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| Objectives Children's learning outcomes are emphasised |
Assessment for learning |
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A box holds 35 nuts. |
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A spider has eight legs. How many legs do six spiders have? |
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What is special about the shaded numbers in the grid? Suggest some other numbers that would be shaded. |
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What fraction of this shape is shaded? Can you say this fraction in another way? |
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Tell me some addition and subtraction facts with the answer 12. |
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Two numbers multiply to make 20. What could they be? |
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Half of 38 is 19. Use the word "double"to make a sentence with the same numbers. |
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I dip a triangular prism in paint and make a print of each face. What shapes will I print? |
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Find a quadrilateral that has two angles that are smaller than right angles and two that are bigger than right angles. |
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Imagine two squares the same size placed so that they touch side to side. What shape does this make? |
Children continue to improve their knowledge of number facts , recalling them quickly and applying them accurately. They derive quickly pairs of numbers that total 100 and use them in calculations. For example, to find the difference between 115 and 89 they add 11 to 89 to reach 100, then add a further 15 to reach 115. They use mental, mental with jottings or written methods to support their understanding and communicate their thinking. They are able to explain their methods and reasoning and to evaluate which method is more efficient .
Children use a range of vocabulary associated with multiplication and division , including multiple and product . They use their knowledge of doubles to 20 to derive quickly, supported by jottings where necessary, doubles of multiples of 5 to 100 (e.g. 75×2), doubles of multiples of 50 to 500 (e.g. 450×2), and all corresponding halves. Children use their knowledge of multiplication facts and place value to multiply one-digit numbers by multiples of 10 to solve problems such as:
I stack 6 boxes on top of each other to make a tower. Each box is 30 cm tall. How tall is the tower?
Rani has 20 ml of medicine each day for one week. How much medicine does he have altogether?
Children understand the relationships between addition and subtraction, halving and doubling and multiplication and division; they check subtraction calculations with addition, halving with doubling, and division with multiplication. They also check with an equivalent calculation or alternative calculation strategy. For example, they check 35
2 with two 40s minus two 5s.
Children choose appropriately from the four operations to solve one- and two-step word problems involving numbers money and measures such as:
How many 20-minute cartoons can be saved on a 2-hour video tape?
I want to raise £ 5 for a sponsored walk. So far, three people have given me 70p each. How much more money do I need?
They choose suitable calculation strategies and use appropriate recording to support their understanding and record what they have done.
Children use their knowledge of number properties to solve mathematical problems or puzzles . They recognise simple patterns and relationships, for example to find a pair of numbers with a sum of 17 and a product of 70. They make and investigate general statements such as: A number ending in 1 cannot be in the 2, 4, 5 or 10 times-table . They explore patterns using the ITP "Number grid".
Children use their understanding of division to recognise and find fractions of shapes . For example, they recognise that 
of a shape made from 10 squares will contain 2 squares because 10 ÷ 5 = 2. They recognise that of the shape is the same as "2 pieces out of 10" and that therefore is equivalent to 
. They solve problems such as finding all the possible ways of shading 
of a 6-square strip.
Children extend their knowledge of shape properties. They use appropriate mathematical vocabulary to describe the features of common 2-D and 3-D shapes including semicircles, hemispheres and prisms. They describe angles in 2-D shapes , identifying whether each angle is equal to, greater than or smaller than a right angle. They create and describe their own shapes; for example, they use a set-square to explore whether it is possible to draw a quadrilateral with exactly two right angles. They sort and classify collections of 2-D shapes in different ways using a range of properties including: "all sides are of equal length," "has at least one right angle" or "has at least one line of symmetry". They record their classifications on Venn and Carroll diagrams , including diagrams involving more than one criterion.
Children apply their knowledge of shape properties to solve mathematical problems or puzzles such as:
Can a triangle have two right angles?
How many different shapes can you make by placing two identical right-angled triangles edge to edge? How do you know you have found them all? Describe each shape.
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Activities |
PDF 923KB |
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Activity 27 - Roly poly |
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Objectives for Springboard intervention unit |
Springboard unit |
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Know by heart all addition and subtraction facts for 10 and 20 |
Springboard 3 Unit 2 sessions 1 and 2 (PDF 163KB) |
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Choose and use appropriate operations and calculation strategies to solve problems |
Springboard 3 Unit 8 sessions 1 and 2 (PDF 154KB) |
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Diagnostic focus |
Resource |
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Has difficulty in remembering number pairs totalling between ten and twenty, resulting in calculation errors |
2 Y2 |
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Has difficulty with identifying doubles and adding a small number to itself |
2 YR×/÷ |
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Does not use partitioning to find double twelve or double thirty-five |
4b Y2×/÷ |
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Does not use knowledge of doubles to find half of a number |
5 Y2×/÷ |
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20 = 50
, 
),
interpreting the denominator as the parts of a whole and the numerator
as the number of parts; identify and estimate fractions of shapes; use
diagrams to compare fractions and establish equivalents
72 = 100. Is he right? What mistake has he made?
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