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Year 2 Block D Calculating, measuring and 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, halveListen to others in class, ask relevant questions and follow instructionsMathematics in Science
Plants and animals in the local environment: Use a time line to make a record of plants and animals found in an environment over time.
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ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningSolve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and penceI can decide what calculation to do to solve a problem Choose three of these numbers: 14, 15, 16, 17. Add them up. What different totals can you make?Using coins if necessary, show me how to find the total of 29p and 36p.Solve these problems. What calculations are needed? How did you decide?
These beads weigh 2 kg. What would a quarter of them weigh?Susan bought three chocolate bars at 15p each. How much change from 50p did she get?Jo has three 20p and two 15p stamps. What values can he make using one or more of the stamps?How many different ways can you find to pay 50p using only silver coins?A week has 7 days. How many weeks are there in 35 days?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 numbersI can add and subtract some numbers in my headI can add and subtract bigger numbers using practical equipment or written notes to help me What is 37 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 50? How did you work this out?Find the answer for each of these.36 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 29 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 30 - 15 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 25 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 9 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET Explain how you worked out your answers.Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instrumentsI can estimate length in centimetresI can estimate length in metresI can decide whether it is better to use centimetres or metres for measuring different lengths How long is a line 3 cm longer than this [4 cm] line? Use a ruler.How long do you think this crayon is? Tell me what you do to help you estimate.Use this 10 cm strip to estimate the width of your table. Now use the tape measure to measure it. How close were you? Point out something that you think is about two metres away from you. Ten metres away?Find something that is about 50 cm long.Think of something that would be better measured in metres rather than centimetres. Explain why.Choose a word from the box to finish each sentence.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBD-f8.gif" \* MERGEFORMATINET
I can measure the length of the classroom in...
I can measure the capacity of a bucket in...
Read the numbered divisions 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 centimetreI can use a ruler or metre rule to measure how long something isI can read numbers on a scale and can work out the numbers between them How do you work out the numbers between the ones that are shown on the scale? If this scale continued, what other numbers would be marked?Here is a ruler [marked in centimetres] and here are some lines [measuring for example 8 cm, 15 cm]. Tell me how you would measure the lines using the ruler.How heavy is Peter?
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBD-f9.gif" \* MERGEFORMATINET
Some children rolled toy cars down a slope. How far did the blue car roll? How much further did the green car roll than the red car? Estimate how far the yellow car rolled.
INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBD-f10.gif" \* MERGEFORMATINET Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour I know that one hour is the same as 60 minutesI can tell the time when it is quarter past, half past or quarter to the hourI know that a quarter past three is the same time as three fifteen How many minutes are there in one hour?Reading takes 20 minutes, and playing takes 40 minutes. Think of some more pairs of activities to make up one hour.Turn the hands of this clock so that it shows a quarter past 4. What time will it show in half an hour's time?Who took the shortest time to...?Anya went into the library at a quarter to eleven and came out at a quarter past twelve. How long was she in the library?Jane left home at ten fifteen. It took her half an hour to get to the seaside. At what time did Jane get to the seaside?
The bus left at 9 o'clock to go to the zoo. It arrived 1 hour and 15 minutes later. Draw a ring around the time it got to the zoo.9:1511:15 9:30 10:4510:15Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turnIn PE I can turn on the spot through whole, half or quarter turns, either clockwise or anticlockwise Turn this picture half a turn clockwise. Now turn the picture a quarter turn anticlockwise. How can we get it back to where it started from? Is there any other way?Look at this picture. Close your eyes while I turn it. Now open your eyes. What did I do? Are you sure? How could you check?Follow and give instructions involving position, direction and movementI can make a floor robot follow a path marked out on the floor I can estimate the number of robot steps that the robot must take to reach the traffic cone How could you make the robot come back to its starting point? What instructions would you give?The robot went too far/hasn't gone far enough. What do we need to change in our instructions?Roughly, how many centimetres is one robot step? How can we find out?Listen to others in class, ask relevant questions and follow instructionsI can listen to others and ask them questions about their work Listen while these children explain how they tackled a problem. What questions would you like to ask them?
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