Weekly Plan for Literacy: Year 1 s7

Maths Year 2 Weekly Plan: Summer Week 1: TS1 Ordering numbers to 200 ~ TS2 Place value of three-digit numbers Objectives: Mark two-digit numbers on an ‘empty’ number line (only 0 and 100 labelled), Recite numbers 100 to 200, Use knowledge of the order of numbers to 100 to order numbers 100 to 200, Use knowledge of order of numbers and properties of number (e.g. odd/even, multiples of 2, 5 and 10) to describe/sort numbers, Solve logic problems, Partition three-digit numbers into multiples of hundred, ten and one and write the corresponding addition sentence, Know what each digit represents in a three-digit number Starters Whole class teaching Guided group and independent paired/indiv practice activities Outcomes y

a Mark 2-digit numbers on a Draw a line from 0-100 with only 0 and 100 labelled and no other Easy/Medium/Hard Chn can: d n

o landmarked line marks. Where can we mark 47? What no. could we place on the Chn work in pairs to shuffle a pack of 1-9 digit cards, take 1. Mark M

Show a 0-100 landmarked line to help? Discuss how it would be helpful to mark on 50. 2 cards and discuss what 2-digit numbers are possible to two-digit 1 line (10s labelled). Ask chn up Where is 50 on this line? Half-way, so 47 is a little bit before make using these 2 digits. They sketch their own 0-100 numbers on k e

e to the board to mark on this. Where is 27 on this line? What no. could we mark on to line across the length of a page. Say that they can mark on an ‘empty’

W numbers such as 45, 79, 95, help? And where is 25 on this line? How do you know? Where is other numbers (e.g. 50 and other particular multiples of number line and 23. How are you working 70 on this line? Is it nearer 50 or 100? Continue and mark on all 10) to help them. Rpt with other pairs of numbers on the (only 0 and out where to put 45? 23? multiples of 10. Ask one child to hold up a w/b with 0 written on same line. TD with a Medium group 100 Imagine 10 beads between it, another child to hold a w/b with 100 written on it and ask Easy: Chn mark numbers on a landmarked line and then labelled). 20 and 30, where would 3 them to stand well apart from one another. We’ve got a human empty line (see resources). beads come up to? Draw out number line! Secretly write a number (e.g. 57) on a w/b and give Hard: Chn's location of numbers should be more accurate. language such as ‘half-way’ to a child so that only the child can see it. Ask the child to stand Plenary ‘closer to’ ‘just before/after’. where they think this no. might be between 0 and 100 with the Sketch a line from 0 to 100 and draw an arrow and Give each pair a sheet of 0- w/b facing towards them. Ask other chn to write on their w/bs question mark where you think 26 might be 100 landmarked lines. Roll 2 what they think the mystery number might be. I can put two marked. What numbers do you think I’ve 1-10 dice to make a 2-digot multiples of ten on the line. Which do you think would be helpful? marked on this line? Why? Ask them to choose no. (If you roll a 10, roll Write these (hopefully 50 and 60!) on 2 w/bs and help chn to hold 2 multiples of 10 for you to mark on the line. again). Chn mark them on them in the correct place. Chn revise their guesses if necessary. What do you think it might be now? Which their lines. You’re all very close. Ask the child to reveal the mystery number. multiple of 10 is it closer to? Rpt with other numbers such as 61, 45, 89, and 77, each on a new line. Recognise multiples of 2 and 5 Show chn a 100 square and ring 75. Easy/Medium/Hard Chn can: Highlight the multiples of 5 on the What can we say about this Chn guess mystery numbers given clues and then write their own clues (see 1. Use ITP Number grid. What do you notice number? Anything else? Draw out resources). Easy: After guessing the mystery numbers, they choose one of 3 knowledge of about these numbers? They are all in statements such as: It’s odd; It’s given numbers about which to write clues. TD order of

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y2 Week 1 TS1 & TS2 Summer Maths Year 2 Weekly Plan: Summer Week 1: TS1 Ordering numbers to 200 ~ TS2 Place value of three-digit numbers Objectives: Mark two-digit numbers on an ‘empty’ number line (only 0 and 100 labelled), Recite numbers 100 to 200, Use knowledge of the order of numbers to 100 to order numbers 100 to 200, Use knowledge of order of numbers and properties of number (e.g. odd/even, multiples of 2, 5 and 10) to describe/sort numbers, Solve logic problems, Partition three-digit numbers into multiples of hundred, ten and one and write the corresponding addition sentence, Know what each digit represents in a three-digit number y

a the 5times table, we call them between 70 and 80; It’s a two-digit Plenary numbers and d s

e multiples of 5 and they all end in 0 or number; It’s greater than 70; It’s Write 12, 35, 17, 40, 10, and 13 on cards. Lay out 2 hoops, labelled multiples of properties u

T 5. Write 23, 87, 60, 125, 346, 910, not in the 2 or 10 times tables; It 5 and multiplies of 10. Where should we put 12? It doesn’t go in either set? of number

2870, 5472, 36785 on the board, is in the five times table; Rpt with How can you tell? Place it outside the hoops. Give a no. to each table and ask (e.g. k

e reading the really big numbers. 60 and 28. Show chn the following them to discuss where they should go. Take feedback and ask chn to say how odd/even, e

W Which of these are multiples of 5? clues for a mystery number: I am they decided. Draw out that some numbers should go in both sets. Interlock multiples of How do you know? Ask chn to think of less than 40. I am greater than 30. the 2 hoops and discuss how these numbers go in the overlapping section. Ask 2, 5 and 10) a really big number and write it down I am even. My digits add up to 9. chn to think of at least 2 other numbers to go in each place. Label the 2 sets, to describe for them. Wow, even with this big What am I? Work through the multiples of 5 and even and rpt. What do you notice about the numbers that /sort number we can still tell whether it’s a clues together, crossing out are in both sets? Can you think of a multiple of 10 that just belongs in the numbers. multiple of 5 or not! Rpt for multiples numbers on the 100 square. multiple of 5 set? Why not? Ask chn to think of at least 2 other numbers to 2. Solve logic of 2. go in each place. problems.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y2 Week 1 TS1 & TS2 Summer Maths Year 2 Weekly Plan: Summer Week 1: TS1 Ordering numbers to 200 ~ TS2 Place value of three-digit numbers Starters Whole class teaching Guided group and independent paired/indiv practice activities Outcomes 1

Recite numbers 0 to 100 Show chn a 101 to 200 square (see resources). Count from 101 to 200, Easy/Medium/Hard Chn can: k e

e Chn sit in a circle. Pass a pointing to the numbers as you do so. Discuss how these numbers have the Chn mark numbers on a 100-200 beaded line so 1. Recite

W teddy round as you count same pattern as those from 1 to 100, e.g. the multiples of 10 are at the that they can put them in order (see resources). numbers y a

d from 1 to 100. When a end of the rows, & the ones digits are the same in a column. Use Post-its™ Hard: Chn also place numbers on a 100-200 100 to 200. s

e child says ‘ten’, give that to cover some numbers whilst chn close their eyes. Ask chn to work out landmarked line. TD 2. Use n d

e child the ‘10’ card, & ask the missing numbers & explain how they did so. Show a 0-100 beaded line. Plenary knowledge

W them to stand out front. We’re going to change this 0-100 beaded line to be a 100 to 200 beaded Show chn a landmarked line from 100 to 200 (see of the Give the child who says 20 line. Amend 0 to 100, & 100 to 200. What should we change 10 to? And 20? resources) and draw an arrow where you think 149 order of a 20 card, & so on until Rpt for each multiple of 10. Count in 10s from 100 to 200. Where should might be marked. What number do you think I’ve numbers to you reach 100. The circle we mark 149 on this line? 125? 175? 199? How do you know? Discuss how marked on this line? Why? Repeat with other 100 to will get smaller and they can use their knowledge of placing numbers between 0 & 100 to place numbers such as 199, 125, 176, 161, 145, and 189. order smaller! Count along the numbers between 100 & 200. Rpt marking on other 3-digit numbers. Write This isn’t much harder than guessing numbers less numbers multiples of ten. 147; 174; 117; 170 and 140 on the board. Which of these do you think is than 100! This is because the numbers from 100 to 100 to 200. the biggest number? And the smallest? Mark them on the beaded line to 200 follow the same pattern. check. y

a Place value Show chn 100s, 10s and 1s place value cards. Hold up 100, 20 and 4. Put them together to make Easy/Medium/Hard Chn can: d s

r Chn play in pairs. the number 124. Look how the 20 covers the zeros in 100 to show that we have 2 tens, and then Chn shuffle the 100s, 10s and 1s of a 1. Partition u

h They write □□ > the 4 covers the zero in the 20 to show we have 4 ones. Give each child a set of place value set of place value cards. They take one three-digit T

1 □□ on their cards. Put all the 100s in order from 100 to 900 on the floor in front of you. Count along them from each pile to make a 3-digit no. and numbers

k w/bs, roll a 1-6 together. Now lay out the tens and then the ones cards in order. Take 100, 30 and 5, make the write the corresponding addition (see into e e dice and decide no. 135 and show me. We have 135; we say this as one hundred and thirty-five. Rpt with other resources). multiples of W where to put the 3-digit numbers until chn are familiar with using the cards, ensuring that they put them back in Easy: Chn take the 100 card, shuffle 100, 10 and digit to try and order. Show me 427. What multiple of 100 did you use? And what multiple of 10? And what ones the tens and ones cards and make 4 1 and write make the first no.? Record 427 = 400 + 20 + 7. Rpt with other 3-digit numbers and after a while ask chn to numbers between 100 and 200 before addition two-digit work in pairs, one to make the number, and one to write the addition on their w/bs. Launch the moving on to shuffle the hundreds also. sentences. number bigger ITP Place value, and use the toggles to show 888 using cards. Drag the cards apart to show how TD than the second. this number is made, and then click on each card to show the number of counters. Look how Plenary Play once as a much bigger the 800 is than the 80 or 8! Ask chn to make 124 using place value class first to cards. If you take away the 4, what demonstrate are you left with? Record 124 – 4 = how to play. 120. What if you took away the 20 Remind them instead? What subtraction could we what the write? Record 124 – 20 = 104. What if greater than you took away the 100 instead? Rpt sign means. with other 3-digit numbers.

Rpt with some other 3-digit numbers, e.g. 456 and 654.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y2 Week 1 TS1 & TS2 Summer Maths Year 2 Weekly Plan: Summer Week 1: TS1 Ordering numbers to 200 ~ TS2 Place value of three-digit numbers Starters Whole class teaching Guided group and independent paired/indiv practice activities Outcomes y

a Compare numbers Give chn 100s, 10s and 1s place value cards. What is 100 Easy/Hard Medium Chn can: d i

r between 100 and add 23? Show me. Use your cards to make 23. Show me. Chn use place Ask chn to enter the number 456 into a calculator. 1. Partition F

1 200 Now show me one 123. What have you done? What value cards to How could we get rid of the 4 digit? Would it go if we three-digit

k Put chn in groups of addition could we write? Record 100 + 23 = 123. Now help them to subtracted 4? Why not? Ask chn to try out other numbers into e e 4. They each write show me 120. How many cards did you need? Now show complete place ideas. What should we subtract? Chn subtract 400 on multiples of W a number between me 123. What have you done? What addition could we value additions their calculators. How could we get the 4 digit back 100, 10 and 1 100 and 200 on a write? Record 120 + 3 = 123. Now show me 103. You only (see resources). again? Agree that you can add 400. This time we want and write w/b and then work need 2 cards again, but which ones? Which card did you Hard: Chn also to get rid of the 6. What could we do? What digit addition together to put put back? Now show me 123 again. What addition could complete some would be in the ones place then? Subtract 6. How can sentences. them in order from we write? Now show me just 100 And now 123! What simple we change the 0 back to 6? Repeat ‘zapping’ 100s or 1s 2. Know what the smallest to addition could we write? What have we added to 100? subtractions digits. Press AC and enter 500. We want to make this each digit largest. Show a What a lot of additions we have written about 123! Work (see resources). 523. What should we do? Ask chn to try out ideas. represents in 100-200 grid for with a partner to make 345 and to write as many How could we get it back to 500 again? TD a three-digit them to check. Rpt, additions as you can on your w/bs. Roll three 1-10 dice Plenary number. then ask two groups (roll again if you roll 10). What no. could we make with I’m thinking of a number. I add 45, I get 145. What was I thinking of? of 4 to combine and these digits? Ask chn to make the number using place Chn discuss in pairs, and then hold place value cards to answer. I’m order all 8 w/bs. value cards. What addition could we write? What other thinking of a number I add 4, I get 234, what was I thinking of? Rpt with number could we make? Is this more or less? Can we similar questions including some numbers from the Easy Activity sheet. make a bigger number?

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users. MATHS Y2 Week 1 TS1 & TS2 Summer Maths Year 2 Weekly Plan: Summer Week 1: TS1 Ordering numbers to 200 ~ TS2 Place value of three-digit numbers Resources  A 0-100 landmarked line (see resources)  1-9 digit cards  Activity sheet of 0-100 landmarked lines (see resources)  1-100 number square  Hoops and cards as opposite  ITP Number grid (see resources)  Activity sheets of mystery numbers (see resources)  101 to 200 square (see resources)  0-100 beaded line (see resources)  100-200 landmarked line, copied onto A3 paper (see resources)  Ordering numbers to 200 Activity sheets (see resources)  1-6 dice  100s, 10s and 1s place value cards  ITP Place value (see resources)  Three large 1-10 dice (or digit cards)  Calculators  Activity sheets of place value additions (see resources)