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Year 2 Block A - Counting, partitioning and calculating - Unit 1
Date: Teacher:
Building on previous learning check that children can already;Notes from previous year/unittalk about how they solve problems, using the vocabulary of addition and subtraction and number sentences to describe and record their work
count reliably at least 20 objects; estimate a number of objects that can be checked by counting
read and write numerals from 0 to 20, and order these numbers on a number line
say the number that is 1 more or less than any given number, and 10 more or less than a multiple of 10
understand that addition can be done in any order and relate addition to counting
understand subtraction as 'take away' and counting back, and find a difference by counting up
recognise the value of coins VocabularySpeaking and Listeningzero, ten, twenty,..., one hundred, two hundred,..., one thousand, count in ones, twos, threes, fours, fives and so on, odd, even, pattern, sequence, continue, partition numbers
compare, order, larger, greater than, smaller, less than, between, halfway between, difference between, round, nearest 10, tens boundary, roughly, about the same as
calculate, mental calculation, right, correct, wrong, number sentence, sign, operation, symbol, penny/pence (p), pound ( INCLUDEPICTURE "D:\\primaryframeworks\\images\\gif\\symb_pound.gif" \* MERGEFORMATINET )
Speak with clarity and intonation when reading and reciting textsMathematics in Science
Health and growth: Count how many people like different foods.
ObjectivesEnd-of-year expectations (key objectives) are highlighted Children's learning outcomes in italicAssessment for learning Present 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 sentences I can explain to others how I solved a problem How did you solve the problem? How did you decide which information to use? How did you know which calculations to do? Explain how you did your calculation. Could you draw something or use a number line to help us understand what you did?
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 two-digit numbers I know which numbers are odd and which are even
(Show number cards for 17 and 71.) Which of these numbers is seventeen? How do you know? What does the other one say? Are these numbers even or odd?Count in fives from 0 up to 30. Which of those 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 1 I can count objects by putting them into groupsI can partition numbers
Tell me how many counters are in this pile. Can you find a quicker way than counting in ones? There are more than 20 counters here. Find out how many there are. Is there a better way than counting in twos? Why is this better than counting in ones or twos?There are 4 tens in 40. How many tens are there in 47? What makes 40 and 47 different?
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