maths plan yr 2outer cover 4 page_Layout 1 09/07/2014 14:51 Page 1

Maths Plans Year 2

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 1

©School Improvement Liverpool Ltd 2014. All rights reserved.

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 2

Contents

Introduction

Introduction

1

Using the Plans

2

Autumn 1

7

Autumn 2

47

Spring 1

93

Spring 2

127

Summer 1

159

Basic Skills

183

Progression

191

The Liverpool Maths team have developed a medium term planning document to support effective implementation of the new National Curriculum. In order to develop fluency in mathematics, children need to secure a conceptual understanding and efficiency in procedural approaches. Our materials highlight the importance of making connections between concrete materials, models and images, mathematical language, symbolic representations and prior learning. There is a key focus on the teaching sequence to ensure that children have opportunities to practise the key skills whilst building the understanding and knowledge to apply these skills into more complex application activities. For each objective, there is a breakdown which explains the key components to be addressed in the teaching and alongside this there are a series of sample questions that are pitched at an appropriate level of challenge for each year group. An additional section (see appendix 1) provides a list of key, basic skills that children must continually practise as they form the building blocks of mathematical learning.

1

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 3

Using the plans This is not a scheme but it is more than a medium term plan The programme of study has been split into four domains:

These allocations serve only as a guide for the organisation of the teaching. Other factors such as term length, organisation of the daily maths lesson, prior knowledge and cross-curricular links may determine the way in which mathematics is prioritised, taught and delivered in your school.

• Number • Measurement • Geometry • Statistics As a starting point, we have taken these domains and allocated them into five half terms: Autumn 1

Autumn 2

Year 2 Number - number and place value - addition and subtraction Number - multiplication and division fractions

Spring 1 Spring 2

Measurement Geometry - properties of shapes - position and direction

Summer 1

Statistics

2

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 4

Using the plans Within each half term, are some new objectives and some continuous objectives:

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1

Year 2 New objectives 10 5 8 6 3

As before, the timings allocated and the organisation and frequency of delivery of these continuous objectives is flexible and will vary from school to school.

Continuous objectives 5 8 8 8 8

Please note that Summer 2 has deliberately been left free for the testing period traditionally carried out at the end of summer 1. This also allows the flexibility to allocate time in Summer 2 to target specific areas identified through the assessment process as needing additional teaching time.

The new objectives vary in length but cover the new learning for that half term, they will not appear again in their entirety.

There are 2 appendices attached: Appendix 1 - List of key basic skills with guidance notes

If the objective is in italics, it has been identified as an area that, once taught, should be re-visited and consolidated through basic skills sessions as these key skills form the building blocks of mathematical learning.

Appendix 2 - Progression through the domains across the key stages

The continuous objectives build up as you move through each half term, these objectives cover all the application aspects in mathematics. It is crucial that they are woven into the teaching continually during the year, so that once fluent in the fundamentals of mathematics, children can apply their knowledge rapidly and accurately to problem solving.

3

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 5

4

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 6

Autumn

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 7

6

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 8

YEAR 2 PROGRAMME OF STUDY DOMAIN 1 – NUMBER NEW OBJECTIVES – AUTUMN 1 NUMBER AND PLACE VALUE Objectives (statutory requirements) Count in steps of 2, 3, and 5 from 0, and in tens from any number, forward and backward

What does this mean?

Example questions

Count forwards and backwards in Count in 5’s starting from zero (Use handprints, multiples of 2, 3, 5 or 10 using structured Numicon images etc.) apparatus and a range of images to support understanding of the concept of a step counting (NB practice backwards counting at least twice as often as forwards counting Are multiples of 5 odd or even? How do you know? as pupils have generally had less experience of this which can lead to Drop six 2 pence coins into the moneybox, how difficulties with subtraction) much money altogether?

There’s 15p in the tin, let’s count on in 5s using 5p coins Here are some 2p and 5p coins. How could we count them? Represent on number line

Estimate number of concrete objects and check by grouping them into twos, threes, fives and tens 7

Notes and guidance (non-statutory) Using materials and a range of representations, pupils practise counting, reading, writing and comparing numbers to at least 100 and solving a variety of related problems to develop fluency. They count in multiples of three to support their later understanding of a third. As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 9

Notes

8

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 10

If I count from zero in fives which of these numbers will I say: 20, 33, 40, 45? Explain your thinking. Think of a number bigger than 50 that would be in the 5 times-table. Why do you think that number would be in the table? How do you know if 16 is in the 2 times-table? What other numbers between 10 and 20 are in the two times table? How do you know? There are 30 pupils in the class. How many pairs of pupils are there? Place counters on multiples of 3 to 40. What do you notice? What will the next multiple be?

Recognise and continue patterns in step counting forwards and backwards using 100 square and structured apparatus

Rachel puts her sweets into groups of 3. Can you count in 3s to find out how many she has altogether?

(NB when counting backwards in tens using structured apparatus, ensure you highlight the remaining quantity as you count and not the ten you’re removing) Distinguish accurately between the ‘teen’ and ‘ty’ numbers

Count on in tens from 5. Will you ever say number 72? Why not? Count back in tens from 92. Will you say 32? How do you know?

9

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 11

Notes

10

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 12

Start to link step counting with multiplication facts (as appropriate - see Autumn 2)

Describe this sequence to your maths partner. 45, 35, 25, 15. Can they continue it?

Use the counting hoop to practise counting forward and backward in 2s, 3s, 5s and 10s.

Count forward and backward in fractions of Count in halves and quarters up to 10 starting from any number (as appropriate halves, thirds and quarters up to 10 starting from any number. – see Autumn 2) Position fractions on number lines and count in fractions

Link equivalence of line/ counting hoop

Reinforce the concept that fractions can be more than 1

11

1 2

and

2 4

on the number

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 13

Notes

12

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 14

Developing Number Sense and Understanding the Number System Read and write numbers to at least 100 in numerals and in words

Know we can represent all numbers just using ten digits 0,1,2,3,4,5,6,7,8,9

Recognise the place value of each digit in a two-digit number (tens, ones)

Secure knowledge that the value of each digit, in any number up to 100, is determined by its place and understand zero as a place holder and how place value cards work.

Make and say two-digit numbers (and beyond when appropriate) with digit cards 0-9. What is the value of the 4 in 46? 34? What is the 6 worth in 16? How many tens in 32? How do you know 13 is an odd number? How can you prove 32 is an even number?

Recognise odd and even numbers

Identify, represent and estimate numbers using different representations, including the number line

Understand how 10 ones make 1 ten – use the place value mat to demonstrate the principle of regrouping

As they become more confident with numbers up to 100, pupils are introduced to larger numbers to develop further their recognition of patterns within the number system and represent them in different ways, including spatial representations

Practise grouping cubes/straws/ lolly sticks into bundles of 10 etc. to understand ‘value’ of tens Put 9 cubes onto the place value mat, if I give you one more, what will you need to do? Show/ make/ write/ tell me a 2-digit number that has more than 3 tens. Can you write this in words?

Read, write, (in numerals and words) make and say a range of two-digit numbers. Use a range of equipment/models/images to represent numbers and demonstrate understanding of place value

Can you make 32 using….. e.g. straws, base 10, Numicon, place value counters, place value (arrow) cards etc. Roll 2 dice and make a two digit number. Can you make another 2 digit number with the same digits? Which number is larger? How do you know?

13

Pupils should partition numbers in different ways (for example, 23 = 20 + 3 and 23 = 10 + 13) to support subtraction.

They become fluent and apply their knowledge of numbers to reason with, discuss and solve problems that emphasise the value of each digit in two-digit numbers. They begin to understand zero as a place holder.

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 15

Notes

14

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 16

Use a place value chart (Gattegno chart) to practise choosing and combining any multiple of ten and a single digit to say, make or write a 2-digit number (NB discuss what happens when you point to 10… followed by 4

Understand numbers can be partitioned This bead string shows one way of partitioning 54 in different ways and still retain the same into some tens and ones. What other ways can you think of? value

Be able to reason about place value

Ben said that 30 is a 1 digit number because there’s a 3 and a nothing, is he right? Explain your answer. What is different about these two numbers e.g. 30 and 80? What do the 0’s mean? Kelly said thirteen is the same as thirty, true or false? Convince me that 20 is less than 27

Compare and order numbers from 0 up to 100; use and = signs

How does knowing where number 10 is on a number Use knowledge of the number system line help you to know the position of number 15? and the value of numbers to position them onto bead strings, fully demarcated and then partially demarcated number lines Explain to me how I could work out where to place (Include vertical and horizontal 17 and 71 on this number line: number lines)

15

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 17

Notes

16

SIL Maths Plans Year 2:Layout 1 23/07/2014 13:18 Page 18

Write a set of numbers in order, ascending or descending progressing to sequencing non-consecutive numbers.

Mix up digit cards 45 to 54 ask pupils to order them in ascending and descending order

Use appropriate vocabulary relating to place value e.g. value, worth, between and the language of comparison, more than less than, fewer, most, least to order and reason about the size of numbers

Order these coins from smallest to largest:

(NB watch out for pupils ordering the ones rather than focusing on the whole number e.g. 50, 51, 52, 53, 54, 45, 46, 47, 48 & 49)

20p 5p 50p £2 1p £1 Complete this number sequence: 9cm, 12cm, ___cm, ___cm, 21cm, __cm.

Imagine a number line. What number is halfway between 11 and 19?

Tell me an odd number/multiple of 5 between 56 and 72

Megan has 14p, Sam has 40p, Lauren has 24p, who has the most? Least? Look at these numbers: 39, 42, 51, 64, 43, 34. Which of the numbers lies between 35 and 50 on the number line? How do you know?

17

maths plan yr 2outer cover 4 page_Layout 1 09/07/2014 14:51 Page 4

For more information please contact: School Improvement Liverpool E-mail: [email protected] Telephone: 0151 233 3901 ©School Improvement Liverpool Ltd 2014. All rights reserved.