MEDIUM TERM PLAN
YEAR: 2 TERM: AUTUMN
WEEK UNIT LEARNING OBJECTIVES CHILDREN’S TARGETS SUCCESS FOCUS OF USING
(WEEKS) CRITERIA AND APPLYING
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
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;
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.
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
in my head.
2 use practical and informal written methods to
add and subtract two-digit numbers.
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
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
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
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
relevant questions and follow speak to the class and ask a
instructions question about what they have
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.
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 .
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
Listen to others in class, ask relevant I can listen to children talking
questions and follow instructions. about their ideas .
I can ask them questions about
what they have said.
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-
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
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.
Follow and give instructions I can follow and give
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
relevant questions and follow them questions about their
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
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
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.
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
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
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.
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