securing progress in mathematics scheme of work for year 2 web viewthis draws together those key...

©MATHSEDUCATIONAL LTD

Securing Progress in Mathematics Scheme of Work for Year 2

Scheme of Work: Mathematics Year 2

Contents and the intended use of each section within the Scheme of WorkEssential Learning in MathematicsThis draws together those key aspects of mathematics pupils need to secure so that they can make good progress over the year and are ready to move onto the work set out in the following year. When planning the year’s work keep these aspects of mathematics in mind. Return to them at regular intervals and provide pupils with the opportunity to refresh and rehearse them through practice, consolidating and deepening their knowledge, skills and understanding.

Problem Solving, Reasoning, CommunicatingThis provides a short summary of the problem solving and reasoning activities pupils should engage in and the communication skills expected of them.

Language and MathematicsThis section emphasises the importance of spoken language in the teaching and learning of mathematics and the need for pupils to acquire a range of appropriate mathematical vocabulary. It highlights and exemplifies five functions language plays in the learning of mathematics.

Learning the Language of MathematicsTwo simple-to-remember principles are identified, that seek to promote the incorporation of language into mathematics planning and teaching.

Key Mathematical VocabularyThis table lists key mathematical vocabulary organised under seven strands of mathematical content which reflect the headings used in the National Curriculum. The table provides a checklist you can refer to when planning. There is some overlap across the year groups to consolidate pupils’ learning.

Learning OutcomesThis table lists the learning outcomes for the year and reflects the National Curriculum Programme of Study. You can select and refer to the learning outcomes, choosing those that will be your focus for a teaching week. This way you can monitor the balance in curriculum coverage over the year.

Assessment Recording SheetThe sheet provides a way of maintaining a termly record of pupils’ attainment and progress in mathematics. The seven headings reflect those in the table of learning outcomes. This is to help you to cross-reference teaching coverage against your assessment of learning, and to identify future learning targets against need. The ‘see-at-a-glace’ profile of progress and attainment can be used to monitor pupils’ progress over time.

Week-by-week PlannerThis sets out weekly teaching programmes, covering 36 teaching weeks. This programme is organised into 6 half terms with 6 teaching weeks within each half term. The weekly teaching programmes offer a guide to support your medium-term and long-term planning. There is sufficient flexibility in the programme to make adjustments to meet changes in lengths of terms. The mathematics for each week is described as bullets. These bullets are not equally weighted and one bullet does not represent a day’s teaching. Use the bullets listed to map out the whole week. Planning based on the weekly teaching programmes should also take account of your day-to-day assessment of pupils’ progress. If more or less time is required to teach a particular aspect of mathematics set out in the programme, review your plans and adjust the coverage of the content in the programme accordingly. It is important that your planning reflects the speed and security of your pupils’ learning. The accompanying notes and examples offer some ideas about how to teach aspects of the content set out in the week. They may inform planning in other weeks too when content is revisited. They are not exhaustive and the resources alluded to in the text are not provided in these documents. The programme reflects the content in the National Curriculum, with the highest proportion of time being devoted to Number.

©Nigel Bufton MATHSEDUCATIONAL LTD 2


Essential Learning in Mathematics

Summary of Essential Learning in Year 2 Count forwards and backwards, count in 2s and 5s from zero and in 10s

from any number; read and write numbers in numerals and words Compare and order numbers to 100; identify the value of the digits in two-

digit numbers; partition into tens and ones and tens and ‘teens’ Construct and recall number bonds for 1-digit number to 9 + 9 and use to

derive related subtraction facts; apply to multiples of 10; add 10 to any number to 100, and add and subtract one- and two-digit numbers

Interpret arrays and carry out repeated addition and sharing calculations; read and record multiplication and division number sentences using signs x and ÷; recall and use multiplication facts for 2, 5 and 10; read, write and find halves, thirds, quarters of shapes, quantities and lengths

Use appropriate standard units to measure; read values on a scale to nearest interval including time to nearest 5 minutes; order lengths, weights, capacities; make up sums of money, record amounts using £ or p

Name, identify common 2-D and 3-D shapes in different orientations, and describe and use their properties; describe position, direction and movement, relating right-angle turns to quarter turns

Problem Solving, Reasoning, Communicating

Pupils solve problems that involve reading, writing and comparing numbers to at least 100. They solve missing number problems involving addition and subtraction. Pupils use place value to interpret and represent two-digit numbers when calculating sums and differences, and arrays to solve simple multiplication and division problems. They measure, compare and order lengths, weights, capacities and times, and use coins and notes to solve problems involving money.

Pupils apply their understanding of number to explore patterns in and relationships between numbers such as odd and even numbers and sequences. They recognise and describe properties of shapes when sorting them and give reasons for their choices. Pupils begin to recognise fractions as numbers as well as parts of whole shapes and quantities.

Pupils interpret and apply a range of mathematical language to secure a deeper understanding of the relationships between the four number operations. They commit names and number facts to memory and recall the number bonds they use to carry out mental calculations. Pupils count aloud in whole number and fractional steps, to see, identify and talk about the patterns they generate. They describe properties of objects using the language of measure, position and movement.

Language and Mathematics©Nigel Bufton MATHSEDUCATIONAL LTD 3


The National Curriculum (Section 6: September 2013 Reference DFE-00180-2013) declares that:“Teachers should develop pupils’ spoken language, reading, writing and vocabulary as integral aspects of the teaching of every subject. Pupils should be taught to speak clearly and convey ideas confidently ... They should learn to justify ideas with reasons; ask questions to check understanding; develop vocabulary and build knowledge; negotiate; evaluate and build on the ideas of others ...They should be taught to give well-structured descriptions and explanations and develop their understanding through speculating, hypothesising and exploring ideas. This will enable them to clarify their thinking as well as organise their ideas ... Teachers should develop pupils’ reading and writing in all subjects to support their acquisition of knowledge ... with accurate spelling and punctuation.” When we think mathematically we may use pictures, diagrams, symbols and words. We communicate our ideas, reasons, solutions and strategies to others using the spoken and written word. We listen to how others explain their methods using mathematical language and read what they have written so we can interpret their ideas and solutions. Language is a fundamental tool of learning and this is as true for learning mathematics as it is for any other subject.Having a good command of the spoken language of mathematics is an essential part of learning, and for developing confidence in mathematics. Children who say little are usually those who are fearful about saying the wrong thing, or giving an incorrect answer. Very often the quiet children are those who may lack knowledge of, or confidence in using the necessary vocabulary to express their ideas and thoughts to themselves and consequently to others.Mathematics has its own vocabulary which children need to acquire and use. They need to be taught how to pronounce, write and spell the mathematical words they are to use, and to know when they apply and to what they apply. Learning the vocabulary and language of mathematics involves:

associating objects, shapes and events with their names (e.g. ‘x’ means multiply; this pyramid has triangles for faces; 60 minutes is an hour) stating, repeating and recalling facts aloud, and explaining how they can be used and applied (e.g. 36 is 20 and 16 so when you subtract 18 you take the 8

from the 16; 3 + 15 is the same as 15 +3 and 15 + 3 I can add 3 to get 16, 17, 18, so the answer is 18; quarter past is the same as 15 minutes past) describing the relationship between two or more items, shapes, events or sets (e.g. 4 + 7 = 11 so 11 7 = 4; the cone is heavier than the sphere; the side

of this rectangle is twice as long as the square; in the pictogram 5 more people eat apples each week than those people who eat oranges) identifying properties and describing them (e.g. a vertex on a cuboid is where the edges meet; the number 78 has 7 tens and 8 ones so is bigger than 58;

this cup holds less than half a litre as there is some water left in my litre measuring jug I filled half way up) framing an explanation, reasoning and making deductions (e.g. when I shared out 17 counters between 3 cups I had 2 left over so I need one more to

make the shares equal; if you give me five 2 pence coins I will give you a 10 pence coin; you must turn quarter turns when you go round the square)

Learning the Language of MathematicsLearning to use the language of mathematics requires carefully prepared opportunities and continued experience and practice. When planning consider when and how your children will be taught to:

See the words – Hear them – Say them – Use and apply them – Spell them – Record them

It is important that children memorise and manipulate the language of mathematics. When planning consider when and how your children will learn to:

Visualise and manipulate mathematical pictures, diagrams, symbols or words in their heads

Key Mathematical Vocabulary: Year 2©Nigel Bufton MATHSEDUCATIONAL LTD 4


Number

Count in steps, count forward, count backward; zero, one, two, three ... twenty; twenty-one, twenty-two ... thirty, thirty-one, thirty-two ... ninety ... ninety-nine, hundred; number track, hundred square, number line, number grid; order, compare; place value, digit, units, ones, tens, teens, hundreds, thousands; one-digit number, two-digit number, three-digit number; partition, exchange, exchange for ten, represents, transfer, place holder; number of, quantity, the same number as, as many as; equal to, one more, ten more, hundred more, one less, ten less, hundred less; equal to, more than, greater than (>), less than (<), bigger, bigger than; fewer, fewest, smaller, smallest, least; nearly, roughly, about, just under, just over, exactly, exact, between, half way, in the middle; even, odd, pair; multiple of two, three, five or ten; sequence, rule

Calculation

Add, plus, sum, total, put together, how many altogether, how many more, calculate, calculation, mental calculation, operation; subtract, take away, minus, reduce, number left, how many fewer, how much less, difference between; add sign (+), subtraction sign (-), equals sign (=); calculate, calculation, mental calculation, operation; number pair, number bond, number sentence, missing number; operation, addition, subtraction; double, once, twice, twice as many, two times, paired; halve, half as many, half of; share, equal shares, share out equally, equal groups of, left, left over; divide, divide by, divide into, division, division fact; count in twos, count in threes, count in fives, count in tens, repeated addition, array, number of rows, number of columns; equal groups, number of equal groups, total number; multiply, multiplication, multiplication fact, multiplication table; order, commutative, commutative operation; multiplication sign (×), division sign (÷)

FractionsWhole, one whole, fraction, fraction of, part of the whole, equal parts, share equally, equal parts of the whole; two equal parts, half, halves, two halves make a whole; four equal parts, quarter, quarters, three quarters, four quarters make a whole; two quarters make a half; thirds, three equal parts, one third, one third of; unit fraction, equal shares; non-unit fraction; count in quarters, one quarter, two quarters, one half, three quarters, four quarters, one whole, one and one quarter, one and one half ...

Measurement

Units of measure, size, measurement, quantity, scale, measuring scale, interval; length, height, width, depth, thickness; longer than (>), shorter than (<); metre, half a metre, a quarter of a metre, centimetre; metre stick, measuring tape, tape measure, ruler; weight, mass, weights, balance, scales; kilogram, half a kilogram, a quarter of a kilogram, gram; capacity, volume, measuring jug, measuring cylinder; full, half full, one quarter full; litre, half a litre, a quarter of a litre, millilitre; temperature, degree Centigrade (ºC), thermometer; cold colder, freezing, freezing point, hot, hotter, hottest, boil, boiling; seven days, week, fortnight, twelve month, (one year), 24 hours, (one day), 60 minutes (one hour), 60 seconds (one minute); clock, watch, the hour hand, the minute hand; morning, afternoon, evening; o’clock, half past, quarter past, quarter to, five minutes past, 10 minutes past ..., twenty-five minutes to ...; money, coin, note, penny, pence (p), pound (£)

Geometry

Shape, flat, surface, flat surface, straight, curved, circular, triangular, rectangular; corner, side; face, edge, vertex, vertices; cube, cuboid, sphere, cylinder, cone, pyramid, prism; triangle, square, rectangle, quadrilateral, polygon, pentagon, hexagon, octagon, circle; symmetric, line symmetry; straight line, vertical line, horizontal line; shift, forward, backwards, up, down, right, left; turn, rotate, clockwise turn, anti-clockwise turn, quarter turn, right-angle turn, half turn, turn through two right-angles, three-quarter turn, turn through three right-angles, whole turn, turn through four right-angles; sequence, repeat, repetition, pattern, rule, next, before, after

Statistics Count, number of, quantity, data, category, group, list, table, collect, results; sort, organise, arrange, present; tally, tallies, tally marks, tally chart; picture, diagram, pictogram, blocks, block graph, bars, bar graph; title, label; total, most popular, least popular, most common, least common

Problem solving,

Reasoning,Communicating

Name, explore, find, find out, answer, solve, use apply; solution, method, strategy, approach, attempt; arrange, rearrange, compare, order, sort, put in order, organise, combine, combination, separate, join, link, build, draw, record; sign, symbol, notation, resource; identify, show, show how, show why, represent, estimate, describe, discuss, talk about, recite, repeat, recall, explain; say what, say why, say how, say when, give a reason, if, so, as, because, and, not; same, same as, different, different way, better way; think about, ideas, imagine, see in your head, recognise, pattern, relationship, interpret

End-of-Year Learning Objectives for Year 2 Record of coverage



A. Number – counting and place valueA1. Can count forwards from zero and back in multiples of 2s, 5s and 10s and recognise odd and even numbers

A2. Can count forwards and backwards from any number in steps of 1 and 10

A3. Can count in multiples of 10 and 100 and add and subtract the multiples of 10 and 100

A4. Can read and write numbers to at least 100 in numerals and words

A5. Can state the value of the digits in 2-digit numbers, and partition into 10s and 1s, and into 10s and teens

A6. Can compare and order numbers to 100 and the multiples of 10 and 100, record results using <, >, =

B. Number – calculation (mental and written)B1. Can recall and use addition facts up to 9 + 9 and derive the related subtraction facts

B2. Can add and subtract practically and mentally 1-digit numbers to/from 1- and 2-digit numbers

B3. Can add and subtract practically and mentally two 2-digit numbers and add three single-digit numbers

B4. Can add and subtract mentally 10 and a multiple of 10 to/from 2-digit numbers

B5. Can solve missing numbers problems that involve the addition or subtraction of 1- and 2-digit numbers

B6. Can record addition and subtraction calculations using pictures, partitioning, number lines and in columns

B7. Can multiply by 2, (double), 5 and 10 using counting strategies, arrays and recall the 2, 5 and 10 multiplication tables

B8. Can divide by 2, (halve), 5 and 10 using equal sharing, counting strategies, arrays and recall of multiplication facts

B9. Can read, write and interpret multiplication and division number sentences ( x, ÷, =); solve missing number problems

C. Number – fractions C1. Can read, name and write simple fractions and find halves, thirds, quarters and fifths of quantities in practical context

D. MeasurementD1. Can use measuring equipment and read scales to the nearest interval, including temperature in °C

D2. Can choose and use standards units (m and cm) to measure and estimate length; record and compare results

D3. Can choose and use standards units (kg and g) to measure and estimate weight; record and compare results

D4. Can choose and use standards units (l, cl and ml) to measure and estimate capacity; record and compare results

D5. Can recall units of time in hour/day, tell time using quarter hours and 5 minute intervals and sequence intervals of time

D6. Can make/combine amounts of money using coins/notes, give change, use symbols for pounds (£) and pence (p)

E. Geometry – properties of shapes, position and directionE1. Can identify and name 2-D (flat) shapes, describe the sides and corners, identify right angles and lines of symmetry

E2. Can identify and name 3-D (solid) shapes, recognise and count the faces, edges, vertices, and name its faces

E3. Can describe position, direction and movement, including quarter/right-angled turns and forward/backwards motion

F. Statistics – sorting drawing and interpretingF1. Can sort data into categories, draw and interpret simple charts, tables, pictograms and bar charts; interpret results

G. Problem solving, reasoning, communicatingG1. Can solve practical and word problems that involve the four operations applied to simple and familiar contexts

G2. Can interpret repeating patterns and make predictions; test results, decide what meets conditions and explain why

G3. Can describe, compare and sort quantities and shapes, interpret information and explain solutions and methods

Assessment Recording Sheet



Mathematics Assessment in Year 2 Autumn term Spring term Summer termName:

Class:Key: 2.1 – Working towards expectations 2.2 – Meeting expectations 2.3 – Exceeding expectations

A. Number – counting and place value 2.1 2.2 2.3 2.1 2.2 2.3 2.1 2.2 2.3

B. Number - calculation (mental and written) 2.1 2.2 2.3 2.1 2.2 2.3 2.1 2.2 2.3

C. Number - fractions 2.1 2.2 2.3 2.1 2.2 2.3 2.1 2.2 2.3

D. Measurement 2.1 2.2 2.3 2.1 2.2 2.3 2.1 2.2 2.3

E. Geometry – properties of shapes, position and direction 2.1 2.2 2.3 2.1 2.2 2.3 2.1 2.2 2.3

F. Statistics – sorting, drawing and interpreting 2.1 2.2 2.3 2.1 2.2 2.3 2.1 2.2 2.3

G. Problem solving, reasoning, communicating 2.1 2.2 2.3 2.1 2.2 2.3 2.1 2.2 2.3

End-of-year assessment of progress and attainment in mathematics Summary report:

Overall end-of-year assessment in mathematics: Working towards Year 2 expectations Meeting Year 2 expectations Exceeding Year 2 expectations

Teacher: Date of final assessment:

Week-by week Planner Year 2©Nigel Bufton MATHSEDUCATIONAL LTD 7


Autumn Term (First half term)Week 1 Week 2 Week 3Number Measurement NumberMain Teaching: Count forward from 0

in steps of 2 and 4, and 5 and 10; relate count to doubling 2s and 5s on arrays

Compare numbers to 20, use <, >, = signs to record results

Memorise and recall number bonds to 9+9 and generate related subtraction facts

Record number bonds as number sentences

Calculate missing numbers in simple number sentences

Partition 2-digit numbers into 10s, 1s

Solve one-step word problems involving addition, subtraction of numbers to 9+9

Play simple games involving number bonds

Notes/examplesLook at the 1st array of circles. Count the circles in 2s. The right array is 2 of the 1st array. Count the circles in 2s. Shout the number when you reach the end of each row. What are we counting in now? Count in 4s again.

o o o o o o

o o o o o oo o o o o oo o o o o oo o o o o o::

::

::

::

::

::

o o o o o o Your target number is 8. On the grid, player A puts a counter on a number in row A. B has to put a counter in row B on the number that is 5 less or 5 more than A’s. Then B goes 1st. Last to go wins.

A 1 2 ... 17 18B 1 2 ... 17 18

Main Teaching: Read and record time

using o’clock, half past and quarter past/to the hour

Recognise the relationship between turns of the minute and the hour hand

Count in 5 minute intervals, tell the time past the hour in 5 minute multiples

Use scales to weigh items in range 0 to 100 grams to nearest multiple of 5 grams

Estimate weights before weighing items; compare and order items by weight

Solve one-step problems involving reading scales

Play simple games involving the matching of times to times on clocks

Notes/examplesPut the number cards 1 to 12 on this blank clock.Show me where the hands point at7 o’clock; quarter past 7...Sit in a circle. Kim has the number 12. Who will we give the number 5 to so we make up a clock face? Tim has the minute hand. Count in 5s as Tim turns clockwise from 12. On this card is the time ‘25 minutes past 6’. Which card has the clock with this time? Sort cards in pairs showing the same times.This blank scale starts at 0 grams. Each marker shows 10 grams. Count up and down the scale. What is the value at this marker? What value is 3 markers along? What is the value left 4 markers?

Main Teaching: Count forward and

back in steps of 2 and 4, and 5 and 10 and relate to arrays

Partition 2-digit numbers into 10s, 1s and record results as partition diagram

Combine multiples of 10 and ones into a single 2-digit number

Memorise and recall number bonds to 9+9, generate related subtraction facts and apply to multiples 10

Record bonds as number sentences

Use partition diagrams to add multiples of 10 to 1- and 2-digit numbers

Solve one-step word problems involving addition, subtraction of numbers to 9+9 and multiples of 10

Notes/examplesSay 54 and clap on each number as you say them: 50 ‘clap’, 4 ‘clap’. What 2 numbers did we clap? Record using this

partition diagram. Try 48, 45, 39... What do we record for 60, 90? What 2-digit number can we make with 40 and 6? Say the 2 numbers, clap as you say them: 40 ‘clap’, 6 ‘clap’. What was the number we heard?

Record on our partition diagram. Try 50 and 8...

How can we add/combine 50 and 33? What is 8 + 4, 12 - 4; 120 - 40?


54

50 + 4

40 + 646

50 + 3

0 + 3

80 + 3


Mental Work: Count forward and back from 0 in 2s, 5s, 10s Recall number bonds for a given number up to 10 Solve simple addition and subtraction word

problems and think-of-a-number +/- problems

Mental Work: Turn quarters and halves to show and tell times Read/show times in 5 minute intervals Identify landmark measures on a range of scales

with some of the 5 and 10 intervals unnumbered

Mental Work: Count forward and back from 0 in 2s, 4s, 5s, 10s Recall number bonds for a given number to 18 State 1 and 10 more/less than a given 2-digit

number and continue the sequence

Extension Work: Explore on number grids numbers in the

sequences of 2s and 4s, and 5s and 10s

Extension Work: Estimate weight of items that weigh more than

100 grams; check by weighing items and order

Extension Work: Derive subtraction facts from addition facts and

vice versa; make up word problems for given facts

Autumn Term (First half term)Week 4 Week 5 Week 6Number Geometry Number/MeasurementMain Teaching: Count from 0 forward

and back in 2s, 3s, 4s, 5s and apply to arrays; count in 10s from any number

Partition 2-digit numbers into 10s, 1s; record results using partition diagrams

Compare 2 numbers up to 100, record results using <, >, =

Combine a multiple of 10 with a number to 20 into a single 2-digit number using partition diagrams

Memorise and recall number bonds to 18; generate subtraction facts and apply to multiples of 10; write in number sentences

Add and subtract 1-digit numbers to/from a 2-digit number using number bonds and partitioning into 10s, 1s (not ‘teens’)

Solve word problems

Notes/examplesUse the columns of this array to count in 2s/4s/5s.

o o o o oo o o o oo o o o o::

::

::

::

::

o o o o oo o o o o

What would we use to count in 3s? Count in 2s, 3s, 4s and 5s.We want to add 9 to 34. We partition 34 into 30 and 4. Now add 4 and 9 to get 13. We add the 30 so 30 + 13 = 43 = 34 + 9

34 + 9

30 + 4 + 9

30 + 13

30 + 10 + 3This is how we subtract 6 from 38. Partition 38 into 30 and 8 using a partition diagram. Take 6 away from 8 to get 2. Add to 30 so 30 + 2 = 32 = 38 - 6

Main Teaching: Name common 2-D

shapes, identify in different orientations

Recognise that any 2-D straight sided shape is a polygon

Recognise polygons; count their sides and corners, distinguish between corners that point out or inwards

Use a square template to generate different polygons on a square grid

Draw straight lines and familiar shapes on a grid using a ruler or straight edge

Generate and replicate patterns and sequences using familiar 2-D shapes

Explain what is the same and what is different about shapes in the same family of shapes

Play games that involve matching 2-D

Notes/examples

Can you name these 6 shapes? Are they all polygons? Which shape has the most sides? Can you find other shapes that are like these shapes and with the same name?Use 4 identical squares to make shapes on the grid. Are they polygons?

Which shapes has 4, 6, 8 corners and sides? Which have corners that point inwards? Use identical squares to make other shapes; count the sides and corners. Make a bigger square.Lim used squares to made these shapes:What is the same and different about them?


back in 2s, 3s, 4s, 5s, using arrays; count in 10s from any number

Partition 2-digit numbers into 10s and ones or 10s and ‘teens’; use partition diagrams to record

Combine a multiple of 10 with a number to 20 into a single 2-digit number using partition diagrams

Memorise and recall number bonds to 18; generate subtraction facts and record as number sentences

Add numbers to 20 to, and subtract ones (no exchange) from a 2-digit number using partitioning and number bonds

Solve word problems involving addition, subtraction of 10s, 1s from 2-digit numbers

Tell the time to 5

Notes/examplesThis grid has 6 columns. Count up from 0 in 2s. Describe where the multiples of 2 are on the grid? Count up to find the multiples of 3, 4 and 5. What do you notice?

0 1 2 3 4 56 7 8 9 10 11: : : : : :

30 31 32 33 34 35Read these numbers: 67...? Partition 67 into 10s and 1s. Record in a partition diagram. Count up in 10s from 17 to 67. How many 10s did we count up? Yes, 5 10s.

We can partition 67 into 10s and ‘teens’ and record this on a partition diagram.

Partition these numbers into 10s and 1s and into 10s and ‘teens’: 36, 24...Look at the minute hand on


67

60 + 7

67

50 + 17


involving addition, subtraction of 10s, 1s from 2-digit numbers

38 - 6

30 + 8 - 630 + 2

shapes to their families of shapes and naming shapes

minutes past the hour, half and quarter past and to the hour

my special clock. It moves clockwise. As it makes a whole turn: when is it at a quarter past; half past; and at a quarter to? When is it a it 25 minutes past?

Mental Work: Count from 0, forward and back in 2, 3, 4, and 5 Recall number bonds for a given number up to 18

Mental Work: Identify a 2-D shape from partially-seen diagram Name shapes irrespective of size or orientation

Mental Work: Recall number bonds to 18, apply to multiples of 10 Read/show times in 5 minute intervals

Extension Work: Read <, >, = signs; list numbers in given intervals

e.g. <20 and >16, (19,18,17); >5 and <9 (6, 7, 8)

Extension Work: Complete jig-saw puzzles, replicate given polygon

shapes made using rectangles and triangles

Extension Work: Identify and explain any patterns in the sequences of

2s, 3s, 4s, 5s, 10s on grids with up to 10 columnsAutumn Term (Second half term)Week 1 Week 2 Week 3Number Geometry Number/MeasurementMain Teaching: Count forward and

back in 2s, 5s, 10s and begin to recite 2, 5, 10 multiplication facts as counts on an array

Partition 2-digit numbers into 10s and ones or 10s and ‘teens’; record using partition diagrams

Memorise and recall number bonds to 18; generate subtraction facts and apply to multiples of 10; write in number sentences

Add, subtract 1-digit numbers to/from a 2-digit number using known number bonds

Know whether to partition into 10s and 1s or 10s and ‘teens’ when adding and subtracting

Solve simple addition

Notes/examplesIn the array count circles in 2s. How many circles in 6 rows of 2; 9 rows of 2s...?

o o

o

o o

o o o o o: : : : :o o o o o

Count the circles in the rows again and say:1 row of 2 has 2 circles2 rows of 2 have 4 circles3 rows ...Do the same for 5s, 10sSubtract 8 from 43? Can we take 8 away from 3? No! We partition 43 into 10s and ‘teens’ on a partition diagram. We can take 8 from 13 to get 5.

43 - 8

30 + 13 - 8

Main Teaching: Name common 3-D

shapes, identify in different orientations

Use the language of edge, face, vertex to describe features of 3-D shapes

Recognise that at an edge two faces meet; at a vertex edges meet at a point; a face is bounded by edges

Identify and name the shapes of faces of 3-D shapes

Know that a cube has 6 square faces and cuboids have rectangular or square faces

Recognise that the base of a pyramid is a polygon and all other faces are triangles that meet at a vertex

Notes/examplesWhat are the names of these two 3-D shapes?How many faces does each have? And how many vertices and edges? Do the 2 shapes have the same number of faces, vertices and edges? What are the names of their faces? What makes these shapes different to each other?Find all the pyramids in the resource box. Are they all the same type of pyramid? Which are different and why?Here is a shape. What is this shape called?Are its faces triangles? No. So the shape cannot be a pyramid? What other shapes have curved faces?Make some new 3-D shapes using exactly 8


back in 2s, 5s, 10s; begin to recite 2, 5 and 10 multiplication facts as counts on an array

Use the multiplication facts for 2 to double numbers to 10

Apply doubles of numbers to 10 to double multiples of 10 to 100

Add and subtract 1-digit numbers to and from 2-digit numbers; use partition diagrams

Memorise and recall number bonds to 18; generate subtraction facts and record as number sentences

Solve word problems involving addition or subtraction of 1-digit numbers to/from 2-digit numbers

Notes/examplesUse your array to recite the 2 facts, the 5 facts and the 10 facts. They are called multiplication facts. This time we will say:One 2 is 2Two 2s are 4...Ten 2s are 20The 2 facts give the doubles of numbers so we can also say:Double 1 is 2Double 2 is 4...Double 10 is 20Count in 10s. How can we use the 2 facts to double these 10s numbers?Double 10 is 20Double 20 is 40...Tom has 48p, Lyn has 35p, Pep has 53p. Each buys one 6p sweet. Work out what each has left. For Pep find 53 - 6. Can we take 6 from 3? No! So we use 10s and ‘teens’. How do we partition for Tom and Lyn?



or subtraction word problems, applying partitioning into 10s and 1s or 10s and ‘teens’

30 + 5Now 30 + 5 = 35 = 43 – 8Calculate 35 - 4 and 85 - 7. How do we partition? What question helps us decide? Can we take 4 from 5? Yes! so partition into 10s, 1s. Can we take 7 from 5? No! So into 10s, ‘teens’.

Use cubes to build larger cubes and cuboids; explain what is the same or different about them

cubes. Count the faces, vertices and edges on each of your shape. Which of your shapes had the most edges?

Tell the time for half and quarter past and to 5 minutes past the hour; show times on clocks

53 - 6

40 + 13 - 640 + 7

Now 40 + 7 = 47 = 53 – 6

Mental Work: Count from 0, forward/back in 2, 3, 4, 5 and 10 Recall number bonds to 18, apply to multiples of 10 Partition 2-digit numbers into 10s, 1s; 10s, ‘teens’

Mental Work: Count from 0, forward/back in 2, 3, 4, 5 and 10 Identify a 2-D shape from partially-seen diagrams Visualise common shapes and describe features

Mental Work: Recall number bonds to 18, apply to multiples of 10 Double 1 to 9 and apply to double multiples of 10 Read/show times in 5 minute intervals

Extension Work: Identify multiples of 10 that contain 2-digit numbers

Extension Work: Sort 3-D shapes by the shape of their faces

Extension Work: Generate addition/subtraction facts for 2s, 5s, 10s

Autumn Term (Second half term)Week 4 Week 5 Week 6Statistics Measurement/Number/Geometry NumberMain Teaching: Read values and

answer questions from data presented in simple tables and pictures

Carry out simple calculations using the data presented

Pose simple questions that require categorical data to be collected; identify the key categories to be used to collect and sort the data

Suggest ways to, and plan how to collect data and how to record results and present information for others to read

Collect data in tables; use a tally chart to

Notes/examplesThis picture shows how Mrs D spends her money one week. F is food; H is heating; T is travel to work; E is electricity; S is for saving. The £ shows £10 spent. How much does she spend on food?

££

£ ££ £ ££ £ £ ££ £ £ £ ££ £ £ £ £H E T F S

What does she spend on travel to work each week? And on heating and electricity? What does she spend in one week?How can we find out how

Main Teaching: Use a ruler to

measure lengths in centimetres, and a metre rule to measure distances in metres; record as cm and m

Know that 1 metre is 100 centimetres long

Estimate lengths and heights in metres or centimetres and check by measuring

Draw straight lines of lengths given in whole centimetres

Read scales in multiples of 10 centimetres and identify values between markers

Compare and order lengths measured in centimetres, record

Notes/examplesEach interval on my stick is 10 centimetres. Count up the stick in centimetres from 0cm at the bottom. How long is my stick? Count to 60cm. How far it is to the top of the stick. What is the value half way up? Count to 40cm. What’s before and next? What’s in the middle of 40cm to 50cm?My triangle has two equal sides. The shortest side is 6cm. Estimate the length of the other two sides. Measure and check. Do the same for these triangles. Estimate the lengths of sides of these polygons then measure to see who was closest. Mr C has a picture 12 by

Count forward and back in 2s, 5s, 10s; begin to recite 2, 5 and 10 multiplication facts linked to counting the equal rows on an array

Use the multiplication facts for 2 to list even numbers to 20; link to 2-column arrays and doubles of numbers to 10 and beyond

Recognise the odd numbers to 20 and beyond; link to arrays

Add and subtract 1-digit numbers and multiples of 10 to and from 2-digit numbers using partition diagrams

Memorise and recall number bonds to 18;

Say the multiplication facts for 2: One 2 is 2...Multiplication facts for 2 are all called even numbers. They are all doubles of numbers and can be made using an array with 2 columns. The other numbers are odd numbers. Tell me some even/odd numbers.Is 20 even? Is 13 even? Can we make 13, 15 with 2 columns; what happens? Why are 22, 24... even numbers? What other numbers can we make using 2 columns? Calculate 46 + 30


o oo oo oo o::

::

o o


record results as they are being collected

Understand how to read and use a unit and non-unit symbol and interpret the key in a pictogram where symbol represents 1, 2 or 10 items

children in Y2 and Y3 spend their Saturdays? What activities should we list? And how many? How will we collect the information? How can we sort the answers? How will we present our data to all Y2 and 3 teachers?

results using <, >, =; record as cm and m

Solve word problems involving calculation of missing lengths or heights

Tell and show the time to 5 minutes past the hour

12 centimetres. The frame is for pictures 16 by 18 centimetres. Draw and make both; show me how the picture fits in the frame. What size are your gaps around the picture?Show me 1 o’clock; 20 past 1; 35 minutes past 1.

generate subtraction facts and record as number sentences

Solve one-step addition and subtraction problems, recalling number facts to calculate sums and difference

46 + 30

40 + 6 + 3070 + 6

So 70 + 6 = 76 = 46 + 30Calculate 67 - 20

67 - 2060 + 7 - 2040 + 7

So 40 + 7 = 47 = 67 - 20Mental Work: Count from 0, forward/back in 2, 3, 4, 5 and 10 Read data in pictograms with symbols in 1s or 2s Recite 2, 5 and 10 multiplication facts

Mental Work: Read values on a metre stick where the intervals

are partially numbered; estimate lengths Recite 2, 5 and 10 multiplication facts

Mental Work: Double numbers to 10 and the 10s to 100 Add/subtract 1s and 10 to/from 2-digit numbers Read/show times in 5 minute intervals

Extension Work: Interpret and explore how tables and pictograms

are used to present data in other subjects

Extension Work: Draw and measure lengths of diagonals in

polygons in cm; order/record lengths using <, >, =

Extension Work: Use arrays with 3 or 4 columns to support counting

and to generate 3 and 4 multiplication facts

Spring Term (First half term)Week 1 Week 2 Week 3Number/Measurement Measurement/Geometry NumberMain Teaching: Count forward and

back in 2s, 5s, 10s; recite 2, 5 and 10 multiplication facts linked to counting in equal rows on an array and recording as repeated addition

Identify even and odd numbers to 20 and beyond

Add and subtract 1-digit and 2-digit numbers to and from 2-digit numbers using partition diagrams

Memorise and recall number bonds to 18; generate subtraction

Notes/examplesCalculate 57 + 35.We partition both numbers. We swap the signs and numbers (in the yellow) then add the 10s and the 1s together.

57 + 3

550 +

7+ 3

0 + 5

50 + 3

0 + 7 + 5

80 + 1

2So 80 + 12 = 92 = 57 + 35Calculate 73 - 46Can we take 6 from 3? No! We partition 73 into 10s, ‘teens’. We swap the signs and numbers (in the yellow) and subtract the 10s and 1s

Main Teaching: Use scales to

measure capacities in litres and centilitres record as cl and l

Know there are 100 centilitres in 1 litre

Read the labels on everyday items to find their capacities

Estimate capacity by comparing against containers with known litre and centilitre quantities; check by measuring with a variety of scaled vessels

Compare and order capacities measured

Notes/examples A pupil puts water into a container. Each pupil in the group estimates the quantity in cl. Estimates are recorded in a table. Pupils measure the water to find the closest answer. Pupil take turns to add water, collect the estimates and measure.

Which of these shapes is the biggest/smallest? How much water would they hold if they were hollow? Fill a jug with 1 litre of water and put in one of the shapes. Now take it out. How much water in cl is left? Make a table with the name of the shape and the water it left

Main Teaching: Read and use the

vocabulary to record 2-digit numbers in words

Convert and record numbers written in numerals to numbers written in words

Recite 2, 5 and 10 multiplication facts linked to counting in equal rows on an array and repeated addition

Use the signs x and = to write the 2, 5, 10 multiplication facts

Use the mathematical language of

Notes/examplesRead the words in the table below. Which word represents numbers 70, 8, 16, 10...? Which words do we use to write 42, 73, 88...?

zeroTen One Eleven

Twenty Two TwelveThirty Three Thirteen

: : :Eighty Eight Eighteen

Ninety Nine Nineteen

Using the array recite the multiplication facts for 5:One 5 is 5Two 5s are 10...We represent six fives as an array of 6 rows of 5 or



facts and record as number sentences

Solve simple addition/subtraction problems, recalling numbers facts; use partition diagrams

Tell, show and write times to 5 minutes past the hour, half and quarter past and to the hour

73 - 4

660 + 1

3 - 40 - 6

60 - 4

0 + 13 - 6

20 + 7

So 20 + 7 = 27 = 73 - 46Work out 56 + 3, 56 + 13, 56 + 23...; 56 - 7, 56 – 17, 56 - 27...Tickets cost £26 each. I buy 2, how much do I pay? How much change do I get if I pay with 6 £10 notes? Read and show me: quarter past 5; quarter to 9...

in centilitres, record results using <, >, =

Play simple games giving estimates and measuring capacities

Solve word problems involving calculation of missing capacities

Ask and answer simple questions involving capacities

so we can use the results. How can we find the capacity of the shapes? Subtraction from 1l. How many cl in 1l? So we must subtract from 100

100 - 6

390 + 1

0 - 60 - 3

90 - 6

0 + 10 - 3

30 + 7

Which shapes are the biggest and smallest? Were we right?

multiplication to read multiplication number sentences

Represent repeated addition, repeated patterns in arrays as multiplication facts

Solve one-step problems involving multiplication by 2, 5 and 10

as an addition:5+5+5+5+5+5.

When objects repeat we say that they multiply. We use the x sign for multiplication. We say that 6 x 5 represents 6 rows of 5. We can also write 5 x 6 which means the 5 appears 6 times. We say: 5 is multiplied 6 times and write 5 x 6=30.

Mental Work: Read/show times in 5 minute intervals Solve simple think-of-a-number +/- problems

Mental Work: Identify 3-D shapes by feel or partially-seen shapes Name 3-D shapes irrespective of size or orientation

Mental Work: Recall number bonds; apply to multiples of 10 Read x, ÷ sentences and calculate with 2, 5, 10

Extension Work: Explore sums of adjacent numbers on a 100-square

and if horizontal or vertical sums are odd or even

Extension Work: Interpret and use partially numbered scales when

measuring capacity, weight and length

Extension Work: Represent counting and multiplication facts for 3

and 4 as repeated addition and use x, = signs

Spring Term (First half term)Week 4 Week 5 Week 6Number Measurement NumberMain Teaching: Know and apply the

vocabulary to read and write 2-digit numbers in words

Convert between and record numbers in numerals and words

Compare numbers written in words and numerals; record results using <, >, =

Recite 2, 5 and 10 multiplication facts linked to counting in equal rows on an array

Notes/examplesWhich of these numbers is the biggest/smallest:eighty; thirty seven; forty five; twenty two..?Is thirty four equal to 43? Is this correct 59 < fifty seven? How should we write this statement? Order these numbers and them write in words: 60, 59, 63, 51, 68...Use the array, recite the multiplication facts for 2 and 5:One 5 is 5...Six 5s are 30...Stop. Write down the

Main Teaching: Count from 0 to 60 in

intervals of 5 along scales and clockwise around a clock face

Identify complements to 60 for the multiples of 5 from 0 to 60

Know that there are 60 minutes in an hour; recognise how the minute hand turns through 60 minutes in a complete turn

For a complete hour tell and write times past and to the hour in

Notes/examplesOn my scale count from 0 to 60 in 5s. Now back. Draw this scale. Count up/down in 5s. When I stop at a number, tell me what to add to make 60. 0 5 10 15 ... 55 60

60 55 50 45 ... 5 0Count in 5s clockwise around the clock. Stop and tell me what to add to make 60. As I move the minute hand clockwise count in 5s, and say: ‘it is ... minutes past the hour’. This time also tell me

Main Teaching: Share quantities

equally into 2, 3 or 4 Read and write the

fractions for halves, thirds and quarters

Find halves, thirds and quarters of a shape or set of items by folding or sharing

Recognise that an equal share after sharing between 2,

3 and 4 is 12

; 13

; 14

of the whole quantity Recognise that the

Notes/examplesThe square is one whole square. How can we fold the square in half, in quarters? Unfold and show me one quarter of the whole square, one half, now two halves... Here are the 2 and 4 ‘share mats’. Use the mats to share out equally 8 between 2 and 4. What

is 12 of 8,

14 of 8? What

is 34

of 8, 24

of 8? Why is



Read and write multiplication number sentences for 2, 5, 10 using signs x and =

Interpret division as finding the number of rows in an array

Read and write division number sentences for 2, 5, 10 using signs ÷ and =

Solve one-step problems involving multiplication and division by 2, 5, 10

multiplication fact. Our array has rows of 5. We stopped at 30 circles. How many rows is that?

o o o o oo o o o o::

::

::

::

::

o o o o oWe divided 30 into rows of 5. We use the ÷ sign for divide. We write that 30 ÷ 5 = 6 as 30 can be divided into 6 rows of 5.

5 minute intervals Match times to times

shown on clocks Use scales to weigh

items in range 0 to 1 kilogram to nearest multiple of 100 grams

Compare and order items by weight and record using kg, g

Know that there are 1000g in 1 kg

Solve one-step problems involving time or weight

what to add to make 60 and say: ’there are ... minutes to the next hour’. This clock shows 4 o’clock. Tell me the time past the hour as I move the minute hand. Say ‘it is ... minutes past 4 o’clock’. Now tell me the time to the next hour. Say: ‘it is ... minutes to 5 o’clock’. Start at 8 o’clock.This pack weighs 600g. Is it heavier/lighter than 1kg? If I add 200g to it what will it weigh now?

fractions 12

; 13

; 14

each represent one part of one whole

while 23 ;

24 ;

34

represent more than one part

Recognise that the

fractions 11

; 22

; 33

; 44

all represent 1 whole Recognise that the

fractions 12 ,

24 are

equivalent fractions representing the same part of 1 whole

12 of 8 the same as

24 of

8?

How can we divide the whole square into 3? Here is a 3 ‘share mat’

What do you think the parts are called? We write

one third as 13 ; what is

23? Use the ‘share mat’ to

share 12 between 3.

What is 13

of 12, 23

of

12? Mental Work: Read, interpret number sentences written in words Recall the 2, 5 and 10 times tables Read x, ÷ sentences and calculate with 2, 5, 10

Mental Work: Count in 5s; identify complements to 60 Count in 100s from 0 to 1000 Read/show times past/to hour in 5 minute intervals

Mental Work: Recall the 2, 5 and 10 times tables; use x, ÷ facts Calculate equal shares for halves, quarters, thirds Identify and find fractional parts of shapes

Extension Work: Use 2 times table facts and 2 10-column grids to

generate 20 times table facts

Extension Work: Interpret times between the 5-minute intervals and

use the <, > signs to record the time intervals

Extension Work: Find points half and quarter way along different

lengths; weigh out halves/quarters of quantities

Spring Term (Second half term)Week 1 Week 2 Week 3Number Geometry/Measurement Number/MeasurementMain Teaching: Compare, order, read

and write 2-digit numbers in numerals and words; record results using <, >, =

Recite 2, 5 and 10 multiplication facts linked to counting the

Notes/examplesWhich is bigger sixty one or sixteen? Write these numbers in words 21, 57.Show me how we can use x and = to write:

2+2+2; 4+4+4; 5+5+5Show me an array and the repeated addition for:

Main Teaching: Recognise line

symmetry in folded picture and diagrams

Determine whether a 2-D shape has line symmetry

Draw and complete pictures and

Notes/examplesThis grid has part of a shape drawn on it. The dotted line is a line of symmetry. Draw the rest of the shape. What letter does it look like?

Main Teaching: Recognise that the

fractions 12

; 13

; 14

each represent one equal share after sharing between 2, 3 and 4 and interpret

Notes/examples

Which of these ‘share mats’ would we use to find 13 of 18? Use the 3 ‘share



rows in arrays Use the signs x and =

to represent, read and record 2, 5, 10 multiplication facts

Represent repeated addition by a multiplication fact

Interpret multiplication and division as a count of the cells or rows in an array

Read and write division number sentences for 2, 5, 10 using signs ÷ and =

Use and interpret the language of multiplication and division

Solve one-step problems involving multiplication and division

3 x5; 3 x4; 3 x2; 3 x10Use the array to recite the multiplication facts for 5 starting at: One 5 is 5...This is the 5 times table

o o o o oo o o o o::

::

::

::

::

o o o o oNow repeat and after each multiplication fact say the number of circles and how many rows of circles of 5 there are. For ‘Three 5s are 15’ we say: ‘15 circles are divided into 3 rows of 5’.We can write these facts using x, = and ÷, =

For rows of 5Multiplication

FactsDivision Facts

1 x 5 = 5 5 ÷ 5 = 12 x 5 = 10 10÷ 5 = 2

: :

diagrams with line symmetry

Use mathematical language to describe 2-D and 3-D shapes by their properties

Turn about a point in whole, half and quarter turns in both directions

Relate quarter and half turns about a point to the four points on a compass

Describe quarter turns as a right-angle

Identify right-angle corners on 2-D shapes

Recognise that the minute hand on a clock turns through 4 right angles and each is a quarter hour; read and write times

This grid has a line of symmetry. Player A puts a square in the grid to the right of the line. Player B places a square to the left to make the picture symmetrical. Take turns to make a picture.This rectangle and this kite have 4 sides. What’s the same, what’s different about the 2 shapes?Here is a cuboid and an octahedron. Describe the 2 shapes to me. How many faces make up each shape? Are their faces the same?Sort my times: 2:25; 3:15; 1:45; 3:10; 1:05; 2:35

the denominator as the number of equal parts of one whole

Recognise that the

fractions 12 ;

13 ;

23 ;

14 ;

24 ;

34 are one or

more parts of one whole

Know that 12

is

bigger than 13

and 14

and that 13

is bigger

than 14

Identify the fractions: 12 ;

13 and

23 ;

14 ,

24

and 34 as numbers

on a 0 to 1 number lines

Work out halves, thirds and quarters of shape, length, weight capacity or set of items by sharing, folding or measuring

Solve simple word problems involving halves, thirds and quarters

mat’ to find 13

, 23

and 33

of 18. Use the 4 ‘mat’ to

find 14

of 12 and 24

, 34

and 44

of 12. Why do we

know 44 of 12 without

needing a ‘share mat’?

What is 14 of 20cm? Must

we cut this strip into 1cm strips to share them into 4? How did we make our 4 ‘share mat’? We folded it. Can we fold the strip into 4 equal parts? How long is each part?

Suppose we know that 13

a length of rope is 5cm. How can we work out the length of the whole rope? On the 3 ‘share mat’ each part would be 5cm. What is 5cm+5cm+5cm? One third of my grapes weigh 30g. What does the whole bunch weigh?

Mental Work: Count forward and back in 100s from 0 to 1000 Read repeated additions; interpret as x statement

Mental Work: Make right-angle turns clockwise/anticlockwise Tell/write times past/to hour in 5 minute intervals

Mental Work: Identify/compare halves, quarters, thirds of shapes Work out fractional part of length, weight, capacity

Extension Work: Use arrays with10 columns to derive x, ÷ facts

Extension Work: Explore the features of pairs of 3-D shapes

Extension Work: Cut 12cm, 24cm... strips in half, thirds, quarters



Spring Term (Second half term)Week 4 Week 5 Week 6Number/Statistics Geometry Number/MeasurementMain Teaching: Memorise and recall

number bonds to 18; generate subtraction facts and apply to multiples of 10; write in number sentences

Add together three 1-digit numbers

Add and subtract 1-digit and 2-digit numbers to and from 2-digit numbers using a partition diagram

Recite the 2, 5 and 10 multiplication facts in the times tables

Read and write multiplication and division number sentences for 2, 5, 10 using signs x, =; ÷, =

Sort numbers into Venn diagrams that involve one or two criteria

Draw and interpret pictograms where the symbol can represent 1, 2 or 10 items in a category

Notes/examplesCalculate 68 + 26 using a partition diagram.

68 + 2

660 +

8+ 2

0 + 6

60 + 2

0 + 8 + 6

80 + 1

4So 80 + 14 = 94 = 68 + 26We will use a shorter column partition diagram:

+ 68 60 + 826 20 + 694 80 + 14

Calculate 81 – 37 using a partition diagram. Remember the key question: Can we take 7 from 1? No! Partition 81 into 10s, ‘teens’.

81 - 37

70 + 11 - 30 - 7

70 - 30 + 11 - 7

40 + 4

So 40 + 4 = 44 = 81 - 37 We will use a shorter column partition diagram:

- 81 70 + 1137 30 + 744 40 + 4

Using a Venn diagram, sort 1 to 20 into odd numbers and numbers in the 5 times table

Main Teaching: Identify by folding, the

line symmetry of common 2-D shapes

Recognise line symmetry as a reflection in a mirror

Sort common 2-D shapes into those with or without line symmetry and make and complete shapes with line symmetry

Order and arrange mathematical objects to generate patterns and sequences

Play games that involve retaining line symmetry

Identify half and quarter turns as right- angle turns

Give and follow instructions involving movement in a straight line and right-angle rotations

Solve problems involving movement about a grid

Notes/examplesPam has 2 red and four blue triangles. She makes this pattern and says her line is a line of symmetry.

Is she right? Make the pattern symmetrical. Pat has 3 red, 3 blue and 2 yellow squares. She uses the squares to make as many symmetrical patterns as she can. What patterns can you make with her 8 squares?

Ash delivers leaflets. He starts at the green arrow and ends at the blue arrow. He walks on the roads between the houses. Ash visits each house once. He wants the shortest route. What route should he follow? Write instructions for Ash.

Main Teaching: Identify the value of

coins and notes, exchange notes for coins and vice versa

Know that £1 is the same value as 100p

Make totals of money using specified coins

Subtract a combination of coins from given amounts of money

Give change from £1 using coins of value below £1 and from notes using £1 and £2 coins

Find the fewest number of coins to make a total amount

Read and record using the £ or p notation separately

Compare amounts of money, record results using <, >, =

Solve word problems involving purchases and change with notes and/or coins

Notes/examplesThis £10 note is worth how many £2 coins. Now exchange £10 for 50p and £1 coins. Using only 5p and 10p coins make up 40p in different ways. What is this set of coins worth? What is the fewest number of 20p and 5p coins I can use to make 75p? If I take away 10p from 75p what is left? Now I take another 2 10p coins away, how much will be left? Can I take away more 10p coins?I paid £13 for a book with a £20 note. My change was in £1 and £2 coins. How many of each could I be given? My loaf cost me 65p. I pay with a £1 coin. What is my change?Write down 35 pence; 17 pounds...Which of these amounts of money is greater than or smaller than 1 pound: 250 pence, 99 pence, 105 pence? Write this as 250p > £1; 99p < £1...

Mental work: Add and subtract sequences of 1-digit numbers Solve simple think-of-a-number +/- problems Double 1 to 9 and apply to double multiples of 10

Mental work: Visualise and name shapes from their descriptions Give instructions using language of movement and

direction including left/right, forward/back ... units

Mental work: Recall number bonds; apply to multiples of 10 Add and subtract sequences of small coins Solve think-of-a-number +/- money problems



Extension Work: Use Venn diagrams to show whether number in a set

of numbers are in the 2, 5 or 10 times tables or not

Extension Work: Create networks of square grids, describe routes

from a starting points to exit and program toys

Extension Work: Work out combinations of given coins and notes

to pay different amounts of money to up to £10

Summer Term (First half term)Week 1 Week 2 Week 3 Number/Measurement Statistics/Number/Measurement NumberMain Teaching: Memorise and recall

number bonds to 18; generate subtraction facts and apply to multiples of 10; write in number sentences

Add together three 1-digit numbers in the context of measures of length, weight and capacity

Add and subtract 1-digit and 2-digit numbers to and from 2-digit numbers using a column partition diagram

Compare, order, read and write 2-digit numbers in context; record results using <, >, =

Solve one-step and simple two-step word problems involving addition and subtraction in the context of measures

Solve 1-step think-of-a-number problem using column partition diagrams

Notes/examplesWork out: 3cl+ 5cl+7cl.Calculate 47 + 35 using acolumn partition diagram:

+ 47 40 + 735 30 + 582 70 + 12

Calculate 52 - 16 using a column partition diagram. Remember to ask: Can we take 6 from 2? No! Partition into 10s, ‘teens’.

- 52 40 + 1216 10 + 636 30 + 6

Taren has 5 sticks. He measures them. The lengths are: 48cm, 62cm, 27cm, 38cm and 15cm. Sort the lengths in order, smallest to biggest. Taren adds together the lengths of the 2 shortest sticks. He subtracts the length of the shortest stick from the longest stick. Which of his answers is the larger?A tub contains 75g of spice. A small spoon holds 18g. In her cooking Sal uses 2 spoons of spice. How much spice is left in the bottle? What if she used 25g spoons?

Main Teaching: Interpret, draw and

construct pictograms where the symbol represents 1, 2, 5 or 10 items

Answer questions involving finding sums and differences and comparing results from information displayed as a pictogram or in a simple table

Pose questions that can be answered from data set out in pictograms or tables

Use and interpret half and quarter symbols in a pictogram

Add together three 1-digit numbers

Make total by combining coins for pence or coins and notes for pounds

Solve think-of-a-number andword problems involving sums and differences in the context of money

Notes/examplesThe pictogram shows

how many cubes pupils held onto after grabbing cubes from a bag. One smiley face shows 2 grabs. How many pupils held 1 cube, 2 cubes? How many times did pupils grab 4 cubes? How many times did pupils grab fewer than 5 cubes? How many pupils made dips into the bag? A pictogram shows books pupils in a class like best. A red square symbol represents 4 children. Nine pupils like one book; 5 pupils liked another. How do we show this on the pictogram? Make your own pictogram using a symbol to represent 4.

Main Teaching: Recite the 2, 5 and

10 multiplication facts in the times tables

Read and write multiplication and division number sentences for 2, 5, 10 using signs x, =; ÷, =

Use the multiplication facts for 2 to multiply, double and pair

Use the multiplication facts to derive and complete division statements using and applying the language of division

Apply the 2 times table facts to multiplication of 20 and identify related division facts

Use the division facts for 2 to share, divide and halve

Recognise how half and double link

Solve one-step problems involving multiplication and division involving the 2, 5, 10 times tables

Notes/examplesRecite the 2 times table. We can write the 2 times table multiplication and division facts using x, = and ÷, =

2 times table factsMultiplicatio

n FactsDivision Facts

1 x 2 = 2 2 ÷ 2 = 1 2 x 2 = 4 4 ÷ 2 = 2

: :12 x 2 = 24 24 ÷ 2 = 12

When we multiply by 2, how else do we describe it? Doubling and making pairs. Use the table to finish these sentences: double 9 is...; a pair of 7s gives...; multiplying 7 by 2 gives... What other ways can we describe dividing into two? Share equally into 2 and halve. Use the table to finish these sentences: half of 14 is...; sharing 22 equally into 2 gives...; dividing 18 by 2 is...Recite the 2 times table but replacing 2 with 20. What division facts can we derive?


1 2 3 4 5 6


Mental Work: Tell/write times past/to hour in 5 minute intervals Solve think-of-a-number +/- measure problems Solve guess-my-number problems involving <, >

Mental Work: Express small odd numbers using a pictogram

symbol that represent 4 Recall the 2, 5 and 10 times tables; use x, ÷ facts

Mental Work: Double and halve numbers to 9+9 and the 10s Recall the 2, 5 and 10 times table and apply to

scale up or 2p, 5p, 10p, 20p, 50p coinsExtension Work: Solve 2-step think-of-a-number problems,

representing them pictorially or practically

Extension Work: Estimate quantities from pictograms where the

symbol represents 10 and is in various parts

Extension Work: Generate sequences of doubles from any 1-digit

number to the largest possible 2-digit number

Summer Term (First half term)Week 4 Week 5 Week 6Measurement/Number Geometry/Number NumberMain Teaching: Choose the

appropriate unit of measure to estimate and measure: length, weight and capacity

Measure temperature on degrees Celsius and record using ºC

Read and interpret the temperature scale from 0ºC to 100ºC

Read and interpret temperatures presented in simple tables and ask and answer questions about the data

Add together three 1-digit numbers in the context of measures, including temperature

Add and subtract 2-digit numbers to and from 2-digit numbers using a column partition diagram

Solve one-step word problems involving the addition and subtraction of: lengths in cm or m; weights in g or kg;

Notes/examplesWhat units would we use to measure the height of a tall tree, m or cm? What about the length of my hand? A thermometer measures temperature in degrees Celsius. Water turns to ice at 0ºC and boils at 100ºC. Your normal body temperature is 37ºC. Find these temperatures on the scale. What is the temperature in our classroom? Will it the same outside? The table shows temperatures in ºC in London over a week in April and a week in May. When was it coldest and warmest?

M T W T F S S

18 19 18 15 16 16 14

17 19 22 23 21 23 25

What happens to the temperatures over a week?A small bottle holds 20cl of liquid. There are 5 bottles in a box. How much liquid is there in the box?A sack holds 8 packs of potatoes. Each pack weighs 2kg. How heavy is the sack?Tom cuts strips of card 5cm

Main Teaching: Identify and name the

2-D shapes that form the surfaces of 3-D shapes

Know that a prism has the same polygon shape as its 2 end faces extended throughout its length and that the other faces are rectangles

Know that the base of a pyramid is a polygon and all other faces are triangles that meet at a vertex

Identify prisms and pyramids in everyday objects

Construct prisms and pyramids

Know that cylinders are special shapes and are not prisms

Know that cones are special shapes that are not pyramids

Add and subtract 1-digit and 2-digit numbers to and from 2-digit numbers using a column partition

Notes/examplesLook at this box. It held a chocolate bar. What shape are the ends? What shape is it all the way along its length? It has the same shape as the two ends - a triangle. It is a triangular prism. Can you find me other prisms? This is a square prism. Is the same square shape all the way along its length? What shape are the other faces on our prisms? Are they all rectangles? How many rectangular faces on the triangular prism? And on the square prism? Count the number of faces, edges and vertices on these prisms. Why is the number of vertices on a prism always an even number? What is different about a prism and a pyramid? What shape are the faces of a pyramid? Count the faces, edges and vertices. Why is the number of faces on a


10 multiplication facts Recognise the

fraction that one equal share represents after sharing between 2, 3, 4 and 5

Recognise that the denominator indicates the number of equal parts

Recognise that the

fractions 15

; 25

; 35

and

45 are parts of a

whole

Know that 15

is

smaller than 12, 13

and 14

and that 55

is

one whole Identify the fractions

15 ;

25 ;

35 and

45 as

numbers on a 0 to 1

Notes/examplesRecite the 2 times table. As you recite the tables, I will add 2 items to the 2 ‘share mat’ - 1 to each sector. This shows the number of items being multiplied as you work through the multiplication by 2 facts. I have formed pairs, 2 lots of or doubles on the mat.

oo

oo

oo

oo

If I show you that 12

of

the items on the ‘mat’ are 4, altogether how many items are on the ‘mat’?

What if 12 of the items on

the ‘mat’ are 5, 7, or 9?Here is a 5 ‘share mat’.

Each sector is a fifth. If 15

of the items on the ‘mat’ are 2, how many items on the ‘mat’ altogether?



capacities in cl or l long from a strip 30cm long. How many strips can he cut?

diagram pyramid always even? number line Work out the whole

given the value of 12, 13 ,

14 or

15 of the

whole Solve simple word

problems involving halves, thirds and quarters, fifths

Which times tables do we

use for the 5 ‘mat’? If 15

of the items make 6, how many items on the ‘mat’?

Mental Work: Read scales that represent different measures

Mental Work: Visualise, name shapes from their descriptions

Mental Work: Recall number bonds; apply to multiples of 10

Extension Work: Compare temperatures over a week in different cities,

put in categories: cold, cool, warm, hot, very hot

Extension Work: Explore the numbers of edges and faces at the

vertices of common 3-D shapes

Extension Work: Count up in halves, thirds or quarters to 1 and

repeat over unit intervals between 1 and 10

Summer Term (Second half term)Week 1 Week 2 Week 3Number Measurement/Number Number/ MeasurementMain Teaching: Read and write 1-

and 2-digit numbers in words and numerals

Add and subtract pairs of 1- and 2-digit numbers

Recite the 2, 5 and 10 multiplication facts in the times tables and use to derive division facts

Read and write multiplication and division number sentences using signs x, =; ÷, =

Recognise and name odd and even numbers; explore their properties

Recognise that the order of numbers in

Notes/examplesHere are 2 piles of cards. Pile A has 10s in words and numbers and pile B has 1s. Turn over a card from each pile and say the number the 2 cards make. Record the number. When all the cards have been used, sort the numbers in order. Add, and subtract pairs of numbers that are next to one another. Recite the 5 multiplication table. Clap on: 2 x 5, 4 x 5, 6 x5...? Now write them down. What do we call the numbers 2, 4, 6...? What do you notice when we multiply 5 by 2, 4, 6...Now clap on: 1 x 5, 3 x5... What do you notice now? What is 2 x 5 and 10 ÷ 5?What is 4 x 5 and 20 ÷ 5?

Main Teaching: Read and say the

time to five minutes using the language of past and to the hour

Draw hands on clock faces to show times in 5 minute intervals

Understand and use the language of time to write times and to compare times that have been written in different ways

Know 60 minutes is 1 hour; 24 hours in 1 day

Generate and record sequences of time in 5 or 10 minute intervals

Compare and order items by weight and record using kg or g

Notes/examplesMins past hour

Mins to next hour

How to saythe time

0 60 O’clock

5 55 5 past

10 50 10 past

15 45 Quarter past

20 40 20 past

25 35 25 past

30 30 Half past

35 25 25 to

40 20 20 to

45 15 Quarter to

50 10 10 to

55 5 5 to

60 0 O’clock

Use the table to read the times as I move the minute hand. Draw the hands on your clocks to show the times: 4:20; quarter to 5; 6:55; 12:05; half past 7... These cards

Main Teaching: Recognise, find,

name and write the fractions for halves, thirds, quarters, fifths

Use equal sharing to divide objects between 2, 3, 4 and 5; record as a division sentence and relate to the unit fractions halves, thirds, quarters and fifths

Scale up the value of a unit fraction to calculate values of proper fractions

Add and subtract 1- and 2-digit numbers to and from 2-digit numbers use column partition diagrams

Recognise and use the symbols for £ and

Notes/examplesHere are 3 and 5 ‘share mats’. Use them to divide 15 counters between 3 and 5.

What is 15 ÷ 3; 15 ÷ 5?

What is 13 of 15;

15 of 15?

These are asking you the same or equivalent calculations. Can you tell

me 23

of 15 and 25

of

15...?Use 2, 3 and 4 ‘share mats’ to divide 18 counters between 2, 3, 4. Write as fractions and as division calculations.Zac has 4 coins. He says:



a division number sentence is significant, but not so in multiplication sentences

Solve multiplication and division one-step word problems in different contexts

And the next two facts...How do we read 15 ÷ 5?Is 5 ÷ 15 the same? No! What does it mean?Oranges are in nets of 5. How many oranges in 6 nets? How many nets will 30 oranges fill? How many 5p coins make 60p?

Compare and order capacities and record using l or cl

Solve one-step and simple two-step word problems involving addition and subtraction in the context of measures

have times written in 2 ways: 25 minutes to 8 and 7:35. Sort the cards into pairs that match. It’s half past 4 now, what is it in 10 minutes time? Starting at 2:15 write down the times in 5 minutes intervals, and in 10 minutes intervals.

p; know 100p is £1; combine coins or notes to make given amounts of money

Solve problems involving the addition, subtraction and halving of quantities in pence or pounds

‘when I add 2 coins I get 30p and the other 2 coins come to half that’. What 4 coins could Zac have? Amy has lots of 50p, 20p, 10p, 5p, 2p and 1p coins. She says she can make 47p, 76p, 34p, 95p, 18p, 112p using exactly 4 coins. Work out how Amy does this. Find other amounts Amy can make.

Mental Work: Double and halve numbers to 9+9 and the 10s State division facts for given multiplication fact State multiplication facts for given division fact

Mental Work: Count in 10s,10p to £1, 10cl to 1l, 10cm to 1m Count in 100s from 0 to 1000; 100g to 1kg Identify time after/before a 5 or 10 minute interval

Mental Work: Recall the 2, 5 and 10 times tables; use x, ÷ facts Restate division as fraction and vice versa Count in 10s and 100s in context of measures

Extension Work: Read and write measurements, times, dates and

quantities of money in words and numerals

Extension Work: Compare intervals of time in minutes up to 1 hour

and intervals of time in hours over a day

Extension Work: Calculate multiples of 2p, 5p, 10p, £2, coins and

£5 and £10 notesSummer Term (Second half term)Week 4 Week 5 Week 6Number/Measurement Geometry/Measurement/Number Number/StatisticsMain Teaching: Recall number bonds

to 18; generate subtraction facts and apply to multiples of 10; write in number sentences

Add together three 1-digit numbers in the context of measures of length, weight, capacity and money

Add and subtract 1-digit and 2-digit numbers to and from 2-digit numbers using a column partition diagram

Know that there are 1000 millilitres in 1 litre and 10 millilitres

Notes/examplesWhat’s 9+7, 9+8, 9+9? What comes next? Now work back from 7+9 to 7+0. Now start at 8 + 9.What’s 16-5, 16-6, 16-7? What comes next? Now work back from 17-12 to 7-0. Now start at 18-13.If 5+4 is 9 what is 50+40? What is 90-40? What is 90-50? And 900-400?Gerri drinks a 100ml of her water. Her bottle holds 500ml. How much water has she left? Is 300ml more or less than a litre? How many cl less than 1 litre is 25cl?Calculate 77cl+68cl

+ 77 70 + 7

Main Teaching: Use a ruler to

measure lengths of sides in cm; draw familiar polygons of different sizes and in various orientations describe properties

Identify and describe the properties of prisms and pyramids and the properties of new shapes made by joining them together

Compare and sort prisms and pyramids by the shape and number of faces, edges and vertices

Make and describe combinations of right-

Notes/examplesDraw six 5-sided polygons that all have 2 sides of 3cm and 2 sides of 5cm. Measure the 5th side. Say what is same and different about your 6 polygons? Describe and count the faces, edges, vertices on my triangle pyramids and prisms. Now we put 2 shapes together to form one 3-D shape. Describe its faces, edges, vertices.On a 4 by 6 ‘path mat’, start at the yellow square and move right and down to the blue square. Count scores for each paths. Find paths with the lowest and the highest scores. Write


10 times tables and derive division facts

Solve one-step word problems that use multiplication or division

Interpret and construct tally charts, pictograms and block diagrams

Answer simple questions and draw conclusions from simple data or from the results of a repeated experiment

Organise and conduct an

Notes/examplesA bag holds red, green and blue balls. Y2 pupils pick a ball from the bag note the colour and put it back. The tally chart shows the colours they picked.

Colour TalliesRed //// /Green //// ///Blue //// //// //// /

How many times was each colour picked? Draw a block chart of the results. How many pupils are in the class? If there were 10 balls in the bag, how many of each colour do you think were in the bag? Plan and carry out an experiment to see if you could be right.



in 1 centilitre Compare capacities

in l, cl or ml and use <, >, = to record

Solve one-step and two-step word addition/subtraction problems in the context of measures

Solve simple think-of-a-number problems

68 60 + 8145 130 + 15

Is 145cl less than 1litre? Calculate 85ml- 37ml. Can I take 7 from 5? No! Partition in 10s, ‘teens’.

- 85 70 + 1537 30 + 748 40 + 8

Half my number is 1 more than 4. What’s my number?

angled turns; show how 4 right angles fit around a point

Compare angles in 2-D shapes with right angles; use <, > to record results

Play number games that involve describing position, direction, movement about grids

descriptions of paths. Sort new paths into odd or even scores. If you can move up; find a lowest-scoring path?

0 3 2 3 0 1

1 2 3 0 1 0

0 1 0 1 3 1

2 0 1 3 3 0

Make a new ‘path mat’ with numbers 4, 5 and 6

experiment to collect categorical data to help answer the pupils’ own questions or to test their hypothesis

Interpret data in tables and decide whether to present it as a pictogram or block diagram

Pupils were given 50 words to read. They had to count the lengths of the words and make a tally chart of their results. Draw a block diagram or pictogram for the data. Choose a text of 50 words. Collect data and then compare results.

1 2 3 4 5 6 >63 7 6 9 12 5 8

Mental Work: Count in 100s from 0 to 1000; 100ml to 1l Solve guess-my-number problems for measures

Mental Work: Add and subtract sequences of 1-digit numbers Follow directions about a grid; program ICT toys

Mental Work: Interpret categorical data and answer +/- questions Identify time after/before a 5, 10, 15 minute interval

Extension Work: Measure capacity of liquids in 10s of millilitres and

in centilitres and compare results; find everyday examples of liquids in ml and cl containers

Extension Work: Build 3-D shapes systematically using straws, cubes

or other resources; record numbers of edges, faces, vertices; identify shapes with odd or even vertices

Extension Work: Carry out experiments with passages from different

newspapers, books or internet texts; compare word and sentence lengths


securing progress in mathematics scheme of work for year 2 web viewthis draws together those key...

Documents