# MEDIUM TERM PLAN

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```					                                                                   MEDIUM TERM PLAN

YEAR:          2                                                                                                      TERM:    AUTUMN

WEEK      UNIT                  LEARNING OBJECTIVES                                 CHILDREN’S TARGETS                         SUCCESS    FOCUS OF USING
(WEEKS)                                                                                                                CRITERIA    AND APPLYING
MATHEMATICS
   Present solutions to puzzles and problems in         I can explain to others how I
an organised way; explain decisions, methods          solved a problem.
and results in pictorial, spoken or written form,
using mathematical language and number
sentences.
   Read and write two-digit and three-digit
 I can read and write two-digit
numbers in figures and words; describe and            numbers.                                                 Present solutions
extend number sequences and recognise odd            I know which numbers are odd                              to puzzles and
1                          and even numbers.                                     and which are even.                                       problems in an
   Count up to 100 objects by grouping them and         I can count objects by putting them                       organised way;
counting in tens, fives or twos; explain what         into groups.                                              explain decisions,
each digit in a two-digit number represents,         I can partition numbers.
including numbers where 0 is a place holder;
methods and
partition two-digit numbers in different ways,                                                                  results in pictorial,
including into multiples of 10 and 1.                                                                           spoken or written
   Order two-digit numbers and position them on a       I can write numbers in order and                          form, using
number line; use the greater than ( ) and less        position them on a number line.                           mathematical
Block A Unit 1       than ( ) signs.                                      I can use the greater than and less                       language and
than symbols to show that one                             number
number is larger or smaller than                          sentences.
another.
   Estimate a number of objects; round two-digit        I can round numbers to the nearest
numbers to the nearest 10.                             10.
   Add or subtract mentally a one-digit number or
a multiple of 10 to or from any two-digit number;
 I can add and subtract some numbers
2                          use practical and informal written methods to
   Understand that subtraction is the inverse of        I know that addition and subtraction
addition and vice versa; use this to derive and        'undo' each other .
record related addition and subtraction number       I can write three other related number
sentences.                                             sentences for 6   3 9.

   Speak with clarity and intonation when reading       I can speak clearly to the class or
and reciting.                                          group when showing and explaining
how I solved a problem or my method
for a calculation.
 Describe patterns and relationships         I can sort a set of 3-D shape.
involving numbers or shapes, make           I can continue a number
predictions and test these with              pattern.                            Describe
examples.                                   I can explain how I know.            patterns and
 Solve problems involving addition,          I can solve a problem involving      relationships
3                                                                   money.
subtraction, multiplication or                                                    involving
division in contexts of numbers,                                                  numbers or
measures or pounds and pence.                                                     shapes, make
 Derive and recall all addition and          I can recall number facts for
predictions
subtraction facts for each number            each number up to 10.                and test these
to at least 10, all pairs with totals to                                          with examples.
20 and all pairs of multiples of 10
with totals up to 100.
 Derive and recall multiplication            I can count in steps of 2, 5 or     Solve
facts for the 2, 5 and 10 times-             10.                                  problems
tables and the related division facts;                                            involving
4   Block B Unit 1
recognise multiples of 2, 5 and 10.                                               addition,
 I know that if I double a number
 Understand that halving is the                                                    subtraction,
then halve the answer I get          multiplication
inverse of doubling and derive and           back to the number I started
recall doubles of all numbers to 20,                                              or division in
with.
and the corresponding halves.                                                     contexts of
 Use knowledge of number facts               I can check the answer to an         numbers,
and operations to estimate and               addition by doing a related          measures or
check answers to calculations.               subtraction.                         pounds and
 Visualise common 2-D shapes and             I can look at pictures of 2-D        pence.
3-D solids; identify shapes from             shapes and name them.
pictures of them in different
5                      positions and orientations; sort,
make and describe shapes,
referring to their properties.
 Listen to others in class, ask              I can listen to others when they
instructions                                 question about what they have
said.
 Follow a line of enquiry; answer questions       I can decide what information I
by choosing and using suitable equipment          need to answer a question .
and selecting, organising and presenting         I can put information in lists or
information in lists, tables and simple           tables.
diagrams.
 Answer a question by collecting and              I know how to collect information .
recording data in lists and tables;              I can use lists and tables to show
represent the data as block graphs or             what I found out.
pictograms to show results; use ICT to                                                     Follow a line of
organise and present data.                                                                  enquiry; answer
 Use lists, tables and diagrams to sort           I can sort objects and talk about         questions by
objects; explain choices using appropriate        how I sorted them.                        choosing and
language, including 'not'.                                                                  using suitable
 Estimate, compare and measure lengths,           I can find out if something is longer     equipment and
weights and capacities, choosing and              or shorter than a metre .                 selecting,
using standard units (m, cm, kg, litre) and      I can find out if something will hold
suitable measuring instruments.                                                             organising and
a litre of water .
presenting
 I can use a balance to compare
6   Block C Unit 1
two things to see which is lighter .      information in
 I can use a balance to find out if        lists, tables and
something is lighter or heavier           simple
than a kilogram or half-kilogram.         diagrams.

 Read the numbered divisions on a scale           I can read numbers on a scale.
and interpret the divisions between them
(e.g. on a scale from 0 to 25 with intervals
of 1 shown but only the divisions 0, 5, 10,
15 and 20 numbered); use a ruler to draw
and measure lines to the nearest
centimetre.
 Listen to others in class, ask relevant          I can listen to children talking
what they have said.
HALF TERM
Block C Unit 1
7      cont......                                            AS WEEK 6 (BEFORE HALF TERM)
 Solve problems involving addition,        I can decide what calculation
subtraction, multiplication or             to do to solve a problem.
division in contexts of numbers,
measures or pounds and pence.
 Add or subtract mentally a one-digit      I can add and subtract some
number or a multiple of 10 to or           numbers in my head.
from any two-digit number; use
8                      practical and informal written
methods to add and subtract two-
digit numbers.
 Read the numbered divisions on a          I can read numbers on a
scale, and interpret the divisions         scale.                            Solve
between them (e.g. on a scale from                                            problems
0 to 25 with intervals of 1 shown but                                         involving
only the divisions 0, 5, 10, 15 and                                           addition,
20 numbered); use a ruler to draw                                             subtraction,
and measure lines to the nearest                                              multiplication
Block D Unit 1                                                                                   or division in
centimetre.
 Estimate, compare and measure             I can use a metre rule to          contexts of
lengths, weights and capacities,           mark out 1 metre .                 numbers,
choosing and using standard units         I can measure out a litre of       measures or
(m, cm, kg, litre) and suitable            water.                             pounds and
measuring instruments.                                                        pence.
 Use units of time (seconds,               I can estimate how long an
minutes, hours, days) and know the         activity might take, then
relationships between them; read           check using a timer.
9                      the time to the quarter hour; identify    I can tell the time when it is
time intervals, including those that       something o'clock or half
cross the hour.                            past the hour.
involving position, direction and          instructions to mark a
movement.                                  position on a grid.
 Listen to others in class, ask            I can listen to others and ask
instructions.                              work.
   Identify and record the information or                   I know what information I need to use
calculation needed to solve a puzzle or                   to solve a problem and can describe
problem; carry out the steps or calculations and          what I did step by step.
check the solution in the context of the problem.        I can record it in a number sentence
and check if my answer makes sense.

10                       Represent repeated addition and arrays as                I can use a number line to do
 Identify and
multiplication, and sharing and repeated                  multiplication and division and can          record the
subtraction (grouping) as division; use practical         work out remainders if there are any.        information or
and informal written methods and related
vocabulary to support multiplication and
calculation
division, including calculations with remainders.                                                      needed to
   Use the symbols , -, , and to record and                 I know how to write number sentences         solve a puzzle
interpret number sentences involving all four             for multiplication and division as well
operations; calculate the value of an unknown             as addition and subtraction.
or problem;
in a number sentence (e.g.        2 6, 30 -              I can explain what my number                 carry out the
11                        24).                                                      sentence means.                              steps or
Block E Unit 1      Understand that halving is the inverse of                I know doubles of numbers up to 10           calculations
doubling and derive and recall doubles of all             and I can use what I know to work out
numbers to 20, and the corresponding halves.              halves.                                      and check the
   I understand the connection between          solution in the
doubling and halving.                        context of the
   Derive and recall multiplication facts for the 2, 5      I can recognise some of the 2, 5 and
and 10 times-tables and the related division              10 times-tables and can explain the
problem.
facts; recognise multiples of 2, 5 and 10.                patterns I see.
   I can use these patterns to see if other
numbers belong to the sequence.
   Find one half, one quarter and three quarters of         I can use my knowledge of halving
shapes and sets of objects.                               numbers to help me to work out half
and a quarter of a set of objects or a
shape.
12                                                                                 I can also work out three quarters.
   Listen to a talk by an adult, remember some              I can remember how to work out one
specific points and identify what they have               quarter by halving one half.
learned.
13                                                                   CHRISTMAS ACTIVITIES!

NB – Week 1 refers to the first FULL week of term which means that for 2007 Unit C must be split
each side of the half term to allow for the disruption of Christmas in week 13. This can be
rearranged by schools to fit their specific diary/preferences and will change each year with term
dates.

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