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Year 2 Block A - Counting, partitioning and calculating - Unit 2
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unitsolve practical problems involving counting, including counting on, measuring, comparing, ordering, adding, subtracting or partitioning objects
say and use the number names in order in familiar contexts and recognise numerals 1 to 9
know that numbers identify how many objects are in a set and match sets of objects to numerals
count aloud in ones, twos, fives or tens
find one more or one less than a number from 1 to 10
select two groups of objects to make a given total of objects
relate addition to combining two groups of objects and subtraction to 'taking away' VocabularySpeaking and Listeningpattern, answer, number sentence, sign, operation, explain, show me, read, write, record, count, compare, order
the same number as, as many as, equal to, equals ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET ), sign, more, most, less, least, greater, greatest, larger, largest, bigger, biggest, fewer, fewest, smaller, smallest, before, after, halfway
add, plus ( INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET ), makes, sum, total, altogether, subtract, minus (-), take away, leaves, difference
one, two, three, ..., hundred; first, second, third, ...; ones, tens, 'teens' number, exchange, digit
how many ...?, how many more to make ...?, how many more is ... than ...?, how much more is ...?, how many fewer is ... than ...?, how much less is ...?, what is the difference between ...?
odd, even, pair, double, near double, half, halveSpeak with clarity and intonation when reading and reciting textsMathematics in Science
Plants and animals in the local environment: When observing animals, estimate numbers (for example, the number of woodlice under a stone). Use a tally chart to record the number of birds visiting a bird table.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningPresent solutions to puzzles and problems in an organised way; explain decisions, methods and results in pictorial, spoken or written form, using mathematical language and number sentencesI can explain how I solved a problem and say why I did it that way What information did you use to solve the problem? How did you decide which calculations to do? Could you have solved it in a different way? How is your method different from Judi's method? Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbersI can read and write numbers up to 1000 in figures and in words I know which numbers are odd and which are even Give the children three digit cards, including 0, for example:3 6 0 What numbers can you make using two or three of these digits? Write down each number you make. Read those numbers to me. Can you write the largest of the numbers in words? Which of your numbers are odd and which are even? How do you know?Count up to 100 objects by grouping them and counting in tens, fives or twos; explain what each digit in a two-digit number represents, including numbers where 0 is a place holder; partition two-digit numbers in different ways, including into multiples of 10 and 1I can explain what each digit in a two-digit number stands for I can partition numbers in different ways [Show number cards for 19 and 91.] Which of these numbers is nineteen? How do you know? What does the other one say? How are they the same/different?How many tens are there in 60? Use this to partition the number 67. Show me two other ways you might partition this number.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 methods to add and subtract two-digit numbers I can add and subtract some numbers in my headI can add and subtract bigger numbers using practical equipment or by writing notes to help me What is 48 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 5? How did you work it out? What is 48 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 50? How did you work this out? How do you know that the answer is not 53? Could you write something or use apparatus to help you explain?Use the symbols INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_plus.gif" \* MERGEFORMATINET , - , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_mult_sm.gif" \* MERGEFORMATINET , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_div_sm.gif" \* MERGEFORMATINET and INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_equals.gif" \* MERGEFORMATINET to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_div_sm.gif" \* MERGEFORMATINET 2 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_equals.gif" \* MERGEFORMATINET 6 , 30 - INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_b_equals.gif" \* MERGEFORMATINET 24)I know how to write number sentences using the symbols INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET , - , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET , INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET and INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET I can explain what different number sentences mean What number goes in the box to make this calculation correct? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 2 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 7 How do you know?Can you make three different number sentences using 16, 7 and 23 with INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET and any of the four operation symbols?Can you change the three numbers to make this into a different problem for someone else to solve? How will you know if their answer is correct? Speak with clarity and intonation when reading and reciting I can speak clearly to the class or group when showing and explaining how I solved a problem or my method for a calculationCan you explain your method clearly so that someone else in the class could use it to solve another problem like this?
NE Lincs Mathematics Team
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