# Five daily lessons. Page 8 Page 8. Page 12. Year 2

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1 Unit 2 Place value and ordering Year 1 Spring term Unit Objectives Year 1 Read and write numerals from 0 to at least 20. Begin to know what each digit in a two-digit number represents. Partition a 'teens' number and begin to partition larger two-digit numbers into a multiple of 10 and (TU). Within the range 0 to 30, say the number that is 1 or 10 more or less than any given number. Begin to record numbers, initially by making marks, progressing to simple tallying and writing numerals. Find one or more less than a number from 1 to 10. (Key objectives in bold) Reception Link Objectives Five daily lessons Year 2 Page 8 Page 8 Page 12 Read and write whole numbers to at least 100 in figures and words. Say the number that is 10 more or less than any given two-digit number. Know what each digit in any two-digit number represents, including 0 as a place holder and partition two-digit numbers into a multiple of 10 and (TU). This Unit Plan is designed to guide your teaching. You will need to adapt it to meet the needs of your class. Resources needed to teach this unit: Resource sheet 2.1 OHT 2.1 and counters ITP Ordering numbers Activity sheet number line Dice marked 1 more than/1 less than 100 bead string Magic box/bag Number cards Mega Money (large coins) 10 bags of balloons each with 10 balloons 100 bead string OHP calculator Calculators Place value cards Cards with number sentences on them Colourful handkerchief A4 cards with numerals and words 1 20 written on them Washing line ITP Ordering numbers Whiteboards 1p and 10p coins Purse Dice marked 1-6 Also see Models and Images Charts: Partitioning and recombining; Understanding addition and subtraction.

4 Planning Day Three Unit 2 Place value and ordering Term: Spring Year Group: 1 sheet Oral and Mental Main Teaching Plenary Begin to know what each digit in a twodigit number represents. Partition a teens number and begin to partition larger twodigit numbers into a multiple of 10 and (TU). Count on and back in from any small number and in from and back to zero. Repeat the activity Throwing Numbers from the plenary on Day two. Emphasise vocabulary and. Use large 10p coins to count on and back in. Q I have four 10p coins. How much do I have altogether? Count in to find out, 10p, 20p, 30p, 40p. Q I have four 10p coins and I spend 20p. How much do I have now? Begin to know what each digit in a two-digit number represents. Partition a teens number and begin to partition larger twodigit numbers into a multiple of 10 and (TU). Show the children 10 bags of balloons with 10 balloons in each bag. Count the balloons by counting in. Hold up 6 bags. Q How many balloons do I have altogether now? Hold up four bags. Q How many balloons am I holding now? Open one of the bags so that you can show single balloons. Hold up three bags and two single balloons. Q How many balloons do I have now? How many bags of ten? How many? Write on board = 32. Repeat for other two-digit numbers, including the teens numbers. / Focus Questions Ask children to work with a partner and give each pair a whiteboard on which to write their answers. Q I need 45 balloons. How many bags of 10 do I need? Q How many single balloons do I need? Q I need 97 balloons. How many bags of 10 do I need? Q How many single balloons do I need? Take feedback and discuss their responses. Show the children the four coins and count back in to find out how much is left. Repeat for other multiples of ten. Turn over a number card from the 0 9 set and one from the set. Write the numbers on the board and draw bags of balloons (simple rectangular shapes) and single balloons to match. Q How many bags of 10 would I need to get 100 balloons? 42 = Ask the children to repeat this in pairs, quickly sketching the bags and balloons in their books and recording the associated number sentence. By the end of the lesson children should be able to: count on count back how much? Mega Money (large coins) how many? two-digit number 10 bags of balloons each with 10 balloons. Number cards 0 9 and (Refer to models and images chart Partitioning and recombining ) say for example which number is the same as one ten and seven, three and eight ; begin to partition larger numbers: for example, 34 = # + 4; 42 = 40 + # ; know for example that 24 is (Refer to supplement of examples, section 5, page 8.)

7 Year 1 Unit 2 (Spring Term) Resource Sheet two 3 four 5 6 seven 8 9 ten thirteen 14 fifteen 16 seventeen twenty

8 Year 1 Unit 2 (Spring Term) OHT 2.1 Double Decker Bus

9 Year 1 Unit 2 (Spring Term) Activity sheet 2.1 How many beads?

12 Year 1 Unit 2 (Spring Term) Support session Resource sheet S

### Five daily lessons. Page 8. Page 12. Page 68. Page 68. Year 2

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