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Year 2 Block C Handling data and measures - Unit 3
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, halveExplain their views to others in a small group; decide how to report the group's views to the classMathematics in Science
Sort pictures of different types of electrical appliances found in school or at home, e.g. things which make sound or light, give out heat or move
Objectives End-of-year expectations (key objectives) are highlightedChildren's learning outcomes in italic Assessment for learning Follow a line of enquiry; answer questions by choosing and using suitable equipment and selecting, organising and presenting information in lists, tables and simple diagramsI can test out an idea by collecting and organising information Someone said that children in our class are in bed by half past 7. How could we find out if that is true?
What do you think we will find? Why?
What information do we need?
How are we going to collect it? Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data I can use ICT to show results What information did you need to type in?
Is this different from our block graph? How? Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including 'not' I can sort objects in different ways and explain how I sorted them Why doesn't Tali's name go here?
What kinds of numbers belong in this space? Could we put 11 in this space? How did you decide?
What if Josh had brown hair but eyes that were not brown - where would his name go then?
Tell me why the number 6 cannot go in this space. Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments I can measure length, using a metre tape or a ruler I can measure in centimetres/metres I can use a measuring jug to measure a litre of water and to find out how much water other containers hold I can measure weight in kilograms and half-kilograms Should we measure the... in centimetres or metres? Why? Would it be better to measure with a tape measure or a ruler?
Do you think the bucket holds 5 litres of water? How can we find out? 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 centimetre I can read scales marked in 5s and 10s I can measure and draw lines to the nearest centimetre This metre stick has a number label every 5 cm. Where is the mark for 17 cm?
Tell me some important tips to help someone to measure a length using a tape or ruler accurately.
What would happen if you didn't start measuring from zero on the ruler?
How should the balance look before you put the kilogram in one bucket and your object in the other? Why? Explain their views to others in a small group; decide how to report the group's views to the classI can explain a diagram that shows our results and I can use different parts of the diagram to help me Why do you think that fewer children walk to school than come by bus?
How are you going to report your work to the class?
Explain how you made your graph and what it shows.
NE Lincs Mathematics Team
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