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Year 2 Block B - Securing number facts, understanding shape Unit 3

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 describe and continue the pattern for a set of numbers or shapes	Investigate different ways of making 50p using only silver coins. How many different ways can you find? Record each different way of doing it.
Solve problems involving addition, subtraction, multiplication or division in contexts of numbers, measures or pounds and pence I can decide which calculations are needed to solve a two-step word problem	Look at the number line. It shows the sum that Peter did. Which of these sums did Peter do? Tick it. 5 7 2 = 14 5 6 3 = 14 5 5 4 = 14 5 8 1 = 14 Ella's dad washes some cars. He uses 12 buckets of water. Each bucket has 5 litres of water. How many litres of water does he use altogether? Show me how to use cubes to work out the answer. Now show me how to work out the answer using a number line. There are 60 sweets in a bag. 20 sweets are red. 16 sweets are yellow. The rest are green. How many sweets are green? Show me how you worked out the answer. Make up a story that would mean that you needed to work out 2 × 9 then add 16.
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 know which pairs of numbers make 20 I know all the pairs of multiples of 10 that make 100	Look at this number sentence: = 20. What could the two missing numbers be? What else? Can you tell me all the pairs of numbers that make 20?
Understand that halving is the inverse of doubling and derive and recall doubles of all numbers to 20, and the corresponding halves I know the doubles of all the numbers up to 20	I'm thinking of a number. I've halved it and the answer is 15. What number was I thinking of? Explain how you know.
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 my 2, 5 and 10 times-tables and can work out the division facts that go with them I can tell if a number is a multiple of 2, 5 or 10	Sita worked out the correct answer to 9 × 5. Her answer was 45. Show how she could have worked out her answer. Harry worked out the correct answer to 20 ÷ 5. His answer was 4. Show how he could have worked out his answer.
Use knowledge of number facts and operations to estimate and check answers to calculations I can check answers to calculations involving doubling by halving the answer	Ling wants to check her answer to this addition. 45 28 = 73 Which of these tells Ling that her answer is correct? A 73 45 = 118 B 73 - 45 = 28 C 2873 = 91 D 45 - 28 = 17 How can I check the answer to half of 28 is 14?
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 match familiar solids to their pictures	Look at these two shapes. What is the same about them? What is different? Watch as I slowly reveal a shape from behind a 'wall'. What could it be? How do you know? What could it not be? Why? This shape is made from four identical squares touching edge to edge. Make different shapes from four identical squares touching edge to edge. Record each different shape that you make.
Tell real or imagined stories (using conventions of familiar story language) I know my 2, 5 and 10 times-taI can make up a story to fit a calculation and tell it to a group or to the class	Tell me a story that would mean that you had to work out this calculation: 45 - 8 = 37

Learning overview

Children continue to extend their knowledge and use of number facts, and use partitioning and number bonds to add and subtract numbers mentally to answer questions such as 60 - square = 52 or 35 = 20 plus square . They make jottings where appropriate to support their thinking.

Children count in steps of equal size from different starting numbers and find missing numbers in sequences such as 35, 38, 41, square , 47, square . They derive quickly multiplication and division facts for the 2, 5 and 10 times-tables and use these to answer questions such as: I have 14 socks. How many pairs is that? They recall doubles of all numbers to 20 and corresponding halves. They recognise that halving is the inverse of doubling.

Children identify properties of numbers, describing 42, for example, as 'between 40 and 50, 'even' or 'not odd', or 'has a ones digit of 2'. They use their knowledge of properties of numbers to identify a secret number, asking questions which will be answered 'yes' or 'no', such as: Is it a multiple of 5? or Is it an even number? They give examples to match statements about numbers such as: When I double a number, the answer is even.

Children solve one- and two-step word problems involving money and measures, using all four operations, such as:

There are 5 kg of pears in a box. How many kilograms are there in three boxes?
Daniel bought three bananas for 15p each. How much change did he get from 50p?
Ella has 24 litres of water. A bucket holds 5 litres. How many buckets are needed to hold all the water?

They explain how they identify the necessary calculations. They use inverse operations to check answers; for example, they check 72 - 8 = 64 by working out 64 plus 8 = 72, or they check 18 ÷ 2 = 9 by working out that double 9 is 18.

Children use their problem-solving skills and knowledge and understanding of number facts and properties to solve puzzles such as:

Put 15 buttons in three boxes so that each box has 3 more buttons than the one before.
Three birds laid some eggs. Each bird laid an odd number of eggs. Altogether they laid 19 eggs.
How many eggs did each bird lay? Find different ways to do it.

Children describe shapes referring to a range of properties. They recognise that the corners of squares and rectangles are right angles and identify 2-D shapes that are symmetrical. They sort and classify shapes using criteria such as: 'has 6 faces', 'has at least one triangular face' or 'has at least one curved edge'. They ask 'yes' or 'no' questions about a hidden shape in order to identify it. They use mathematical language related to shapes in their contributions to discussions with one another and in class.

Children match 3-D shapes to pictures of them and make and draw shapes and patterns. For example, they use interlocking cubes to make shapes shown in pictures or they combine four squares to make a new shape then count the number of edges of the new shape. They program a floor robot to travel in a square. They discuss and solve puzzles and problems involving shape, such as:

How many rectangles can you count in this diagram?

What about this diagram?

Resource links to existing published material

Mathematical challenges for able pupils Key Stages 1 and 2

Activities	PDF 645KB
Activity 10 - Birds' eggs
Activity 25 - Spot the Shapes 1

Intervention programmes

Springboard unit

None currently available

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

Diagnostic focus	Resource
Has difficulty relating multiplying by two to known facts about doubles	4a Y2 ×/÷ DfES 1146-2005 (PDF 78KB)
Does not use knowledge of doubles to finding half of a number	5 Y2 ×/÷ DfES 1147-2005 (PDF 86KB)
Does not use partitioning to find double twelve or double thirty-five	4b Y2 ×/÷ DfES 1146-2005 (PDF 68KB)

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