Medium term Plans for Summer Year 2
NB: HAT = Hamilton Assessment Tracker
IMPORTANT NOTE: Teachers asked us to ensure that all the teaching of statutory Y2 content can be completed in advance of the SATs in late May. Hamilton has always done this for Y6, recognising the importance of covering National Curriculum content before the statutory assessments. We have now organised this for Y2.
So ALL the statutory content is covered before the SATs. This is generally achieved as follows:
· Term 1, Autumn: 12 weeks teaching
· Term 2, Spring: 11 weeks teaching
· Term 3, Summer: 5 weeks teaching.
This teaching is inevitably very tight as there is so much to cover. Each teacher will need to pace this teaching to suit their class and, importantly, term dates.
This academic year 2017-2018, please note:
· Term 2 teaching must be started at the end of Term 1, in last week before Christmas
· If the SATs are to be done in week beginning 14th May then it is necessary that Week 1 of Term 2’s teaching should be done before the Easter holidays.
· If SATS are to be done in week beginning 21st May (or later), there are 5 weeks for the teaching which is perfect.
· Revision activities are provided for Week before SATs.
After the SATs, we have provided weeks to revise and consolidate the Y2 content with a variety of activities/tasks using problem solving and mathematical reasoning.
There is an additional investigation or problem-solving activity for most weeks, plus a link to a suitable website for another possible activity.
Week / Main focus of teaching and activities each day / Starter / Outcomes of each day /1 / Numbers and Fractions
Day 1: Counting in 2s, 3s, 5s and 10s.
Day 2: Counting in 3s.
Day 3: Counting in fractions.
Day 4: Find ½, 1/3, ¼, ¾ of amounts using sharing and number facts.
Day 5: Find ½, 1/3, ¼, ¾ of amounts using sharing and number facts.
Mixed bags
NRICH link: Making sticks / Day 1: Starter – Counting in 10s.
Day 2: Starter – Counting in 2s.
Day 3: Starter – Halves and quarters of shapes.
Day 4: Starter – Count in 3s.
Day 5: Starter – Count in 1/2s and 1/4s. / Numbers and Fractions
Day 1: 1. Can count in 2s, 5s and 10s confidently.
2. Recognise multiples of 2, 5 and 10.
3. Are beginning to count in 3s.
Day 2: 1. Count in 3s.
2. Recognise multiples of 3.
Day 3: 1. Count in halves.
2. Count in quarters.
3. Know that 2/4 is the same as ½.
Day 4: 1. Find ½, 1/3 and ¼ of amounts by sharing and using number facts.
2. Find ¾ of amounts by adding ½ and ¼.
Day 5: 1. Find ½, 1/3 and ¼ of amounts by sharing and using number facts.
2. Find ¾ of amounts by adding ½ and ¼.
HAT outcomes 1, 22, 23 and 24
2 / Addition and subtraction
Day 1: Adding pairs of 2-digit number by partitioning or counting on.
Day 2: Adding pairs of 2-digit number by partitioning or counting on.
Day 3: Subtracting by counting up or counting back.
Day 4: Subtracting by finding a difference or counting back.
Day 5: Solve problems involving addition and subtraction of pence (<£1).
Diagonal hundreds
NRICH link: Dicey addition / Day 1: Starter – Adding a single digit to a 2-digit number.
Day 2: Starter – Subtracting single digit from 2-digit numbers.
Day 3: Starter – Bonds to 10.
Day 4: Starter – Adding to next 10.
Day 5: Starter – Adding a single digit to a 2-digit number. / Addition and subtraction
Day 1: 1. Add any pair of 2-digit numbers using partitioning or counting on in tens and ones.
Day 2: 1. Add any pair of 2-digit numbers using partitioning or counting on in tens and ones.
Day 3: 1. Subtract by counting up (difference) or counting back.
2. Decide whether it would be more efficient to subtract by counting back or counting up.
Day 4: 1. Subtract by counting up (difference) or counting back.
2. Decide whether it would be more efficient to subtract by counting back or counting up.
Day 5: 1. Solve money (<£1) word problems; know whether to use addition or subtraction.
HAT outcomes 10, 11, 12 and 28 (less than £1)
3 / Money, addition and time
Day 1: Use coins to make amounts to at least £1.
Day 2: Add 2 amounts of money totalling less than £1.
Day 3: Days of the week and months of the year.
Day 4: Ordering times shown on a clock.
Day 5: Telling the time to the nearest 5 minutes.
Pound names
NRICH link: Five Coins / Day 1: Starter – Coin recognition.
Day 2: Starter – Value of coins and notes
Day 3: Starter – Days of the week.
Day 4: Starter – Tell the time to the ¼ hour.
Day 5: Starter – Count in 5s. / Money, addition and time
Day 1: 1. Recognise coins up to £2.
2. Use coins to make amounts to at least £1.
Day 2: 1. Add 2-digit money amounts (totalling less than £1) using counting up or partitioning.
Day 3: 1. Know the days of the week in order.
2. Know the months of the year in order.
3. Know what usually happens during each month of the year.
Day 4: 1.Tell the time on an analogue clock to the nearest 5 minutes
2. Order times shown on analogue clocks.
Day 5: 1. Tell the time on an analogue clock to the nearest 5 minutes.
2. Show the time, to the nearest 5 minutes, on an analogue clock.
HAT outcomes 27, 28, 30 and 31
4 / Multiplication and division
Day 1: Working out multiplication using beaded lines.
Day 2: Working out multiplications using beaded and landmarked lines.
Day 3: Working out multiplication and division using beaded and also landmarked lines.
Day 4: Working out division using beaded and landmarked lines, understanding multiplication as the inverse of division.
Day 5: Using landmarked lines to solve mystery multiplications and divisions.
Left overs
NRICH link: Grouping goodies / Day 1: Starter – Count in 10s and 5s.
Day 2: Starter – Count in 2s.
Day 3: Starter – Counting in Quarters.
Day 4: Starter – Count in 2s, 5s, 10s.
Day 5: Starter – Tell the time to the nearest ¼ hour. / Multiplication and division
Day 1: 1. Work out multiplications using beaded lines and drawing hops.
2. Begin to use landmarked lines to work out multiplications.
Day 2: 1. Work out multiplications using beaded lines and drawing hops.
2. Begin to use landmarked lines to work out multiplications.
Day 3: 1. Work out divisions using beaded or landmarked lines and drawing hops.
2. Understand that division is the inverse of multiplication.
Day 4: 1. Work out divisions using beaded or landmarked lines and drawing hops.
2. Understand that division is the inverse of multiplication.
Day 5: 1. Use division as the inverse of multiplication to solve problems.
HAT outcomes 16 and 19
5 / Multiplication and division
Day 1: Understanding doubling and halving as inverses.
Day 2: Multiplying using sets, beaded lines or landmarked lines.
Day 3: Solving word problems using multiplication.
Day 4: Dividing using sets, beaded lines or landmarked lines.
Day 5: Solving word problems using multiplication or division.
Golden numbers
NRICH link: The Brown family / Day 1: Starter – Double multiples of 5 to 50.
Day 2: Starter – Counting in 2s.
Day 3: Starter – Count in 5s.
Day 4: Starter – Count in 2s, 5s, 10s.
Day 5: Starter – Doubling and halving. / Multiplication and division
Day 1: 1. Halve or double a 2-digit number.
2. Understand that halving is the inverse of doubling.
Day 2: 1. Understand arrays and the facts that can be found from them.
2. Work out multiplications using beaded or landmarked lines.
3. Understand equivalence in simple calculations: 3 x 4 = 6 x ☐
Day 3: 1. Work out multiplications using beaded or landmarked lines.
2. Use multiplication to solve word problems.
Day 4: 1. Work out divisions using beaded or landmarked lines.
2. Say the multiplication which is the inverse of a given division.
Day 5: 1. Work out multiplications and divisions using landmarked or beaded lines.
2. Understand that multiplication is the inverse of division.
3. Interpret a word problem – know whether it involves multiplication or division.
HAT outcomes 16, 17, 18, 19, 20 and 21
Optional revision sessions / Revision
Session 1: Missing number additions and subtractions
Session 2: Place nos on lines and find the difference between them
Session 3: Addition and subtraction word problems, including money
Session 4: Missing number multiplications and divisions, and word problems
Session 5: Find fractions of amounts
Session 6: Tell the time to five minutes including ¼ to and ¼ past the hour / Session 1: Add three single-digit numbers
Session 2: Compare 2-digit numbers using > and <
Session 3: Pairs to 20p
Session 4: 2, 5 and 10 times tables
Session 5: Count up in ¼s
Session 6: Read temperatures on a thermometer / Revision
Session 1: 1. Work out missing numbers in additions and subtractions.
Session 2: 1. Place numbers on landmarked lines.
2. Find the difference between pairs of 2-digit numbers.
Session 3: 1. Solve word problems, including money.
Session 4: 1. Work out missing numbers in multiplications and divisions.
2. Solve word problems.
Session 5: 1. Find ½, ¼, ¾ and 1/3 of amounts.
Session 6: 1. Read times to five minutes to and past the hour.
2. Draw hands on clocks to show given times.
6 / Assessment week
7 / Maths games
Day 1: Maths at the fair (addition strategies)
Day 2: Dice games (addition and subtraction strategies)
Day 3: Board games (addition strategies)
Day 4: Number card games (placing numbers on a line and finding a number in between)
Day 5: Speaking and listening games (number, shape and measures) / Day 1: Starter – Recognise multiples of 5.
Day 2: Starter – Compare numbers.
Day 3: Starter – How many to the next 10?
Day 4: Starter – Identify numbers on a line.
Day 5: Starter – 5 times table. / Maths games
Day 1: 1. Add several 1-digit numbers.
2. Use number facts and bridging 10s to add 1-digit numbers to 2-digit numbers.
3. Add pairs of 2-digit numbers.
4. Find the total of a group of coins.
Day 2: 1. Use number facts and bridging 10s to subtract 1-digit numbers from 2-digit numbers.
Day 3: 1. Use number facts and bridging 10s to add 1-digit numbers to 2-digit numbers.
2. Know how many are needed to make the next 10.
Day 4: 1. Place 2-digit numbers on a landmarked line
2. Say a number between a pair of 2-digit numbers.
Day 5: 1. Use mathematical vocabulary to describe numbers, shapes and measuring equipment.
HAT outcomes 4, 7, 8, 9, 10, 11, 12, 13, 15, 27, 28 and 33
8 / Fractions, Multiplication and division
Day 1: Finding halves and quarters of amounts.
Day 2: Finding halves, thirds and quarters of amounts & counting in fractions.
Day 3: Finding halves, thirds and quarters of amounts
Day 4: Telling the time using digital and analogue clocks.
Day 5: Telling the time using digital and analogue clocks.
Make it equal / Day 1: Starter – Equivalence
Day 2: Starter – Count in 3s.
Day 3: Starter – Understanding division as the inverse of multiplication.
Day 4: Starter – Count in 5 minute intervals.
Day 5: Starter – Tell the time to the nearest 5 minutes in analogue and digital. / Fractions, Multiplication and division
Day 1: 1. Find ½ and ¼ of amounts by sharing and using number facts.
2. Find ¾ of amounts by adding ½ and ¼.
Day 2: 1. Count in halves.
2. Count in quarters.
3. Know that 2/4 is the same as ½.
4. Find ¼ of an amount by sharing.
Day 3: 1. Find ½, 1/3 and ¼ of amounts by sharing and using number facts.
Day 4: 1. Tell the time on an analogue and digital clock to quarter of an hour intervals.
2. Begin to tell the time to 5 minute intervals.
Day 5: 1. Tell the time on an analogue and digital clock to 5 minute intervals.
HAT outcomes 17 (starter), 22, 24, 29 and 30
9 / Number and place value
Day 1: Placing 2-digit numbers on a number line.
Day 2: Rounding 2-digit numbers to nearest 10.
Day 3: Placing 3-digit numbers on a beaded line.
Day 4: Understanding place value in 3-digit numbers.
Day 5: Writing place value additions.
Sixteen rocks / Day 1: Starter – Mark 2-digit numbers on a landmarked line.
Day 2: Starter - Recognise multiples of 2 and 5.
Day 3: Starter – Round 2-digit numbers to nearest 10.
Day 4: Starter – Place value.
Day 5: Starter – Compare numbers between 100 and 200. / Number and place value
Day 1: 1. Mark 2-digit numbers on an ‘empty’ number line (only 0 and 100 labelled).
Day 2: 1. Say which multiples of 10 a 2-digit number is between.
2. Round a 2-digit number to the nearest 10.
Day 3: 1. Recite numbers 100 to 200.
2. Mark 3-digit numbers between 100 and 200 on a beaded line.
3. Use knowledge of the order of numbers to 100 to order numbers 100 to 200.
Day 4: 1. Partition 3-digit numbers into multiples of 100, 10 and 1.
2. Write addition sentences.
Day 5: 1. Partition 3-digit numbers into multiples of 100, 10 and 1 and write addition sentences.
2. Know what each digit represents in a 3-digit number.
HAT outcomes 3 (100s, 10s and 1s), 4 (place on line) and 5 (3-digit nos in numerals)
10 / Maths puzzles
Day 1: Use number facts to solve number puzzles.
Day 2: Use number facts to solve arithmagons.
Day 3: Solve logic puzzles.
Day 4: Solve logic puzzles.
Day 5: Visualise 2D shapes in order to recreate tangram pictures. / Day 1: Starter – Addition facts.
Day 2: Starter – Pairs to 100.
Day 3: Starter – Positional vocabulary.
Day 4: Starter – Coin totals.
Day 5: Starter – Ordering numbers. / Maths puzzles
Day 1: 1. Use number facts to solve number puzzles.
Day 2: 1. Use number facts to solve number puzzles.
Day 3: 1. Use clues to solve logic puzzles.
2. Test solutions work.
3. Use positional language
Day 4: 1. Use clues to solve logic puzzles.
2. Test solutions work.
3. Find coins with given totals.
Day 5: 1. Visualise 2D shapes to solve puzzles.
HAT outcomes 6, 7, 9, 13, 15, 27, 28, 33, 36 and 37
11 / Problem solving and investigations
Day 1: Add 2-digit numbers in order to find patterns on a calendar.
Day 2: Count back in 4s to solve a problem; Use trial and improvement.
Day 3: Use inverse operations.
Day 4: Use reasoning to solve a problem.
Day 5: Recognise squares and triangles of different sizes to solve a problem. / Day 1: Starter – Double nos to 50.
Day 2: Starter – Count on and back in 4s.
Day 3: Starter – Add 1-digit nos to 2-digit nos.
Day 4: Starter –. Trios with a total of 10.
Day 5: Starter – Describe numbers. / Problem solving and investigations
Day 1: 1. Add four 2-digit numbers.
Day 2: 1. Count back in 4s.
2. Add five numbers less than 20, looking for ‘friendly’ pairs to add together.
3. Use trial and improvement.
Day 3: 1. Understand how subtraction ‘undoes’ addition and vice versa.
2. Use inverse operations.
Day 4: 1. Add trios of single-digit numbers. 2. Use reasoning to solve a problem
Day 5: 1. Identify squares and triangles in different sizes.
2. Work systematically.
HAT outcomes 7, 8, 9, 10, 11, 13, 14, 15 and 33
Title of topic – colour code (see below)