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Year 1/2 Mastery Overview

Summer

© Trinity Academy Halifax 2017 [email protected]

Year 1/2

Mixed Year Overview

Since our Year 1 to Year 6 Schemes of Learning and overviews

have been released we have had lots of requests for something

similar for mixed year groups. This document provides the

yearly overview that schools have been requesting. We really

hope you find it useful and use it alongside your own planning.

We had a lot of people interested in working with us on this

project and this document is a summary of their work so far. We

would like to take this opportunity to thank everyone who has

contributed their thoughts to this final document.

These overviews will be accompanied by more detailed

schemes linking to fluency, reasoning and problem solving.

Termly assessments will be available to evaluate where the

children are with their learning.

If you have any feedback on any of the work that we are doing,

please do not hesitate to get in touch. It is with your help and

ideas that the Maths Hubs can make a difference.

The White Rose Maths Hub Team

Guidance

The White Rose Maths Hub has produced these long term plans

to support mixed year groups. The mixed year groups cover

Y1/2, Y3/4 and Y5/6. These overviews are designed to support

a mastery approach to teaching and learning and have been

designed to support the aims and objectives of the new National

Curriculum.

The overviews:

• have number at their heart. A large proportion of time is

spent reinforcing number to build competency.

• ensure teachers stay in the required key stage and

support the ideal of depth before breadth.

• provide plenty of time to build reasoning and problem

solving elements into the curriculum

This document fits in with the White Rose Maths Hub Year 1 –

6 Mastery documents. If you have not seen these documents

before you can register to access them for free by completing

the form on this link http://www.trinitytsa.co.uk/maths-hub/free-

learning-schemes-resources/

Once registered you will be provided with a Dropbox link to

access these documents; please be aware some school IT

systems block the use of Dropbox so you may need to access

this at home.


Year 1/2

Mixed age planning

Using the document

The overviews provide guidance on the length of time that

should be dedicated to each mathematical concept and the

order in which we feel they should be delivered. Within the

overviews there is a breakdown of objectives for each

concept. This clearly highlights the age related expectations

for each year group and shows where objectives can be

taught together.

There are certain points where objectives are clearly separate.

In these cases, classes may need to be taught discretely or

incorporated through other subjects (see guidance below).

Certain objectives are repeated throughout the year to

encourage revisiting key concepts and applying them in

different contexts.

Lesson Plans

As a hub, we have collated a variety of lesson plans that show

how mixed year classes are taught in different ways. These

highlight how mixed year classes use additional support,

organise groups and structure their teaching time. All these

lesson structures have their own strengths and as a teacher it

is important to find a structure that works for your class.

Progression documents

We are aware that some teachers will teach mixed year

groups that may be arranged differently to our plans (eg Y2/3).

We are therefore working to create some progression

documents that help teachers to see how objectives link

together from Year 1 to Year 6.

As a hub, we are also planning to create mixed age planning

for Y2/3 and Y4/5 later in the year.

Linking of objectives

Within the overviews, the objectives are either in normal font

or in bold. The objectives that are in normal font are the lower

year group out of the two covered (Year 1, Year 3, Year 5).

The objectives in bold are the higher year group out of the two

covered (Year 2, Year 4, Year 6), Where objectives link they

are placed together. If objectives do not link they are separate

and therefore require discrete teaching within year groups.


Year 1/2

Mixed age planning

Teaching through topics

Most mathematical concepts lend themselves perfectly to

subjects outside of maths lessons. It is important that teachers

ensure these links are in place so children deepen their

understanding and apply maths across the curriculum.

Here are some examples:

Statistics- using graphs in Science, collecting data in

Computing, comparing statistics over time in History,

drawing graphs to collect weather data in Geography.

Roman Numerals- taught through the topic of Romans

within History

Geometry (shape and symmetry)- using shapes within

tessellations when looking at Islamic art (R.E), using

shapes within art (Kandinsky), symmetry within art

Measurement- reading scales (science, design

technology),

Co-ordinates- using co-ordinates with maps in

Geography.

Written methods of the four operations- finding the time

difference between years in History, adding or finding

the difference of populations in Geography, calculating

and changing recipes in food technology.

Direction- Programming in ICT

Objectives split across topics

Within different year groups, topics have been broken down

and split across different topics so children can apply key skills

in different ways.

Money is one of the topics that is split between other topics. It

is used within addition and subtraction and also fractions. In

Year 1 and 2 it is important that the coins are taught discretely

however the rest of the objectives can be tied in with other

number topics.

Other measurement topics are also covered when using the

four operations so the children can apply their skills.

In Year 5 and 6, ratio has been split across a variety of topics

including shape and fractions. It is important that these

objectives are covered within these other topics as ratio has

been removed as a discrete topic.

Times tables

Times tables have been placed within multiplication and

division however it is important these are covered over the

year to help children learn them.


Year 1/2

Everyone Can Succeed

As a Maths Hub we believe that all students can succeed in mathematics. We do not believe that there are individuals who can do maths and those that cannot. A positive teacher mindset and strong subject knowledge are key to student success in mathematics.

Acknowledgements

The White Rose Maths Hub would like to thank the

following people for their contributions, and time in the

collation of this document:

Cat Beaumont

Matt Curtis

James Clegg

Becky Gascoigne

Sarah Gent

Sally Smith

Sarah Ward

More Information If you would like more information on ‘Teaching for Mastery’ you can contact the White Rose Maths Hub at [email protected] We are offering courses on:

Bar Modelling

Teaching for Mastery Subject specialism intensive courses – become a

Maths expert.

Our monthly newsletter also contains the latest initiatives we are involved with. We are looking to improve maths across our area and on a wider scale by working with other Maths Hubs across the country.


Year 1/2

Term by Term Objectives

Year 1/2 Overview

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12

Au

tum

n

Place Value Addition and Subtraction

Place Value

Addition and Subtraction (Year 1)

Multiplication and Division

(Year 2)

Geometry- Shape

Sp

rin

g

Time

Place Value (Y1)

Graphs

(Y2)

Money Multiplication, Division and

Fractions

Length and

Height Consolidation

Su

mm

er

Weight and Volume (Y1)

Capacity,

volume, mass and temperature

(Y2)

Place Value (Y1)

3D

Shape (Y2)

Four operations

As

se

ssm

en

t

Place Value

Year 1 and 2

Consolidation and application


Year 1/2


Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Week 9

Week 10

Week 11

Week 12

Measurement: weight and volume Compare, describe and solve

practical problems for mass/weight [for example, heavy/light, heavier than, l ighter than]; capacity and

volume [for example, ful l/empty, more than, less

than, half, half full, quarter]

Measure and begin to record

mass/weight, capacity and volume.

Measurement: Capacity, volume, mass and temperature

Choose and use appropriate standard units to estimate

and measure capacity

(litres/ml, mass (kg/g) and temperature (oC) to the

nearest appropriate unit, using thermometers, scales and measuring vessels.

Compare and order volume/capacity/mass and

record the results using >, < and =.

Number: Place Value Count to and across 100, forwards and

backwards, beginning with 0 or 1, or from any given number. Count, read and write

numbers from 1-100 in numerals and words. Given a number, identify one more and one less.

Geometry- properties of shape, 3D shapes Identify and describe the

properties of 3D shapes, including the number of edges, vertices and faces.

Identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid.]

Compare and sort common 3D shapes and everyday objects. Order and arrange

combinations of mathematical objects in patterns and sequences.

Number: Four operations Represent and use number bonds and related subtraction facts within 20. Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts up to 100. Add and subtract one digit and two digit numbers to 20, including zero. Add and subtract numbers using concrete objects, pictorial representations, and mentally, including: a two digit number and ones; a two digit number and tens; two two digit numbers; adding three one digit numbers. Read, write and interpret mathematical statements involving addition (+), subtraction (-), multiplication (x) and division (÷) and equals (=) signs. Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot. Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems. Solve one step problems that involve the four operations, using concrete objects and pictorial representations, and missing number problems.

Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods. Count in multiples of twos, fives and tens Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers. Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.

Ass

essm

ent

Number: Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. Count in steps of 2, 3 and 5 from 0 and in tens from any number, forward and backward. Count, read and write numbers from 1-100 in numerals and words. Recognise the place value of each digit in a two digit number (tens, ones) Read and write numbers to at least 100 in numerals and words. Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than, most, least. Identify, represent and estimate numbers to at least 100 using different representations including the number line.

Given a number, identify one more and one less. Compare and order numbers from 0 up to at least 100; use <, > and = signs. Use place value and number facts to solve problems.

Project work: Problem-solving; using and

applying. [Year 1 and 2]

Year Group Y1/2 Term Summer


Year 1/2


National Curriculum

Statement

All students

Fluency Reasoning Problem Solving

Measure

ment

Compare, describe and solve practical problems for mass/weight [for example, heavy/light, heavier than, lighter than]; capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]

Which is heavier? Use a balance to help you investigate the items below.

a) A ruler and a shoe. b) A pencil and a book c) An apple and a bottle of

water d) A carrot and a banana

Draw lines to match the pictures to the correct words.

Use the words more or less to complete the sentence.

has ______ than

Always, sometimes, never. The tallest glass holds the most water.

Hassan says; Do you agree? Convince me.

Use balancing scales and place 4 cubes on one side and 2 cubes on the other, which is heavier? __ cubes are heavier than __ cubes. Can you balance the scales? How many more cubes do you need to add on or take away?

Tilly, Ben and Mo are describing their glasses of water. Tilly

Ben

Mo Can you fill in how much water could be in each of the children’s glasses? Could you label the glasses using the vocabulary full, empty, half full or quarter full?

Full

Empty

Half full

A bigger object is always

heavier than a smaller

object.

My glass has more

water than Ben’s

glass.

My glass is half full.

My glass has less

water than Tilly’s.

Tilly Ben Junaid


Year 1/2


National Curriculum

Statement

All students


Measure

ment

Measure and begin to record mass/weight, capacity and volume.

Choose four objects from around the classroom. Which is heaviest? Which is the lightest? What could you use to find out? Can you find two objects that weigh the same?

Choose five different containers. How could you find out which container holds the most water? Fill up the containers using a cup. How many cups of water do you need to use to fill each container?

Follow the recipe below to make pancakes. 1 large free-range egg 1 cup of self-raising flour 1 cup of milk Use the same cup for the flour and the milk.

How could we make more pancakes?

Look at the balance scales.

How many cubes does the teddy bear weigh the same as?

Look at the balance scales.

Which is heavier, the doll or the car? If you added another car to the scales, what might happen?

Look at the balance scales below. Which of the statements is true?

The train is heavier than the car.

The car is heavier than the train. The train is lighter than the car.

The car is lighter than the train. The car and the train weight the same amount.


Year 1/2


National Curriculum

Statement

All students


Measure

ment

Choose and use appropriate standard units to estimate and measure capacity (l/ml) and temperature (oC) to the nearest appropriate unit, using thermometers and measuring vessels.

How much water is in the container?

What temperature is the classroom?

Choose the appropriate unit to measure how much water is used in a shower. ml or l

Class 2 were recording the temperatures of 2 classes at different times of the day. Two classrooms, in the same building, had a difference of 6˚c at 12 noon. Why might this be?

Sometimes, always, never Liquid can be measured in millilitres.

Sarah’s 1L bucket has a hole in it. She needs exactly 1L to water the plants. She has a 250ml measuring jug. Can she use this?

Making Potions Create a recipe for a potion and use different coloured waters to make them. e.g. 100ml Frog’s breath 100ml Black Lagoon 200ml Vampire blood 200ml Troll slime Measure out each ingredient and then see how much there is altogether. Can the children write their own potions?

Gather different sized containers in width and height. Estimate how much is in each container. Record your results in the table below.

Container Estimate Actual


Year 1/2


National Curriculum

Statement

All students


Measure

ment

Compare and order volume/capacity & record the results using >, < and =.

Complete the sentences using the following symbols <, > or =

30ml 60ml

1L jug Two half litre jugs 52L 25L

Order the results from largest to smallest: 500ml, 750ml, 250ml, 1L

Who has more pop? Eric Sasha

“I have these 2 bottles.”

True or false? The taller a container is, the more liquid there is. Explain why you agree or disagree.

Work out these values:

40ml – 20ml = 20ml – 10ml = 10ml – 5ml = What do you notice about the answers? Why do you think this happening?

True or false? You can use both < and > if you are ordering 25ml and 30ml.

Can you find two different containers that hold the same amount of liquid? Which symbol would you use to compare the containers, < > or =? Explain why.

Sahil, Marta & John have 700ml of pop between them. Sahil and John drink the same amount. Marta drinks 100ml more than Sahil and John. How much do they all drink?

These 3 bottles each have more than 20ml of water in but less than 50ml. The green bottle has 5ml more than the red bottle. The blue bottle has 10ml more than the green bottle. How much could each bottle have in?

Choose different sized containers in your classroom. Measure how much liquid each container can hold. Order your containers from which one can hold the most water to the least. Compare the containers using < , > or =

“I have a 750ml

bottle.”

250ml 250ml


Year 1/2


National Curriculum

Statement

All students


Pla

ce V

alu

e

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.

Use a hundred square. Count forwards from 42 Count backwards from 80 Count forwards from 30, when you get to 50, count back to 40.

Here is a 100 base ten block. What number would come next? Use base 10 to help count forward over 100. When you reach 120, count back to 80. Give children a bunch of straws to count. Discuss putting these into bundles of ten – we can exchange ten ones for 1 ten. It is an equal amount. It is easier to count in tens.

I am going to count on from the number 58, will I say 56? Explain why.

I am going to count backwards from 30,

how many steps will it take me to reach 10? Prove it.

Sarah is counting from 70 backwards to 65. She says the numbers 70, 69, 68, 67, 65. Explain the mistake she has made.

Can you work out what number I started counting from using the clues?

o I say 10 2 digit numbers and finish on the number 34.

o I count backwards 13 numbers and finish on 90.

Sam starts counting at the number 50. He says 6 odd numbers and 5 even numbers. What number could he finish on?

Work out the missing numbers and create your own.

65 66 68 70 71

92 90 89 87 86

50 51 54


Year 1/2


National Curriculum

Statement

All students


Pla

ce V

alu

e

Count, read and write numbers from 1-100 in numerals and words.

Count the balls. Can you write this number in numerals and words?

Complete the diagram to show 62 four different ways.

29 31 32

Complete

Jasmine is writing fifty-two. She writes Is she right? Explain why.

Which number will be in the bold square on the grid?

25 26

29 31

Explain how you know.

Use the digit cards to below to make as many different one and two digit numbers as you can. Write all the numbers in words.

Match the numbers in words to the numerals.

Fill in any missing boxes.

Roll two 0-9 dice. Make two 2 digit numbers. Write them in words. Create them with Base 10. Put them in a part whole model. What’s the same? What’s different?

5 3 7

502

forty-three

fifty-seven

thirty-four

sixty-one

57

61

43

16


Year 1/2


National Curriculum

Statement

All students


Pla

ce V

alu

e

Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than, most, least.

Make each number using Base 10. Write the numbers from least to most.

71 5 18 19 40

Write 35 in the correct place in the number grid.

22 23 24 25 26

27 28

Use more than, less than or equal to to fill the gaps below.

is is

Look at the numbers below.

56 65 What is the same about these numbers? What’s different?

Always, sometimes, never A number with 9 ones is bigger than a number with 6 ones.

Can you move 3 counters so all the ten frames are equal?

Use the number cards to make the following numbers:

- Use 2 of the number cards to make a

number more than 60. - Use 2 of the number cards to make a

number less than 40. - What is the smallest 2-digit number

you can make? - What is the largest 2-digit number you

can make? - How do you know this is the largest

number?

Fill in the missing numbers to make the diagram correct.

Can you create your own for a friend?

3 4 5 6 7


Year 1/2


National Curriculum

Statement

All students


Pla

ce V

alu

e

Given a number, identify one more and one less.

Here is a number. Make one more and one less than the number, write your answer in digits and words.

Fill in the missing boxes.

Roll 2 dice and make two 2-digit numbers e.g.

Work out one more and one less of each number.

Fill in the boxes using concrete materials or pictorial drawings. Explain how you know.

Tamsin and her younger sister Beth have the same birthday as each other. Tamsin is going to be 7. Beth is going to be one year younger. Tamsin says ‘I need one less candle for my birthday cake than you.’ Is she correct? Draw the amount of candles Tamsin and Beth should have on the cakes.

Harry is 52. He is 1 year older than Kate who is 1 year younger than Sally. How old is Sally? Show this on a bar model.

Can you move two of the counters so Millie has 1 more than Dan and Javid has 1 less than Millie?

Complete the sentences to describe the new ten frames. Millie has _____________ Saqib. Dan has ______________ Saqib. Millie has _____________.

Tamsin Beth

Millie

Javid

Dan


Year 1/2


National Curriculum

Statement

All students


Geom

etr

y

Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces.

Complete the table.

Number of faces

Number of edges

Number of vertices

Cube

Cylinder

Cuboid

What is my shape?

What is the name given to 2 faces that meet?

Katie is trying to build a tower with 3D shapes. When she uses one shape they keep rolling off each other. What shape do you think she is using and why?

Class 2 are using straws to make 3D shapes. Each child is given 12 straws to make a cuboid. Is this the right amount? Explain how you know.

Jack says

Do you agree? Convince me.

Look at the shapes on your table. Can you create a table/diagram to organise these shapes? How many different ways could they be sorted?

Put different shapes into a bag. In pairs, take turns to feel a shape, without looking, and describe it to your partner. Can they guess it? Record the clues you gave.

Three children have a 3D shape each. They are all different. They each give a fact about their shape. Aidan says, “My shape has 0 vertices.” Anthony says, “My shape has less than 9 faces.” Bevan says, “My shape has a triangle on one of their faces.” List all the shapes they could each possibly have.

I have 5 faces, 8

edges and 5 vertices.

All 3D shapes have at

least 1 vertex.


Year 1/2


National Curriculum

Statement

All students


Geom

etr

y

Identify 2D shapes on the surface of 3D shapes, [for example, a circle on a cylinder and a triangle on a pyramid].

Which 2D shape makes 2 of the faces on a cylinder?

Fill in the missing number to make the statement correct. A square based pyramid has faces made from triangles.

Name a 3D shape that has a rectangle as one of its faces?

I am thinking of a 3D shape. The faces are made up of triangles. What shape am I thinking of?

Sam is drawing all the 2D shapes she finds on 3D shapes. She draws 8 squares for a cube. Is she right? Prove it!

Jenny is naming the 2D shapes she can see on a 3D shape. She says What 3D shape could Jenny be looking at?

Use the straws provided to create 3D shapes using the correct properties. What shapes do you notice on the faces?

Abigail is folding paper to make a 3D shape. Work out the shapes she has made by looking at her folded papers.

I can see at least one

circle.


Year 1/2


National Curriculum

Statement

All students


Geom

etr

y

Compare and sort common 2D and 3D shapes and everyday objects.

Find three different 3D shapes in the classroom.

What is my shape?

Connect the 3D shapes to the 2D shape that makes one or more of its face. You can draw more than one line from a shape.

Hamish is sorting 3D shapes. He puts a cube in the cuboid pile. Do you agree? Why?

Find a 2D shape and a 3D shape in the classroom – could these objects have been designed better using a different shape e.g. Would a clock look better as a square?

Hamza has sorted some shapes.

He has placed a square, a cube and a cuboid in the same group. What could a title for his group be? What other shape could go in the group?

Shape hunt! Look around the school and playground. What shapes can you find?

Look at the diagram below.

3D Not 3D Has 1 or more curved sides/ faces

No curved sides/ faces

Sort the shapes on your table into this diagram.

It is used in a game

with two teams.

It has only 1 face.

A cube is a type of

cuboid.

Cylinder

Cuboid

Square

based

pyramid

Square

Rectangle

Circle

Triangle


Year 1/2


National Curriculum

Statement

All students


Geom

etr

y

Order and arrange combinations of mathematical objects in patterns and sequences.

Draw a pattern to show the following: red triangle, yellow square, blue circle.

Use the cubes to make a sequence. Can your partner continue it?

Create a pattern using only these shapes.

Jessie is making a pattern. It goes like this: red square, blue circle, green triangle. She thinks the 12th term will be a red square. Is she right? How do you know?

Spot and correct the mistake.

What’s the same and what’s different about these patterns?

Choose a pattern to continue.

How many patterns can you see on this picture?

How many different sequences can you make from the shapes below?

Can you create a sequence for a partner?


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Represent and use number bonds and related subtraction facts within 20.

Fill in the boxes. Use dienes to help.

12 + = 20 20 - = 3 15 + = 20 20 - = 9

+ 14 = 20 20 – 0 = Look at the ten frames below. Can

you write four number sentences to describe them? Place three more counters on the ten frames. Can you write four new number sentences?

Fill in the missing numbers.

Throw a handful of double sided counters. Write all the number facts you can see. What do you need to add to make 20? Prove it.

Georgia is using base 10 to add to 20. She starts with this. Sophie and Max show her what they think she should add to her base 10 to make 20. Who is correct? Explain how you know. Sophie Max

Fill in the so the sum of the numbers on each line is 20

Here is a magic square. Each row and column adds up to 20.

12

5

7

4


9

20

13 7

6

9

4

6

8

3 2


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Recall and use addition and subtraction facts to 20 fluently, and derive and use related facts to

100.

Complete the part whole models.

Complete the missing numbers. Use two ten frames to help you.

16 + = 20

20 = 15 +

20 - = 12

Here are ten tens.

How many ways can you split them between the two circles to make different number bonds to 100? One has been done for you.

Continue the pattern. 90 = 100 – 10 80 = 100 – 20

How is this pattern the same and different as this one?

9 = 10 – 1 8 = 10 – 2

Here is a hundred square.

Sam colours in the numbers 1 – 30. Tom colours in the numbers 31 – 60. How many squares are not coloured in?

Kim says ‘ If I know 9 + 1 = 10, I can work out 90 + ____ = 100’ Find the missing number and explain how Kim knows.

Play a game for 2-4 players. Give each player 2 ten frames. Each child takes turns to roll a die and they place that amount of counters on their ten frame. They must then say how many counters they have altogether and how many more counters they need to make 20. Continue until one player has completed their two ten frames.

Fill in the so the sum of the numbers on each line is 20

Can you complete the boxes so each row and column adds up to 100?

20 50

30 40

13 7

9

20

6

9

4


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Add and subtract one digit and two digit numbers to 20, including 0.

Use Base 10 to complete the number sentences. 5 + 12 = 12 – 5 = 7 + __ = 19 13 - __ = 8

Use the ten frames to complete the number sentences.

12 + 6 = 12 – 6 =

Sita and Kim have 15 sweets between them. Here are Kim’s sweets.

How many sweets does Sita have?


+ 5 = 12 + 6

7 + 11 = 20 -

6 + 5 = + 11 Explain how you worked it out.

Always, sometimes, never.

Two one digit odd numbers add up to make an even number. Example: 3 + 5 = 8

Sam says Do you agree? Use Base 10, a ten frame or a number line to help you explain.

The numbers in the blue circles add together to make the number in the purple circle between them. The numbers in the purple circles add together to make the number in the orange circle between them. Can you fill in the purple and orange circles?

Choose two ten frames and add them together. What is the smallest answer you can make? What is the greatest answer you can make?

When you add 0 to a number,

the number doesn’t change.

5 4

3 2


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Add and subtract numbers using

concrete objects, pictorial

representations, and mentally, including: a 2 digit number and ones;

a 2 digit number and tens; two 2 digit

numbers; adding three 1 digit numbers.

Calculate:

Owen has 45 football cards, he gives 20 to his friend Jack. How many does he have left? Use the bar model to help you.

Work out the total of each row and column.

5 4 2

3 7 8

5 7 3

True or False? When you add two odd numbers together you always get an even number. Convince me.

What digits could go in the boxes?

2 + 5 = 87

How many ways can you do it? Show me.

Sam says Is he right? Explain your answer.

Take 3 consecutive numbers that are neighbours when you count. Eg 4, 5, 6. Add them together, what do you notice? Choose 3 more neighbour numbers up to 10. See if there is a pattern as you add them.

Lily has 3 dogs.

Dog A and B weigh 7kg. Dog B and C weigh 8kg. Dog A and C weigh 11kg.

What does each dog weigh? Take five coins:

1p, 2p, 5p, 10p, 20p. Put them in a row using these clues. The total of the first three coins is 27p. The total of the last three coins is 31p. The last coin is double the value of the first coin.

+

45

20 ? I am thinking of a two digit

number, if I add ones to it, I

will only need to change the

ones digit.

A B C C


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Read, write and interpret mathematical statements involving addition (+) subtraction (-) and equals (=) signs.

Fill the boxes using +, - or =

6 3 9

6 3 3

Look at the diagram and write a number sentence to describe it.

Write a word story for the balloons below.

Write a number sentence to describe your story.

Use < , > or = to fill the boxes. Explain your choices.

15 + 2 15 – 2

19 – 5 11 + 3

17 – 4 17 – 3

2 + 16 12 + 6

How many number sentences could you write to describe the number line below?

What’s the same? What’s different?

Jasmine is using a ten frame to find the answer to a question. What could the question be?

Here are some number cards. Use six of the number cards to fill the boxes below. You can only use each card once. + = + = + How many different ways can you complete the boxes?

Turn number cards 0-10 over. Children pick two. Turn + and – signs over. Children pick one. How many different calculations can you make? Example cards turned over: 5 + 2 = 7 2 + 5 = 7 7 = 5 + 2 7 = 2 + 5

3 4 5 6 7 8

9


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Show that the addition of two numbers can be done in any order (commutative) and subtraction of one number from another cannot.

Complete the number sentences.

Use = < or > to complete the number sentences.

64 + 13 13 + 64 23 – 12 12 – 23

Here is a fact family. 12 + 5 = 17 5 + 12 = 17 17 – 5 = 12 17 – 12 = 5

Use these numbers to create your own fact family.

True or False? These four calculations have the same answer. 1 + 4 + 2 2 + 4 + 1 4 + 2 + 1 4 + 1 + 2

Explain your answer.

True or False? These four calculations have the same answer. 7 – 3 – 2 2- 3- 7 3 – 2 – 7 7 – 2 – 3

Use cubes to help to explain your answer.

Write the missing symbols + - and = in the number sentence. Can you complete it in two different ways?

40 23 17 40 23 17

Use the number cards below to make as many addition and subtraction sentences as you can. How many can you make?

What could the values of the circle and triangle be?

+ = - =

How many number sentences can you write to describe the part whole model?

27 23

50

3 7 4 10

12

12

11 27 16


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Recognise and use the inverse relationship between addition and subtraction and use this to check calculations and solve missing number problems.

If I know 34 + 20 = 54, what other addition and subtraction sentences can I write?

How many number sentences can you write to describe the ten frames?

Make a number on a ten frame using two different coloured counters. Challenge a friend to write number sentences to describe your ten frames.

Dan calculates 67 + 8 = 75 Use a subtraction to check his answer.

Write a number sentence to find the value of the ? in each of the bar models.

What do you notice?

What is the greatest whole number that can fill the box?

In the pyramids the two numbers below add to the make the number above.

Complete these two pyramids.

What is the value of the blue box?

How did you get your answer?

I think of a number. I take away 7 and add 2. My answer is 15. What is my number?

36

25 ?

?

25 11

36

? 11


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Solve one step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems.

Use Base 10 to help you find the missing number.

Holly has 6 cubes. Megan has 3 more cubes than Holly. How many cubes do they have altogether? Use ten frames to help you find your answer.

6 are in a tree.

Another 5 arrive. How many are in the tree now?

Sort these problems into addition and subtraction. Explain how you know.

o 12 sweets are in a bag. Gina eats 5 of them. How many are left?

o There are 5 people on a bus. 4 more people get on. How many are there now?

o There are 8 people sitting at one table and 5 people sitting at another. How many people are there altogether?

o Sally has 15 grapes. She eats 7 of them. How many grapes does she have left?

Five friends go cycling.

There are 8 bikes. How many spare? Joe’s calculation: 5 + 8 = 13 Tom’s calculation: 8 – 5 = 3 Who has the right answer?

Find the total.

Here are some number cards. Hassan and Sally use the cards to make numbers between 10 and 20. Hassan makes the biggest number possible.

Sally makes the smallest number possible. What is the difference between their numbers?

+ =

+ = 10

+ = 12

+ =

1 9 2

2


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Solve problems with addition and subtraction: using concrete objects and pictorial representations, including those involving numbers, quantities and measures; applying their increasing knowledge of mental and written methods.

There are 32 children in Class 2. 17 are girls. How many are boys?

On Monday, Jack swims 12 lengths. On Tuesday he swims 13 lengths. How many does he swim altogether? After Wednesday, Jack has swum 40 lengths in the week. How many lengths did he swim on Wednesday?

The length of the school hall is 21 metres. Tilly runs from one end to the other and then back again. How far has she run?

Sam and Zoe are working out some subtractions.

Sam’s answer is double Zoe’s answer. What could Zoe’s question be?

Always, sometimes, never.

odd number + odd number + odd number = even number Use number cards to make numbers to test out if this statement is true.

Aron has some balloons. Fiona has 12 more balloons than Aron. In total they have 40 balloons. How many balloons has Fiona got?

Yasmin has 3 jars of bugs.

There are 7 more bugs in the first jar than the second. There are 3 less bugs in the third jar than the second. There are 40 bugs in total. How many bugs are in the first jar?


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Count in multiples of twos, fives and tens.

Draw the next three pictures for each pattern and write the numbers under each picture.

Fill in the missing boxes

How many altogether?

Hassan is counting in 5s. He says Is he correct? Explain your answer.

Always, sometimes, never Multiples of 5 are odd numbers. Multiples of 2 are even numbers.

I start at 10 and count in tens. Will I say 101?

True or false? There are more multiples of 2 in between 0 and 20 than multiples of 5 or 10 Explain why.


Fill in the sentences below. One has been done for you. = 5

3 fives make 15 __________ ________________ If = 2, what would your sentences be?

5 10 15

2 4 6

10 20 30

I will never say a number

that ends in 1

4

20 30

20

35

2


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Recall and use multiplication and division facts for the 2, 5 and 10 times tables, including recognising odd and even numbers.

Use towers of cubes to calculate: 4 x 5= 20 ÷ 2 = 6 x 10= 25 ÷ 5 =

A flower has 5 petals. How many petals do 5 flowers have?

Circle the odd numbers. 12 13 17 18 21

Look at Numicon up to 10

Which numbers are odd? Which are even? What’s the same about the even numbers? What’s the same about the odd numbers?

Which has more? 4 bags of sweets with 5 in each or 3 bags of sweets with 10 in each? Explain your reasoning.

20 = x What numbers could go in the boxes? Prove it.

I have 35p in my pocket in 5p coins. How many coins do I have? Draw a picture to prove your answer.

Tubes of bubbles come in packs of 2 and 5. Holly has 22 tubes of bubbles. How many of each pack could she have? How many ways can you do it?

Sally and Katie want to share sweets out equally between them. They can buy bags of 17, 18 or 21 sweets. Which bag should they buy? What other packs of sweets could they buy?

Fran and Lily had a tub of lollies. When they shared them between them they had one left over. Just as they had finished sorting, three of their friends came and wanted some lollies so they shared the same lollies again. This time they had 2 left over. How many lollies might have been in the tub?


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Solve one step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher.

Emily has 8 apples. She shares them with her friend. How many apples do they get each?

Hamza buys 4 bags of sweets with 5 sweets in each bag. How many sweets does he have altogether?

Complete the sentences below. There are ___ equal groups of 5 There are 5 equal groups of ___

Sara wants to share the toys below with her sister. How many toys will they get each? Can they share them equally? Explain why.

Always, sometimes, never Equal groups of two objects make an even number. Example: 3 groups of 2 is 6 Use cubes to prove your answer.

Jasmine has 20 biscuits. She wants to divide them into equal groups. How many different ways could Jasmine divide her biscuits? What is the smallest number of equal groups she can make? What is the largest number of equal groups she can make?

Five friends each have an equal amount of grapes. Their number is odd. They have more than 20 but less than 30 altogether. How many grapes do they each?

Use cubes or pictures to help you solve the problem.


Year 1/2


National Curriculum

Statement

All students


Four

Opera

tions

Solve problems involving multiplication and division, using materials, arrays, repeated addition, mental methods and multiplication and division facts, including problems in contexts.

Use the pictures to fill in the missing numbers.

groups of = Addition sentence: Multiplication sentence:

I have five 10p coins, exactly enough to buy a chocolate bar.

I need 1 more 10p to buy bottle of pop. How much is a bottle of pop?

Compare the number sentences using < > or =

3 + 3 + 3 + 4 3 x 4 + 4 5 x 4 + 2 + 2 5 + 5 + 5 + 5 + 2 + 2

+ + = 12 + = 12

= =

Erik bakes 5 trays of muffins. Each tray contains 6 muffins.

He sells 16 muffins and eats 5 How many muffins does he have left?

Here are some apples.

Class 2 are asked work out the total. Here are four different ways they do it. Fill in the missing blanks. ….. + ….. = 10 ….. + ….. + ….. + ….. + ….. = 10 …… × …… = 10 …… × …… = 10

If + + = 30 + + + = 20 + = 4

Complete the addition + + =

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