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Year 2 Block D - Calculating, measuring and understanding shape Unit 2

Objectives Children's learning outcomes are emphasised	Assessment for learning
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence I can decide what calculation to do to solve a problem	Choose three of these numbers: 14, 15, 16, 17. Add them up. What different totals can you make? Using coins if necessary, show me how to find the total of 29p and 36p. Solve these problems. What calculations are needed? How did you decide? These beads weigh 2 kg. What would a quarter of them weigh? Susan bought three chocolate bars at 15p each. How much change from 50p did she get? Jo has three 20p and two 15p stamps. What values can he make using one or more of the stamps? How many different ways can you find to pay 50p using only silver coins? A week has 7 days. How many weeks are there in 35 days?
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 I can add and subtract some numbers in my head I can add and subtract bigger numbers using practical equipment or written notes to help me	What is 37 + 50? How did you work this out? Find the answer for each of these. 36 + 29 = 30 – 15 = 25 + 10 + 9 = Explain how you worked out your answers.
Estimate, compare and measure lengths, weights and capacities, choosing and using standard units (m, cm, kg, litre) and suitable measuring instruments I can estimate length in centimetres I can estimate length in metres I can decide whether it is better to use centimetres or metres for measuring different lengths	How long is a line 3 cm longer than this [4 cm] line? Use a ruler. How long do you think this crayon is? Tell me what you do to help you estimate. Use this 10 cm strip to estimate the width of your table. Now use the tape measure to measure it. How close were you? Point out something that you think is about two metres away from you. Ten metres away? Find something that is about 50 cm long. Think of something that would be better measured in metres rather than centimetres. Explain why. Choose a word from the box to finish each sentence. I can measure the length of the classroom in... I can measure the capacity of a bucket in...
Read the numbered divisions on a scale and interpret the divisions between them (e.g. on a scale from 0 to 25 with intervals of 1 shown but only the divisions 0, 5, 10, 15 and 20 numbered); use a ruler to draw and measure lines to the nearest centimetre I can use a ruler or metre rule to measure how long something is I can read numbers on a scale and can work out the numbers between them	How do you work out the numbers between the ones that are shown on the scale? If this scale continued, what other numbers would be marked? Here is a ruler [marked in centimetres] and here are some lines [measuring for example 8 cm, 15 cm]. Tell me how you would measure the lines using the ruler. How heavy is Peter? Some children rolled toy cars down a slope. How far did the blue car roll? How much further did the green car roll than the red car? Estimate how far the yellow car rolled.
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 I know that one hour is the same as 60 minutes I can tell the time when it is quarter past, half past or quarter to the hour I know that a quarter past three is the same time as three fifteen	How many minutes are there in one hour? Reading takes 20 minutes, and playing takes 40 minutes. Think of some more pairs of activities to make up one hour. Turn the hands of this clock so that it shows a quarter past 4. What time will it show in half an hour's time? Who took the shortest time to...? Anya went into the library at a quarter to eleven and came out at a quarter past twelve. How long was she in the library? Jane left home at ten fifteen. It took her half an hour to get to the seaside. At what time did Jane get to the seaside? The bus left at 9 o'clock to go to the zoo. It arrived 1 hour and 15 minutes later. Draw a ring around the time it got to the zoo. 9:15 11:15 9:30 10:45 10:15
Recognise and use whole, half and quarter turns, both clockwise and anticlockwise; know that a right angle represents a quarter turn In PE I can turn on the spot through whole, half or quarter turns, either clockwise or anticlockwise	Turn this picture half a turn clockwise. Now turn the picture a quarter turn anticlockwise. How can we get it back to where it started from? Is there any other way? Look at this picture. Close your eyes while I turn it. Now open your eyes. What did I do? Are you sure? How could you check?
Follow and give instructions involving position, direction and movement I can make a floor robot follow a path marked out on the floor I can estimate the number of robot steps that the robot must take to reach the traffic cone	How could you make the robot come back to its starting point? What instructions would you give? The robot went too far/hasn't gone far enough. What do we need to change in our instructions? Roughly, how many centimetres is one robot step? How can we find out?
Listen to others in class, ask relevant questions and follow instructions I can listen to others and ask them questions about their work	Listen while these children explain how they tackled a problem. What questions would you like to ask them?

Learning overview

Children add or subtract multiples of 10, find the sum or difference of one- and two-digit numbers and use doubling and halving in the context of money or measures. They answer questions such as:

A plant is 48 cm tall. It grows another 30 cm. How tall is it now?
There are 18 pencils in a pack. How many pencils are there in two packs?

Children find differences in practical situations. For example:

How much longer/shorter than the red ribbon is the blue ribbon? Cut a strip of paper to show the difference.
How much lighter than half a kilogram is each of these objects - just a bit lighter, a lot lighter, or about the same? How could we check?

Children continue to estimate and measure length. For example, they estimate approximately how far you can step in one stride, then measure, giving the distance as 'just more than/just less than/about' a number of centimetres They use metre sticks to measure distances up to 10 metres and a measuring tape to measure longer distances in metres. They begin to estimate in metres. For example, they work in pairs to estimate, and then measure, the distance from the classroom to the hall. They agree where to start and finish, how to record the distance and then decide how close their estimate was. They suggest lengths that you could measure using centimetres and lengths to measure in metres.

Children read a scale to the nearest division. They use a ruler to draw lines and measure to the nearest centimetre. They create their own 'tape measure', marked every 10cm, and use it to measure longer objects to the nearest 10cm.

Children give instructions involving position, direction and movement, including those that involve turn. For example, they give instructions to a simple floor robot to follow a route marked out on the floor. They use whole, half and quarter turns and recognise that a quarter turn produces a right angle.

Children recognise that as the minute hand of a clock turns through a quarter turn that represents a quarter of an hour. They use this to tell the time to the quarter hour. They know that one hour is the same as 60 minutes, that a quarter of 60 (found by halving and halving again) is 15, and that a quarter past 3 is also said as 'three fifteen'. They look at a digital clock and read the time 3:15.

Using money, they know that £1 is equal to 100p. They answer problems involving finding change and know that this is linked to subtraction. For example:

I want to buy a toy costing £1. I have saved 70p so far. How much more money do I need?

Children use a range of calculation strategies to solve one and two-step problems involving money and measures. For example:

A piece of string is 50 cm long. I cut off two pieces each 15 cm long. What length of string is left?

They use informal recording, pictures and diagrams where appropriate to support calculation. They work in small groups to discuss problems and ways of solving them and agree on what mathematics is needed.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 6 - Crossword
Activity 8 - Ride at the fair

Intervention programmes

Springboard unit

None currently available

Supporting children with gaps in their mathematical understanding (Wave 3)

Diagnostic focus	Resource
Does not relate finding the difference and complementary addition to the operation of subtraction	4 Y2 /- DfES 1125-2005 (PDF 78KB)

Click here for information on different file formats and their usage.

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