files.hamilton-trust.org.uk web viewmedium term plans for autumn years 1/2 mixed age range. there is...

Medium term Plans for Autumn Years 1/2 Mixed age RangeThere is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity. For some weeks, there is not an investigation which is suitable for both year groups, but we have included one for each year group for you to choose from. You may wish to use the Y2 investigation with the Y2s, and ask a TA, if you have one, to work with one or more groups on the Y1 investigation.Wee

kY1: Main focus of teaching/activities Outcomes Y2: Main focus of teaching/activities Outcomes

1 Number and place value

Day 1: Recite numbers to at least 20: Count reliably up to 20 objects, recognising that rearranged number of objects stays the same; Make a sensible estimate up to 20;

Day 2: Recognise and estimate numbers more and less than 10; Order numbers to 20 on a track; say number before/ after any given number to 20;

Day 3: Use the landmarks of 5s to help place other numbers on a washing line or bead bar; say number before/ after any given number to 20;

Day 4: Make each ‘teens’ number by adding more to 10 (e.g. using cubes or beads); Partition each ‘teens’ number into 10 and the rest

Day 5: Make each ‘teens’ number by adding more to 10 (e.g. using cubes or beads); Partition each ‘teens’ number into 10 and the rest

Day 1: 1. Counting reliably to 202. Recognising that the rearranged order of objects has the same valueDay 2: 1. Knowing whether a number is more or less than 10.2. Using the landmarks of multiples of 5 to help children place other numbers on a line or bead bar.Day 3: 1. Knowing whether a number is more or less than 102. Using the landmarks of multiples of 5 to help children place other numbers on a line or bead bar 1. Recognise missing numbers from a 1-20 number washing line Day 4: 1. Use knowledge of other numbers to place numbers on a line2. Find amounts more, less and in between numbers3. Recognise a teen number adding more to 10.4. Make teen numbers showing partitioningDay 5: 1. Understand ‘teen’ numbers as partitioning into 10 and ‘a bit’2. Begin to record in additions

HAT Outcomes 1 (counting to 20), 4 (up to 20), 5, 6 (nos to 20)

Number and place valueDay 1: Mark two-digit numbers on a beaded line, then on a landmarked line (labelled in tens); order and compare numbers to 100; say which is more or less; say a number in between any given pairs of multiples of ten.

Day 2: Count in tens from 1- and 2-digit numbers and back again;

Day 3: Estimate a quantity up to 100, then count in tens

Day 4: Write place value additions and subtractions for 2-digit numbers

Day 5: Perform place value additions and subtractions; show 2-digit numbers on a bead string and write the corresponding addition, e.g. 56 = 50 + 6; Partition two-digit numbers into multiples of ten and ones

Day 1: 1. Counting reliably to 10 2. Write place value related additions

Day 2: 1. Count in tens from a single-digit number marking jumps on a beaded line.

Day 3: 1. Make a sensible estimate up to 100 (e.g. choosing from 10, 20, 50 or 100).

Day 4: 1. Show two-digit numbers on a bead string and write the place value addition (e.g. 26 = 20 + 6).

Day 5: 1. Partition two-digit numbers into multiples of ten and one.2. Use place value to add and subtract (e.g. 30 + 4, 53 – 3).

HAT Outcomes 2 (forward), 3 (place value), 4 (beaded line) and 6

Week

Y1: Main focus of teaching/activities Outcomes Y2: Main focus of teaching/activities Outcomes

Hamilton Investigations: Y1 Fill the box and Y2 Dancing digits NRICH links: Y1: Butterfly flowers Y2: Count the Crayons2 Addition

Day 1: Understanding addition as combining two sets; partition 5 into two sets and record the related addition sentences;

Day 2: Relate counting on to addition; add a small number by counting on;

Day 3: Relate counting on to addition; add 1, 2, 3, 4, and 5 to 5 by counting on;

Day 4: Relate counting on to addition; add one or two numbers to 6 by counting on;

Day 5: Relate counting on to addition; add one or two numbers to 10 by counting on;

Day 1: 1. Partition 5 into pairs2. Record in addition sentences

Day 2: 1. Add small numbers to 5 to create addition sentences2. Count on from 5.

Day 3: 1. Add 1, 2, 3, 4 or 5 to 5 by counting on2. Record as addition sentences

Day 4: 1. Add 1 or 2 to numbers to 6 by counting on

Day 5: 1. Add 1 or 2 to numbers to 10 and some to 15 by counting on

HAT Outcomes 8 (pairs to 5), 10 and 11 (counting on)

Addition and subtractionDay 1: Know pairs to ten then to 7, 8 and 9; use the = sign to represent equality (e.g. 6 + 4 = 7 + 3);

Day 2: Know pairs to 20

Day 3: Know pairs to 10 and 20, and write related addition and subtraction facts

Day 4: Add/subtract ten using spider; count on/back in 10s from any single-digit number then any number;

Day 5: Add and subtract ten using coins; relate counting on/back in tens to finding 10 more/less

Day 1: 1. Use the = sign to represent equality2. Understand how ☐ can represent an unknown

Day 2: 1. Begin to know by heart pairs to 20

Day 3: 1. Partition 10 and 20 into pairs and write related addition and subtraction facts.

Day 4: 1. Add/subtract 10 to/from 2-digit numbers by counting back in 10s (not 1s).

Day 5: 1. Find 10p more/less than amounts up to 89p

HAT Outcomes 14 (missing nos), 7 (7, 8, 9, 10, 20), 2 and 3

Hamilton Investigation: Addition towers NRICH link: Y1: Here to There 1 2 3

Week


3 Money and measuresDay 1: Recognise 1p, 2p, 5p and 10p coins; know how much each coin to 10p is worth;

Day 2: Add 1p and 2p coins up to 10p

Day 3: Find ways of making amounts up to 10p; find totals of two coins from 1p, 2p, 5p and 10p

Day 4: Tell the time to the hour; use vocabulary related to time;

Day 5: Know the times of key events in the day; read the time to the hour and half past; use vocabulary related to time;

Day 1: 1. Know how much each coin to 10p is worth.2. Begin to find the total of two coins.

Day 2: 1.Add 1p and 2p to coins up to 10p and write the addition.

Day 3: 1. Find ways to pay amounts to 10p.

Day 4: 1. Tell the time to the hour.2. Show o’clock times on small clocks.3. Begin to show half past times

Day 5: 1. Tell time to the nearest half hour.

HAT Outcomes 11 (counting on), 19 (to the hour), 21 and 22 (coins <20p)

Money and measuresDay 1: Recognise coins; find the total value of two coins; make amounts, finding totals up to 20p;

Day 2: Find totals, including adding more than two amounts using number facts to help; investigate amounts to be made using coins; find all possibilities by making an ordered list;

Day 3: Use coins to buy objects up to 20p and find change from 10p and 20p.

Day 4: Read time on digital/analogue clocks to nearest half an hour

Day 5: Read time on digital/analogue clocks to nearest quarter of an hour; begin to identify time intervals

Day 1: 1 Recognise all coins.2. Add the values of 2 coins.

Day 2: 1. Use ordered lists to find all possibilities

Day 3: 1. Find the total of 2 times (total) less than 20p).2. Find change from 20p.

Day 4: 1. Read the time to the half hour on digital and analogue clocks.

Day 5: 1. Read the time to the ¼ hour on analogue clocks.2. Begin to identify time intervals

HAT Outcomes 27 (combine amounts), 28 (pence only) and 29

Hamilton Investigation: Make 20 NNS Mathematical challenges: Y1: Gob-Stopper, Activity 2 Y2: Ride at the Fair , Activity 8

Week


4 Measures and shapeDay 1: Measure length using a non-standard, uniform unit;

Day 2: Estimate and measure length using a non-standard, uniform unit;

Day 3: Estimate, measure and compare objects, choosing and using suitable uniform non-standard or standard units, including metre sticks.

Day 4: Understand and create symmetrical patterns;

Day 5: Spot whether a pattern/object is symmetrical;

Day 1: 1. Measure length with non-standard units.2. Make sensible estimations, stating whether something is shorter or longer

Day 2: 1. Measure length with non-standard units. 2. Order different lengths

Day 3: 1.Begin to have a sense of how long a metre is.2. Estimate using metres and find items longer and shorter than 1m

Day 4: 1. Understand the term ‘symmetry’.2. Create symmetrical patterns

Day 5: 1. Recognise whether a pattern or object is symmetrical.2. Find a line of symmetry

HAT Outcomes 17 (length) and 18 (length)

Measures and shapeDay 1: Estimate and measure lengths using standard units, i.e. decimetres.

Day 2: Estimate and measure lengths using standard units, i.e. centimetres; know that there are 10cm in a decimetre.

Day 3: Measure using rulers marked in centimetres and metres.

Day 4: Find change from 20p.

Day 5: Add and subtract 10, 11 and 20 in the context of money;

Day 1: 1. Use a uniform unit to measure to the length to the nearest unit 2. Sort and describe 3D shapes, referring to their properties.

Day 2: 1. Measure length to the nearest centimetre.

Day 3: 1. Choose from a range to estimate the lengths of objects.2. Measure length to the nearest centimetre.

Day 4: 1. Find change from 20p and totals of two amounts up to 20p.2. Solve and write simple number stories involving money.

Day 5: 1. Add and subtract 10, 11 and 20 in the context of money

HAT Outcomes 25 (length), 26 (length), 28 (pence only) and 10

Hamilton Investigation: Make a stick

Week


5 Addition and subtraction

Day 1: Understand subtraction as ‘taking away’; count what’s left and record the related subtraction sentences;

Day 2: Begin to count back to subtract; record the related subtraction sentences;

Day 3: See how subtraction ‘undoes’ addition; relate counting on to addition and counting back to subtraction.

Day 4: Add or subtract 1 or 2 by counting on or counting back;

Day 5: Decide whether to add or subtract to solve a word problem

Day 1: 1. Understand subtraction as ‘take away’.2. Count what’s left and record the related subtraction sentences.

Day 2: 1.Begin to count back to subtract.

Day 3: 1.See how subtraction ‘undoes’ addition.2. Add and subtract numbers up to 15.

Day 4: 1. Add and subtract 1 or 2.2. Read the signs + and –.

Day 5: 1 Decide whether to add or subtract to solve a word problem.2. Represent objects in a word problem with cubes or fingers.

HAT Outcomes 1 (one less), 10, 11 (counting back) and 12

Addition and subtraction / Money

Day 1: Use pairs to ten to find the complement to the next multiple of ten;



Day 4: Add 10, 20, 11 and 21

Day 5: Subtract 10, 20, 11 and 21

Day 1: 1. Use pairs to 10 and the image of the 100-beaded string to find what needs to be added to a 2-digit number to make the next multiple of 10.

Day 2: 1. Use pairs to 10 and the image of the 1–100 grid to find what needs to be added to a 2-digit number to make the next multiple of 10

Day 3: 1. Use pairs to 10 to find what needs to be added to a 2-digit number to make next multiple of 10.

Day 4: 1. Add 10, 20, 11 and 21 to two-digit numbers less than 80

Day 5: 1. Subtract 10, 20, 11 and 21 from two-digit numbers.

HAT Outcomes 6 (next 10), 7 (10), 12 (next 10) , 14 (missing nos), 10 and 11 (1st part)

Hamilton Investigation: Spot the difference NRICH link: Y1: Number Lines

Week


6 Number and fractions

Day 1: Order numbers 1-20 on a track; mark numbers on a 0-20 beaded line including marking numbers just before/after 5, 10, 15, 20;

Day 2: Compare two numbers less than 20, say which is more or less; Count on or back starting from any number up to 20;

Day 3: Count in ones and tens from 1 to 100; count on or back;

Day 4: Find halves of shapes; recognise fractions (½) of shapes;

Day 5: Recognise and find quarters (¼) of shapes

Day 1: 1. Order numbers on a track.2. Mark numbers on a beaded line using the ‘landmarks’ of 5, 10, 15 and 20 to help

Day 2: 1.Compare 2 numbers less than 20.

Day 3: 1. Count from 1 to 100. 2. Count in 10s from 10, matching multiples on their fingers.

Day 4: 1. Recognise ½ of shapes.

2. Divide regular shapes in.

Day 5: 1. Recognise quarters of shapes.

HAT Outcomes 4 (to 20), 5, 1, 2 (10s), 15 (shapes) and 16 (shapes)

Number and fractions

Day 1: Recognise odd and even numbers; count in twos;

Day 2: Count in tens and twos, spotting patterns;

Day 3: Count in tens and begin to use multiplication; recognise multiples of ten;

Day 4: Find halves and quarters of shapes by folding; recognise fractions (½ ) of shapes;

Day 5: Find halves (½) and quarters (¼) of shapes, including three quarters (¾);

Day 1: 1 Recognise odd and even numbers to at least 20.

Day 2: 1. Describe and continue patterns.2. Count in 2s and 10s.3. Recognise multiples of 2 and 10.

Day 3: 1. Understand multiplication as repeated addition.

2. Count in 10s.

Day 4: 1. . Find halves and quarters of shapes by folding.2. Recognise which shapes are divided in halves/quarters and which are not.

Day 5: 1. Colour ¼ or ¾ of shapes.

HAT Outcomes 1 (2s and 10s), 18 (odds/evens), 36, 21, 23 and 24 (½, ¼, ¾)

Hamilton Investigations: Y1 Tricky tracks and Y2 Guess the starter NRICH link: Halving

Week


7 Doubling and halving and measures

Day 1: Find doubles to double 5;

Day 2: Share numbers to 10 to find which are even and odd;

Day 3: Find odd and even numbers on a 1-20 track; Count in 2s to find odd and even numbers to 20;

Day 4: Order the days of the week; use vocabulary related to time;

Day 5: Order the months of the year; use vocabulary related to time;

Day 1: 1. Understand that a double is two of the same number added together.2. Begin to know doubles 1 to 5.3. Find doubles to double 10.

Day 2: 1. Try to share numbers to 10 to find which are even and which are odd.2. Begin to recognise which numbers are odd and even without sharing.

Day 3: 1. Find odd and even numbers on a 1–20 track. 2. Count in twos from 1 and 2 to find odd and even numbers to 20.

Day 4: 1. Order days of the week.2. Answer questions about the order of days of the week.

Day 5: 1. Order months of the year.2. Recognise when the months are ordered incorrectly.

HAT Outcomes 13 (up to 5), 2 (2s) and 20 (days & months)

Doubling and halving and addition and subtraction

Day 1: Find doubles to double 20 and corresponding halves;

Day 2: Find doubles to double 20 and corresponding halves;

Day 3: Find halves of even numbers using strips to help;

Day 4: Know how long 15, 30 and 60 seconds are.

Day 5: Have a sense of the length of a minute.

Day 1: 1. Find doubles to at least double 20 using bead strings to help.

Day 2: 1. Investigate which numbers to 30 can be halved (whole number answers), and find that these are even numbers.

Day 3: 1. Use strips to halve even numbers and write the corresponding double.

Day 4: 1. Have an idea of the length of 15, 30 and 60 seconds.

Day 5: 1. Have a sense of the length of a minute.2. Time events in minutes.

HAT Outcomes 18 (to 30), 31 (minutes/seconds) and 32 (tables)

Hamilton Investigations: Y1 Sock doubles and Y2 Digit sums NRICH link: Y1: Share bears

Week


8 Shape and data

Day 1: Visualise, name, describe squares, circles rectangles and triangles;

Day 2: Visualise, name and describe squares, rectangles, circles and triangles; use to make patterns and pictures;

Day 3: Visualise, name and describe squares, rectangles, circles and triangles; use to make patterns and pictures;

Day 4: Use lists to sort objects; use practical resources; record information and answer questions using tables;

Day 5: Use a table to sort objects; use practical resources; record information and answer questions using tables.

Day 1: 1.Name and describe some properties of squares, rectangles, circles and triangles.

Day 2: 1.Name and describe properties of squares, rectangles, circles and triangles.2. Begin to use more mathematical vocabulary to describe properties.

Day 3: 1. Name, describe properties of squares, rectangles, circles and triangles and match them into sets.2. Recognise simple shapes no matter the proportion or orientation.

Day 4: 1.Understand that objects can be sorted in different ways. 2. Use lists to sort objects.

Day 5: 1.Think of different ways to sort shapes.2. Use a table to sort objects.

HAT Outcomes 24 (2D shape) and 23

Shape and dataDay 1: Describe and recognise regular and irregular common 2D shapes; identify from pictures in different positions and orientations;

Day 2: Describe, visualise and draw common 2D shapes; sort 2-D shapes, referring to their properties

Day 3: Make and describe polygons; sort 2-D shapes, referring to their properties;

Day 4: Use Venn diagrams to sort 2-D shapes; referring to their properties including symmetry and right angles (‘square’ corners)

Day 5: Use Carroll diagrams to sort 2-D shapes; referring to their properties including symmetry and right angles (‘square’ corners)

Day 1: 1. Recognise pentagons, hexagons and octagons including those that are irregular.

Day 2: 1. Recognise and draw pentagons, hexagons and octagons and describe their properties.

Day 3: 1. Visualise, make, recognise and describe 2D shapes.

Day 4: 1. Sort objects according to 2 criteria in a Venn diagram.

Day 5: 1. Sort 2D shapes according to given criterion using Carroll diagram.

HAT Outcomes 33 and 34

Hamilton Investigation: Shape wheels NRICH link: Jig shapes

Week



Day 1: Find one more/one less than any number up to 20;

Day 2: Find two more/less than any number up to 20, recording the hops on a beaded line;

Day 3: Find one more/one less than any two-digit number. relate counting on to addition and counting back to subtraction;

Day 4: Find one more/one less than any two-digit number, including one more than 29, 39, etc.

Day 5: Partition 6 into pairs; record the related addition sentences; begin to find the corresponding subtraction facts.

Day 1: 1. Find one more/one less than any number up to 20.2. Record as number sentences

Day 2: 1.Find two more/less than any number up to 20 recording the hops on a beaded line.2. Understand hopping backwards as subtraction.

Day 3: 1.Find one more/one less than two-digit numbers.2. Fill in missing numbers in sequences.

Day 4: 1. Find one more/less than any two-digit number, crossing over the tens barrier.

Day 5: 1.Partition 6 into pairs, write the addition.2. Find related subtractions.

HAT Outcomes 10, 11, 1, 8 (pairs to 6)

Addition and subtraction

Day 1: Add and subtract 20, 30, 40, 50 to/from two-digit numbers using the 100 grid

Day 2: Add and subtract 20, 30, 40, 50 to/from two-digit numbers using the beaded line

Day 3: Add 11, 12, 21 and 22 to two-digit numbers (answers less than 100);

Day 4: Add 11, 12, 21 and 22 to two-digit numbers (answers less than 100;

Day 5: Subtract 11, 12, 21 and 22 from two-digit numbers;

Day 1: 1. Add and subtract 20, 30, 40 and 50 to/from two-digit numbers using a 1–100 grid.

Day 2: 1. Add and subtract 20, 30, 40 and 50 to/from two-digit numbers using a beaded line.

Day 3: 1. Add 11 and 12 to two-digit numbers using the 1–100 grid.

Day 4: 1. Add 11, 12, 13, 21, 22, 23, 31, 32 and 33 to two-digit numbers using the beaded line.

Day 5: 1. Subtract 11, 12 and 21 or 22 from a two-digit number not crossing a multiple of ten using a 1-100 grid.

HAT Outcomes 2, 10, 6, 11 and 15

Hamilton Investigation: Count down to zero NRICH link: Y2: Five steps to 50

Week



Day 1: Partition 7 into pairs; record the related addition sentences; begin to find the corresponding subtraction facts;

Day 2: Partition 10 into different pairs and write the addition;

Day 3: Partition 10 into pairs; record the related addition sentences; begin to find the corresponding subtraction facts;

Day 4: Relate counting on to addition; add 2, 3, or 4 by counting on;

Day 5: Realise that addition can be done in any order; add a pair of numbers by putting the larger number first.

Day 1: 1.Partition 7 and record the related addition sentences. 2. Write the related subtraction facts.

Day 2: 1. Partition 10 and record the related addition sentences.

Day 3: 1.Partition 10 and record the related addition sentences. 2. Begin to find the related subtraction facts.

Day 4: 1.Relate counting on to addition.2. Add 2, 3 or 4 by counting on.

Day 5: 1. Realise that addition can be done in any order.2. Put the larger number first when adding.

HAT Outcomes 8 (pairs to 7), 7, 10 and 11 (counting on)

Addition and subtraction

Day 1: Add and subtract single digit numbers to/from two digit numbers, not crossing 10s, using number facts and patterns; Incl. the bonds to 7 from Y1.

Day 2: Add a single digit to a 2-digit number by bridging multiples of ten using knowledge of pairs to ten and place value

Day 3: Subtract a single digit from a 2-digit number by bridging multiples of ten using knowledge of pairs to ten and place value.

Day 4: Revise adding ‘ordinary’ numbers (mostly ending in 1, 2, or 3); add two-digit numbers by counting on in 10s and 1s.

Day 5: Add an ordinary or nearly number and do the addition accordingly; add two-digit numbers choosing an appropriate method.

Day 1: 1. Add and subtract single digit numbers to two-digit numbers, not crossing a multiple of ten and using knowledge of number facts and patterns.

Day 2: 1. Add a single digit to a 2-digit number by bridging multiples of ten using knowledge of pairs to ten and place value.

Day 3: 1. Subtract a single digit from a two-digit number by bridging multiples of ten using knowledge of pairs to ten and place value.

Day 4: 1. Add a two-digit number ending in 1, 2 or 3 by counting on in 10s then adding 1, 2 or 3.

Day 5: 1. Begin to add near multiples of 10 spotting patterns.

HAT Outcomes 7, 8, 11 (2nd part), 10 and 15

Hamilton Investigation: Domino loop NRICH links: Y1: Pairs of Numbers Y2: Maze 100

Week


11 Number and addition/subtraction

Day 1: Know number bonds to 10 and find matching number pairs quickly;

Day 2: Know number bonds to 10 and find matching number pairs quickly;

Day 3: Count from 1 to 100, count to 100 from any given number;

Day 4: Find one more and one less than a number up to 100;

Day 5: Use ordinal numbers in context

Day 1: 1.Know number bonds to 10 finding matching pairs.

Day 2: 1.Know by heart number bonds to 10 and record as number sentences.

Day 3: 1.Count to 100 from different starting points.

Day 4: 1.Find one more and one less than a given number up to 100.

Day 5: 1.Use ordinal numbers in context up to the 10th place.

HAT Outcomes 1 and 7

Mental addition

Day 1: Know addition and subtraction facts for 20;

Day 2: Know pairs with a total of 20 and derive the subtraction facts; Recognise the use of a symbol such as ■ to represent an unknown;

Day 3: Add near multiples of ten by adding 10s and adjusting; identify and test patterns

Day 4: Add near multiples of 10 by adding a multiple of 10 and adjusting;

Day 5: Add near multiples of ten by adding multiples and adjusting

Day 1: 1. Find pairs to 20 and record the addition and subtraction facts.

Day 2: 1. Recognise the use of a symbol such as ■ to represent an unknown.

Day 3: 1 Add near multiples of 10 by adding a multiple of 10 then subtracting 1.

Day 4: 1. Add near multiples of 10 by adding a multiple of 10 then subtracting 1.

Day 5: 1. Add near multiples of 10 and numbers ending in 1, 2 or 3 to 2-digit numbers, choosing how to do so.

HAT Outcomes 7, 14, 6 and 15Hamilton Investigation: Square 10s and 20s NRICH link: Y1: Weighted numbers

Title of topic – colour code (see below)GREEN – Place Value or number ORANGE – Addition or subtractionPURPLE – Multiplication or division (inc. scaling or square/cube numbers or multiples and factors...) GREY – Fractions or decimals or percentages or ratioBLUE – shape or measures or data BROWN – Algebra

Hamilton plans do provide resources for practice of the relevant algorithms, skills and the reinforcement of crucial understandings. However, some teachers may prefer to use textbooks as an additional source of practice. We have agreed with Pearson, the publisher of Abacus, that we can reference the Abacus textbooks and that they will do a special deal if any Hamilton users wish to purchase a set of these textbooks. These are new books, written specifically to match the new National Curriculum. Any schools wishing to follow this up should go to this webpage: http://www.pearsonschoolsandfecolleges.co.uk/Primary/GlobalPages/AbacusFriendsofHamiltonTrust/SpecialOfferforFriendsofHamiltonTrust.aspx

Scroll down for Outcomes for Hamilton Assessment TrackerOutcomes for Hamilton Assessment Tracker

Year 1 – Key Outcomes in bold

1. Count on and back in ones to and from 100 and from any single-digit or 2-digit number; given a number up to 100, identify one more and one less. N2. Count in 2s, 5s and 10s from 0. N3. Count on and back in tens from any 1-digit or 2-digit number, e.g. 23, 33, 43, 53... Continue to just over 100. N4. Locate any number on a 1-100 grid or a beaded line 0-100. N5. Compare numbers to at least 20. N6. Read and write numbers to 100 in numerals and read numbers in words to 20. N7. Know number bonds to 10, e.g. 5 + 5, 6 + 4, etc. Also know what is left if objects are taken from 10, e.g. 10 fingers, fold down 4, leaves 6 standing. AS8. Begin to know pairs which make 5, 6, 7, 8, 9 and 20. AS9. Begin to be aware of unit patterns, e.g. 2 + 4 = 6, 7 + 4 = 11, 12 + 4 = 16, 17 + 4 = 21, 22 + 4 = 26 etc. 27 + 4 = 31 etc. AS10. Recognise the + and – and = signs, and use these to read and write simple additions and subtractions. AS11. Add small numbers by counting on and subtract small numbers by counting back. AS12. Solve missing number problems and addition/subtraction problems in number stories. AS13. Recognise doubles to double 6 and find related halves (half even numbers up to 12). MD14. Solve simple problems involving multiplication/division, find answers with support using objects, pictorial representations or arrays. MD15. Recognise, find, name a half as 1 of 2 equal parts of an object, shape, quantity. FD16. Recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. F D17. Compare objects according to height, length, weight, capacity, using appropriate mathematical language. MS18. Count uniform non-standard, then simple standard units to measure length/height, weight, capacity. MS19. Tell the time to the half hour on analogue and digital clocks. MS20. Use the language of time including days, months, earlier, later, yesterday, minutes, hours, days, weeks and years. MS21. Sequence events in chronological order. MS22. Recognise and know the value of different denominations of coins and notes. MS23. Sort items into lists or tables. MS24. Recognise the difference between 2-D and 3-D shapes; name and describe common 2-D and 3-D shapes. G25. Describe position, direction and movement, including whole, half, quarter and three-quarter turns. G

The letters in orange after each outcome indicate the strand in Hamilton Assessment Tracker to which each outcome belongs.

Year 2 – Key Outcomes in bold

1. Count from 0 in steps of 2, 3, 5 and 10. N2. Count on and back in 10s from any number. N3. Identify any number on the 1-100 grid, understanding that each number is a multiple of ten and some ones. N4. Locate any 2-digit number on a 1-100 grid or a landmarked line; use this to order and compare numbers with <, > and = signs. N5. Read and write numbers to at least 100 in numerals and make recognisable attempts to write numbers in words. N6. Use place value and number facts to solve problems, e.g. 60 - = 20 N7. Know securely number pairs for all the numbers up to and including 20, e.g. pairs which make 15 (7+8, 6+9, 5+10, 4+11, 3+12, 2+13, 1+14, 0+15). AS8. Know different unit patterns when adding or subtracting, first when not crossing a ten and then when crossing a ten, in numbers up to 100. AS9. Add two or three single-digit numbers, using number facts and counting up. AS10. Add a two-digit number and tens; add two 2-digit numbers which total less than 100 by counting on in tens and ones. AS11. Count back in ones or tens or use number facts to take away, e.g. 27-3 = or 54-20 =. AS12. Begin to count up to find a difference between two numbers with a small gap, e.g. 42–38. AS13. Show that addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. AS14. Recognise that addition and subtraction are inverse operations; use addition to check subtractions and solve missing number problems. AS15. Solve problems involving addition and subtraction of numbers, quantities and measures, using recall of number facts and appropriate models and images. AS16. Know 2x, 5x and 10x tables, and related division facts, e.g. saying how many 10s in 40; use x and ÷ signs correctly. MD17. Understand equivalence in simple calculations: 3 x 4 = 6 x ☐ MD18. Double and halve numbers up to 20 and multiples of 5 to 50; recognise odd & even numbers. MD19. Write multiplications and divisions, using x, ÷ and = signs; calculate answers. MD20. Understand that multiplication can be done in any order (commutative) and division cannot. MD21. Solve multiplication/division problems in context, using recall of x /÷ facts, doubling, halving, arrays, ‘clever counting’. MD22. Count in halves and quarters, recognising fractions as numbers FD23. Begin to recognise the equivalence of 2/4 and ½ on the number line and in other practical contexts. FD24. Understand ½, ¼, 1/3, ¾, 2/3 as fractions of quantities in a practical context; solve problems using shapes, objects, quantities. FD25. Choose/use appropriate standard units to estimate and measure length/height, mass, temperature and capacity to the nearest appropriate unit using rulers,

instruments. MS26. Compare and order objects according to length, (mass) weight and capacity using suitable units, and record the results using >, < and =. MS27. Recognise/use symbols for pounds (£) & pence (p); combine amounts, find different combinations of coins that give the same amount. MS

28. Solve simple problems in a practical context; add and subtract pence & pounds, including finding and giving change. MS29. Tell/write the time on digital/analogue clocks to ½ past, ¼ past & ¼ to the hour; draw hands on a clock face to show these times; MS30. Begin to tell and write the time on digital and analogue clocks to the nearest 5 minutes. MS31. Know the number of minutes in an hour and the number of hours in a day and use this to compare and sequence intervals of time. MS32. Construct simple tables, pictograms, tally charts, block diagrams where unit scale is labelled in 1s or multiples of 2; interpret, ask & answer appropriate

questions. MS33. Identify/describe common 2-D shapes, referring to properties including on the surface of 3-D shapes; compare/sort 2-D shapes G34. Recognise symmetry in a vertical line G35. Identify/describe common 3-D shapes, referring to no. of edges, vertices, faces (curved and flat); compare/sort 3-D shapes. G36. Order and arrange combinations of mathematical objects in patterns and sequences. G37. Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line. G38. Distinguish between rotation as a turn and in terms of right angles for quarter, half & three-quarter turns (clockwise & anti-clockwise). G

The letters in orange after each outcome indicate the strand in Hamilton Assessment Tracker to which each outcome belongs.

files.hamilton-trust.org.uk web viewmedium term plans for autumn years 1/2 mixed age range. there is...

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