Assessment for Learning Explain how you solved this problem. equipment to show your solution? STRAND CODE Year 2 Objectives Year 2 Year 2

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1 BLOCK A Speaking and listening objectives for the block Explain how you solved this problem. Speak with clarity and Does everyone understand how the problem was Unit 1 intonation when reading and reciting texts solved? Is there another way to explain? Would it help to use a diagram or use some practical Weeks equipment to show your solution? STRAND CODE Year Objectives Year Year Using and Applying 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 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? Links to curriculum solve problems with addition and subtraction representations, including those involving numbers, quantities and measures mental and written methods 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; Tell me how many counters are in this pile. Can you find a quicker way than counting in ones? There are more than 0 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? and place value 1.count in steps of, 3, and 5 from 0, and count in tens from any number, forward or backward.recognise the place value of each digit in a two-digit number (tens, ones) 6.use place value and number facts to solve problems. Counting and Understanding Calculating partition two-digit numbers in different ways, including into multiples of 10 and 1 Estimate a number of objects; round two-digit numbers to the nearest 10 Read and write two-digit and three-digit numbers in figures and words; describe and extend number sentences and recognise odd and even numbers Order two-digit numbers and position them on a number line; use the greater than (>) and less than (<) signs Add or subtract mentally an one-digit number or a multiple of 10 to or from any two-digit number; (subtract from for l3.) use practical and informal written methods to add and subtract twodigit numbers Understand that subtraction is the inverse of addition and vice versa; use this to derive and record related addition and subtraction number sentences Look at the counters in the pile/pencils in the pot. Estimate how many counters/pencils there are. How did you make your estimate? What information did you use? What helped you to decide? There are 6 counters in the pile/pencils in the pot. What is that rounded to the nearest 10? [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? Look at these numbers: Which of the numbers lie between 30 and 40 on the number line? Which of the numbers could you use to make this correct? < 4 Which of the numbers could you use to make this correct? > 43 What is ? What number facts might you use to help you work this out? How many do you need to add to 37 to get to the next multiple of 10? How might you partition 8 to help you? How could you show that on a number line? What is 37 8? Which number facts will help this time? How much do you need to subtract to go down to the multiple of 10 before 37? How much more do you need to subtract? Look at this number sentence: 17 9 = 8 Write three more number sentences using these numbers. How do you know, without calculating, that they are correct? I think of a number and add 5. The answer is 1. What is my number? and place value 3.identify, represent and estimate numbers using different representations, including the number line No rounding and place value 5.read and write numbers to at least 100 in numerals and in words. 1. Recognising odd and even. and place value 4.compare and order numbers from 0 up to 100; use <, > and = signs. recall and use addition and subtraction facts to 0 fluently, and derive and use related facts up to add and subtract numbers using concrete objects, pictorial representations, and mentally, including: -digit number and ones -digit number and tens -digit numbers -digit numbers 4. show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot 5 recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems.

2 BLOCK B Unit 1 3 Weeks STRAND CODE Using and Applying Speaking and listening objectives for the block Listen to others in class, ask relevant questions and follow instructions Listen to Robert as he talks about the shape that he has made I am holding a shape behind my back. Try to find out what it is. Ask me questions about it, but I will only answer yes or no Links to curriculum 014 Year Objectives Year Year Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 0, and the corresponding halves Show me the shapes that have: at least one rectangular face, one curved face, eight corners, We have worked out that 3+5=8 and 13+5=18. Without calculating, tell me what 3+5 will be. What about 63+5? Write the missing digits to make this correct 0 + = 3 3 What do you look for when deciding the best order for adding numbers? Mina and Ben play a game. Mina scores 70 points. Ben scores 4 points. How many more points does Mina score than Ben? Show me on the 100-square how to work out the answer. Now show me on an empty number line Anna has 54p. She buys as many pencils as she can. How much money will she have left? Use the coins to show me how to work out the answer I think of a number and double it. The answer is 18. What number was I thinking of? Explain how you know GEOMETRY Position and direction 1 order and arrange combinations of mathematical objects in patterns and place value 6. use place value and number facts to solve problems 1.solve problems with addition and subtraction: 4.solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. 3. recognise and use symbols for pounds and pence. Combine amounts to make a particular value. 4. Find different combinations of coins that equal the same amounts of money, 3.show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot 1.recall and use multiplication and division facts for the, 5 and 10 multiplication tables,.calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication ( ), division ( ) and equals (=) signs Knowing and Using Facts Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 0 and all pas of multiples of 10 with totals up to 100 Use knowledge of number facts and operations to estimate and check answers to calculations Look at the number sentence: + = 7. What could the two missing numbers be? What else? Tell me all the pairs of numbers that make 7. How do you know you have told me them all? You know that 7+8=15. Write down three other number sentences using these numbers What is the answer to 37+8? How can I check? Only one of these sums is correct. Which one is it? Explain how you know 5+7= = = =5 1+4=14 recall and use addition and subtraction facts to 0 fluently, and derive and use related facts up to 100 recall and use addition and subtraction facts to 0 fluently, and derive and use related facts up to add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones a two-digit number and tens two two-digit numbers adding three one-digit numbers 6.use number facts to solve problems. Derive and recall multiplication facts for the, 5 and 10 times-tables and the related division facts; recognise multiples of, 5 and 10 What is the multiple of 10 before 70? What three numbers come next: 35, 40, 45,? What is the next even number after 4? 1.recall and use multiplication and division facts for the, 5 and 10 multiplication tables, including recognising odd and even numbers 5.solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts.

3 Understanding Shape Visualise common -D shapes and 3- D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties How do you know that this shape is a square? What is special about it? Two of these shapes are not hexagons. Which are they? Here are five identical triangles. Use some or all of the triangles to make a bigger triangle Is there another way to do it? Geometry shapes 1 identify and describe the properties of -D shapes, including the number of sides identify and describe the properties of 3-D shapes, including the number of edges, vertices and faces 3 identify -D shapes on the surface of 3-D shapes, for example a circle on a cylinder and a triangle on a pyramid 4 compare and sort common -D and 3-D shapes and everyday objects. Geometry position and direction 1.order and arrange combinations of mathematical objects in patterns.use mathematical vocabulary to describe position, direction and movement including distinguishing between rotation as a turn and in terms of right angles for quarter, half and threequarter turns (clockwise and anti-clockwise), and movement in a straight line.

4 BLOCK C Unit 1 Speaking and listening objectives for the block Listen to others in class, ask relevant questions and follow instructions Show your table to the group. Ask the other children questions that they can answer using the information that your table shows. Are there other questions that the table could help you to answer? Weeks STRAND CODE Year Objectives Year Follow a line of enquiry; answer Using and questions by choosing and using Applying suitable equipment and selecting, organising and presenting information in lists, tables and simple diagrams Measuring Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from 0 to 5 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 0 numbered); use a ruler to draw and measure lines to the nearest centimeter Which soft drink should we serve at our sports day? What information do you need to answer the question? Is this a good way to present information? Why? Show me something that you think is just shorter/longer than a metre. How could you check whether you are right? When you use a balance, how could you find out if something is heavier than a kilogram/halfkilogram? What would you need to do? Tell me an object in the classroom that you think is heavier than this 100 g bag of cubes/kilogram/half-kilogram. How could you check if it is? Look at this metre ruler. What length does this mark between 10 cm and 0 cm show? Is the water in this measuring jug nearer ½ litre or 1 litre? Links to Curriculum 014 Statistics 1.interpret and construct simple pictograms, tally charts, block diagrams and simple tables 1.choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels 1.choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Handling Data Answer a question by collecting and recording data in lists and tables; represent the data as block graphs or pictograms to show results; use ICT to organise and present data How did you collect the information? Why did you decide to present the information in a list/table? What does your list/table show? How does this help you to answer the question? Statistics 1.interpret and construct simple pictograms, tally charts, block diagrams and simple tables. ask and answer simple questions by counting the number of objects in each category and sorting the categories by quantity 3. ask and answer questions about totalling and comparing categorical data. Use lists, tables and diagrams to sort objects; explain choices using appropriate language, including not How did you sort the objects/numbers? Why have you placed this object in this set? These objects have been sorted into two sets. How do you think they have been sorted? Why is this object not in the other set? Statistics 1.interpret and construct simple pictograms, tally charts, block diagrams and simple tables

5 BLOCK D Unit 1 Weeks Using and Applying Speaking and listening objectives for the block Listen to others in class, ask relevant questions and follow instructions Listen while these children explain how they tackled a problem. What questions would you like to ask them? STRAND CODE Year Objectives Year Solve problems Solve these problems. What calculations are needed? How did you decide? involving addition, Mina and Ben play a game. Mina scores 70 points. Ben scores 4 points. How many subtraction, more points does Mina score than Ben? multiplication or I think of a number then halve it. The answer is 9. What was my number? division in contexts of Rosie spent 48p. Suzy spent 36p more than Rosie. How much did Suzy spend? numbers, measures or How much money is in the hand? pounds and pence Links to curriculum solve problems with addition and subtraction: 4.solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. 3recognise and use symbols for pounds ( ) and pence (p); combine amounts to make a particular value 4find different combinations of coins that equal the same amounts of money 5solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change Calculating Measuring Add or subtract mentally a one-digit number or a multiple of 10 to or from any two-digit number; use practical and informal written methods to add and subtract two-digit numbers Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments Use units of time (seconds, minutes, hours, days) and know the relationships between them; read the time to the quarter hour; identify time intervals, including those that cross the hour Look at the number line. It shows the sum that Fred did. Which of these sums did Fred do? = = = = 14 What is ? What number facts might you use to help you work this out? What do you need to add to 34 to get to the next multiple of 10? How might you partition 8 to help you? Find the answer for each of these. Explain how you worked out your answers = = 7 8 = Find the missing number = 35 Measure these two lines. How much longer is line A than line B? Suggest things that: are longer than 1 m are shorter than 10 cm are lighter than 1 kg hold more than 1 litre Show me where the metre mark is on the tape measure. And the 3 metre mark? How could you mark out metres using a metre stick? How could you find out how much water this bucket will hold? If you have a halfkilogram weight, how could you use it to weigh out a kilogram of sand to go in this bucket? What takes about 10 seconds? 1 minute? 1 hour? Look at these pictures of different events. [Point to a picture.] How long would this activity take? Use this seconds timer. Time me while I walk across the room and back again. How long did I take? How many minutes are there in 1 hour? It is half past 4. How many minutes have passed since 4 o clock? What is the time on this clock? recall and use addition and subtraction facts to 0 fluently, and derive and use related facts up to add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two-digit number and ones a two-digit number and tens two two-digit numbers adding three one-digit numbers 1.choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels.compare and order lengths, mass, volume/capacity and record the results using >, < and = 6.compare and sequence intervals of time 7.tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times. What time was it hours ago?

6 Read the numbered divisions on a scale, and interpret the divisions between them (e.g. on a scale from to 5 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 0 numbered); use a ruler to draw and measure lines to the nearest centimetre Follow and give instructions involving position, direction and movement. [Point to 65 cm on a metre stick marked in centimetres and numbered in tens.] What measurement is this? [Point to half a litre on a 1 litre measuring jug.] What measurement is this? The tick is in square B5. Follow my instructions. Draw a cross in square D. Draw a circle in square E4. Draw a triangle in square A5. 1.choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature ( C); capacity (litres/ml) to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels Geometry Position and direction 1.order and arrange combinations of mathematical objects in patterns Shape Now tell me where to put a cross, a circle and a triangle. use mathematical vocabulary to describe position, direction and movement including distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti-clockwise), and movement in a straight line.

7 BLOCK E Unit 1 3 Weeks Speaking and listening objectives for the block Listen to a talk by an adult, remember some specific points and identify what they have learned Tell me how to find one quarter of a piece of paper. Listen carefully while I show you how to find one quarter of these cubes Links to curriculum 014 STRAND CODE Year Objectives Year Identify and record the information or calculation needed to solve a puzzle or problem; carry out the steps or calculations and check the solution in the context of the problem What do you think the problem or puzzle wants you to do? What information will you use? Explain how you recorded your solution. How could you work out the cost of 3 pencils each costing 5p? How could you write this in a number sentence? What does this mean? Is there another way of recording this? Make up another problem like this and tell me how to work it out. 1. use place value and number facts to solve problems.. solve problems with addition and subtraction representations, including those involving numbers, quantities and measures Using and Applying mental and written methods 5. recognise and use the inverse relationship between addition and subtraction and use this to check calculations and missing number problems. 3.show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot 4.solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Counting and Understanding Find one half, one quarter and three quarters of shapes and sets of objects Derive and recall multiplication facts for the, 5 and 10 timestables and the related division facts; recognise multiples of, 5 and 10 Explain how we could find one quarter of this set of 1 pencils? What about three quarters? Shade more squares so that exactly half of the shape is shaded. How could we give someone half of 0p if we had one 0p coin? What about half of 1p if we had one 10p and two 1p coins? In PE, can you turn through a quarter turn clockwise and anticlockwise? Now make a three quarter turn. How could we work out half of three equal strips of paper? Look at the numbers in the 5 times-able. What do you notice? If e carried on, what do you think the next number would be? If we carried on, do you think the pattern would continue? How do you know? Think of a number bigger than 100 that would be in the 5 times-table if we carried on. Why do you think that number would be in the table? Fractions 1. recognise, find, name and write fractions /, /, / and / of a length, shape, set of objects or quantity. write simple fractions e.g. 1 / of 6 = 3 and recognise the equivalence of / 4 and 1 /. 1.recall and use multiplication and division facts for the, 5 and 10 multiplication tables,.calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication ( ), division ( ) and equals (=) Knowing and Using Facts 3.show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot signs Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 0, and the corresponding halves Calculate quickly: Two fives 8 Double 7 Half of 0 Roll these two dice and add the numbers together. Now double your number. What score do you get? I m thinking of a number. If I halve it my answer is 9. What number was I thinking of? Explain how you know. Two identical books cost 1. How much does one book cost? Write a number sentence that shows what you did. Make up some halving or doubling problems yourself. 1.recall and use multiplication and division facts for the, 5 and 10 multiplication tables, 3 show that multiplication of two numbers can be done in any order (commutative) and division of one number by another cannot

8 Calculating Represent repeated addition and arrays as multiplication, and sharing and repeated subtraction (grouping) as division; use practical and informal written methods and related vocabulary to support multiplication and division, including calculations with remainders Look at these jumps on a number line. What does it show? How could you record that? Is there another way that you could record t? Show me on a number line how you could do: Show me on a number line how you could do: Look at these diagrams: 4.Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods, and multiplication and division facts, including problems in contexts. Use the symbols +,,, and = to record and interpret number sentences involving all four operations; calculate the value of an unknown in a number sentence (e.g. = 6, Is 4 the same as 4? How do you know? Look at these problems. What number sentences could you write to record them? How many tens make 80? Jo s box is 5 cm wide. Mary s box is twice as wide as Jo s box. How wide is Mary s box? How many wheels are there on 3 cars?.calculate mathematical statements for multiplication and division within the multiplication tables and write them using the multiplication ( ), division ( ) and equals (=) 30 = 4)

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