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Year 2 Block B - Securing number facts, understanding shape Unit 2

Objectives Children's learning outcomes are emphasised	Assessment for learning
Describe patterns and relationships involving numbers or shapes, make predictions and test these with examples I can complete a symmetrical picture by drawing the 'other half'	What is special about the way I have ordered these counters? Can you make a different pattern using the same counters? Can you make me a pattern where the eighth counter is blue? Is that the only way it could be done? What is wrong with this pattern? Can you put it right? Is this picture/object symmetrical? How can you check? I have begun to make a symmetrical shape with these coloured blocks. Can you complete the shape? How can you check that it is symmetrical?
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence I can decide which calculations to do to solve a problem	Rosie spent 24p. She spent 8p more than Suzy. How much did Suzy spend? What calculation is needed? How did you decide? How did you work out the calculation? How did you record it? Look at this next problem. What do you need to find out? How do you know you need to add/subtract/double/halve? What clues are there?
Derive and recall all addition and subtraction facts for each number to at least 10, all pairs with totals to 20 and all pairs of multiples of 10 with totals up to 100 I can recall number facts for each number up to 10 I know which pairs of numbers make 20	How many different pairs of numbers can you remember that have a total of 20? How can you be sure you have remembered them all? Look at these multiples of 10. Which pair of numbers has a total of 100? Are there any other possibilities? 10, 20, 30, 40, 50, 60, 70, 80, 90 + = 100. What two numbers could go in the boxes? Are there any other possibilities?
Derive and recall multiplication facts for the 2, 5 and 10 times-tables and the related division facts; recognise multiples of 2, 5 and 10 I know some of the number facts in the 2, 5 and 10 times-tables I know that multiples of 2 are even numbers	What are the missing numbers? × 2 = 16 10 × = 40 × = 20 How do you know? Harriet knows that 2 × 10 = 20. What is 2 × 11? How do you know? Which are the even numbers in this list? 13, 4, 12, 8, 19, 16, Draw rings around all the multiples of 5. 45, 20, 54, 17, 40
Read and write two-digit and three-digit numbers in figures and words; describe and extend number sequences and recognise odd and even numbers I can describe the patterns in a set of calculations I can explain how I know	I have made a three-digit number with some cards. Write all the other three-digit numbers that you can make with the same cards. [Point to one of the numbers.] Write this number in words. Think of an even number which is more than 20 and less than 40. Write the two missing numbers in this sequence. 41, 43, 45, 47, 49 53
Visualise common 2-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 I can use a construction kit to make a model of a 3-D solid that I know	Describe the shape or solid in the cloth bag as you feel it. What might it be? Why? How do you know this shape is a ...? How do you know this shape isn't a ...? Imagine a cube. Four faces are yellow; the rest are blue. How many faces are blue? Describe this shape/solid to a friend. Can they guess what it is? Sort these 2-D shapes. Put all the pentagons in this circle. Now choose another way to sort them. What do all the shapes that you have put in the circle have in common?
Identify reflective symmetry in patterns and 2-D shapes and draw lines of symmetry in shapes I can make a symmetrical pattern using coloured tiles I can draw a line of symmetry on a shape	Two of these shapes have no lines of symmetry. Which are they? This shape has been folded in half along the dotted line. Imagine opening it up. How many sides does the opened shape have? Draw the shape that you think will be made when the folded shape is opened up. Look at the symmetrical picture that I have given you. Draw a line of symmetry on it.
Use language and gesture to support the use of models, diagrams or displays when explaining I know the proper names of a cube, a cylinder, a cone and a pyramid I can point to parts of them as I describe them	Hold your shape up and describe it to the class. Point to its features when you talk about them. Sort these shapes. Point to one of your shapes and explain why you have placed it in that group.

Learning overview

Children consolidate their ability to read and write two- and three-digit numbers, using practical equipment such as arrow cards and number grids.

Number cards showing the whole number and then the partitioning of 265

They identify missing numbers in a 100-square.

A diagonal section from a hundred square with 77 in the middle and missing numbers either side

Children use their knowledge of addition and subtraction facts for numbers to 10 to find sums and differences of multiples of 10, for example 80 - 50. They recognise pairs of multiples of 10 that total 100. They use their knowledge of pairs of numbers that sum to 10 to identify what must be added to any two-digit number to reach the next multiple of 10. For example, they know that 56 + 4 = 60 because 6 + 4 = 10. They describe the patterns in the sequence 0 + 20 = 20, 1 + 19 = 20, predict the next calculation in the sequence and continue the pattern to generate all the pairs of numbers with a total of 20.

Children use their knowledge and experience of counting from zero in steps of 2, 5 and 10 to learn the 2, 5 and 10 multiplication facts. They answer questions such as: How many twos make 12? and recognise that this can be recorded as 12 ÷ 2. They recognise multiples of 2, 5 and 10; they know that multiples of 2 are called even numbers and that numbers which are not even are odd.

Children choose and use appropriate calculations to solve problems and puzzles involving all four operations, supporting their methods with practical equipment or drawings. They record their thinking using jottings, including number lines. For example, they use jumps on a number line to solve problems such as:

17 people are on a bus. 8 more get on and 3 get off. How many people are on the bus now?
You have 50 litres of water. How many 10-litre buckets can you fill?
Desi needs 18 balloons. The shop sells balloons in packs of 5. How many packs does he need to buy?

Children make and describe symmetrical patterns, for example, using ink blots or pegboards. They recognise symmetry in objects and pictures; they check for symmetry with a mirror or by folding. They complete a symmetrical picture by making or drawing the 'other half', and solve puzzles involving symmetry. For example, they place two red squares, two green squares and two blue squares in a line so that the squares make a symmetrical pattern, and explore the number of different ways of doing it.

image of 6 variously shaded squares

Children make and draw 2-D shapes, patterns and 3-D models, and explore their properties. For example, they use construction kits to make simple 3-D shapes and count the number of edges or corners. They understand and use appropriate vocabulary to describe the properties of shape, for example selecting from a group of shapes those that match a particular description.

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 11 - Number lines
Activity 12 - Odd one out
Activity 13 - Line of symmetry

Intervention programmes

Springboard unit

None currently available

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

Diagnostic focus	Resource
Does not readily use patterns to support calculating	6 Y2 /- DfES 1127-2005 (PDF 81KB)
Does not link counting in equal steps to the operation of multiplication	2 Y2 ×/÷ DfES 1144-2005 (PDF 71KB)

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