to completely ditch my smartphone. I keep it in my bag in case I need it for certain things, like restaurant QR codes, authentication apps to log in to my work accounts, and Slack when I’m traveling for work. But I have started buying digital albums again and uploading them to my Light Phone like the good ol’ iPod days. (Later, Spotify.) I can get calendar reminders, listen to podcasts, call, and text. My smartphone no longer has a data plan, so if I do need to use it, I tether to the Light Phone’s built-in hotspot. More often, though, I use the hotspot with my Kobo so I can borrow library books on the road. My life is so much simpler and so much more focused than it was a year ago because I intentionally made it harder for myself to get distracted by my phone.

Some critics say the Light Phone isn’t worth the price because it doesn’t have the same number of features as a budget smartphone . To them, I ask: what is the price of your happiness? I don’t know what mine is, but it’s definitely worth way more than $339.

Photography by Joanna Nelius / The Verge

This self-transforming Megatron is as badass as it is expensive

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Add by partitioning or counting on - Problem-Solving Investigation - Year 2

Subject: Mathematics

Age range: 5-7

Resource type: Worksheet/Activity

Last updated

15 April 2024

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This in-depth maths investigation is an open-ended problem solving activity for Year 2 children. It can be used to support teaching towards the objectives: Add by partitioning or counting on.

In-depth Investigation: Diagonal hundreds Children use trial and improvement to place numbers in a grid to give a pair of diagonals whose sum is equal to 100.

This investigation will develop maths meta-skills, support open-ended questioning and logical reasoning, and enable children to learn to think mathematically and articulate mathematical ideas.

This problem-solving investigation is part of our Year 2 Calculation block. Each Hamilton maths block contains a complete set of planning and resources to teach a term’s worth of objectives for one of the National Curriculum for England’s maths areas.

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