> @ ,bjbj)) 7fKzKz$2JJJJJJJ|||8\%z2TTTTTTTyyyyyyy$W{R}yJTTTTTyJJTTy"""TJTJTy"Ty""oJJ`rT`O|`qF xy0%zq~`~`r^4"JJJJ`rp~JwPTT"TTTTTyy
Year 2 Block B Securing number facts, understanding shape - 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, halveUse language and gesture to support the use of models, diagrams or displays when explainingMathematics in Science
Health and growth: Collect information regarding food likes and dislikes by tallying in fives.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningDescribe patterns and relationships involving numbers or shapes, make predictions and test these with examplesI can complete a symmetrical picture by drawing the 'other half'What is special about the way I have ordered these counters?Can you make a different pattern using the same counters? Can you make me a pattern where the eighth counter is blue? Is that the only way it could be done?What is wrong with this pattern? Can you put it right?Is this picture/object symmetrical? How can you check?I have begun to make a symmetrical shape with these coloured blocks. Can you complete the shape? How can you check that it is symmetrical?Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and penceI can decide which calculations to do to solve a problem Rosie spent 24p. She spent 8p more than Suzy. How much did Suzy spend? What calculation is needed? How did you decide?How did you work out the calculation? How did you record it?Look at this next problem. What do you need to find out? How do you know you need to add/subtract/double/halve? What clues are there?Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100 I can recall number facts for each number up to 10I know which pairs of numbers make 20How many different pairs of numbers can you remember that have a total of 20? How can you be sure you have remembered them all?Look at these multiples of 10. Which pair of numbers has a total of 100? Are there any other possibilities?10, 20,30, 40, 50, 60, 70, 80, 90 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_plus.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_diamond.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 100. What two numbers could go in the boxes? Are there any other possibilities?Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10I know some of the number facts in the 2, 5 and 10 times-tablesI know that multiples of 2 are even numbersWhat are the missing numbers? 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_mult_sm.gif" \* MERGEFORMATINET 2 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 16 10 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_square.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 40 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_mult_sm.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_diamond.gif" \* MERGEFORMATINET INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 20How do you know?Harriet knows that 2 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 20. What is 2 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 11? How do you know?Which are the even numbers in this list?13, 4, 12, 8, 19, 16,
Draw rings around all the multiples of 5.45, 20, 54, 17, 40Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbersI can describe the patterns in a set of calculationsI can explain how I know I have made a three-digit number with some cards. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBB-f7.gif" \* MERGEFORMATINET Write all the other three-digit numbers that you can make with the same cards.[Point to one of the numbers.] Write this number in words.Think of an even number which is more than 20 and less than 40.Write the two missing numbers in this sequence. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET 41, 43, 45, 47, 49 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_square.gif" \* MERGEFORMATINET 53Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their propertiesI can use a construction kit to make a model of a 3-D solid that I knowDescribe the shape or solid in the cloth bag as you feel it. What might it be? Why? How do you know this shape is a ? How do you know this shape isn't a ?Imagine a cube. Four faces are yellow; the rest are blue. How many faces are blue?Describe this shape/solid to a friend. Can they guess what it is?
Sort these 2-D shapes. Put all the pentagons in this circle. Now choose another way to sort them. What do all the shapes that you have put in the circle have in common?Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapesI can make a symmetrical pattern using coloured tilesI can draw a line of symmetry on a shapeTwo of these shapes have no lines of symmetry. Which are they?
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBB-f8.gif" \* MERGEFORMATINET
This shape has been folded in half along the dotted line. Imagine opening it up. How many sides does the opened shape have? Draw the shape that you think will be made when the folded shape is opened up.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBB-f9.gif" \* MERGEFORMATINET
Look at the symmetrical picture that I have given you. Draw a line of symmetry on it. Use language and gesture to support the use of models, diagrams or displays when explainingI know the proper names of a cube, a cylinder, a cone and a pyramidI can point to parts of them as I describe them Hold your shape up and describe it to the class. Point to its features when you talk about them.
Sort these shapes. Point to one of your shapes and explain why you have placed it in that group.
NE Lincs Mathematics Team
=FGXv : <
%׳ŞwbPbP;(h h CJOJQJ^JaJmH sH "h CJOJQJ^JaJmH sH (h h CJOJQJ^JaJmH sH (h)hmCJOJQJ^JaJ mH sH "h)CJOJQJ^JaJ mH sH (h)h)CJOJQJ^JaJ mH sH "hCJ OJQJ^JaJ mH sH "h CJ OJQJ^JaJ mH sH "h&CJ OJQJ^JaJ mH sH +h B*CJOJQJ^JaJmH phsH G ; < 6j6j666@&nLkd$$Ifl0&6'F @@
t0644
lap $Ifgd gd)$a$gd $a$gd ,,< '
&{|}@&|@&|@&|@&|@&|@&|@&|n^H@&|kd$$Ifl 0&6'F
t0644
la $Ifgd
&Fdhdd$If[$\$]gd
%&z{}BCT
U
B濭vvXvvv:v:jh h B*CJOJQJU^JaJmH phsH :jh h B*CJOJQJU^JaJmH phsH :jh h B*CJOJQJU^JaJmH phsH 1h h B*CJOJQJ^JaJmH phsH "h CJOJQJ^JaJmH sH "h CJ OJQJ^JaJ mH sH (h h CJOJQJ^JaJmH sH 1h h B*CJOJQJ^JaJmH phsH I
Btn_,R@&^R@&R@&'R@&^R@&^@&PS
$Ifgd kd$$Ifl}0&6'F @@
t0644
lap $Ifgd BstJϽ}kYD}Y-,hwhw5B*CJOJQJ^JaJph(h 5CJ OJQJ\^JaJ mH sH #h B*CJOJQJ^JaJph"h CJOJQJ^JaJmH sH 1h h B*CJOJQJ^JaJmH phsH "h CJ OJQJ^JaJ mH sH )hxhB*CJOJQJ^JaJph#hwB*CJOJQJ^JaJph+hh 5CJ OJQJ^JaJ mH sH 4hh 5B*CJOJQJ^JaJmH phsH tnjm(`Wn $Ifgd
$Ifgd ~kd\$$Ifl4J0&6`'F
t0644
ladd$If[$\$]gdxKf_EYPnjGnPS $Ifgd $Ifgd
$Ifgd kd$$Ifl4 0&6 'F @
t0644
lapJKLMWXBVWLM)*кwlwlTwl?wT)hwhwB*CJOJQJ^JaJph/hwhw6B*CJOJQJ]^JaJphhwhwCJaJ+hwhw6B*CJOJQJ]^Jph)hwhwB*CJOJQJ^JaJph/hwhw5B*CJOJQJ\^JaJph+hwhw5B*CJOJQJ\^Jphh (h 5CJ OJQJ\^JaJ mH sH ,hwh 5B*CJOJQJ^JaJphKLM|6sjsj $Ifgdwgd~kdm$$Ifl40&6 'F
t0644
laVh=TjKj $Ifgdwdd$If[$\$]gdwkd$$If0C6 @@062<2
d4abpVWLw cjZj $Ifgdwdd$If[$\$]gdwkd$$If0C6062<2
d4abpLMPw
cjZj $Ifgdwdd$If[$\$]gdwkdz$$If0C6062<2
d4abp*O^_GHIK6789UԺԺԺԺlԺRGhwhwCJaJ2jhwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph2j hwhwB*CJOJQJU^JaJph2j8hwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph)hwhwB*CJOJQJ^JaJph+hwhw6B*CJOJQJ]^JphK!!w cjZjZj $Ifgdwdd$If[$\$]gdwkd@$$If0C6062<2
d4abpUVѼnT2jhwhwB*CJOJQJU^JaJph2jghwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph)hwhwB*CJOJQJ^JaJph+hwhw6B*CJOJQJ]^Jph/hwhw6B*CJOJQJ]^JaJphrstuxydefh̷̷̷̷̝̃i̷O̷2jehwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph2j+hwhwB*CJOJQJU^JaJph)hwhwB*CJOJQJ^JaJph2jhwhwB*CJOJQJU^JaJph2j}hwhwB*CJOJQJU^JaJphSTUVn o p q !!̷̷̷̷̷̝̃i̷̷O̷DhwhwCJaJ2jc!hwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph2jMhwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph)hwhwB*CJOJQJ^JaJph2jhwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph!!h"%w"cjZm $Ifgdwdd$If[$\$]gdwkd#$$If0C6062<2
d4abp!"M"N"f"""#
###
$$~$$$$$$% %
%%%%ԼꢈnTIhwhwCJaJ2j)hwhwB*CJOJQJU^JaJph2j'hwhwB*CJOJQJU^JaJph2j#hwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph/hwhw6B*CJOJQJ]^JaJph+hwhw6B*CJOJQJ]^Jph)hwhwB*CJOJQJ^JaJph%%&C''wmcjZjZj $Ifgdwdd$If[$\$]gdwkd*$$If0C6062<2
d4abp%%%&''K(((((([)\)])^)**+*******U++++,,տմտՂՂhՂՂNմտմ2j81hwhwB*CJOJQJU^JaJph2j,hwhwB*CJOJQJU^JaJph2jhwhwB*CJOJQJU^JaJph/hwhw6B*CJOJQJ]^JaJphhwhwCJaJ+hwhw6B*CJOJQJ]^Jph)hwhwB*CJOJQJ^JaJph)hwhwB*CJOJQJ^JaJph''((_)****w{cjZjZZjZZj $Ifgdwdd$If[$\$]gdwkdC+$$If0C6062<2
d4abp**++,,w"cjZjZj $Ifgdwdd$If[$\$]gdwkd4$$If0C6062<2
d4abp,,,,,,,,,,,,,w
r6r6m6m6kkkkkkkgdxgdkd4$$If0C6062<2
d4abp,,,,,,,,,,,,,hxxh&jh&Uh)hw,,,,,,,,,,,,,,,,666gdx51h0:p"A .!"#n$n%$$If!vh5'5F#v'#vF:Vl @@
t65'5Fpa$$If!vh5'5F#v'#vF:Vl
t65'5F$$If!vh5'5F#v'#vF:Vl} @@
t65'5FphDd#h
SDAsymb_equalsequalsb iD"Ιt^2n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`eDd#`
S<A
symb_plusplusb<%G#'ң~R;n<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`o$$If!vh5'5F#v'#vF:Vl4J
t6+,5'5F$$If!vh5'5F#v'#vF:Vl4 @
t6+5'5Fpi$$If!vh5'5F#v'#vF:Vl4
t6+5'5F$$If!vh55#v:V @@065 5/2<2
d4p$$If!vh55#v:V065/2<2
d4p$$If!vh55#v:V065/2<2
d4piDdh
SDAsymb_squaresquareb/qTf$|n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`eDd`
S<A
symb_plusplusb<%G#'ң~R n<%G#'ң~RPNG
IHDR
N~IbKGD݊cmPPJCmp0712OmIDATcA k0{IENDB`Ddl
SHAsymb_diamonddiamondbB1'4UL8JnB1'4UL8PNG
IHDR
Ҏ0PLTE!!!jbKGDHcmPPJCmp0712Om;IDATc`````0Usd``bH`0U``sd(
J0LV AP(Ő"dV`ęjIENDB`hDdih
SDAsymb_equalsequalsb iD"Ιt^2
n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`$$If!vh55#v:V065/2<2
d4piDdh
SDAsymb_squaresquareb/qTf$Bn/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`Ddx
STAsymb_mult_smmultiplied byb= 7onD1n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`hDdih
SDAsymb_equalsequalsb iD"Ιt^2Yn iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`Ddx
STAsymb_mult_smmultiplied by b= 7onD1n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`iDdh
SDAsymb_squaresquare
b/qTf$on/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`hDdih
SDAsymb_equalsequalsb iD"Ιt^2n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`iDdh
SDAsymb_squaresquareb/qTf$@n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`Ddx
STAsymb_mult_smmultiplied by
b= 7onD1n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`Ddl
SHAsymb_diamonddiamondbB1'4UL8WnB1'4UL8PNG
IHDR
Ҏ0PLTE!!!jbKGDHcmPPJCmp0712Om;IDATc`````0Usd``bH`0U``sd(
J0LV AP(Ő"dV`ęjIENDB`hDdih
SDAsymb_equalsequalsb iD"Ιt^2)n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`Ddx
STAsymb_mult_smmultiplied byb= 7onD1n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`hDdih
SDAsymb_equalsequalsb iD"Ιt^2? n iD"Ιt^2PNG
IHDR
PybKGD݊cmPPJCmp0712OmIDATcMPZbIENDB`Ddx
STAsymb_mult_smmultiplied byb= 7onD1!n= 7onD1PNG
IHDR
YabKGD̿cmPPJCmp0712`FIDATWcLp#H*W@r)PhU8?#Vs\.$Gf1IENDB`$$If!vh55#v:V065/2<2
d4pDd
SAbY2MaBB-f7Three number cards showing a 3 digit number: 724b8z;'t
$n8z;'t
PNG
IHDRQ,I0PLTEWVY!sruIHK-+/;9=㹸edgyYtRNS#]bKGDcmPPJCmp0712OmIDATH=KBQSP
!5rliіhnnH.-HCSA}/píI$'5龝{sp?秞7(W(f@3+TEt5:;L(-Du(ޣt-"r@ygAxavf¯7'hwQ84Pʘee+ SSd E. RoK1(YRt'$9rJ|Y{\*.3wVl5Q&I'5c&G.IX#SPl3T5\Lgf)$۲Q\$g44D2n%[2ಆ_hWY7ݖu1S.Mٲ6%a00M*A.U*p%8OY~6\%@hd{GDvB0Yv;ӏ%rlK7]IENDB`iDdh
SDAsymb_squaresquareb/qTf$'n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`iDdh
SDAsymb_squaresquareb/qTf$`)n/qTfPNG
IHDR
IbKGD݊cmPPJCmp0712OmIDATc```owMIENDB`$$If!vh55#v:V065/2<2
d4p$$If!vh55#v:V065/2<2
d4p7Ddt
SPAY2MaBB-f8Four 2D shapesboUHKE,nCUHPNG
IHDREQvv0PLTE*(,rqtXWZffhEDG~9jtRNS#]bKGDcmPPJCmp0712Om|IDATHǅOSAmPF^ 5Hz6KF/z#=x@h
4xp3H@4*6}}[|w3S
FԵ'EY ;;]zz63t1ǃ*3OAs5 a" zzL
#$'ӷ*%ÒI>0T ѧzC=ML`&rƔzu ƙfNe""Y.rfU
pCC|PY>& "SBcxA~*Z=/AdFPǷ0UoA^|y뚲PL-{SY[x(0:=`I&Cf*25φ8b"s<5f*2=XwQad@gJX0T`)]/{n5ëY]쏭1u
0X*ƾϘѭc2gZ0UkksC+f3\cd;k1vdn˔3Gmd٤9BIENDB`Dds5
SAVY2MaBB-f9A trapezium, top and bottom sides parallelbaVK\ː,Qy|1naVK\ː,QyPNG
IHDR!YBP0PLTEGFI,+.sru⁀ggiƏx DtRNS#]bKGDcmPPJCmp0712OmIDAT8?0qO Lqx7`RSU<$TK[ߟ":y?ÿUpE(InTʐ;znXFCozg
CCP}A
q7ԸBͨoBVRQ~_-FT꾕4P5RG/ntZ\(tljB:WEKغ*Z\V./(&#IENDB`$$If!vh55#v:V065/2<2
d4p$$If!vh55#v:V065/2<2
d4p@@@NormalCJ_HaJmH sH tH B@Bb~ Heading 1$$@&a$5aJDA@DDefault Paragraph FontRi@RTable Normal4
l4a(k@(No List^O^
Heading 14dxx@&5B* CJ*KH$\aJ*ph5@O@ Normal (Web)13
j@j
Table Grid7:V0*W@!*Strong5\.X@1.Emphasis6]4@B4xxHeader
9r 4 @R4xxFooter
9r $f!v\s v\s v\sM$lG;<'&{|}IBtKLM VWL
M
PKhC _!*""""#+$$$$$$$$$$$$$$$$$$$$$$$$$$$$000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 000000 0 0 0 0 0 0 00 0 00 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 00 0 0 00000 0 0 00 0 000000000000000000000000@0KL VWL
M
PKhC _!*""""#+$$$$$$$@08q@00@0 @00@00@00@00@00@00 @0H@0H8@00@0H8@00@0H8@00@0H8@0
0H8@0H8@00@0H8@00H8@0H8@00@00@00@00H8@0H8@00H8@0
0
0
0 R -/14%BJ*U!%,, %'()+-1< tKVL!%'*,,,!"#$&*,./02,BT^GIJ68rtxdfgSUnp
~
[!]!*"""$CCCCCCCCCCCCCCCCCCCCCCCC =>FGX:<%&z}BTABs$$FG:<&'%&z}HIABs$$=EFG}tJL$$$$$$$$$$ upF8<~nrdM_^aYN;*Z9**B]0P zCVm,HČ'HR&>UKbcv6LZhb*N*rbO*)\jO&6Ptp(VQ \,'kRī8yoOVҊ|%Wt10Y8 [oy^OAM`=daxu>
+gа:shZRhL)hX$'vlUK'HAM`QM{N;*zCL)h]06P(VQy^4K|%W F |V,%b;
XuVTTdDAddL}Ep!~(F#zA|;O:X::x?d8dd#z$cbP#qlvI#hL%UaO%^h(g+5xIS**Ti3:F=w+(tP"s- |f%V/grT)0q72Unddg+5Cx}6.
\X?d8kOTi3:fXX::o\|;>Dx>Ld
>(WZQ?}6i?CJSK>DIS**xt[EI#PNE}z*kFf%V/GrGQ?P
IQ8]JSK8?_V9KbP#hLL}Ey'N(tPgrTi?.
\XfX(WZ"s-E\o\%Q8](F8?_Ua:x%bGrG,$c]rTTdLd*kFkK}xUn^h(Oyq%ddq7ns,|rF=w+]r7ns|rA>sE\XuPNEqlv}zA>sK}V9Kxp!~y'N
Fx3r.axxb~mw" &);<{|}tKLM VWL
M
Ph ""#$$$@
_6$`@UnknownGz Times New Roman5Symbol3&z Arial?5 z Courier New;Wingdings"hbbruBuBYn~4d$$3QHX)? @Year 1 Block A - Counting, partitioning and calculating - Unit 1Robert PattersonRobert Patterson
Oh+'0 ,@ \h
DYear 1 Block A - Counting, partitioning and calculating - Unit 1Robert PattersonNormal.dotRobert Patterson3Microsoft Word 10.0@
@Dn@f#@8mu՜.+,0(hp|
B$
AYear 1 Block A - Counting, partitioning and calculating - Unit 1Title
!"#$%&'()*+,-./012356789:;<=>?@ABCDEFGHIJKLMNPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry FP
RData
451TableOWordDocument7fSummaryInformation(DocumentSummaryInformation8CompObjj
FMicrosoft Word Document
MSWordDocWord.Document.89q