# Year 2 autumn mtp

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Year 2 Block A - Counting, partitioning and calculating
Unit 1 (2 weeks)

Learning overview

Children count on and back from any two-digit number in steps of 1, 2, 5 and 10. They notice patterns in the
count, including those involving odd and even numbers. They find the number that is 1 or 10 more or less than any
given number.
Children count a large set of objects efficiently, for example grouping them into twos, fives or tens. They
understand that it is more reliable, and can be quicker, to group the objects rather than count them in ones. They
solve problems involving counting such as:

How many 2p coins are needed to make 12p?

Count on in tens from the number 27. Will the number 85 be in the count? How do you know?
Children explain their reasoning and use equipment or images such as a 100-square to support their
explanations.
Children read and write two-digit numbers, recognising the difference between, for example, 'fifty' and 'fifteen'.
They know what each digit in a two-digit number represents. When shown numbers using the ITP 'Place value'
they explain why, for example, the 5 in 25 has a different value from the 5 in 50. They discuss why it is necessary
to write 0 in the units place for the number 40.

Children order numbers by discussing the value of their digits and by considering their relative positions on a
number line. They know that when they order two-digit numbers the tens digit is more significant than the units
digit. They use this to explain how to identify the larger or smaller of two numbers. They compare the size of two
numbers and use the and symbols to record their comparison.
Children partition two-digit numbers and use this to solve problems. For example, they show that 53 50 3 or
40 13 or 30 23, and so on. They establish, for example, how many different numbers can be made with the
place value cards 20, 40, 3 and 5. They record their solutions in an organised way using pictures or symbols.
Children know which two-digit numbers are multiples of 10. They recognise which two multiples of 10 any two-digit
number lies between. They use this to place two-digit numbers on a number line and to round numbers to the
nearest 10 by considering which of the two multiples of 10 is closer.
Children add or subtract a one-digit number to or from any two-digit number by counting in ones, taking
particular care when counting over a tens boundary. They begin to use their knowledge of number facts to 10 and
partitioning to add and subtract numbers crossing the tens boundary, for example:
48 7 48 2 5 55

34 - 6 34 - 4 - 2 28
They demonstrate their calculations on a number line.
They explore what happens when, for example, you add 7 to any number and then subtract 7. They understand
that addition and subtraction are inverse operations, i.e. that subtraction 'undoes' an addition and vice versa.
They record related addition and subtraction sentences such as:

48 7 55 55 - 7 48

62 - 6 56 56 6 62
Children solve word problems using notes, number lines and number grids to support and explain methods. For
example, given that a purse contains 54p, they explain how much money is left inside when 10p is taken out. They
solve number puzzles such as:

Put or - in each circle to make these calculations correct:

27 8 35 62 55 7 38 2 5 41

They explain their methods and results using mathematical language, jottings and symbols.
Year 2 Block A - Counting, partitioning and calculating
Unit 1 (2 weeks)
Objectives                                                            Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
How did you solve the problem?
 Present solutions to puzzles and problems in an organised           How did you decide which information to use?
How did you know which calculations to do?
way; explain decisions, methods and results in pictorial, spoken
Explain how you did your calculation. Could you draw something or
or written form, using mathematical language and number               use a number line to help us understand what you did?

sentences

I can explain to others how I solved a problem

(Show number cards for 17 and 71.) Which of these numbers is
 Read and write two-digit and three-digit numbers in figures and     seventeen? How do you know? What does the other one say?
Are these numbers even or odd?
words; describe and extend number sequences and recognise
Count in fives from 0 up to 30. Which of those numbers are odd and
odd and even numbers                                                  which are even? How do you know?

I can read and write two-digit numbers
I know which numbers are odd and which are even

Tell me how many counters are in this pile. Can you find a quicker
 Count up to 100 objects by grouping them and counting in tens,      way than counting in ones?
There are more than 20 counters here. Find out how many there
fives or twos; explain what each digit in a two-digit number
are. Is there a better way than counting in twos? Why is this better
represents, including numbers where 0 is a place holder; partition    than counting in ones or twos?
There are 4 tens in 40. How many tens are there in 47?
two-digit numbers in different ways, including into multiples of 10   What makes 40 and 47 different?
and 1

I can count objects by putting them into groups
I can partition numbers

Look at these numbers:
 Order two-digit numbers and position them on a number line;         24 42 46 64 43 34
Which of the numbers lie between 30 and 40 on the number line?
use the greater than ( ) and less than ( ) signs
Which of the numbers could you use to make this correct?   24
Which of the numbers could you use to make this correct?   43

I can write numbers in order and position them on a number line

I can use the greater than and less than symbols to show that
one number is larger or smaller than another

Look at the counters in the pile/pencils in the pot. Estimate how
 Estimate a number of objects; round two-digit numbers to the        many counters/pencils there are. How did you make your estimate?
What information did you use? What helped you to decide?
nearest 10
There are 26 counters in the pile/pencils in the pot. What is that
rounded to the nearest 10?

I can round numbers to the nearest 10
What is 37 8? What number facts might you use to help you work
 Add or subtract mentally a one-digit number or a multiple of 10     this out? How many do you need to add to 37 to get to the next
multiple of 10? How might you partition 8 to help you? How could
to or from any two-digit number; use practical and informal written
you show that on a number line?
methods to add and subtract two-digit numbers                         What is 37 - 8? Which number facts will help this time? How much
do you need to subtract to go down to the multiple of 10 before 37?
How much more do you need to subtract?

Look at this number sentence: 17 - 9 8
 Understand that subtraction is the inverse of addition and vice     Write three more number sentences using these numbers. How do
you know, without calculating, that they are correct?
versa; use this to derive and record related addition and
I think of a number and add 5. The answer is 12. What is my
subtraction number sentences                                          number?

I know that addition and subtraction 'undo' each other
I can write three other related number sentences for 6      3 9

Explain how you solved the problem. Does everyone understand
 Speak with clarity and intonation when reading and reciting         how the problem was solved? Is there another way to explain?
Would it help to use a diagram or use some practical equipment to
I can speak clearly to the class or group when showing and
explaining how I solved a problem or my method for a calculation
Year 2 Block B - Securing number facts, understanding shape
Unit 1 (3 weeks)

Learning overview

Children know addition and subtraction facts for each number up to 10 and are learning which pairs of numbers make 20.
They consolidate and use these number facts to add or subtract quickly, for example using the fact that 7 - 3 4 to find 57 - 3.
They understand that addition and subtraction are inverses, and apply this knowledge in a number of ways. For example, they
recognise that if you add 5 to a number and then subtract 5 you end up where you started; they state the addition fact linked
to any subtraction fact and vice versa; they use addition to check the answer to subtraction calculations and subtraction to

Children know that addition can be done in any order. They begin to use efficient methods for addition and subtraction; for
example, to work out 5 47 they start at 47 and count on 5. They count from zero in steps of 2, 5 or 10, describing patterns in
the count. They identify even and odd numbers. They identify multiples of 5 and 10, appreciating that multiples of 5 end in 0 or
5 and multiples of 10 end in 0.

Children recall doubles of all numbers to 10. They recognise that if you double a number then halve the answer you get back
to where you started, and use this to find halves of numbers to 20.

Children use the appropriate operation to model and solve a word problem, such as:

A mango costs 48p. A pineapple costs 36p more than a mango. How much is a pineapple?

For example, they use practical equipment, a 100-square or empty number line to help them to make decisions. They record
calculations using the plus ( ), minus (-) and equals ( ) signs. They explain their answers and describe their methods, for
example using an empty number line.

Children use patterns, relationships and properties to solve number puzzles, such as:

How many dominoes have a total number of spots that is odd?
On a 100-square, what is the biggest number with a digit sum of 9?

Children explore properties of shapes. For example, they sort a set of 3-D solids according to whether or not each solid
possesses a given property, such as whether or not it has a rectangular face. They use their knowledge of shape names and
properties, for example to predict which 3-D shapes will roll and which will slide when placed on a slope. They recognise and
name shapes in different positions and orientations, including in pictures.

Children extend their understanding of properties of a range of 2-D shapes including pentagons, hexagons and octagons,
both regular and irregular. They use mathematical vocabulary to name, classify and describe some features of shapes, such
as the number of sides and whether the shape has a right angle. They draw and make shapes, for example using pinboards
to make shapes with five straight sides (pentagons) and then identifying those with a right angle.
Year 2 Block B - Securing number facts, understanding shape
Unit 1 (3 weeks)
Objectives                                                            Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Show me the shapes that have: at least one rectangular face, one
   Describe patterns and relationships involving numbers or          curved face, eight corners, …
We have worked out that 3 5 8 and 13 5 18. Without
shapes, make predictions and test these with examples
calculating, tell me what 23 5 will be. What about 63 5?
Write the missing digits to make this correct.

I can sort a set of 3-D shapes

I can continue a number pattern
I can explain how I know

What do you look for when deciding the best order for adding
   Solve problems involving addition, subtraction, multiplication    numbers?
Mina and Ben play a game. Mina scores 70 points. Ben scores 42
or division in contexts of numbers, measures or pounds and
points. How many more points does Mina score than Ben? Show me
pence                                                                 on the 100-square how to work out the answer. Now show me on an
empty number line.
Anna has 54p. She buys as many pencils as she can.
I can solve a problem involving money

How much money will she have left? Use the coins to show me how
Look at this number sentence:          7. What could the two missing
   Derive and recall all addition and subtraction facts for each     numbers be? What else?
Tell me all the pairs of numbers that make 7. How do you know you
number to at least 10, all pairs with totals to 20 and all pairs of
have told me them all?
multiples of 10 with totals up to 100

I can recall number facts for each number up to 10

What is the multiple of 10 before 70?
   Derive and recall multiplication facts for the 2, 5 and 10        What three numbers come next: 35, 40, 45, ...?
What is the next even number after 24?
times-tables and the related division facts; recognise multiples of

2, 5 and 10

I can count in steps of 2, 5 or 10

I think of a number and double it. The answer is 18. What number
   Understand that halving is the inverse of doubling and derive     was I thinking of? Explain how you know.
and recall doubles of all numbers to 20, and the corresponding

halves

I know that if I double a number then halve the answer I get back
to the number I started with
You know that 7 8 15. Write down three other number sentences
   Use knowledge of number facts and operations to estimate       using these numbers.
What is the answer to 37 8? How can I check?
Only one of these sums is correct. Which one is it? Explain how you
know.
25 7 30
I can check the answer to an addition by doing a related           18 5 28
10 10 19
subtraction                                                        19 6 25
12 4 14
How do you know that this shape is a square? What is special about
   Visualise common 2-D shapes and 3-D solids; identify           it?
Two of these shapes are not hexagons. Which are they?
shapes from pictures of them in different positions and

orientations; sort, make and describe shapes, referring to their

properties

I can look at pictures of 2-D shapes and name them                 Here are five identical triangles.
Use some or all of the triangles to make a bigger triangle.

Is there another way to do it?
Listen to Robert as he talks about the shape that he has made.
   Listen to others in class, ask relevant questions and follow   I am holding a shape behind my back. Try to find out what it is. Ask
me questions about it, but I will only answer 'yes' or 'no'.
instructions

I can listen to others when they speak to the class and ask a
question about what they have said
Year 2 Block C - Handling data and measures
Unit 1 (2 weeks)

Learning overview

Children process, present and interpret data to answer questions and follow lines of enquiry. They use
various contexts, including measurement, to generate data which will allow them to make comparisons and draw
conclusions.

Children classify objects and numbers and organise them in lists and simple tables. For example, they make a
list of all the multiples of 10 between 0 and 100 or all the odd numbers between 15 and 35.

They sort objects and numbers into groups according to one criterion. They sort 3-D shapes into groups that make
good building blocks/do not make good building blocks. They sort a set of dominoes using has 7 spots or more /
does not have 7 spots or more. They justify their choice of where to place a shape or number on a sorting
diagram. They choose different criteria for sorting the same set of objects and explain their criteria to others.

Children discuss the meaning of 'not' and identify coloured shapes that are not red, not blue or not green. They
find numbers that are not even, or not less than 20.

Children solve problems and respond to questions such as:

Are names with five letters the most common?
How could we find out?
What information should we collect?
How shall we organise the information?
They listen to others in the class and respond to their suggestions. Children collect data quickly - for example, by
holding up a digit card corresponding to the number of letters in their first name - and follow instructions to make a
simple table.

3 letters       4 letters     5 letters      6 letters
Ann             Kate          Halim          Pritam
Sam             Ajit          David          Sophie
Ali             Tara          Jyoti
Mark

Children answer questions based on their table, such as:

What is the most common number of letters in a name? How do you know?
How many names have exactly 5 letters?
How many names have more than 5 letters?
How many names have fewer than 5 letters?
How many children are there altogether in the class? How can you tell?
Children use standard units of measure as they follow an enquiry. For example, they sort a set of containers
according to whether they will hold a litre of water, less than a litre of water or more than a litre of water. They
place the containers appropriately in a large diagram.

They carry out similar sorting activities to compare lengths against a metre rule, and weights of various objects
against a kilogram, half-kilogram or another given measure.
Year 2 Block C - Handling data and measures
Unit 1 (2 weeks)
Objectives                                                             Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

 Follow a line of enquiry; answer questions by choosing and           Which soft drink should we serve at our sports day? What
information do you need to answer the question?
using suitable equipment and selecting, organising and                 Is this a good way to present information? Why?
presenting information in lists, tables and simple diagrams

I can decide what information I need to answer a question
I can put information in lists or tables

 Answer a question by collecting and recording data in lists and      How did you collect the information? Why did you decide to present
tables; represent the data as block graphs or pictograms to show       the information in a list/table?
results; use ICT to organise and present data                          What does your list/table show?
I know how to collect information
I can use lists and tables to show what I found out

 Use lists, tables and diagrams to sort objects; explain choices      How did you sort the objects/numbers?
Why have you placed this object in this set?
using appropriate language, including 'not'                            These objects have been sorted into two sets. How do you think
they have been sorted?
Why is this object not in the other set?
I can sort objects and talk about how I sorted them

 Estimate, compare and measure lengths, weights and                   Show me something that you think is just shorter/longer than a
metre. How could you check whether you are right?
capacities, choosing and using standard units (m, cm, kg, litre)       When you use a balance, how could you find out if something is
and suitable measuring instruments                                     heavier than a kilogram/half-kilogram? What would you need to do?
Tell me an object in the classroom that you think is heavier than this
100g bag of cubes/kilogram/half-kilogram. How could you check if it
I can find out if something is longer or shorter than a metre          is?
I can find out if something will hold a litre of water
I can use a balance to compare two things to see which is lighter
I can use a balance to find out if something is lighter or heavier
than a kilogram or half-kilogram

 Read the numbered divisions on a scale and interpret the divisions   Look at this metre ruler. What length does this mark between 10cm
and 20cm show?
between them (e.g. on a scale from 0 to 25 with intervals of 1 shown
Is the water in this measuring jug nearer 1 , 2 litre or 1 litre?
but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to
draw and measure lines to the nearest centimetre

I can read numbers on a scale

 Listen to others in class, ask relevant questions and follow         Show your table to the group. Ask the other children questions that

I can listen to children talking about their ideas
Year 2 Block D - Calculating, measuring and understanding shape
Unit 1 (2 weeks)

Learning overview
Children continue to count in ones, twos, fives and tens. They use these skills to help them to tot up a mixed set of 10p, 5p,
2p and 1p coins . They learn to count up the 10p coins first, then the 5p coins, then the 2p coins and finally the 1p coins.

Children use mental strategies to add or subtract one-digit numbers to or from two-digit numbers , bridging through a
multiple of 10 where appropriate. They first practise adding on a number to reach the next multiple of 10; for example, they
find the missing number in 47      50. They use a 100-square to add or subtract a multiple of 10 to or from any two-digit
number by counting on or back in tens. They begin to make use of number facts to partition the number being added or
subtracted; for example, to add 7 to 56, they add on 4 to make 60, then another 3 to make 63. They transfer their calculation
skills from the context of number and apply them to measures and money , and vice versa. They use their new skills to
count on from zero in steps of 3 or 4.

Children undertake practical measurement activities, estimating first. For example, they use a balance to find how many
pencils or counters weigh the same as a 100g weight. They use a measuring jug to measure a litre of water to find out how
many yogurt pots could be filled from a litre of water. They add 10g weights to a balance scale, and see that 10 of the weights
balance a 100g weight.

Children position numbers on a number line or scale numbered in 2s, 5s or 10s. They read a measurement to the nearest
centimetre on a metre stick numbered in 10cm intervals or a ruler numbered in 5cm intervals, using the numbered divisions as
reference points.

Children become familiar with minutes and seconds . They estimate and time how long activities take. For example, they
estimate how many times in 1 minute they can walk across the hall or jump on the spot, then use a minute timer to check.
They count each second as a second hand moves round a clock, then use what they have learned to count how many
seconds it takes a friend to write their name or put on their shoes. They count how many seconds it takes for the sand to run
through a 1-minute timer to discover that 1 minute is the same as 60 seconds. They consolidate reading the time to the
hour and half hour on a clock with hands.

Children follow and give instructions involving position and movement. For example, they give instructions for a partner to
follow a maze drawn on squared paper or describe how to get to an object that is hidden in the classroom. They evaluate the
accuracy of their instructions and adjust them accordingly.

Children apply their calculation skills to solving word problems involving money and measures . For example:

I have 72p in my purse. I add another 5p. How much do I have now?

Sam's shoe is 25cm long. His father's shoe is 31cm long. How much longer is his father's shoe?

23 children are on the bus. 8 more children get on. How many children are on the bus now?

Mary buys a notebook for 37p. What coins could she use to pay for it?

Children decide on the calculation(s) needed to solve the problem, justify their decisions and check their answers.
Year 2 Block D - Calculating, measuring and understanding shape
Unit 1 (2 weeks)
Objectives                                                            Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Solve these problems. What calculations are needed? How did you
 Solve problems involving addition, subtraction, multiplication or   decide?
Mina and Ben play a game. Mina scores 70 points. Ben scores 42
division in contexts of numbers, measures or pounds and pence
points. How many more points does Mina score than Ben?
I think of a number then halve it. The answer is 9. What was my
number?
I can decide what calculation to do to solve a problem                Rosie spent 48p. Suzy spent 36p more than Rosie. How much did
Suzy spend?
How much money is in the hand?

Look at the number line. It shows the sum that Fred did.
 Add or subtract mentally a one-digit number or a multiple of 10
to or from any two-digit number; use practical and informal written
Which of these sums did Fred do?
methods to add and subtract two-digit numbers                         5 7 2 14
5 6 3 14
5 5 4 14
5 8 1 14
I can add and subtract some numbers in my head                        What is 34 8? What number facts might you use to help you work
this out? What do you need to add to 34 to get to the next multiple of
Find the answer for each of these. Explain how you worked out your
58 9
35 40
72 - 8
Find the missing number.
1       5 35
[Point to 65cm on a metre stick marked in centimetres and
 Read the numbered divisions on a scale, and interpret the           numbered in tens.] What measurement is this?
[Point to half a litre on a 1 litre measuring jug.] What measurement is
divisions between them (e.g. on a scale from 0 to 25 with
this?
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

I can read numbers on a scale

Measure these two lines.
 Estimate, compare and measure lengths, weights and
capacities, choosing and using standard units (m, cm, kg, litre)

and suitable measuring instruments
How much longer is line A than line B?
Suggest things that:
are longer than 1m
I can use a metre rule to mark out 1 metre                            are shorter than 10cm
are lighter than 1kg
I can measure out a litre of water                                    hold more than 1 litre
Show me where the 2 metre mark is on the tape measure. And the 3
metre mark?
How could you mark out 2 metres using a metre stick?
How could you find out how much water this bucket will hold?
If you have a half-kilogram weight, how could you use it to weigh out a
kilogram of sand to go in this bucket?
What takes about 10 seconds? 1 minute? 1 hour?
 Use units of time (seconds, minutes, hours, days) and know         Look at these pictures of different events. [Point to a picture.] How
long would this activity take?
the relationships between them; read the time to the quarter hour;
Use this seconds timer. Time me while I walk across the room and
identify time intervals, including those that cross the hour         back again. How long did I take?
How many minutes are there in 1 hour?
It is half past 4. How many minutes have passed since 4 o'clock?
What is the time on this clock?
I can estimate how long an activity might take, then check using a

timer

I can tell the time when it is something o'clock or half past the
hour
What time was it 2 hours ago?

The tick is in square B5. Follow my instructions.
 Follow and give instructions involving position, direction and     Draw a cross in square D2. Draw a circle in square E4. Draw a
triangle in square A5.
movement.

I can follow and give instructions to mark a position on a grid

Now tell me where to put a cross, a circle and a triangle.
Listen while these children explain how they tackled a problem.
 Listen to others in class, ask relevant questions and follow       What questions would you like to ask them?
instructions

I can listen to others and ask them questions about their work
Year 2 Block E - Securing number facts, relationships and calculating
Unit 1 (3 weeks)

Learning overview

Children extend their understanding of counting on and back in steps of 1, 2, 5 and 10 from various start
numbers. They record sequences and describe patterns in the numbers, including recognising odd and even
numbers. In particular, they explain the patterns from counting in twos, fives and tens when starting from zero.
They find missing numbers from sequences such as:

30, 40,   , 60,   and 55, 50, , 40, 35, , 25, 20

Children work with others to explain their reasoning and to listen to the reasoning of others. They consolidate
counting on from zero in steps of 2, 5 and 10 and build up these times-tables, describing what they notice about
numbers in the tables. They use this to predict some other numbers that would be in the count and to answer
questions such as:

What are four fives? How many twos make 18?

They use counting, practical equipment, diagrams or a number line to support, record or explain their answers.

Using practical equipment or objects as a starting point, children understand that repeated addition can be
represented using the multiplication symbol. For example, they record four lots of five fingers as 5 5 5 5 and
use the multiplication sentence 5 4 to record this. They understand that 'multiplied by 4' or ' 4' means 'add the
number four times'.

hey use a number line to support repeated addition, recording the equal jumps on the line and writing the
repeated addition statement and the matching multiplication statement. They become familiar with different
ways of describing a multiplication:

5 5 5 5 5 5 30
5 6 30
5 multiplied by 6 equals 30
6 groups of 5 make 30
6 hops of 5 make 30

For a given multiplication such as 2 6, children explain how jumps can be made on a number line. They point to
the numbers as they make the jumps and provide a 'commentary' of what they are doing as they go along,
explaining why this shows 2 6. They use arrays of pegs in pegboards, patterns on squared paper or hops on a
number line to show that 3 5 5 3 or that 4 2 2 4.

Children experience division as grouping. They use practical equipment or objects to answer questions such as:
How many 2s make 12? They relate this to the division 12 2. They use objects or a number line to support,
record or explain this. For example, starting from 12, they jump back in steps of 2, or starting with 12 counters,
they keep on taking away 2 counters. They record this as repeated subtraction and as division:

12 - 2 - 2 - 2 - 2 - 2 - 2 0
12 2 6
12 divided by 2 equals 6

Children explain how they use equipment, objects or a number line to carry out division.

Throughout the unit, children find doubles of numbers to 10 using practical resources or drawings to consolidate
their understanding of doubling. They record using repeated addition and multiplication and find inverse
operations, knowing, for example, that if double 7 is 14 then half of 14 is 7.

Children find halves of shapes by folding. They recognise that each part of the shape on either side of the fold
line is one half so that the whole shape is made up of two identical halves. They explore different ways of finding
half of shapes, for example folding squares in half in as many different ways as possible. They reinforce their
understanding that the halves must be of equal size. They relate this to line symmetry.

Children fold shapes in half and then half again to make quarters. They know that four quarters make one whole
and that each quarter must be the same size.

Children consolidate finding halves and quarters of a group of objects, by giving an equal number of objects
to each of two or four people by sharing out the objects equally among the people. They reinforce this idea in
practical situations such as:

placing 14 dots on a ladybird so that the same number of dots is on each half;
placing 12 'tomatoes' on four plates so that each plate has the same number of tomatoes.

In a group, children sort a set of numbers into those that can be halved exactly and those that cannot. They
discuss their findings and discover that when they halve a set of objects there may be one left over. They relate
this finding to even and odd numbers, noticing that the numbers that can be halved exactly are those that they
land on when they count in twos from zero along the number.
Year 2 Block E - Securing number facts, relationships and calculating
Unit 1 (3 weeks)
Objectives                                                           Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
What do you think the problem or puzzle wants you to do? What
 Identify and record the information or calculation needed to       information will you use?
Explain how you recorded your solution.
solve a puzzle or problem; carry out the steps or calculations and
How could you work out the cost of 3 pencils each costing 5p? How
check the solution in the context of the problem                     could you write this in a number sentence?
What does this mean? 2 2 2 2 2 2
Is there another way of recording this?
Make up another problem like this and tell me how to work it out.
I know what information I need to use to solve a problem and can

describe what I did step by step

I can record it in a number sentence and check if my answer
makes sense

Look at these jumps on a number line. What does it show? How
 Represent repeated addition and arrays as multiplication, and      could you record that? Is there another way that you could record it?
Show me on a number line how you could do:
sharing and repeated subtraction (grouping) as division; use
3 4, 2 6
practical and informal written methods and related vocabulary to     Show me on a number line how you could do:
14 2, 15 3, 20 5
support multiplication and division, including calculations with     Look at these diagrams:
remainders

I can use a number line to do multiplication and division and can
work out remainders if there are any                                 Is 2   4 the same as 4   2? How do you know?

Look at these problems. What number sentences could you write to
 Use the symbols , -,     ,   and to record and interpret           record them?
How many tens make 80?
number sentences involving all four operations; calculate the
Jo's box is 5 cm wide. Mary's box is twice as wide as Jo's box. How
value of an unknown in a number sentence (e.g.          2 6, 30 -    wide is Mary's box?
How many wheels are there on 3 cars?
24)

I know how to write number sentences for multiplication and

division as well as addition and subtraction
I can explain what my number sentence means

Calculate quickly:
 Understand that halving is the inverse of doubling and derive      Two fives 8 2 Double 7 Half of 20
Roll these two dice and add the numbers together. Now double your
and recall doubles of all numbers to 20, and the corresponding
number. What score do you get?
halves                                                               I'm thinking of a number. If I halve it my answer is 9. What number
was I thinking of? Explain how you know.
Two identical books cost 12. How much does one book cost? Write
a number sentence that shows what you did.
I know doubles of numbers up to 10 and I can use what I know to      Make up some halving or doubling problems yourself.
work out halves
I understand the connection between doubling and halving
Look at the numbers in the 5 times-table. What do you notice? If we
 Derive and recall multiplication facts for the 2, 5 and 10 times-   carried on, what do you think the next number would be? If we
carried on, do you think the pattern would continue? How do you
tables and the related division facts; recognise multiples of 2, 5
know?
and 10                                                                Think of a number bigger than 100 that would be in the 5 times-table
if we carried on. Why do you think that number would be in the
table?
I can recognise some of the 2, 5 and 10 times-tables and can

explain the patterns I see

I can use these patterns to see if other numbers belong to the
sequence

Explain how we could find one quarter of this set of 12 pencils?
 Find one half, one quarter and three quarters of shapes and         What about three quarters?
Shade more squares so that exactly half of the shape is shaded.
sets of objects

I can use my knowledge of halving numbers to help me to work          How could we give someone half of 20p if we had one 20p coin?
What about half of 12p if we had one 10p and two 1p coins?
out half and a quarter of a set of objects or a shape                 In PE, can you turn through a quarter turn clockwise and
anticlockwise? Now make a three quarter turn.
I can also work out three quarters
How could we work out half of three equal strips of paper?
Make up some problems of this sort for your group to solve.
Tell me how to find one quarter of a piece of paper.
 Listen to a talk by an adult, remember some specific points and     Listen carefully while I show you how to find one quarter of these
cubes.
identify what they have learned

I can remember how to work out one quarter by halving one half

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