Brenden is Teaching

Name	Block A - Unit 2 - year2 swp
Owner	Juliateacher
Level	2
Topic	Numeracy
Unit	A2
Description
File 1	5_Block A - Unit 2 - year2 swp.doc
File 2

Block B: Securing number facts, Understanding Shape

Block A:2

YEAR 2

Term 1 Unit 1

Term2 Unit 2

Term 3 Unit 3

Presentsolutions to puzzles and problems in an organised way; explaindecisions, methods and results in pictorial, spoken or writtenform, using mathematical language and number sentences

Readand write two-digit and three-digit numbers in figures and words;describe and extend number sequences and recognise odd and evennumbers

Countup to 100 objects by grouping them and counting in tens, fives ortwos; explain what each digit in a two-digit number represents,including numbers where 0 is a place holder; partition two-digitnumbers in different ways, including into multiples of 10 and1

Ordertwo-digit numbers and position them on a number line; use thegreater than (>) and less than (<) signs

Estimatea number of objects; round two-digit numbers to the nearest10

Addor subtract mentally a one-digit number or a multiple of 10 to orfrom any two-digit number; use practical and informal writtenmethods to add and subtract two-digit numbers

Understandthat subtraction is the inverse of addition and vice versa; usethis to derive and record related addition and subtraction numbersentences

Speakwith clarity and intonation when reading and reciting

Present solutions to puzzles and problems in an organised way;explain decisions, methods and results in pictorial, spoken orwritten form, using mathematical language and numbersentences

Read and write two-digit and three-digit numbers in figures andwords; describe and extend number sequences and recognise odd andeven numbers

Count up to 100 objects by grouping them and counting in tens,fives or twos; explain what each digit in a two-digit numberrepresents, including numbers where 0 is a place holder; partitiontwo-digit numbers in different ways, including into multiples of 10and 1

Add or subtract mentally a one-digit number or a multiple of 10 toor from any two-digit number; use practical and informal writtenmethods to add and subtract two-digit numbers

Use the symbols + , - , , and = to record and interpret numbersentences involving all four operations; calculate the value of anunknown in a number sentence (e.g. 2 = 6 , 30 - =24)

Speak with clarity and intonation when reading and reciting

Key Aspects forLearning

Focus for theblock

Enquiry	Problemsolving	Reasoning	Creative thinking
Informationprocessing	Evaluation	Self-awareness	Managing feeling
Social skills	Communication	Motivation	Empathy

PreviousLearning

Objectives/ICan Statements

Assessment forLearning

talk about how they solve problems, using the vocabulary ofaddition and subtraction and number sentences to describe andrecord their work

count reliably at least 20 objects; estimate a number of objectsthat can be checked by counting

read and write numerals from 0 to 20, and order these numbers on anumber line

say the number that is 1 more or less than any given number, and 10more or less than a multiple of 10

understand that addition can be done in any order and relateaddition to counting

understand subtraction as 'take away' and counting back, and find adifference by counting up

recognise the value of coins

Presentsolutions to puzzles and problems in an organised way; explaindecisions, methods and results in pictorial, spoken or writtenform, using mathematical language and number sentences

I can explainhow I solved a problem and say why I did it thatway

Speakwith clarity and intonation when reading and reciting

Readand write two-digit and three-digit numbers in figures and words;describe and extend number sequences and recognise odd and evennumbers

I can read andwrite numbers up to 1000 in figures and inwords
I know whichnumbers are odd and which are even

Givethe children three digit cards, including 0, for example:
3
6
0
What numbers can you make using two or three of these digits? Writedown each number you make. Read those numbers to me. Can you writethe largest of the numbers in words?
Which of your numbers are odd and which are even? How do youknow?

[Shownumber cards for 19 and 91.] Which of these numbers is nineteen?How do you know? What does the other one say? How are they thesame/different?
How many tens are there in 60? Use this to partition the number 67.Show me two other ways you might partition this number.

Addor subtract mentally a one-digit number or a multiple of 10 to orfrom any two-digit number; use practical and informal writtenmethods to add and subtract two-digit numbers

I can add and subtract some numbers in myhead
I can add and subtract bigger numbers using practical equipment orby writing notes to help me

Whatis 48 5?How did you work it out?
What is 48 50? How did you work this out? How do you know that theanswer is not 53?Could you write something or use apparatus to help youexplain?

Usethe symbols + , - , , and = to record and interpret numbersentences involving all four operations; calculate the value of anunknown in a number sentence (e.g. 2= 6 , 30 - =24)

I know how to write number sentences using the symbols,- , , and =
I can explain what different number sentences mean

Whatnumber goes in the box to make this calculation correct? 2 = 7
How do you know?
Can you make three different number sentences using 16, 7 and 23with = and any of the four operation symbols?
Can you change the three numbers to make this into a differentproblem for someone else to solve? How will you know if theiranswer is correct?

Speakwith clarity and intonation when reading and reciting

I can speakclearly to the class or group when showing and explaining how Isolved a problem or my method for a calculation

Canyou explain your method clearly so that someone else in the classcould use it to solve another problem like this?

Mathematical challengesfor able pupils Key Stages 1 and 2

Activities
Nonecurrently available

Interventionprogrammes

Springboard unit

Nonecurrently available

Supporting childrenwith gaps in their mathematical understanding (Wave 3)

Diagnostic focus	Resource
Doesnot relate finding the difference and complementary addition to theoperation of subtraction	4 Y2 /- DfES 1125-2005 (PDF78KB)
Doesnot readily use pattern to support calculating	6 Y2 /- DfES 1127-2005 (PDF81KB)
Makesmistakes when counting using teen numbers and/or crossingboundaries	1 Y2 /- DfES 1122-2005 (PDF67KB)