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Year 2 Block E Securing number facts, relationships 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, halveListen to a talk by an adult, remember some specific points and identify what they have learnedMathematics in Science
Plants and animals in the local environment: Estimate numbers, for example of woodlice under a stone. Use a tally chart to count the number of birds visiting a bird table. Count in fives to work out total.
ObjectivesEnd-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italicAssessment for learningIdentify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problemI know what I need to do to help me solve a problem and then I can work out the answerI can show how I solved a problem or puzzle and explain steps in my working What do you need to find out? How do you know that you need to add/multiply/double/halve?What helped you to decide how to do this calculation? Could you do it another way?Tell me how you solved the puzzle.Why did you write that number sentence? Is there another way you could write it? Write as many different ways as you can of making 12.Record your working so that a friend can follow it. How could you check that you have found all the possibilities?Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and penceI can use calculations to solve problems and I know which calculation to use How did you know it was a multiplication/division? How did you work it out? If you had three 5p coins, how much money would you have? How could you write that down? What sort of calculation is it? What if, instead of three 5p coins, you had four 5p coins. How would your number sentence change? How would the answer change?Make up a story that would mean that you need to work out:15 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_plus.gif" \* MERGEFORMATINET 24, 18 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 3, 9 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 5.Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remaindersI can use sharing to work out divisions and can explain what I did Suppose 15 pencils were to be shared out between three children. How many pencils would each child get? Explain to me how you could work it out.Explain to me how you would work out 20p divided equally among five people. How could you write it down?What about 18 sweets between two people? How many more sweets would you need to give them 10 sweets each?How many INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 2 coins do you get for INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_pound.gif" \* MERGEFORMATINET 20? How do you know?Use 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 to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (for example 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 for multiplication and for divisionI can explain what different number sentences mean Show me on the number line what 3 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 8 would look like. What about 5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 8? How different would 8 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 5 look on a number line? I have 20 counters here. Show me what 20 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_sm.gif" \* MERGEFORMATINET 5 means with these counters.Explain how you worked out the missing number in this number sentence:24 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_div_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 6Make up some 'missing-number' problems for others to solveUnderstand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halvesI know some of my doubles up to 20I can work out the rest and some others too Which doubles do you just know?What number must I double to get 10? 16? 22?I double a number and get 20. What number did I start with?You know that double 15 is 30. How could you use this to work out double 16? What about double 17? What about double 14?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 my times-tables for 2, 5 and 10I can use counting or other strategies for those I don't knowI know that multiples of 5 end in 5 or 0 What tips would you give someone who had forgotten the 10 times-table?How could you use a 10 times-table fact such as 10 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 60 to work out a 5 times-table fact such as 5 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_mult_sm.gif" \* MERGEFORMATINET 6 INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/symb_equals.gif" \* MERGEFORMATINET 30?Find one half, one quarter and three quarters of shapes and sets of objectsI can find a half or a quarter of a set of objectsI can fold a piece of paper into halves or quarters How could you find one quarter of a piece of string? What about a quarter of two pieces of string?Here is a set of 12 pencils. How many is a quarter of the set? INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBE-f7.gif" \* MERGEFORMATINET Shade one quarter of this shape. INCLUDEPICTURE "http://www.standards.dfes.gov.uk/primaryframeworks/images/gif/Y2MaBE-f8.gif" \* MERGEFORMATINET Listen to a talk by an adult, remember some specific points and identify what they have learnedI can remember how to work out a sharing problem When we share a number of cherries equally among several people, we give out the cherries one by one, saying 'one for you, one for you', and so on, until the cherries are all used up. Sometimes there are some cherries left over, because there are not enough to go round once more.Explain to your partner how you would share 13 cherries equally among four people. How many cherries would be left over?
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