Mathematics Medium Term Planning

Mathematics Medium Term Planning Year 2 - Spring Term 1

Focus Areas from Year 2 Autumn Assessments:

SEN need to continue to work on early place value – making, reading and writing numbers. They need to practise simple addition and subtraction calculations with a focus on correct counting to ensure correct answers. Below ARE have made good progress and are working early in the year 2 curriculum, they need to consolidate the understanding of place value and calculation that they developed during Autumn term and develop their skills to apply this knowledge in contexts and to solve problems. Assessments need to continue to ensure there are no misconceptions in the understanding of these children. ARE need to focus on continuing to develop their application of the skills they have learnt in context e.g. length and money. Above ARE have consolidated understanding of numbers to 100 and now need to develop their understanding of numbers up to 1000. All children also need to develop their problem solving and reasoning skills further and to develop confidence in using mathematical language to give explanations.

Topic: Objectives: Interventions: Cross-Curricular:

Number & place value: ARE: Week 1: Numbers within 1000  recognise the place value of each digit in a two-digit number (tens, ones)

1 week  identify, represent and estimate numbers to 100 using different representations, including the number line  compare and order numbers from 0 up to 100 (Y2 KPI)  use <, > and = signs (Y2 KPI)  use place value and number facts to solve problems involving Y2 criteria (KPI)  Count in 2’s, 5’s and 10’s from 0 and use counting strategies to solve problems.  Partition two-digit numbers into different combinations of tens and ones.

Below ARE: Week 2:  count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number (Y1)  count, read and write numbers to 100 in numerals; count in multiples of twos, fives and tens (Y1)  identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least (Y1)  Count in 2’s, 5’s and 10’s from 0 and use counting strategies to solve problems.

SEN:  given a number, identify one more and one less (Y1)  read and write numbers from 1 to 30 in numerals and words. (Y1)  recognise the place value of each digit in a two-digit number (tens, ones) (Y2)  represent two-digit numbers using objects and pictorial representations.  use the language of: equal to, more than, less than (fewer), most, least

Calculation: ARE: Week 3: Add and subtract 2-digit and 3-digit  add and subtract numbers using concrete objects, pictorial numbers representations, and mentally, including: 2 weeks - a two-digit number and ones - a two-digit number and tens - two two-digit numbers - adding three one-digit numbers  recall and use addition and subtraction facts to 20 fluently (Y2 KPI)  derive and use related facts up to 100 (Y2 KPI)  show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot  solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods  Use estimation to check that their answers to a calculation are reasonable.  Recognise the inverse relationships between addition and subtraction and use this to check calculations and work out missing number problems. Below ARE: Week 4:  read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs (Y1)  solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = – 9. (Y1)  Use number bonds and related subtraction facts within 20. SEN:  read, write and interpret mathematical statements involving addition (+), subtraction (–) and equals (=) signs using concrete resources to support understanding.  add and subtract one-digit and two-digit numbers to 20, including zero (Y1)  represent and use number bonds and related subtraction facts within 20 (Y1)  solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations. Measurement: ARE: Week 5: Money  recognise and use symbols for pounds (£) and pence (p)

(2 weeks)  combine amounts to make a particular value  find different combinations of coins that equal the same amounts of money  solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change  Below ARE:  recognise and know the value of different denominations of coins and notes (Y1).  SEN: Week 6:  use 1p and £1 coins to support addition and subtraction  identify and name coins  begin to know the value of some coins  Measurement: ARE: Measuring length  choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm) to the nearest appropriate unit, (2 weeks) using rulers  compare and order length and record the results using >, < and =  Use scales in divisions of 1’s, 2’s, 5’s and 10’s in a practical situation, where all the numbers on the scale are given. Below ARE: Week 7:  compare, describe and solve practical problems for (Y1 KPI): - lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]; - mass/weight [for example, heavy/light, heavier than, lighter than]; - capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]  measure and begin to record the following: - lengths and heights; - mass/weight;  capacity and volume SEN:  As above Mental Maths: Number and place value:  count in steps of 2 from 0 forward and backward (Y2 KPI)  count in steps of 3 from 0 forward and backward (Y2 KPI)  count in steps of 5 from 0 forward and backward (Y2 KPI)  count from 0 in multiples of 100 (Y3)  find 10 or 100 more or less than a given number (Y3) Calculation:  recall and use addition and subtraction facts to 20 fluently (Y2 KPI)  derive and use related facts up to 100 (Y2 KPI)  derive and recall all pairs of multiples of 10 with totals up to 100  derive and recall what must be added to any two-digit number to make the next multiple of 10  derive and recall addition doubles and halves for all numbers to 20  derive and recall addition doubles for multiples of 10 to 100  Multiplication and division facts for the 2,5 and 10 times table

TIME TO BE TAUGHT AS A PART OF DAILY STRUCTURE OR DURING TOPIC FRACTIONS TO BE INTORDUCED THROUGH TOPIC 2D AND 3D SHAPE ON AN AFETRNOON Assess and Review:

Half Term